Metropolis by Giorgio Moroder Essay Example | Topics and Well Written Essays - 1250 words

Metropolis by Giorgio Moroder - Essay Example With this on hand, the paper will dwell on the view of the movie as women are the source to evil, and how the role of women changed as the movie unfolds. Metropolis The movie, Metropolis, released in 1927, is based on the novel by Thea von Harbou. The movie is a silent film, which was directed by Fritz Lang, who is a German filmmaker. Metropolis was a futuristic city with airplanes, flyovers, and high rise buildings used and occupied by the higher class. This population lives with all the amenities to used and enjoy, such as sports, libraries, cinemas, and the like. On the contrary, beneath the highly urbanized city are the workers who control the functions of the machines used in Metropolis. The workers strive to survive the daily routine of hard work, darkness, and even death below the lively and well-developed city. The movie evolves on the resistance of the workers towards the master of Metropolis, Joh Fredersen. Along with this, the story escalates to the development of the love story between Freder, the son of Joh Fredersen, and Maria, a daughter of a worker who aims for freedom and equality. Freder, as the son of the master of Metropolis, has the freedom to enjoy all the goodness and luxury in life. However, one day, Maria went to the Eternal Garden and brought the children of the workers there, where Freder was also present. Freder, intrigued of the passion he saw in Maria, followed them to the underground city where he saw the laborers suffer and die. The incident that he witnessed rose his concern for the workers. For this reason, he decided to take the place of a worker and was also invited to take part in the meeting that Maria organized to bring hope to the workers. In the meeting, Maria spoke of hope, and that one day a savior with the hand and the heart will come to unite their cities. At the same time, Joh Fredersen had witnessed the power that Maria had over the workers, which made him fear her. For this reason, he assigned Rotwang, a scientist , to create a robot in the likeness of Maria, and to use the robot to gain the loyalty of the workers. However, the robot Maria became out of control and led the workers to destroy the machines underground, not knowing that the machines were built to save their city from flood. Chaos came to being; however, Maria and Freder were able to save the children of the workers, and Freder became the hand and the heart that united the workers and his father (DiMare 346-348). The Portrayal of Women in Metropolis Metropolis is a science fiction film, which has the female persona represented by the cyborg Maria or the robot Maria and the human Maria. The cyborg Maria is linked with the â€Å"social chaos, and revolution suggests that these are not just economic problems: they are also sexual problems† (Brockmann 87). It is also important to note that the cyborg Maria was not created to do the typical activities a robot is expected to do. She was created and given the likeness of the huma n Maria, who poses a threat as reality, and technology unites in her (Ascott 311). Furthermore, the female cyborg, in this case Maria, is a character in the film that is mostly defined as a problematic individual torn between her ability to reproduce and her robotic ability. Most of the time, the character of the female cyborg portrays two roles, which is a hero or a villain. In this case, the cyborg Maria is described by Claudia Springer as an

Research Project Essay Example | Topics and Well Written Essays - 1250 words - 4

Research Project - Essay Example ucted studies on the relationship between language anxiety and performance have indicated the existence of a negative relationship between language barrier and the overall performance of a learner. To an extent, the effects of language anxiety severely affect the performance of a learner. The extent of these effects is obvious during language tests, when learners are put under the pressure of time constraints and of success. This study focused on the issue of language anxiety and its effects on Saudi learners’ test performance. A questionnaire was used to identify learners’ different levels of language anxiety. Later, the learners were subjected to a standardised test to determine their anxiety levels. The results from the study indicated that the correlation between anxiety scores and test had adverse effects on the students’ performance in the tests. From the findings, suggestions were made on the need for more attention to be made on language anxiety. Methods of reducing language anxiety among students during tests to improve their performance are also suggested. Language anxiety, comprising of the various types of fears, worries, or nervousness related to learning or using a foreign language in communication has been the subject of research for a long time. The feeling of discomfort associated with a person using a foreign language both in learning and communication in comparison to the ease of using mother tongue is justified. Experts in the field of anxiety and psychology hold that learning anxiety successfully has negative effects in the performance of a student, which at times can lead to adverse results. The ease of understanding questions in a test, the time taken in understanding and answering a particular question and the comfort while answering questions are the various factors that affect the level of performance of a student. Time is essential in tests as success is determined by the ability to answer either all or most of the questions. If a

