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"Leadership -Enhancing the Lessons of Experience", 2002.
This paper discusses the book "Leadership -Enhancing the Lessons of Experience" by Hughes, Ginnet & Curohy.
675 words (approx. 2.7 pages), 1 source, MLA, $ 24.95
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Abstract
This paper looks at the need for power and the motivation to manage from the book "Leadership -Enhancing the Lessons of Experience". The author looks at how the book considers these ideas as they apply to leadership style and efficacy, and assesses the extent to which the two are related. This paper examines these phenomena and offers a comprehensive summary of the book?s key arguments.
From the Paper
"The authors define power generally as the capacity to exert influence. Power is reflected in the behaviors and tactics demonstrated by one person to alter the behaviors of another person. Influence is reflected in the degree of change in a person's values, attitudes, or behaviors, resulting from another person?s influence tactic. Influence, influence tactics, and power all play a role in the cultivation of leadership, and the extent to which they enhance a leaders capacity, depends considerably on how these skills are developed and embraced. The book suggests that people can cultivate leadership skills by considering different bases of power. Specifically, there are five bases of power, which significantly illuminate the relationships between subordinates and their leaders. These five bases of power help to explain why there are often subordinates who are in fact able to exert notable influence, assert themselves, and resist leaders? attempts to influence them."
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Enhancing Leadership, 2005.
This paper discusses staff training in leadership and its importance for social workers and non-profit organizations.
2,700 words (approx. 10.8 pages), 10 sources, $ 106.95
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Abstract
The paper explores strategies for leadership within the context of staff training. This paper presents a literature review and an exploration of why it is essential to promote staff training in leadership. The paper explains the need to encourage a sense of improved commitment to the workplace culture in order to enhance the effectiveness of individual leadership styles.
From the Paper
"Training in leadership styles for social workers and non-profit organizations is fundamental for success. Non-profit organizations tend to rely heavily on the commitment to the organization's culture by the employees. Specifically, the employees and supplemental staff (e.g. volunteers) work towards the continued success of the organization, suggesting that they place a heavy cognitive emphasis on their belief that their efforts are their own reward. However, the pressures of a non-profit environment, in conjunction with possible continued exposure to clients of the non-profit organization who are in dire need of services, can contribute to sensations of disgruntlement and even burnout among staff and volunteers. These conditions stress that the organizational culture of the non-profit center or social workers center needs to be optimized to emphasize the rewards that the job offers to the individual."
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Aeneas: A Lesson in Leadership, 2003.
This paper examines the appropriateness of the ending of Virgil's "Aeneid" as compared to the body of the work.
830 words (approx. 3.3 pages), 0 sources, $ 29.95
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Abstract
This paper examines Book XII of Virgil's "Aeneid" and its appropriateness to the rest of the work. While the first eleven books of Virgil's work seem to focus on Aeneas's pious nature, Book XII shows readers a different side to his character and appears to be completely contradictory to the earlier books. However, the thesis of this paper argues that Book XII is appropriate to the rest of the "Aeneid" and forces readers to understand that Virgil uses this last book of his work to dispel the belief that Aeneas relies only on the decrees of fate from the gods to make his decisions.
From the Paper
"Although I understand that Book XII of Virgil?s Aeneid has been the subject of much scholarly debate throughout history, I believe that the ending of the poem is quite appropriate, especially when considering the events that unfold throughout the first eleven books. While some may argue that Book XII is simply a culmination of Aeneas? pious submission to the decrees of fate, I will attempt to demonstrate that, on the contrary, Aeneas? faith in his mission to found a new city for his people leads to a defining choice that demonstrates his leadership abilities to those whom he intends to rule."
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John F. Kennedy: A Transformational Leader, 2005.
This paper selects John F. Kennedy as a transformational leader based on the book "Leadership Enhancing the Lessons of Experience" by R.L. Hughes et. al..
1,320 words (approx. 5.3 pages), 1 source, APA, $ 44.95
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Abstract
This paper explains that John F. Kennedy was a transformational leader in the 1960s in the U.S. and abroad because, even though he was certainly charismatic, his basic achievements were to enlist and arouse political activism among the young, a generation which had seldom been concerned with politics. The author points out that Kennedy's ability to reframe issues by (1) arousing emotions of his followers, (2) dealing with conflict and change, (3) utilizing his outstanding rhetorical skills, (4) creating an image, (5) developing a sense of trust and (6) establishing group cohesiveness made him a transformational leader. The paper relates that, unlike the text's examples of other transformational leaders, Kennedy cannot truly be judged on his accomplishments since he was assassinated well before many of his ideas became reality and his legislative and foreign affairs efforts worked out.
