The Second Task Of Marriage Essays - Catholic Theology Of The Body

The Second Task Of Marriage John Coppola 4/26/00 THL 467 The Second Task of Marriage The accompanying article will endeavor to clarify in detail what precisely the second errand of marriage involves. Reproduction as an undertaking of marriage is by all accounts a genuinely straightforward and straight forward one from the start, however to completely get it, one must have a profound comprehension of the Catholic thought of affection, sexuality, epitome, and other good standards pertinent to different parts of this assignment of marriage. As to cherish, a wedded couple with the craving to have offspring of their own must have a specific kind of genuine love for one another before they are really prepared to have youngsters. When discussing sexuality, a couple must have a comprehension of Catholic convictions about sexuality which manage the importance of sexuality and the acts of sexuality thought about adequate and inadmissible by the Church. The subject of encapsulation is a wide one, and it is pertinent to pretty much every part of marriage since it has to do with the possibility that all people are exemplified in the picture of God. The accompanying exposition will cover, in more detail, every one of these thoughts so as to show how significant each is to the Catholic conviction about the second assignment of marriage. It has just been expressed that the second errand of marriage is administration to life through the activity of reproduction and training. Love assumes a significant job in achieving this errand both in how it is required for reproduction and the best possible childhood of kids. Inside marriage, a specific sort of affection must exist for the second undertaking of reproduction to be completed appropriately. As a matter of first importance, there is sentimental love that can come as desire, fixation, and wistful love. Sentimental love is a significant part to the relationship of a wedded couple, however sentimental love alone is an inadequate base on which to fabricate a solid marriage. The sort of adoration that is expected to make a solid, stable marriage is mindful, genuine love called agopic love. Agopic love is a sort of elusive love that must be picked up by being with someone else for a decent measure of time and really becoming acquainted with every little thing about them whi le keeping up your affection for them. What is implied by genuinely realizing the other individual is that the two people inside a relationship know and comprehend the incredible, the great, the reasonable, and the flawed things about one another to the point that no character attributes of one another go unrevealed. This sort of shared love can carry a couple so near one another that an unbreakable bond is made. The quality of agopic love is with the end goal that a couple could never consider isolating, and in this lies the motivation behind why agopic love is so significant for completing the second undertaking of marriage. It is the Catholic view that before a couple chooses to have kids they have to go to a shared understanding that they will make every effort to bring up their youngsters as well as can be expected as per Church educating. This incorporates deep rooted genuine love of youngsters and one another, on the grounds that, without affection the family can't live, develop, and ideal itself as a network of people (FC 32). Pope John Paul II puts it best in Familiaris Consortio when he says, the family has the strategic watchman, uncover and impart love, and this is a living impression of and a genuine partaking in God's adoration for mankind and the affection for Christ the Lord for the Church His lady of the hour (FC 31). Agopic love is the main sort of adoration similar to God's celestial love of every person, and it is an essential for the best possible achievement of administration to life through multiplication and instruction. The Catholic comprehension of sexuality is another significant factor that a wedded couple must be completely mindful of before endeavoring to do the second errand of marriage. The significance of sexuality relates for the most part to the demonstration of reproduction. The demonstration of sex, or marital love is viewed in Church instructing as sacrosanct. Marital fellowship establishes the establishment on which is

Explain These Terms Essay Example for Free

Clarify These Terms Essay †¢ Speech †A technique for verbally imparting to clarify needs, needs, feelings in an enunciated way †¢ Language †A strategy for conveying either in a verbal or composed way organized in a justifiable way to communicate the people point †¢ Communication †A technique for communicating sentiments, assessments, or data utilizing either verbal or non verbal structures for example non-verbal communication or outward appearances †¢ Speech, language, and correspondence needs †Shows manners by which an individual may require help to impart by either detailing sentences or utilizing sounds to make words so as to arrive sentiments or feelings over. This will show which zones they require help so as to have a full technique for imparting. 