Caparisoned like a man Essay Example for Free

Caparisoned like a man Essay In this act, the weary travellers purchase a cottage and a flock of sheep from Corin. This quick financial exchange might seem humorous to the audience, as it is very unrealistic and theatrical. The audience can also see that strangers, for example Corin, are fooled by Rosalinds disguise  In Act III Scene Two, Celia teases Rosalind, who wants to find out who wrote the poems about her, and nailed them to trees. She reminds Celia that she is a woman, although she is caparisoned like a man. This might also be a reminder to the audience that Ganymede is female. Finally, when Celia admits that she knows the poet is Orlando, Rosalind, dressed as Ganymede, is distressed. She is distressed because she knows she wont be able to let him woo her if he thinks she is a man, Ganymede, instead of his love, Rosalind.  Rosalind: Alas the day! what shall I do with my doublet and hose?  However, she then realises that in a mans attire, she is able to speak to him (Orlando) like a saucy lackey, which she then does for the rest of the play. She teases him about his love, and says he does not look like a man in love. Throughout this scene, Rosalinds motive to disguise herself as a man has now changed from practical reasons to personal ones; to find out how much Orlando loves her, and perhaps to educate him, on how to love her. For example, in Act IV Scene 1, when Orlando is an hour late for their meeting, she shows that if he would have done that to Rosalind, Cupid hath clapped him o the shoulder. Through her disguise, which she uses to her full advantage, she playfully suggests to him that she will pretend to be Rosalind so he can woo her. This Orlando feels able to do, so he can say what he wanted to say when they first met, in Act I Scene 2, and she can hear what she never expected to hear, because they are not bound by social expectations, as Orlando does not know Ganymede is Rosalind. Their relationship stays fun and lively, because he can be open and honest, and express his emotions, and she can willingly accept his proposals, for example in Act IV Scene 1: Rosalind: But come, now I will be your Rosalind in a more coming-on disposition; and ask me what you will, I will grant it.  Orlando: Then love me, Rosalind.  Rosalind: Yes, faith, I will, Fridays and Saturdays and all.  In the play Shakespeare questions the rigid rules of societys wooing of that time, since he wrote the play with the idea of a traditional romance; (an archetype) a boy meets a girl, they fall in love, and marry happily ever after after overcoming several obstacles and misunderstandings. However, Shakespeare was forward thinking of his time, letting Rosalind orchestrate the wooing, which was very unconventional. As we can see from Act III Scene 4, Rosalind is a very strong and intelligent character, as she has tricked Orlando into wooing her, even though she is dressed as a man. She is also very witty, a characteristic she only feels able to express properly when she is disguised. She is perhaps the wittiest person in the play, apart from Touchstone, who is a professional comedian, after having been a fool or jester at the court for many years. In Shakespeares time, royal men at court showed their wittiness by putting down a fool. He is someone we call a stooge nowadays. However, Touchstones jokes and puns are less friendly than Rosalinds, whos aim is simply to tease or humour people, and not make fun of them, like Touchstone does. Today, Rosalinds role is a sought-after part, since it is one of Shakespeares only good main female characters. The reason for this is that the roles of his time were pre-dominantly male, as there were no female actresses then, and men had to act female parts, which would not have been desirable. This adds humour to the play, from the audiences perspective, because the players with female roles, e.g. Celia and Rosalind, were young adolescent males. So, Ganymede was a teenage boy, acting a female (Rosalind), dressed up as a man. A particularly humorous moment is when Orlando attempts to kiss Ganymede, for two reasons. One is that the player acting Orlando is attempting to kiss his true love, Rosalind, even though he doesnt know this. But, from the audiences point of view, this is also funny since the actor Orlando is attempting to kiss another man. Even now, cross-dressing is found humorous, explaining why people watch cabarets and pantomimes. Further on in the play, in Act III Scene 4, we see Rosalind and Celia alone together. Alone with Celia, Rosalind does not pretend to act masculine, instead she talks about her love to Orlando in a feminine way, and Celia teases her.  Rosalind: Never talk to me: I will weep.  Celia: Do, I prithee; but yet have the grace to consider that tears do not become a man.  Then, Corin comes in, and invites them to see Phebe and Silvius together. They do so gladly, and Rosalind takes another opportunity to use her disguise to her full advantage: she insults Phebe, somewhat cruelly.  