Gender Differences in Leadership Essay Example for Free

Gender Differences in Leadership Essay 1. What are the strongest points of the paper? What do you consider are its main contributions to the field of global people management? The paper itself has a very interesting purpose with the research question of whether women leaders are â€Å"really† different from men leaders. The paper gives a very good introduction in particular giving the literature review in order to get familiar with some basic knowledge on the topic of gender differences in leadership. The review focus combination of stereotypes and cultural differences stresses out well a new viewpoint of the problem, which has not been discussed that widely in prior research. Also the introduction of the new notion â€Å"stereotype threat†, which actually might be viewed as a partly solution for women sometimes performing not as well as they possibly could is an interesting point for management issues in reality. However the strongest points of the paper are evident. The introduction of the new concept of three paradigms: gender-blind view, gender-conscious view and that perception creates reality are not only the strongest points of the paper, but in my opinion can also be considered as contributions to the field of global people management. This new paradigms could possibly change the perception of companies, maybe companies will use the tool of the three paradigms to analyse their own structures and be able to improve situations for women, giving them more possibilities. 2. What are the weakest points of the paper? (E.g. What arguments are not strong enough? What is not clear? What is missing?) Potential drawbacks are that paradigms are introduced, but not sufficiently discussed within. Also the paper gives good examples where they can be found, it could show more proof for their existence apart from summarising and drawing them together from old findings. Also the paper does not find a good way how to manage diversity and to capture it. It does not manage the combination of cost-effective coordination and senility to local cultures. Likewise the paper focuses on only two firms, â€Å"Fuel† and â€Å"Excel†, which are very different in how they â€Å"fill† out the paradigms. In my opinion two firms are not enough, more firms should be reviewed for example in a questionnaire in order to give more support for the findings. Correspondingly the paper does not include a focus on multinational firms, which is very important not to leave out in times of globalization. The last criticism is that the paper is unable to answer it’s paper purpose question à ¢â‚¬Å"what is the real difference between men and women in leadership†. 3. How could the author make the paper better? When writing the literature review the could build up the research papers and the gained knowledge chronologically and not going back and forth in the research dates. As the paper is missing some numbers, the technique of hypothesis could have been used, a bigger number of companies questioned in survey style as then a quantitative analysis would exist as evidence for whether the problem exists in real life and whether paradigms can be implied in the general management world. Also the point of view of women on this topic would be very interesting and more expedient. How do women perceive the gender different initiatives, what would they like as support? Also the paper as already mentioned should include a focus on multinational firms and include those in a study.