1. Clarify how discourse, language and relational abilities bolster every one of the accompanying regions in children’s advancement †¢ Learning †Speech, language and correspondence empowers a kid to build up a comprehension of the world by having the option to pose inquiries to fabricate suppositions yet in addition a comprehension. It likewise permits them to work there own connections and offer data. This makes them ready to communicate feeling and create thoughts which permit them to take care of issues. †¢ Emotions †Being ready to communicate feelings through discourse, language and correspondences empowers a kid to manufacture certainty and a confidence to become who they need to be. By building up their correspondence it implies that the kid likewise comprehends what are socially worthy guidelines and the social standards of how to show the feelings. For example it is satisfactory for a little child to pitch a temper fit in the road because of tiredness however when the individual grows up it isn't socially adequate so this empowers them to create habits of communicating feelings without crying or having a strap. †¢ Behavior †Children can utilize their discourse, language, and relational abilities to assist them with seeing good and bad. By doing this it empowers them to comprehend what they have fouled up and the ramifications for their activities. A case of this could be understanding the word no and mischievous. †¢ Social †Being ready to utilize discourse, language, and correspondence in a social way will permit them to make fellowships. By picking up kinships they will likewise become familiar with a comprehension of how individuals like to be dealt with. Utilizing language in a social viewpoint permits youngsters to learn new things yet additionally permits them to learn off other

Mindfulness Meditation - What It Is And How To Do It

Mindfulness Meditation - What It Is And How To Do It Meditation Print How to Practice Mindfulness Meditation By Cathy Wong Reviewed by Reviewed by Sara Clark on February 03, 2020 facebook Sara Clark is an EYT 500-hour certified Vinyasa yoga and mindfulness teacher, lululemon Global Yoga Ambassador, model, and writer. Learn about our Wellness Board Sara Clark Updated on February 03, 2020 Dougal Waters / Digital Vision / Getty Images More in Self-Improvement Meditation Happiness Stress Management Spirituality Holistic Health Inspiration Brain Health Technology Relationships View All Whether youre thinking about family life, work, school, what youre going to make for dinner, what you said at last nights party, or all of the above, its easy to get caught in a pattern of swirling thoughts. Sometimes we ruminate on past eventsâ€"even to the extent that it leads to anxietyâ€"or we focus on the could-be situations of the future. Mindfulness meditation is a mental training practice that can be helpful in these situations. It brings you and your thoughts into the present, focusing on emotions, thoughts, and sensations that youre experiencing in the now. While it can be initially difficult to quiet your thoughts, with time and practice you can experience the benefits of mindfulness meditation, including less stress and anxiety, and even a reduction in symptoms of conditions like IBS. Mindfulness techniques can vary, but in general, mindfulness meditation involves a breathing practice, mental imagery, awareness of body and mind, and muscle and body relaxation. Starting a Mindfulness Meditation Practice One of the original standardized programs for mindfulness meditation is the Mindfulness-Based Stress Reduction (MBSR) program, developed by Dr. Jon Kabat-Zinn, a student of the Buddhist monk and scholar Thich Nhat Hanh. His eight-week program guides students to pay attention to the present, decrease reactivity and arousal, and achieve a state of calm. Other more simplified, secular mindfulness meditation interventions have been increasingly incorporated into medical settings to treat stress,?? pain,?? and depression?? among other conditions. Learning mindfulness meditation is straightforward enough to practice on your own, but a teacher or program can help you get started, particularly if youre practicing meditation for specific health reasons. While some people meditate for longer sessions, even a few minutes every day can make a difference. Heres a basic technique to help you get started: Find a quiet and comfortable place. Sit in a chair or on the floor with your head, neck, and back straight but not stiff. Its also helpful to wear comfortable clothing so youre no distracted.Try to put aside all thoughts of the past and the future and focus on the present.Become aware of your breath, attuning to the sensation of air moving in and out of your body as you breathe. Feel your belly rise and fall and the air enter your nostrils and leave your mouth. Pay attention to the way each breath changes and is different.Watch every thought come and go, whether it be a worry, fear, anxiety, or hope. When thoughts come up in your mind, dont ignore or suppress them. Simply note them, remain calm, and use your breathing as an anchor.If you find yourself getting carried away in your thoughts, observe where your mind went off to, without judgment, and just return to your breathing. Remember not to be hard on yourself if this happens.As the time comes to a close, sit for a minute or two, becoming aware of where you are. Get up gradually. Incorporating Mindfulness Into Your Daily Life Theres no law that says you must be sitting on a cushion in a quiet room to practice mindfulness, says Kate Hanley, author of A Year of Daily Calm. Mindfulness meditation is one technique, but everyday activities and tasks provide plenty of opportunities to practice. Here are Hanleys tips on cultivating mindfulness in your daily routine. Washing the Dishes Have you ever noticed how no one is trying to get your attention while youre doing the dishes? The combination of alone time and repetitive physical activity makes cleaning up after dinner a great time to try a little mindfulness. Savor the feeling of the warm water on your hands, the look of the bubbles, the sounds of the pans clunking on the bottom of the sink. Zen teacher Thich Nhat Hanh calls this exercise washing the dishes to wash the dishesâ€"not to get them over with so you can go watch TV. When you give yourself over to the experience, you get the mental refreshment and a clean kitchen. Brushing Your Teeth You cant go a day