What thought you have no beauty-  As by my faith, I see no more in you  Than without candle may go dark to bed However, this has an adverse effect, since Phebe falls head over heels in love with Ganymede, who in fact is Rosalind. This is another way Shakespeare has brought comedy to the play using the dramatic device of disguise, for Rosalind is, like she says, unable to return the love. From this we also see that Shakespeare did not think about relationships of the same sex, presumably because that would be too forward of his time. Also, it was illegal to demonstrate homosexual relationships; Oscar Wilde was put in jail, 200 years later for his gay relationships. Using the dramatic device of disguise, Shakespeare also uses Rosalind to expose the shallowness and absurdity of conventional modes of wooing, in Act 4 Scene 1. This is when Ganymede mocks Orlando, which was very unconventional of that time, since normal women did not act like that; they were supposed to be very gentle, docile, etc.  However, in Act IV Scene 3, Shakespeare does make Rosalind seem more feminine again, since Ganymede faints, after hearing Orlando was hurt. Fainting was not seen as a manly tribute, which nearly gives away to Oliver than Ganymede is a woman. You lack a mans heart. When Ganymede awakens again, Rosalind admits that she is tired of disguising herself, and hiding her feelings, I would I were at home.  This is not the only time Rosalind makes the mistake of showing her female characteristics. In Act III Scene 2, Rosalind nearly gives away that she is female while Corin is there because Touchstone makes up an offensive poem about Rosalind and she reacts to it vehemently.

Importance Of Story And Drama For Teaching

Importance Of Story And Drama For Teaching The purpose of this study was to determine the importance of story and drama as a teaching element in children literature. How do teachers scaffold childrens learning through story and drama in Turkey? Also what is the effect of using creative drama method on attitudes and reading strategies in Turkish lessons? In the study literature review and interview was used to investigate how much literature teachers apply story and drama techniques in their literature classes and how they are practical or useful on Turkish childrens learning who are studying in middle schools. Population of this research is Turkish secondary school teachers who have experience in story and drama teaching. As a sample, it was interviewed 4 middle school Turkish literature teachers to learn their teaching experiences and attitudes to research topic. Collected data was analyzed and consequently findings indicated that story telling and creative drama methods had significant effect on make and begin and carry on a relationship, self control social skills and learning well by experiencing in Turkish lessons. INTRODUCTION Childrens literature is for readers and listeners who are about 2-14 years old. Childrens literature is a resource no literature teacher can do without. This study investigates a sample of pieces that are middle schools Turkish children literature according to scaffolding childrens learning through story and drama. Scaffolding is a well-known metaphor widely used in education and language teaching to describe the guidance, collaboration and support provided by teachers to lead children to new learning (Read, 2006). Stories and drama share a number of features, which make it natural to integrate and combine them in scaffolding learning during language lessons with children (Read, 2007). When working with children, storytelling and drama techniques can be integrated and combined in multiple ways to provide robust and flexible scaffolding. This underpins and props up childrens learning in initial stages. It also provides appropriate support as they gain in confidence, and opens the way to new learning and the internalization of language and skills in enjoyable and creative ways (Read, 2006). Then what is literature? Literature is thought, experiences and imagination shaped into oral or written language that may include visual images. Children learn best in social situations, when content is meaningful and is interrelated. And literature is so available for these applications. Research Questions are; What are the importance of story and drama as a teaching element in Children Literature in middle schools especially based on life experiences of Turkish Language and Literature (TLL) teachers? How do you scaffold as a teacher to childrens learning through story and drama in secondary schools? How children literature scaffolds their effective learning by using drama and story in Turkish lessons. It could be analyzed effects of drama technique examining by how the effect of the creative drama method on the attitude and reading strategies in Turkish teaching, effects of creative drama method on the reception of some social skills, and evaluation of the attitudes of the Turkish teacher candidates towards creative drama. On the other hand, it could be analyzed effects of storytelling technique examining by evaluation of the attitudes of the Turkish teacher candidates towards children literature and children literature course, the function and importance of tale in language acquisition cultural worth instruction process, evaluation of the attitudes of parents who have 4-10 Years old children towards children literature and children books in Turkey. It was considered to analysis and combine effects of story and drama based on these topics. LITERATURE REVIEW In this study literature