From the Paper
"Kennedy had to deal with conflict and change. This meant not only the Cold War with Russia, but the serious situations escalating in Viet Nam. Of course, the two most serious conflicts during his presidency were the Cuban missile crisis, where he and his advisers managed to get Krushchev to back down from the installation of missile sites in Cuba; and the Bay of Pigs fiasco, where poor planning and judgment led to the deaths and capture of some Cuban refugees trying (with the covert help of the U.S.) to invade Cuba and somehow overthrow Fidel Castro."
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Performance Enhancing Substances, 2005.
An examination of the use and effects of steroids and other performance enhancing substances.
3,316 words (approx. 13.3 pages), 8 sources, APA, $ 94.95
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Abstract
This paper examines how there are many different types of performance-enhancing substances available in a variety of markets, some legal and some illegal, some targeted toward athletes and some employed more often for recreational usage. It looks at how, despite the many questions that arise while examining issues relating to substance use in athletics, there is still a failure to examine the multitude and magnitude of negative consequences that can potentially follow any use of performance-enhancing substances, legal or otherwise.
Outline
Introduction
Who Uses Performance-Enhancing Substances
Different Types of Performance-Enhancing Substances
Preventative Measures Against Performance-Enhancing Substance Use
Monitoring Performance-Enhancing Substance Use
Interventions for Performance-Enhancing Substance Use
From the Paper
"Parents should be aware of possible signs that their children are using performance-enhancing substances. If they become worried about substance use, there are a number of interventions that can be utilized. However, performance-enhancing substance use is also monitored on an official level by organizations such as the NCAA. According to Copeland (2002), the testing program utilized by the NCAA was modeled after that in place for Olympic drug testing, with the exception that the International Olympic Committee does not issue sanctions on athletes for some infringements of drug policies. "
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Lessons, 2005.
This paper provides lessons on a range of educational topics and theories.
4,500 words (approx. 18.0 pages), 0 sources, $ 178.95
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Abstract
This paper offers lessons created as part of a graduate program in education. The lessons consist of a range of documents, from lesson plans to texts created using programs such as Kidspiration. The lessons also include analyses of education programs in terms of a range of learning theories and models such as social constructivism and other Western theories of education and development.
From the Paper
"The issue of teaching learners in P/J who are afraid of math problems is admittedly a challenging one. It must be acknowledged that it is unlikely that we will ever be able to reach the point where learners will "welcome problems with open arms and minds". Given an educational context in which even many candidates at our Teachers' Colleges admit to having a high degree of anxiety when facing math problems in their youth, it may be realistically concluded that nothing less than a profound overhaul of our education system's approach to the math curriculum will address this fear and anxiety."
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Performance Enhancing Drugs, 2003.
This paper discusses performance enhancing drugs used by athletes and states that they should be made illegal.
1,820 words (approx. 7.3 pages), 5 sources, MLA, $ 58.95
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Abstract
This paper explains that performance enhancing drugs can be extremely harmful to the body and can cause many health problems; they also can get an athlete into trouble. The author points out that most of the performance enhancing drugs used today can be detected by quick and easy-to-do testing. The paper relates that a complicating factor in drug detection is that many performance-enhancing drugs occur naturally in the body; therefore, sporting bodies usually set benchmarks, above which, the athlete is said to be guilty.
From the Paper
"The use of enhancement drugs while involved in athletics is not worth what a person can get out of the drugs. There is too much of a chance that one would get caught using drugs by a random drug test. Then not be eligible to compete in an athletic event. This is mostly true in high school and college. If a person gets tested and has performance drugs in his system he would be taken off the team. When this happens to a pro-athlete he would be fined and suspended for a couple of games. "As many as 7% of adolescent males and 4% of adolescent females are using anabolic steroids."
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Performance Enhancing Substances, 2004.
This paper discusses the use of performance enhancing substances.
1,575 words (approx. 6.3 pages), 10 sources, MLA, $ 55.95
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Abstract
This article looks at the subject of performance enhancing substances. The writer examines the effects and risks of using such substances. The writer discusses appropriate alternatives to these drugs, such as proper nutrition, hydration and vitamins. The writer also provides the option of working with a trainer in order to increase muscle mass, strength and stamina. In this paper, the writer looks at the wide use of such performance enhancing substances in sports and among athletes.
From the Paper
"Trout and Kazlauskas have noted that Sport plays a major role in the lives of many people, both for active participation and as entertainment. Sport is now a huge nationally and internationally based industry. The desire to win has led some athletes to resort to the use of performance enhancing drugs. With huge financial rewards now available in some sports, the pressure to excel has grown. Some have argued that drug use should be given free rein ... "
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"No End of Lessons", 2002.