without brushing your teeth, making this task the perfect daily opportunity to practice mindfulness. Feel your feet on the floor, the brush in your hand, and your arm moving up and down. Driving Its easy to zone out while youre driving, thinking about what to have for dinner or what you forgot to do at work that day. Use your powers of mindfulness to keep your attention anchored to the inside of your car. Turn off the radioâ€"or put on something soothing, like classical musicâ€"imagine your spine growing tall, find the half-way point between relaxing your hands and gripping the wheel too tightly, and whenever you notice your mind wandering, bring your attention back to where you and your car are in space. Exercising Watching TV while running on the treadmill may make your workout go more quickly, but it wont do much to quiet your mind. Flex both your physical and mental muscles by turning off all screens and focusing on your breathing and where your feet are in space as you move. Preparing for Bedtime Instead of rushing through your evening routine and battling with your kids over bedtime, try to enjoy the experience. Get down to the same level as your kids, look in their eyes, listen more than you talk, and savor any snuggles. When you relax, they will too. A Word From Verywell Of course, life can get in the wayâ€"maybe your little one calls for help while youre washing the dishes or a tricky traffic situation means you have to be even more focused on the road. But taking advantage of daily opportunities when theyre available to you can help build a more consistent mindfulness practice. Even if youre not settling into a seated position for 30 minutes every day, just a few minutes of being present can reap significant benefits. Simple Meditation Techniques to Try

The Difference Between Avere and Tenere

Learning a new language is not only tough because there are thousands of new words to learn, but even tougher because those words often overlap in meaning. This is definitely the case with the two verbs in Italian - â€Å"tenere - to hold, to keep† and â€Å"avere - to have, to obtain, to hold†. What are the main differences? First, tenere is often understood as to keep or to hold, like to keep a window open, keep a secret or hold a baby. Avere is to understood as meaning, to have, in the sense of possession, like age, fear, or an iPhone. Second, tenere is used, more often in the south, particularly in Naples, in the place of avere, but grammatically, its incorrect. Meaning, even if you hear Tengo 27 anni or Tengo fame, its not grammatically correct. Here are some situations where choosing between avere and tenere might be tricky. Physical Possession 1.) To have/keep an item Ho una mela, ma voglio mangiare un’arancia. - I have an apple, but I want to eat an orange.Non ho una borsa che si abbina a/con questo vestito. - I don’t have a purse that matches this dress.Ho il nuovo iPhone. - I have a new iPhone. In the situation above, you couldnt use tenere as a substitute for avere. Tengo questo iPhone fino alluscita di quello nuovo. - Im keeping this iPhone until the new one comes out. 2.) To not have any money Non ho una lira. - I dont have any money. Here, you can use tenere, but avere is still preferred. Non tengo una lira. - I dont have any money. Non avere/tenere una lira is an expression that literally means, I dont have one lira. To Maintain a Situation 1.) Keep/have a secret È un segreto che tengo per Silvia, quindi non posso dirtelo. - Its a secret that Im keeping for Silvia, so I cant tell it to you. However, if you have a secret and youre not keeping a secret for anybody, you can just use avere. Ho un segreto. Ho un amante! - I have a secret. I have a lover! 2.) Have/keep in pockets Ha le mani in tasca. - He has his hands in his pockets. In this situation, both avere and tenere can be used. Tiene le mani in tasca. - He has (keeps) his hands in his pockets. 3.) Have/keep In mind Ti spiegherà ² quello che ho in mente. - Ill explain to you what I have in mind. In this context, avere and tenere can both be used although the sentence structure will change. Tieni in mente quello che ti ho detto ieri. – Keep in mind what I told you yesterday. To Hold Something 1.) Hold/have a baby in your arms Tiene in braccio un bimbo. Il bebà © ha sei mesi. - She is holding a baby in her arm. The baby is six months. In this situation, you can use avere interchangeably. Ha in braccio un bimbo. Il bebà © ha sei mesi. - She is holding a baby in her arm. The baby is six months. 2.) Have a bouquet of flowers Perchà © hai un mazzo di fiori? Hai molti spasimanti? - Why do you have a bouquet of flowers? Do you have a lot of admirers?Non posso rispondere perchà ¨ ho un mazzo di fiori in mano. - I can’t answer the phone because I’m holding a bouquet of flowers. Then, the person youre talking to might respond to you using the verb tenere. Rispondi, che te lo tengo io. - Answer, and I’ll hold it for you. 3.) Hold a bouquet with style La sposa tiene il bouquet con classe. - The bride holds the bouquet in her hands with style. In the example above, tenere is used to stress the way she holds the bouquet. To help make this easier, use tenere whenever you have something that youre physically holding in mano - in your hands or in braccio - in your arms. It can also be used in figurative expressions, as you saw tenere in mente, but since we would be likely to translate that as keep in mind, its easier to distinguish from avere. Avere, on the other hand, is used to talk about something you possess, either literally or figuratively. If you find yourself in conversation, and you cant think of which one is right to use, its best to ask yourself what the simplest meaning is.  For example, instead of saying, He had a change of heart, you can say, He changed his mind or â€Å"Ha cambiato idea†.