review and interview was used to investigate how often literature teachers apply story and drama techniques in their literature classes and the researches that have already been done about the topic how they are practical or useful on Turkish childrens learning who are studying in middle schools. On this research project topic, there was no specific thesis or research that points out directly this study which includes both story and drama features. For this reason, it is preferred that to classify and analysis each researches that have already been done about the topic. By this way, it was considered to analysis and combine effects of story and drama, attitudes of Turkish teachers, Turkish teacher candidates, and parents to story and drama. Thats why; it was analyzed that 6 of studies are on the effects of children literature that 3 of them are directly related with drama and 3 of them are related with story during Turkish Language lessons with children. Thes e studies contains well studied on research methodology, sample or population, and evaluation etc. After analyzing of collected data consequently findings were combined and indicated that story telling and creative drama methods had significant effect on make and execute a work with a group, begin and carry on a relationship, self control social skills and learning well by experiencing in Turkish lessons. Examined research studies are chosen from especially from Turkish educators intentionally to analyze how often they use and how are practical or useful on Turkish childrens learning who are studying in middle schools. Because of there was no specific thesis or research that points out directly this study it is chosen to inform two most closest researches to this research project topic in drama and story head topics. The first one is done by Fatma KÄ ±rmÄ ±zÄ ± Susar, Pamukkale University in Denizli Turkey, in 2008. This article was efficient to identify the effects of using creative drama method on attitude and reading strategy in Turkish lesson. Drama has a language all of its own and draws on various forms of literacy. Students develop literacy skills in many ways through the range of activities they participate in during the drama class. In the study experimental design with pre and post test control group was used. There were 75 fourth grade students (female=37, male=38) in Turkish classes. The study was conducted in a primary school Ä °zmir, Buca, during 2005-2006 education year and lasted seven weeks in data collection, reading comprehension attitude was reading scale and reading strategies scales was used. In the experimental group creative drama technique, in the control group Turkish course teaching program was applied. In data analysis Mann Whitney U-test were u sed. This test can be used for very small samples. It can also be used when the variable being recorded is measured using an arbitrary scale which cannot be measured accurately (e.g. a color scale measured by eye or a behavioral trait such as aggression), (Billiet 2003). As a result, creative drama method was more effective on using reading comprehension strategies than Turkish Lesson teaching program group. The second research study is done by Hasan BaÄÅ ¸cÄ ± in 2007. This study had take place in National Education Journal which is published by Turkish Ministry of Education in Ankara. This study gave a direction to this research project because it was the closest study to this research. And also it helped to this study to examine attitudes of the Turkish teacher candidates towards children literature and children literature course based on story books and storytelling on lessons. The purpose of the study was to investigate the attitudes of the Turkish teacher candidates towards children literature and children literature course. A 35 item children literature attitude scale prepared to find out attitudes of the Turkish teacher candidates towards children literature and children literature course was given 180 third year students at the Turkish Teacher Department of the Faculty of Gazi Education, Gazi University in 2004-2005 academic years. It was found out that attitudes of the Turkish teacher candidates towards children literature and children literature course are generally positive. The findings were evaluated on three dimensions according to the gender, teaching program and lesson success marks towards the results of the research. There were no significant gender differences found between male and female candidates and the type of teaching program (primary program or secondary program) attitudes towards children literature. Nevertheless, there is a significant difference in attitudes of the Turkish teacher candidates towards children literature and children literature course with respect to children liter ature lesson success based on grades. As a result, it was seen that using story and drama techniques in literature lessons are effective if it is done by systematically. RESEARCH METHODOLOGY Research Design: In this study interview was used to know how much literature teachers apply story and drama techniques in their literature classes. Four middle school Turkish Language and Literature teachers were interviewed to learn their life experiences, case problems like learning difficulties, comprehension skills and effects of using story and drama on childrens learning in middle school. It was determined that how