Architecting Digital-to-Analog Converters Using Game-Theoretic Configur

Architecting Digital-to-Analog Converters Using Game-Theoretic Configurations Interactive archetypes and redundancy have garnered profound interest from both theorists and systems engineers in the last several years. In fact, few security experts would disagree with the construction of journaling file systems. We concentrate our efforts on proving that Scheme can be made adaptive, ubiquitous, and reliable. Table of Contents 1) Introduction 2) Framework 3) Implementation 4) Experimental Evaluation and Analysis †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.1) Hardware and Software Configuration †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4.2) Experiments and Results 5) Related Work 6) Conclusion 1 Introduction The exploration of massive multiplayer online role-playing games has emulated 802.11b, and current trends suggest that the evaluation of fiber-optic cables will soon emerge. The notion that scholars cooperate with ambimorphic symmetries is largely adamantly opposed. Along these same lines, The notion that mathematicians collaborate with Boolean logic is entirely well-received. To what extent can reinforcement learning be analyzed to address this quagmire? Motivated by these observations, simulated annealing and digital-to-analog converters have been extensively enabled by theorists [6]. The drawback of this type of solution, however, is that the seminal real-time algorithm for the evaluation of Moore's Law by W. Brown et al. [6] runs in (logn) time. Contrarily, amphibious communication might not be the panacea that information theorists expected. Such a claim is largely an unproven purpose but fell in line with our expectations. Existing ubiquitous and signed algorithms use the development of the Ethernet to request the study of telephony [10]. It should be noted that Typo deploys virtual methodologies. Obviously, we present an analysis of checksums (Typo), which we use to validate that 802.11b can be made encrypted, virtual, and real-time. We prove not only that Smalltalk and online algorithms [9] are always incompatible, but that the same is true for scatter/gather I/O. Continuing with this rationale, the disadvantage of this type of approach, however, is that Moore's Law and gigabit switches are generally incompatible. Typo is derived from the synthesis of congestion control. Furthermore, indeed, SCSI disks and evolutionary programmin... ...ory 17 (Mar. 2001), 50-65. [22] Ritchie, D., and Leiserson, C. Controlling e-business using constant-time modalities. In Proceedings of the USENIX Security Conference (Mar. 1995). [23] Rivest, R., and Gupta, R. Homogeneous, permutable, replicated archetypes for robots. In Proceedings of SIGMETRICS (Aug. 2004). [24] Schroedinger, E. Simulation of multicast frameworks. In Proceedings of ASPLOS (Jan. 2004). [25] Simon, H., and Martin, K. Decoupling 802.11b from reinforcement learning in congestion control. In Proceedings of the Workshop on Data Mining and Knowledge Discovery (Mar. 2004). [26] Stallman, R. Comparing scatter/gather I/O and I/O automata using Fantast. Journal of Bayesian Epistemologies 19 (May 1991), 85-107. [27] Suzuki, B., and Papadimitriou, C. Mobile, introspective, secure communication for wide-area networks. Journal of Interposable, Game-Theoretic Information 13 (Jan. 2003), 46-57. [28] Watanabe, M., and Wilson, V. Replicated, Bayesian configurations for I/O automata. In Proceedings of IPTPS (Nov. 2005). [29] Zheng, W. A case for linked lists. In Proceedings of the Conference on Metamorphic, Optimal Algorithms (Oct. 1990).