This paper is a critique of the article "No End of Lessons," found in "The Economist" in May 1995.
1,350 words (approx. 5.4 pages), 0 sources, $ 45.95
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Abstract
This paper critiques the article "No End of Lessons," found in "The Economist" in May 1995. "No End of Lessons" discusses the anguish of World War II for the countries involved in the struggle. The paper includes a discussion of the article's strengths, weaknesses, biases, main idea, sources, uses of evidence and the usefulness of the article in the study of modern Europe.
From the Paper
"The article I am reviewing is No End of Lessons, which was first published in The Economist on May 6, 1995. The thesis of this article is best summed up by the following statement taken from the article - "Half a century after then end of the second world war, how - and whether - to remember it still causes more anguish and ambivalence than pride among most of the peoples caught up in it." The author of this article will attempt to prove why exactly World War II is a bad memory that is best forgotten, and how the actions of World War II are now regarded by the nations involved. "
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?Fast Car? and ?Driving Lessons?, 2004.
An analysis of the social messages in Tracy Chapman?s song, ?Fast Car?, and Neal Bower?s poem, ?Driving Lessons?.
1,025 words (approx. 4.1 pages), 2 sources, MLA, $ 36.95
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Abstract
Tracy Chapman?s song, ?Fast Car?, tells the story of lovers who desperately want to escape poverty, but can?t find a way out. Neal Bower?s poem, ?Driving Lessons?, discusses a son who is in the middle of his parents? unhappy marriage. This paper explains that, while they tell very different stories on the surface, the two are similar in theme and the type of imagery used. Both use driving as a metaphor, questioning the traditional idea of driving as freedom, instead seeing driving as a symbol of being trapped. Both ?Fast Car and ?Driving Lessons? deal with the inevitability of family obligation, and loneliness is a theme throughout the song and the poem.
From the Paper
"Unlike the traditional idea of the car as a means to freedom, both ?Fast Car? and ?Driving Lessons prove that one cannot drive away from problems. In ?Fast Car,? Chapman?s protagonist initially sees the car as a means of escape from her dreary, everyday life, but she soon realizes that her problems go deeper than immediate location. At first her lover?s fast car seem like the way to freedom, but she eventually realizes that this freedom is an illusion: ?You got a fast car/And we go cruising to entertain ourselves/You still ain't got a job/And I work in a market as a checkout girl? (Chapman). Despite the fast car and the physical ability to escape, she and lover remain mired in their poverty and cannot escape. In the end, the song?s protagonist gives up on the idea of driving to freedom: ?I'd always hoped for better/Thought maybe together you and me would find it/I got no plans/I ain't going nowhere/So take your fast car and keep on driving? (Chapman)."
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Performance Enhancing Drugs, 2005.
Argues for stronger penalties for athletes who are caught using performance enhancing drugs.
1,381 words (approx. 5.5 pages), 6 sources, APA, $ 46.95
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Abstract
Today, the list of performance enhancing drugs is vast. It spans from steroids to nutritional supplements, from synthetic drugs to natural ingredients, from prescription drugs to over-the-counter medicines. These drugs are criticized and analyzed for their safety, legality and morality. This paper argues against the use of performance enhancing drugs in sports. It mentions athletes in the history of sports who, knowingly or unknowingly, used drugs. It also shows how athletes can be discouraged from using drugs through the introduction of stricter penalties.
From the Paper
"Not many athletes are standing up proudly and shouting about their steroid abuse. Mark McGuire and Raphael Palmeiro have denied their steroid use, even after testing positive. For many Olympic events, we have heard the rumors of whole teams using steroids. East German sports boss, Manfred Ewald, was convicted of doping his athletes. At the 2000 Olympic Games in Sidney, China removed four of its swimmers for failing drug test. We have seen our beloved Olympic heroes follow the same path. Michelle Smith, gold medalist in the 400 freestyle, was banned for 4 years for steroid use."
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Performance Enhancing Drugs, 2005.
A look at the use of performance enhancing drugs in sports.
1,582 words (approx. 6.3 pages), 6 sources, APA, $ 55.95
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Abstract
This paper looks at the different types of performance enhancing drugs available and their effects on the body. It examines the benefits to the athletes from using these drugs, and also the health risks associated with their use.