were the teachers attitude towards using story and drama in their lessons. There were some Turkish lesson researches that have already been done about this research beside these studies and it was found that if teachers use them effectively in classes they were so practical or useful on Turkish childrens learning who are studying in middle schools. The advantage of interview was that the researcher could adapt the questions as necessary, clarify doubt and ensure that the responses are properly understood, by repeating or rephrasing the questions. Especially in my research project the literature teachers attitude to the importance of story and drama as a teaching element in Children Literature was so essential because the research project would both study on literature review and teachers life experiences. Sampling: The research project was related to the Turkish Language and Literature teachers who have experiences about teaching in middle school classes. Thats why; 4 following TLL teachers were interviewed about the topic. Population of this research was Turkish secondary school teachers who have experience in story and drama teaching. As a sample it was chosen to interview 4 middle school Turkish literature teachers to learn their teaching experiences and attitudes to research topic. The limitation of this study was having limited sample to interview. Yet, to recover this limitation the teachers are tried to chosen variously cities, schools, genders, teaching experiences. The interviewed teachers and interview questions are shown below: A Female, 30 years Turkish Teacher in TED Ankara College, Ankara. B Female, 8 years Turkish Teacher in BLIS College, Ankara. C Female, 3 year Turkish Teacher in Private Istanbul College, Istanbul. D Male, 15 years Turkish Teacher in Iskenderun Public School, Hatay. Interview Questions: Do you use story and drama to catch childrens attention to literature class in middle schools? And how often do you use them? What are the beneficial activities do you use in childrens literature in middle school? What are the limitations about using these activities in class environment? According to your experiences, in which ways this age group of children do learn best? Could you give a specific example on this topic according to your teaching memories? DATA ANALYSIS In this study, for data analysis it is preferred so separate questions and answers topic by topic that according to the teachers who are interviewed on storytelling and drama techniques to scaffold childrens learning. 3 teachers answered about using story and drama to catch childrens attention usually at the beginning of the lesson to catch students attention, interest, and curiosity. Just 1 teacher said that he uses rarely based on students motivation and amount of the class but he informs that he was working in a public school and amount of the classes were so high. Yet he added also using this activities sometimes help students social and communal. Using beneficial activities teachers answered this question in groups of shown below: Memory nails (1) Novel rooms (2) Empathy model (1) Hot seat play (3) Role playing (4) One teacher answered she uses Memory Nail activity which is efficient when analyzing story or novel in class. The activity aims creativity and subjectivity. Teachers want from students to produce a scene from story or novel using significant objects, characters, images which are take place in story. It could be done in a shoe box in 3 dimensions or if opportunities are limited students could prepare a poster too. Two teachers, who are working in a private school, informed that they were using Novel Rooms to make students engage with the lesson. Each student brings an object that take place in the novel and they produce a room then students talk about why they choose this object and its importance for the novel. One teacher said that we usually use Empathy Model when we are analyzing the characters of novels or stories. Hot seat play was the one of the popular activity that teachers informed. It was building an empathy with the character of novel. Four all teachers informed them all u se role playing especially in drama texts to encourage students to be social and communal. It was realized that like each activity was up to teachers creativity. Teachers could change or add something to activity according to students learning needs. Almost all teachers agree that these techniques if they are well-applied arouse interest; attention and curiosity of students and that make vocabulary memorable more easily. Most of teachers said that they made pupils think from within the story and explore significant issues. By using guided questioning techniques, children think about the implications of the characters actions and analyze their behavior. They all referred to that is a kind of transferring action that gives children an opportunity to relate and apply their understandings from the story to their own lives. Although there are so much positive effects of story and drama, it is referred that there are also limitations about using it. First of all, three teachers agreed that if the class is crowded, it is hard to control the class according to class management. Four all teachers agreed that keeping students on task is also difficult when they are using these activities. Yet in contritely teachers agreed that children learn easily because of these techniques