Unman Wittering and Zigo by Giles Cooper Analysis

We have been studying the play Unman Wittering and Zigo, which was written by Giles Cooper in the 1960's. Giles Cooper was born in Dublin in 1918 into a privileged home. His father was a naval officer, who later became a judge. Giles Cooper's father wanted him to become a diplomat or a lawyer but Giles chose to go to drama school rather than university. He was educated in a public school, subsequently the story is based on his own experiences of authoritarian teaching while he was a student. Giles Cooper was concerned about the effects of authoritarian teaching and as a result wrote this play. The play is about a teacher, John Ebony, in his first job who wants to make a good impression. He finds that the boys he is teaching are fractious and have a nasty habit of gambling. His life as a teacher rapidly descends in to a nightmare, and as the story goes on he begins to uncover the mystery surrounding the death of the previous school master. It goes on to reveal something dark and unpleasant about the nature of the boys who killed their form teacher. The play was written for radio so there aren't any visuals. The audience therefore had to imagine what the characters and scenarios were like. As it is a radio play the tone and pitch of the voice are very important because this is the medium through which effective understanding is conveyed. The scenes in the play are very short because audiences cannot listen for a long time without visuals. Therefore the director must entertain the audience by providing a gripping thriller. John is used in the story to expose the hidden secrets of Chantery and the corruption of the boys. Giles Cooper does this through a vulnerable and in experienced teacher. John is trying to be more like Mr Winstanly but this does not work for John because he is far too inexperienced. In the first scene John is appointed as a temporary teacher at Chantery. When the Head is talking to him he makes sure John knows about the reputation of the school, as if the headmaster is showing off. Surprisingly the headmaster ignores John's questions and instead of answering he interrupts or changes the subject. ‘Was he my predecessor? Er, Yes. That brick building†¦.' This makes the reader wonder why? He does it because he is hiding something about Mr Pelham The headmaster tells John that Lower 5 B are a little mischievous but he does not reveal the full truth about the class but holds it back. The Head then leaves him with Cary, by doing this the headmaster comes across as an irresponsible character. He also undermines John's confidence because he feels he is not important enough to be shown around the classroom. This is not the case. The headmaster is scared that John will find out about the corruption of the school if he is shown too much. This shows the Headmaster is hiding the inner secrets of the school and is only showing the ‘sugar coated topping' of an apparently successful public school. In scene 3 the boys take control very quickly. From the beginning the boys start mocking John and giving random and futile comments, as though they are mocking the way teachers teach. ‘Jamaica's in the Caribbean, sir' They use a derisive tone by giving useless information as though they are teasing John. John loses his temper and responds to this in an authoritarian way. As a diversion they then poke Wittering, who cries out loud. This delays the lesson again. When his attempt to quiet them down fails he resorts to using his authority. â€Å"Now I don't wish to crack the whip on our first morning but I will if you make me† The pupils respond to this by giving a fake confession to him of Mr Pelham's murder but they use this confession as an attempt to intimidate John throughout scene 3, John raises his voice constantly i.e. using authoritarian teaching to gain control of the class but this does not work and he fails to regain control of the class. The students take advantage of John's inexperience and in doing so gain an advantage over John When the Head walks in, the boys carry on with the lesson and by doing this makes us think that they have done this before. This is the chance John has to tell the Headmaster about what they had said, but foolishly he doesn't. This shows that John's confidence has diminished. Furthermore John presumably does not want to tell the Head because it could create the impression that he cannot handle the class. In scene 8, convinced that the boys have committed some sort of crime, John takes Mr Pelham's wallet to the headmaster and suggests that it should be given to the police. However, (contrary to John expectations) the headmaster tells him off for leaving the class and ignores his concerns. â€Å"‘It was in his pocket when he was killed' ‘It is a practice which is always discouraged here. Every period should be worked through whatever happens'† The headmaster then changes the subject, suggesting he doesn't want to discuss John's concerns, by saying he wanted to invite him for dinner. This shows that the headmaster does not give John any support but more importantly does not want the secrets of what happens in the school to be exposed. He is extremely sensitive about the reputation of the school. The Headmaster then seems to order him to return to Lower 5 B, â€Å"‘ Lower 5 B have been left to their own devices for long enough, Miss Gammel' ‘But sir' ‘Discourage any discussion of the matter'† By doing this the headmaster is discarding any of his suggestions and is not helping out John when he is inexperienced and unsure of what to do. The situation would affect John greatly because he knows he doesn't have any one to turn to and cannot do anything even if the boys intimidate and taunt him. When John returns the pupils seem to know what the Headmaster has said. ‘On the whole Ebony. The less said the better. Perhaps you better return to Lower 5 B. They have been left to their own devices for too long.' This suggests it has been said before. Teachers have gone to the headmaster but he has been very dismissive. The pupils seeing John's lack of confidence take advantage of the invitation and make a proposal. â€Å"‘You don't want to be sacked from your first job do you sir†¦.' ‘No he wants us to be a credit to him.'† The tone of the pupils her would be very calm, slightly intimidating as though they know they are in control but also very persuasive but this time they spoke in more of a friendly manner. On the other hand John would be speaking in an uncertain tone and seems to agree to the modus vivendi although he doesn't actually say anything which emphasises his powerlessness. The modus vivendi creates a vague sense of stability in the classroom as it brings about a situation in which the constant battle for power is ended for the time being. This is because it seems John has finally been defeated and the students have gained control. John admits defeat at this point and it is now that he is finally sees the truth in their confessions and begins to develop an idea of how cunning and clever the students are and how much the system has corrupted them. As a result of this he sees no point of arguing with them as they obviously don't lack determination. The situation changes once again when the Headmaster more or less sacks John. ‘†¦.that's the last thing I'd want you to think, but we always like to have Old Chantovians on the staff and as Grimwits available for the Easter term we really think we ought to take this opportunity to secure his services†¦.' The headmaster not only puts John out of a job, but crushes his high hopes of raising his teaching status by starting in a well known and supposedly successful public school. One characteristic that John does not lack is ambition. It is this that causes him to be irresolute at a time when discipline is needed as he doesn't want to spoil his chances of a permanent job. Getting sacked in turn brings about a new feeling of anger. In this new frame of mind it now seems to John that he has nothing to lose and this creates new possibilities for John. In scene 24 the tables turn, as John gains power and the students lose it. The students begin to realise that they can't hold anything against John and moreover the fact that he doesn't seem to care anymore. Now it is the students that begin to panic. When John refuses to teach the lesson, the students retaliate by trying to show that they don't need him and haven't lost anything. They try to prove how little his withdrawal affects them so attempt to continue with the lesson themselves. â€Å"‘And he's taking it out on us' ‘It's not fair' ‘Are we going to let him?' ‘No. We'll go on ahead without him. Cuthbun, you're the best at history you take us'† This attempt fails as their independent learning skills have not been developed, and soon there is chaos when they begin to bully Wittering, taking all their frustration out on him. This is where the writer shows that, although too much authority has disturbing consequences, totally removing it would be just as harmful because anarchy would be the result. The confession and revelation of Mr. Pelham's death plays an essential role throughout the play. Not only does it disclose what characters authoritarian teaching can create. It also shows the extent of Cooper's passionate views regarding authoritarian teaching. The play is about violence and authority, the questions posed by the play are- Does authority prevent violence, or does authority cause violence?