Why Car Interiors Get So Hot in Summer

Weve all heard the saying, If you cant take the heat, get out of the kitchen. But during summer, you could insert the word car  into that sentence just as easily. Why is it that your car feels like an oven, no matter if you park in the sun or shade? Blame the greenhouse effect.   A Mini Greenhouse Effect Yes, the same greenhouse effect that traps heat in the atmosphere and keeps our planet at a comfy temperature for us to live is also responsible for baking your car on warm days.  Your cars windshield not only allows you an unobstructed wide view while on the road, it also allows the sunlight an unobstructed pathway inside your cars interior. Just like , the suns shortwave radiation passes through a cars windows. These windows are only warmed a little, but the darker colored objects that the sunrays strike (like the dashboard, steering wheel, and seats) are heated immensely due to their lower albedo. These heated objects, in turn, heat the surrounding air by convection and conduction. According to a 2002 San Jose University study, temperatures in enclosed cars with a basic gray interior rise approximately 19 degrees F in 10 minutes time; 29 degrees in 20 minutes time; 34 degrees in half an hour; 43 degrees in 1 hour; and 50-55 degrees over a period of 2-4 hours.   The following table gives an idea of just how much above the outside air temperature ( °F)  your cars interior can heat up over certain periods of time.   Time Elapsed 70 F 75F 80F 85F 90F 95F 100F 10 minutes 89 94 99 104 109 114 119 20 minutes 99 104 109 114 119 124 129 30 minutes 104 109 114 119 124 129 134 40 minutes 108 113 118 123 128 133 138 60 minutes 111 118 123 128 133 138 143 1 hour 115 120 125 130 135 140 145 As you can see, even on a mild 75 degree day, the inside of  your car would warm to triple digit temperatures in just 20 minutes!  Ã‚   The table also reveals another eye-opening reality: that two-thirds of the temperature spike happens within the first 20 minutes! This is why drivers are urged not to leave children, the elderly, or pets in a parked car for any amount of time -- no matter how seemingly short -- because contrary to what youd think, the bulk of the temperature rise happens within those first few minutes.   Why Cracking the Windows is Useless If you think you can avoid the dangers of a hot car by cracking its windows, think again. According to the same San Jose University study, temperatures inside a car with its windows cracked down rise at a rate of 3.1  °F every 5 minutes, compared to 3.4  °F for closed windows. The   just isnt enough to significantly offset the .    Sunshades Offer Some Cooling Sunshades (shades that fit inside the windshield) are actually a better cooling method than cracking windows. They can reduce your cars temperature by as much as 15 degrees. For even more cooling action, spring for the  foil type since these actually reflect the suns heat back through the glass and away from the car. Why Hot Cars are a Hazard A stifling hot car isnt only uncomfortable, its also dangerous to your health. Just like overexposure to high air temperatures can cause heat illness such as heatstroke and hyperthermia, so can   but even faster since because they. this leads to hyperthermia and possibly death. Young children and infants, the elderly, and pets are most susceptible to heat illness because their bodies are less skilled at regulating temperature. (A childs body temperature warms 3 to 5 times faster than an adults.) Resources and links: NWS Heat Vehicle Safety: Children, Pets, and Seniors.   Heatstroke Deaths of Children in Vehicles. http://www.noheatstroke.org McLaren, Null, Quinn. Heat Stress from Enclosed Vehicles: Moderate Ambient Temperatures Cause Significant Temperature Rise in Enclosed Vehicles. Pediatrics Vol. 116 No. 1. July 2005.

Leadership Taxonomy Free Essays

Introduction There a numerous leadership theories that help manage a successful business. These theories include techniques that have been developed and constantly improving since 1888. Theorists such as Thomas Carlyle, Kurt Lewin, and James Kouze, have developed characteristics they believe will shape the leaders of tomorrow. We will write a custom essay sample on Leadership Taxonomy or any similar topic only for you Order Now These characteristics are structured together to create theories based on personality, relationships, and developmental styles. The following will provided an organized overview of ten theorists and the characteristics they believe to develop successful leaders. Theorist |Theory Title |Theory Characteristics |Year | |Thomas Carlyle |Great Man |â€Å"According to this theory, you’re either a natural born leader or |c. 1888 | | | |you’re not. The term â€Å"Great Man† was used because, at the time, | | | | |leadership was thought of primarily as a male quality, especially in | | | | |terms of military leadership. (About, 2011) | | | | | | | | | |The Great Man leadership theory became more prevalent during the 19th| | | | |century and was developed from the success of several famous leaders. | | | |A famous quote that sums up this theory is â€Å"great leaders are born, | | | | |not Made. † (Changing Minds, 2011) | | Cherry, K. (2011). The Great Man Theory of Leadership. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/a/great-man-theory-of-leadership. htm Straker, D. (2011). Great Man Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/great_man_theory. htm |Gordon Allport |Personality Trait Theory |â€Å"The trait approach to personality is one of the major theoretical |c. 1936 | | | |areas in the study of personality. The trait theory suggests that | | | | |individual personalities are composed broad dispositions. (About, | | | | |2011) | | | | | | | | | |Allport discovered that there are more then 4,000 words to describe | | | | |personality traits. Allport categorized those traits into three | | | | |different levels, Cardinal, Central and Secondary traits. | | | | | | | | | |Cardinal traits were characterized as traits that dominate an | | | | |individual’s whole life. Central traits are general characteristics | | | | |of an individual personality that would affect their leadership | | | | |quality. â€Å"Terms such as intelligent, honest, shy and anxious are | | | | |considered central traits. (About, 2011) Secondary traits reefers | | | | |to attitudes or preferences that appear in certain situations or from| | | | |the result of a specific circumstance. | | Cherry, K. (2011). Trait Theory of Personality. In About. Retrieved October 2, 2011, from http://psychology. about. om/od/theoriesofpersonality/a/trait-theory. htm Cherry, K. (2011). Leadership Theories – 8 Major Leadership Theories. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/p/leadtheories. htm |Kurt Lewin |Lewin’s leadership styles |Lewin’s developed three leadership styles, autocratic, democratic |c. 1939 | | | |style and Laissez-Faire style. | | | | | | | | |â€Å"In the autocratic style, the leader takes decisions without | | | | |consulting with others. The decision is made without any form of | | | | |consultation. In Lewin’s experiments, he found that this caused the | | | | |most level of discontent. † (Changing Minds, 2011) | | | | | | | | | |The autocratic style is used when the result from a decision would | | | | |not change if it had the input from others. | | | | | | | | |â€Å"In the democratic style, the leader involves the people in the | | | | |decision-making, although the process for the final decision may vary| | | | |from the leader having the final say to them facilitating consensus | | | | |in the group. (Changing Minds, 2011) | | | | | | | | | |The democratic style is a group decision making process. This style | | | | |usually opens it up for individuals to voice their opinions and can | | | | |create adversity and problems. | | | | | | | | |â€Å"The laissez-faire style is to minimize the leader’s involvement in | | | | |decision-making, and hence allowing people to make their own | | | | |decisions, although they may still be responsible for the outco me. | | | | |(Changing Minds, 2011) | | | | | | | | | |When individuals are motivated to make their own decisions and there | | | | |is no need for a central coordination, the laissez-faire style would | | | | |be best suited for that situation. | | | | | | | | | | | | Straker, D. (2011). Lewin’s leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/lewin_style. htm |F. E. Fiedler |Least Preferred Co-worker |â€Å"Leaders prioritize between task-focus and people-focus. |c. 1964 | | |(LPC) Theory |Relationships, power and task structure are the three key factors | | | | |that drive effective styles. † ( Changing Minds, 2011) | | | | | | | | | |Fiedler used a scoring system to be able to determine if that leader | | | | |would work with that person again. | | | | | | | | |â€Å"High LPC leaders tend to have close and positive relationships and | | | | |act in a supportive way, even prioritizing the relationship before | | | | |the task. Low LPC leaders put the task first and will turn to | | | | |relationships only when they are satisfied with how the work is | | | | |going. (Changing Minds, 2011) | | | | | | | | | |Three identifying factors | | | | | | | | | |Leader-Member Relations | | | | |Task structure | | | | |Leader’s Position-power | | Straker, D. (2011). . In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/fiedler_lpc. htm Rensis Likert |Likerts leadership styles |Likerts four style of leadership were developed around decision |c. 1967 | | | |making and how much people are involved in the decision making | | | | |process. | | | | | | | | | |Likerts four styles are exploitive authoritative, benevolent | | | | |authoritative, consultative, and participative. | | | | | | | | |The Exploitive authoritative style is a style where the leader has | | | | |low- no concern on how their actions will psychologically affect | | | | |people. This style is based off of fear and threats in order to | | | | |accomplish the task at hand. | | | | | | | | | |The Benevolent authoritative style is a complete opposite of the | | | | |Exploitive authoritative style. This style involves higher ranked | | | | |leaders in an organization listening to the concerns of individuals | | | | |lower in the organization. | | | | | | | | | |The consultative theory is focused on still listening to the upward | | | | |flow of information, but generally decisions are still centrally | | | | |made. | | | | | | | | |The participative theory’s where leaders maximize methods to engage | | | | |with people lower down in the organization in the decision-making | | | | |process. | | | | | | | | | | | | Straker, D. (2011). Likert’s leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/likert_style. htm |D. J. Hickson |Strategic Contingencies |The strategic contingencies theory states that if a person does|c. 1971 | | |Theory |no they charisma but that person possesses the ability to solve| | | | |problems they still can be a effective leader. | | | | | | | | | |â€Å"The theory helps to objectify leadership techniques, as | | | | |opposed to relying on personalities. (Leadership-Central, | | | | |2011) | | | | | | | | | | | | Strategic Contingencies Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/strategic-contingencies-theory. html#axzz1ZeSf2sGc |Dr. Paul Hersey, |Situational Leadership |Hersey and Blanchard leadership model was developed into four styles|c. 972 | |Ken Blanchard |Model |(S1 to S4) to match the employee development level (D1 to D4). | | | | | | | | | |â€Å"Leaders