are playful and so engage with their real life. Thats why; they suggests about arranging the class atmosphere by using preparatory work before using these techniques. These preparatory works could be small games and activities connected with story and drama. As another point, it is said that, public schools are so willing about using these techniques but they are less trained about this issue. By this way, they wanted to improve themselves and investigate. They found 2 different and interesting events about this issue. At that time, I as a researcher learned a different thing almost at the end of this study. One of them is a research center in Ankara University called Child and Young Literature Application and Research Center. (Ankara ÃÅ"niversitesi, Çocuk ve Genà §lik EdebiyatÄ ± Uygulama ve AraÃ…Å ¸tÄ ±rma Merkezi (ÇOGEM)) and the other is an International Storytelling Conference which was April, 9th 2011 in Istanbul. It is hoped that this kind of works helps teachers and students. There are the web site addresses of these events at the end of references section to look at in detailed. CONCLUSIONS In this study, it was realized that stories and drama share a number of features (Read, 2007), which make it natural to integrate and combine them in scaffolding learning during language lessons with children. As research topic scaffolding describes the guidance, collaboration and support provided by teachers to lead children to new learning, it is preferred to show conclusion part, synthesis of data analysis and literature review, could be shown below point by point like a ladder. Using storytelling and drama techniques help; Attention, interest, curiosity at the beginning of the lesson. Using storytelling and drama techniques help catch students attention, interest, and curiosity at the beginning of the lesson. Increase students motivation Motivating students can be a challenging in sometimes, for example there are so many technologies and distractions that adolescents have. Make students engage with the lesson Children are encouraged to engage with the lesson through prediction, hypothesizing and using their imaginations. Make students social and communal Both stories and drama are take place in classes. They makes students increase their social skills such as cooperation, collaboration, listening. Multiple intelligences Stories and drama provide opportunities for students to use different combinations of their Multiple Intelligences. Connection with daily life It was oblivious that students learn best when they make connection with their daily life because they are concreting the abstract information. Transfer previous information This stage gives children an opportunity to recall and transfer their previous information. Internalize The final stage and desired outcome is that children internalize information from story and drama.

Situational Leadership and Empathy :: Leader Leadership Qualities Business Essays

What can we say about leadership? Leadership is a concept, way of life, and aspect of continuous evolution. Trying to narrow down or pinpoint an exact definition to be applied to this term is non-existent. Rather you can only apply certain aspects of this term to better understand it. The area which I will go into is â€Å"how situational leadership coincides with empathy as far as generating a successful or non-successful leader.† First let us look at what situational leadership is. Situational leadership is seen as a leadership method according to the present situation you may be in. A true exceptional leader is not one who has a set method on how he/she leads, but rather an evolutionary method that situational leadership requires. Let me elaborate more on this. Let us say Roger Smith (a project manager from XYZ Construction Company) worked on a project down at Seattle for about a year and had to deal with the common problems associated with projects such as change orders, sub-contractor disputes, scope issues, and weather conditions. Roger Smith handled the Seattle project as he saw fit with prior experience and knowledge that he has about the industry. Now let us modify the situation. Let’s give Roger Smith the same type of project. Identical in size, cost, and scheduling but this time it will take place 4 years later along with the location being in China rather than Seattle. Will Roger Smithâ €™s way of leading that he used in Seattle be successful in China? The outcome points towards no. Why would that be the case if the project is basically identical? For one, we have a different setting location. The labor issues, construction specifications, and laws are dealt with differently in China. Not only that, but the people he would be working with are raised and exposed to a totally different culture. With that, Roger can not approach or deal with people the same way. He would have to understand their culture to better adapt which is an aspect of empathy which I will get into more detail later. That is just one example of situational leadership needing to be applied to succeed in a project. For an additional clarification, http://www.chimaeraconsulting.com/sitleader.htm defines situational leadership as, â€Å"In simple terms, a situational leader is one who can adopt different leadership styles depending on the situation.† With those aspects at hand, someone can apply this concept in their progression of becoming a successful leader.