From the Paper
"The drive among athletes to win at all costs pushes them to take risks with their health by using what are known as performance enhancing drugs. There are many categories of performance enhancing drugs including steroids, growth hormone stimulants, pain killers, and diuretics -- anything the athlete believes will give them the winning edge. Motivation ranges from gaining college scholarships to high-paying spots on professional teams or becoming an Olympic gold medalist. No level of sports is immune to this problem."
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Lessons From Contemporary Wars, 2003.
An examination of the lessons drawn from contemporary conflicts over the past 30 years, at the tactical, operational and strategic level of warfare.
2,858 words (approx. 11.4 pages), 9 sources, APA, $ 84.95
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Abstract
This essay provides an extensive analysis of contemporary conflicts. It examines the nature of guerrilla warfare and how it can negate the technological superiority of larger states. It studies the tactical lessons drawn from individual conflicts and the changing roles of the army, navy and air force, as well as the importance of effective combined arms. It also studies modern warfare from a political viewpoint, the role of the media and the ability of the United Nations to secure a stable international environment.
From the Paper
"The conflicts of the past twenty-five years have been notable for their range and variety. Few corners of the globe have been left untouched; the recent terrorist attacks in New York and Washington have even brought conflict to America's doorstep, and only the continent of Australasia has remained relatively unscathed. Furthermore, the types of conflict have been as varied as they have been widespread, including wars of nationalism, revenge, territorial acquisition, ideology and humanitarian intervention. These wars have manifested themselves in a variety of different ways, from old-style trench warfare seemingly copied straight out of the First World War, to high-precision bombing campaigns, where the attackers are almost completely removed from the battlefield, and experience few, if any, casualties. Therefore, it is difficult to generalise about the lessons derived from these wars. This period has been dominated by the decline and fall of the Soviet Union, and few conflicts have occurred, even a decade later, which have not been affected by the legacy of the Cold War. Formerly suppressed nationalism has been released, reviving age-old tensions in the former Yugoslavia, and sparking many civil wars across Africa, whilst the Soviet Union's demise has caused the United States and her allies to look elsewhere for enemies to fill the Soviet gap, particularly the Middle-East, and potentially China. Meanwhile, many believe that the United States is going through a 'revolution in military affairs', heralded by her victories over Iraq and the Taliban Alliance. However, neither victory proved her ability to defeat a popular, irregular army: Iraq deployed a conventional force, whilst the Taliban had little local support, and had to fight against the Northern Alliance as well. Thus, the Soviet experience in Afghanistan, and the Russian experience in Chechnya, still provide important lessons for the future."
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No Lessons to Be Learned, 2008.
This paper discusses the essay 'There are no Lessons to be Learned from Littleton' by Gary Kleck.
1,211 words (approx. 4.8 pages), 1 source, MLA, $ 41.95
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Abstract
In this paper, Kleck's essay, "There are no Lessons to be Learned from Littleton", is summarized and critiqued in an effort not only to better understand Kleck's viewpoint and its validity (or lack thereof).
Overall, the writer discusses that Kleck is saying that Littleton is an atypical event of gun violence and should not be over-analyzed as the beginning of a trend or something that is likely to continue with abandon in the future. Further, the writer notes that Kleck maintains that while time is wasted in micromanaging Littleton, other more important evidence and useful activities to prevent gun violence are not taking place as they should. The writer concludes that it is important to understand that all events, perhaps, need to be viewed as interrelated, and if not, the consequences could be severe. Upon conclusion of this paper, not only is the essay more fully explained, but the underlying issues that the essay presents are as well.
Outline:
Introduction
Summary of the Work
A Critique of the Work
Conclusion
From the Paper
""There Are No Lessons to Be Learned From Littleton", upon close study of the essay itself, is part history lesson, part social commentary, and can fairly be categorized as a work of criminal justice/social work research, for lack of better terms. However, it must be understood that Kleck's essay, while discussing the events of the Littleton mass murder case, would not be accurately summarized by simply being called an essay about that case itself; rather, it would be more accurate to say that Kleck uses Littleton as a launching pad for his arguments. As a general overview and summary of Kleck's work, it was written with Littleton as its starting point, but from that starting point, the exploration of what caused Littleton, and other school shootings to occur is examined. Many people would automatically assume that the essay would blame all of the commonly cited reasons for such crimes, but that is clearly not the case when presenting direct quotes from Kleck's actual text."
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Cold War Lessons, 2002.
A look at lessons which should be learnt from the Cold War.
2,400 words (approx. 9.6 pages), 7 sources, $ 89.95
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Abstract
This paper identifies and discusses three major lessons from the Cold War which can be applied by nations in the current international arena. The author offers examples of Cold War events and decisions and examines policy recommendations from Cold War experts in order to demonstrate her points.
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