should adapt their style to follower development style (or | | | | |’maturity’), based on how ready and willing the follower is to | | | | |perform required tasks (that is, their competence and motivation). | | | | |(Straker, 2011) | | | | | | | | | | | | | | |Style one is Telling/Directing which is designed for an employee at | | | | |a D1 level. This employee is a t a low competence, low commitment | | | | |level to the company. | | | | | | | | |Style two is Selling/ Coaching which is designed for a employee at a| | | | |D 2 level. This employee has some competence and a variable | | | | |commitment to his/her position. | | | | | | | | | |Style three is Participating/ Supporting which is designed for an | | | | |employee at a D3 level. This employee has high competence but still | | | | |a variable commitment to his/her position and the company. | | | | | | | | | |Style four is Delegating/ Observing which is designed for a employee| | | | |at D 4. This employee with have a high competence and a high | | | | |commitment to the company. | | | | | | | | | | | | | |At level S1 the leader is high task focus and not real focus on the | | | | |relationship. As you reach a S4 the leader has a low task focus and | | | | |a low relationship focus. At S3 that is where the leader builds a | | | | |strong relationship to develop that employee into a D4. | | | | | | Straker, D. (2011). Hersey and Blanchard’s Situational Leadership. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/situational_leadership_hersey_blanchard. htm Situational Leadership- About us (2011). In Situational Leadership. Retrieved October 2, 2011, from http://www. situational. com/about-us/ |Dansereau, Graen, |Leader-member Exchange (LMX)|â€Å"How a leader maintains leadership through working with her or |c. 1975 | |and Haga |his supporters, those entrusted with responsibility and advisers | | | | |defines the Leader-member Exchange theory as a method for | | | | |exerting and maintaining leadership. † (Leadership-Central, 2011) | | | | | | | | | |LMX is a intuitive theory and would be more expected from a | | | | |leader-group structure. LMX uses three stages of development. | | | | | | | | |Organizational Stage | | | | |Role Development | | | | |Leader-led relationship | | | | | | | | | |Leaders in this theory can range from a person leading a small | | | | |discussion group or a supervisor of a work crew to heads of | | | | |countries or empires. â€Å"The more complex the task and | | | | |organization, the more factors enter into the organizational | | | | |dynamics. † (Leadership-Central, 2011) | | | | | | | Leader-Member Exchange Theory â€⠀œ LMX (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. om/leader-member-exchange. html#axzz1ZeSf2sGc |James MacGregor |Burns Transformational |â€Å"Burns Transformational leadership Theory, in other words, |c. 1978 | |Burns |Leadership Theory |Burns focuses upon motivations and values in assessing how a | | | | |leader approaches power. This aspect of having that basic | | | | |ethical system sets leaders apart from those merely aspiring to| | | | |power. (Leadership-Central, 2011) | | | | | | | | | |Burns theory appeals to those interested in developing social | | | | |values and individual purpose. Burns theory asks a fundamental | | | | |question of what the ultimate goal of leadership is and why one| | | | |should be a leader. | | | | | | Burns Transformational Leadership Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/burns-transformational-leadership-theory. html#axzz1Z eSf2sGc |Bass, B. M. |Transformational Leadership |‘Bass defined transformational leadership in terms of how the |c. 1985 | | |Theory |leader affects followers, who are intended to trust, admire and | | | | |respect the transformational leader. (Straker, 2011) | | | | | | | | | |Bass described three ways which leaders can transform their | | | | |followers. | | | | |Easing their awareness of task importance and value. | | | | |Getting them to focus first on team or organizational goals, rather| | | | |than their own interests. | | | | |Activating their higher-order needs. | | | | | | | | | | | | | | | | | | | | | Bass Transformational Leadership Theory (2011). In Leadership-Centeral. Retrieved October 2, 2011, from http://www. leadership-central. com/bass-transformational-leadership-theory. html#axzz1ZeSf2sGc Straker, D. (2011). Bass’ Transformational Leadership Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/bass_transformational. htm |James Kouze and |Leadership Participation |â€Å"Specific factors are listed in a checklist form that |c. 1987 | |Barry Posner |Inventory |organizers can use to assess a group’s affinity to a leader. | | | | |While they are subjective, they are better than nothing and can| | | | |help in a focus on organizational problems. † | | | |(Leadership-Central, 2011) | | | | | | | | | |Five characterizes for successful leadership | | | | | | | | | |1. Role Model | | | | |2. Inspiration: | | | | |3. Facing Adversity | | | | |4. Empowerment | | | | |5. Generates Enthusiasm | | | | | | | | | | | | | | | | | | | | | | Leadership Participation Inventory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/leadership-participation-inventory. html#axzz1ZeSf2sGc How to cite Leadership Taxonomy, Papers

Leadership Taxonomy Free Essays