America Needs More Immigrants :: Argumentative Persuasive Argument Essays

After political security, there is nothing that the Republic needs so much as bone and sinew, for the development of its vast resources . . . we want flesh and blood, men, women, and children, to assist in fulfilling that intention. —Editorial from the Commercial and Financial Chronicle, published in August 12, 1865—as the re-United States reels back from the divisiveness of the Civil War (Abbott 156) When my ancestors came to the U.S. in the 1800s to help build the transcontinental railroad (enabling intracontinental commerce on an unprecedented scale), it was very true that immigrants contributed to America’s economic prosperity. Does this remain true today? Today is a very different time than the aftermath of the Civil War. Or is it? Now, the U.S. is also reeling back from wars, albeit of very different sorts: the Cold War and the latest series of riots in the cities. The U.S. is turning inwards, wanting to rebuild its infrastructure and inner cities. Pre-eminence in various scientific areas and the education of its citizens, who are, by world standards, lagging educationally, are again prime national goals—much as they were following the Civil War. Skills and labor are needed. Although not as powerfully delineated as in a North-South segregation, the American population is still bitterly divided over many issues—one of which is immigration. Would immigration aggravate our problems, especially unemployment and social tension, or benefit us, as it did previous to and following the Civil War? Throughout the 1800s, conservative politicians were adamant that immigration would compromise political security; and native Californian miners, laborers, and farmers feared that the Chinese would drain America’s resources and take away jobs. The tragic results of such fears were the trial of Sacco and Vanzetti, ending in the execution of two innocent Italian immigrants accused of espionage, and the massacres of Chinese miners in the western states. These early detractors of immigration were proven wrong as America grew from a second-rate nation to the most powerful economy in the world. Today, as reflected in the headlines, calls for immigration restriction have renewed the national debate: Should current levels of immigration continue in the U.S.? â€Å"How many can America absorb?† is a constant refrain, reflected in poll after poll.

Leader Styles Essay

Style Kimberly Burrow HCS 457 May 20, 2013 Dalynn Campbell Leadership Style This essay is on the different leadership style from a historical person of my choosing. The successful management styles of this person also the leadership styles. The score of my Leadership and Team Self-Management Assessment the class was asked to perform. The leadership styles and traits of my historical person. The traits that I can learn from my historical person and the traits and styles my historical person can learn from me. Historical person Leonard D. Schaeffer was a successful leader in Blue Cross of California. He was the president and CEO who helped orchestrate the transition into Wellpoint, which is the second largest publicly traded health care company in the United States. By 2004, Schaeffer built Wellpoint into a 19 billion dollar operation. Schaeffer oversaw the merger with Anthem Health Care. Schaeffer brought a wealth of public policy and experience and government knowledge to the board as senior adviser to Texas Pacific Group (TPG). He served as an Administrator of the United States Health Care Financing Administration, Centers for Medicare and Medicaid Services (Harvard Business School, n. d. ). Successful management style The management theory Schaeffer uses in 1986 when he was recruited for president and CEO at Blue Cross of California. Schaeffer was the visionary of making the company the 40 million dollars that he was informed the company should make that year he became president and CEO. He fired 3,000 employees, the CFO, and sold everything that was not nailed down. Schaeffer tarted HMOs in Blue Cross of California, his theory was, â€Å"if you look at Americans, they don’t know much about health policy, but they know a lot about the rights and privileges of consumers† (A conversation with Leonard Schaeffer p. 27). He went public with WellPoint, sold 20% to the public. That gave the company capital, acquisition capital, and stock. The company began to diversify risk, economic regions, differ ent regulators, and different opportunities. This style of management is in the influence of culture. Schaeffer stated † You need different management techniques at different times. If you look back on the history of our company, the first stage is the turnaround. You need top-down, autocratic, â€Å"Here’s what you are going to do. † â€Å"Why? † â€Å"Because I told you to do it. † Top-down, directed, tell people what to do. You don’t have to be right, you just have to keep moving (A conversation with Leonard Schaeffer p. 27). Successful leadership style The leadership theory Schaeffer used was the democratic leadership. With the motivation with internal drives and impulses. He made decisions, set goals, worked toward achievement, and informed task to be done. The autocratic leadership Schaeffer used had little trust in employees and systematically exclude them from decision making. His leadership behavior helped the organization achieve its objective. When individuals gets to the point he or she realizes they can not run a company alone that is participative management. They bring people in that add and create value. Autocratic style is occurs when leaders have meetings and members suggest things and the leader takes the best suggestions