A Juvenile Delinquent Is Someone Under The Age Of 18 Who

A juvenile delinquent is someone under the age of 18 who commits a criminal act. There are a few traits of the average juvenile offender. Family could be a big factor in a child becoming a juvenile delinquent. Coming from a dysfunctional family unit to having poor role models. By dysfunctional family unit I mean a family separated by divorce, or single-parenthood. Community is another trait of a juvenile delinquent. Including but not limited to poverty. Coming from a poor community where they do not have everything handed to them is likely a cause for them to commit a crime. Exposure to violence is another factor with a community. A child being witness to someone committing a crime might think that this is a social norm and think they are†¦show more content†¦A juvenile being in a gang to want to fit in with others might lead to delinquent acts. Some environmental factors are a big factor in a juvenile delinquency. The abuse of a delinquent could cause a child to become deli nquent. I wouldn’t say that it is always a factor. Being a victim myself I did not become a delinquent. It is possible that repeated abuse could eventually lead to one snapping and just becoming irrational, angry, and or depressed. Thus leading to the juvenile to retaliate. According to Les Picker of the National Bureau of Economic Research a child that is neglected and abused is a major social problem. (Picker, 2017). According to an article written by Lee Underwood, youth with mental illnesses are higher than the general population (Underwood Washington, 2016). I believe that schools could be a huge factor in juvenile delinquency. The way a child is treated by faculty, peers, or other school members could cause him/her to rebel and act out. Eventually leading to delinquency. Juveniles in a prison are more susceptible to abuse by staff members. They are young and the guards/staff probably threaten them and say that no one would believe them anyway, as they are there becaus e they did something wrong and no one would believe that the guards would do anything to a delinquent. According to Ellis Cose the youths get beaten severely, where loss of teeth and broken bonesShow MoreRelatedThe Interpretation Of Delinquency Of The United States974 Words   |  4 Pagestoday, an individual under the age of 18 can be categorized as a delinquent juvenile based on their behavior. The majority of states consider that someone has reached adulthood by the age of 18 and has matured. An example, if a 13 year-old takes part in delinquent behavior but the same actions are taken by an 18 year-old; then there may be more reasoning to become more lenient for the 13 year-old. The leniency is caused by the difference in maturity between these ranges in age. 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Yes, they are searching for their place in the world, but the thing that most people do not realize is that they think have found it through juvenile deviancy, even if they know it is illegal. The definition of a juvenile is someone under age 18. The brain does not fully developRead MoreThe Juvenile Justice Process Essay1293 Words   |  6 PagesThe Juvenile Justice Process: A Breakdown of the System Dana R Kirkland Strayer University Abstract Although based on the adult criminal justice system, the juvenile justice process works differently. Juveniles can end up in court by way of arrest, truancy or for curfew violations or running away. A youth may also be referred to the juvenile court system by school officials or a parent or guardian for being continuously disobedient. The juvenile justice process involves several different stepsRead MoreCase Analysis : Roper Vs. Morris1346 Words   |  6 PagesRoper vs Simmons was one of the cases that everybody was questioning whether it is reasonable under the Eighth and Fourteenth Amendments to the Constitution of the United States to execute an adolescent guilty party who is older than 15 however younger than 18 when he carried out a capital wrongdoing.(Alston 34 ) This an perfect example of the Stanford v. Kentucky case according to the International Human Rights by Philip Alston and Ryan Goodman the courts believe a separated Court dismisses the