and uses it without members voting. Leaders should shifts from internal concerns to external concerns to ensure the company is running well and is providing consumers with the companies product. With external concerns the leaders should give up the day-to-day control. They may impact and control the company but they can not control the external environment (Schaeffer). The score of my Leadership and Team Self-Management Assessment My score for the leadership and team self-management assessment was 50. The score total explains that I have excellent team leadership skills. Leading a team, management needs to bring together diverse talent, define goals, arrange efforts, and manage the relationships between team members (McBride, 2012). The team leader with skills in authority to set directions, democratic leadership if the team is successful, and the ability to re-establish team relationships if there is an issue. A good leader can find the teams strengths and outline the purpose of the team. Each member is unique in his or her own way rather it is their age, race, their motivation, or his or her ethnicity that brings diversity to the team. A manager should listen to the members of a team and offer their thoughts to lead a positive discussion. Keeping up-to-date with training will help leaders or manager with teams on the projects of his or her organization. Leonard Schaeffer leadership styles and traits In Schaeffer’s early career his leadership style was â€Å"Autocratic Leadership. † He realized that autocracy is the most painful, least enjoyable, and has its place if in a turnaround situation (Schaeffer, 2002). After his autocratic leadership in turning around the company, he realized he had to change his leadership style. The company began to focus on creating innovative products and excellent customer service, along with any decision instead of no decision. His role to ensure the organizations long-term success when the company changed so he had to change. Schaeffer changed from autocratic leadership to participative leadership style. The participative leadership style at the company they set four or five clear goals for the team to meet and gave them free rein to meet those goal as long as they stayed on budget. He laid out specific strategies for each goal. Managers had to take responsibility for meeting these goals. Researcher Rinsis Likert from the University of Michigan explanation what â€Å"Participative Leadership Style† is, â€Å"requires that the CEO receive suf? cient information from employees to make important strategic decisions but that he or she leave the implementation of strategy up to the line managers† (as stated in the Leadership Journey). Schaeffer changed his style of leadership when the company could deliver on its promises to customers and investors. Schoeffer’s style changed to â€Å"The Reformer† that demonstrates what is possible. He has several meeting with people outside the company to discuss health care practices, policies, and government representatives. As reformer he is the point person for tough questions. During his leadership journey Schoeffer has created concrete goals, and has wore different leadership caps that alter the way he assess a business situation. Even though past leadership styles worked each new situation is different. He has learned to pay attention to the teams dedicated to fulfill the goals. The traits from Leonard Schaeffer I can learn Throughout the years Schaeffer has developed different traits on leadership and learned from the traits and advanced to better trait. The traits that I can learn from is the participative leadership style. The participative style is to set several goals and let the team work on the project as he or she wishes. The traits Leonard Schaeffer can learn from me I know that with each situation there is a different leadership style that can be used to completer the project. The traits that Schaeffer can learn from my leadership is empathy for those who work report to him. When leaders treat employees with empathy the team there tend to be a better influential in getting the team to take initiative. If there is bad behavior in the team a good leader knows how to guide the team. This essay is on the different leadership style that Leonard Schaeffer used throughout his career. He started with a company that was on the verge of bankrupt and turned the company around. Schaeffer management style was democratic in the beginning and at the end his style was autocratic of his career at Blue Cross of California. My score on the Leadership and Team Self-Management Assessment was a 50, which is an excellent team leadership skills. The skill of diversity in leading a team is good behavior skill. Schaeffers leadership style and traits started with autocratic leadership changed to participative leadership style and ended with Schaeffer’s style as the reformer. The trait I can learn from Schaeffer is participative style, and the style Schaeffer can learn from me is empathy. References Harvard Business School. (n. d. ). Great American Business Leaders Of The Twentieth Century. Retrieved from http://www. bs. edu/leadership/database/leaders/leonard_d_schaeffer. html McBride, S. (2012). Team Leadership Skills. Retrieved from http://www. themanagersguide. co. uk/team-leadership-skills. html Porter-O’Grady, T. ; Malloch, K. (2007). Managing for success in health care. St. Louis, Mo: Mosby, Elsevier. Shortell, D. S. (n. d. ). A Conversation with Leonard Schaeffer. Retrieved from http://s ph. berkeley. edu/pubs/magazine/mag_sp06/pdf/schaeffer. pdf Sullivan, E. J. ; Decker, P. J. (2009). Effective leadership and management in nursing. (7th ed. ). Upper Saddle River, NJ: Pearson Prentice Hall.