Introduction There a numerous leadership theories that help manage a successful business. These theories include techniques that have been developed and constantly improving since 1888. Theorists such as Thomas Carlyle, Kurt Lewin, and James Kouze, have developed characteristics they believe will shape the leaders of tomorrow. We will write a custom essay sample on Leadership Taxonomy or any similar topic only for you Order Now These characteristics are structured together to create theories based on personality, relationships, and developmental styles. The following will provided an organized overview of ten theorists and the characteristics they believe to develop successful leaders. Theorist |Theory Title |Theory Characteristics |Year | |Thomas Carlyle |Great Man |â€Å"According to this theory, you’re either a natural born leader or |c. 1888 | | | |you’re not. The term â€Å"Great Man† was used because, at the time, | | | | |leadership was thought of primarily as a male quality, especially in | | | | |terms of military leadership. (About, 2011) | | | | | | | | | |The Great Man leadership theory became more prevalent during the 19th| | | | |century and was developed from the success of several famous leaders. | | | |A famous quote that sums up this theory is â€Å"great leaders are born, | | | | |not Made. † (Changing Minds, 2011) | | Cherry, K. (2011). The Great Man Theory of Leadership. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/a/great-man-theory-of-leadership. htm Straker, D. (2011). Great Man Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/great_man_theory. htm |Gordon Allport |Personality Trait Theory |â€Å"The trait approach to personality is one of the major theoretical |c. 1936 | | | |areas in the study of personality. The trait theory suggests that | | | | |individual personalities are composed broad dispositions. (About, | | | | |2011) | | | | | | | | | |Allport discovered that there are more then 4,000 words to describe | | | | |personality traits. Allport categorized those traits into three | | | | |different levels, Cardinal, Central and Secondary traits. | | | | | | | | | |Cardinal traits were characterized as traits that dominate an | | | | |individual’s whole life. Central traits are general characteristics | | | | |of an individual personality that would affect their leadership | | | | |quality. â€Å"Terms such as intelligent, honest, shy and anxious are | | | | |considered central traits. (About, 2011) Secondary traits reefers | | | | |to attitudes or preferences that appear in certain situations or from| | | | |the result of a specific circumstance. | | Cherry, K. (2011). Trait Theory of Personality. In About. Retrieved October 2, 2011, from http://psychology. about. om/od/theoriesofpersonality/a/trait-theory. htm Cherry, K. (2011). Leadership Theories – 8 Major Leadership Theories. In About. Retrieved October 2, 2011, from http://psychology. about. com/od/leadership/p/leadtheories. htm |Kurt Lewin |Lewin’s leadership styles |Lewin’s developed three leadership styles, autocratic, democratic |c. 1939 | | | |style and Laissez-Faire style. | | | | | | | | |â€Å"In the autocratic style, the leader takes decisions without | | | | |consulting with others. The decision is made without any form of | | | | |consultation. In Lewin’s experiments, he found that this caused the | | | | |most level of discontent. † (Changing Minds, 2011) | | | | | | | | | |The autocratic style is used when the result from a decision would | | | | |not change if it had the input from others. | | | | | | | | |â€Å"In the democratic style, the leader involves the people in the | | | | |decision-making, although the process for the final decision may vary| | | | |from the leader having the final say to them facilitating consensus | | | | |in the group. (Changing Minds, 2011) | | | | | | | | | |The democratic style is a group decision making process. This style | | | | |usually opens it up for individuals to voice their opinions and can | | | | |create adversity and problems. | | | | | | | | |â€Å"The laissez-faire style is to minimize the leader’s involvement in | | | | |decision-making, and hence allowing people to make their own | | | | |decisions, although they may still be responsible for the outco me. | | | | |(Changing Minds, 2011) | | | | | | | | | |When individuals are motivated to make their own decisions and there | | | | |is no need for a central coordination, the laissez-faire style would | | | | |be best suited for that situation. | | | | | | | | | | | | Straker, D. (2011). Lewin’s leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/lewin_style. htm |F. E. Fiedler |Least Preferred Co-worker |â€Å"Leaders prioritize between task-focus and people-focus. |c. 1964 | | |(LPC) Theory |Relationships, power and task structure are the three key factors | | | | |that drive effective styles. † ( Changing Minds, 2011) | | | | | | | | | |Fiedler used a scoring system to be able to determine if that leader | | | | |would work with that person again. | | | | | | | | |â€Å"High LPC leaders tend to have close and positive relationships and | | | | |act in a supportive way, even prioritizing the relationship before | | | | |the task. Low LPC leaders put the task first and will turn to | | | | |relationships only when they are satisfied with how the work is | | | | |going. (Changing Minds, 2011) | | | | | | | | | |Three identifying factors | | | | | | | | | |Leader-Member Relations | | | | |Task structure | | | | |Leader’s Position-power | | Straker, D. (2011). . In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/fiedler_lpc. htm Rensis Likert |Likerts leadership styles |Likerts four style of leadership were developed around decision |c. 1967 | | | |making and how much people are involved in the decision making | | | | |process. | | | | | | | | | |Likerts four styles are exploitive authoritative, benevolent | | | | |authoritative, consultative, and participative. | | | | | | | | |The Exploitive authoritative style is a style where the leader has | | | | |low- no concern on how their actions will psychologically affect | | | | |people. This style is based off of fear and threats in order to | | | | |accomplish the task at hand. | | | | | | | | | |The Benevolent authoritative style is a complete opposite of the | | | | |Exploitive authoritative style. This style involves higher ranked | | | | |leaders in an organization listening to the concerns of individuals | | | | |lower in the organization. | | | | | | | | | |The consultative theory is focused on still listening to the upward | | | | |flow of information, but generally decisions are still centrally | | | | |made. | | | | | | | | |The participative theory’s where leaders maximize methods to engage | | | | |with people lower down in the organization in the decision-making | | | | |process. | | | | | | | | | | | | Straker, D. (2011). Likert’s leadership styles. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/likert_style. htm |D. J. Hickson |Strategic Contingencies |The strategic contingencies theory states that if a person does|c. 1971 | | |Theory |no they charisma but that person possesses the ability to solve| | | | |problems they still can be a effective leader. | | | | | | | | | |â€Å"The theory helps to objectify leadership techniques, as | | | | |opposed to relying on personalities. (Leadership-Central, | | | | |2011) | | | | | | | | | | | | Strategic Contingencies Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/strategic-contingencies-theory. html#axzz1ZeSf2sGc |Dr. Paul Hersey, |Situational Leadership |Hersey and Blanchard leadership model was developed into four styles|c. 972 | |Ken Blanchard |Model |(S1 to S4) to match the employee development level (D1 to D4). | | | | | | | | | |â€Å"Leaders should adapt their style to follower development style (or | | | | |’maturity’), based on how ready and willing the follower is to | | | | |perform required tasks (that is, their competence and motivation). | | | | |(Straker, 2011) | | | | | | | | | | | | | | |Style one is Telling/Directing which is designed for an employee at | | | | |a D1 level. This employee is a t a low competence, low commitment | | | | |level to the company. | | | | | | | | |Style two is Selling/ Coaching which is designed for a employee at a| | | | |D 2 level. This employee has some competence and a variable | | | | |commitment to his/her position. | | | | | | | | | |Style three is Participating/ Supporting which is designed for an | | | | |employee at a D3 level. This employee has high competence but still | | | | |a variable commitment to his/her position and the company. | | | | | | | | | |Style four is Delegating/ Observing which is designed for a employee| | | | |at D 4. This employee with have a high competence and a high | | | | |commitment to the company. | | | | | | | | | | | | | |At level S1 the leader is high task focus and not real focus on the | | | | |relationship. As you reach a S4 the leader has a low task focus and | | | | |a low relationship focus. At S3 that is where the leader builds a | | | | |strong relationship to develop that employee into a D4. | | | | | | Straker, D. (2011). Hersey and Blanchard’s Situational Leadership. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/styles/situational_leadership_hersey_blanchard. htm Situational Leadership- About us (2011). In Situational Leadership. Retrieved October 2, 2011, from http://www. situational. com/about-us/ |Dansereau, Graen, |Leader-member Exchange (LMX)|â€Å"How a leader maintains leadership through working with her or |c. 1975 | |and Haga |his supporters, those entrusted with responsibility and advisers | | | | |defines the Leader-member Exchange theory as a method for | | | | |exerting and maintaining leadership. † (Leadership-Central, 2011) | | | | | | | | | |LMX is a intuitive theory and would be more expected from a | | | | |leader-group structure. LMX uses three stages of development. | | | | | | | | |Organizational Stage | | | | |Role Development | | | | |Leader-led relationship | | | | | | | | | |Leaders in this theory can range from a person leading a small | | | | |discussion group or a supervisor of a work crew to heads of | | | | |countries or empires. â€Å"The more complex the task and | | | | |organization, the more factors enter into the organizational | | | | |dynamics. † (Leadership-Central, 2011) | | | | | | | Leader-Member Exchange Theory â€⠀œ LMX (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. om/leader-member-exchange. html#axzz1ZeSf2sGc |James MacGregor |Burns Transformational |â€Å"Burns Transformational leadership Theory, in other words, |c. 1978 | |Burns |Leadership Theory |Burns focuses upon motivations and values in assessing how a | | | | |leader approaches power. This aspect of having that basic | | | | |ethical system sets leaders apart from those merely aspiring to| | | | |power. (Leadership-Central, 2011) | | | | | | | | | |Burns theory appeals to those interested in developing social | | | | |values and individual purpose. Burns theory asks a fundamental | | | | |question of what the ultimate goal of leadership is and why one| | | | |should be a leader. | | | | | | Burns Transformational Leadership Theory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/burns-transformational-leadership-theory. html#axzz1Z eSf2sGc |Bass, B. M. |Transformational Leadership |‘Bass defined transformational leadership in terms of how the |c. 1985 | | |Theory |leader affects followers, who are intended to trust, admire and | | | | |respect the transformational leader. (Straker, 2011) | | | | | | | | | |Bass described three ways which leaders can transform their | | | | |followers. | | | | |Easing their awareness of task importance and value. | | | | |Getting them to focus first on team or organizational goals, rather| | | | |than their own interests. | | | | |Activating their higher-order needs. | | | | | | | | | | | | | | | | | | | | | Bass Transformational Leadership Theory (2011). In Leadership-Centeral. Retrieved October 2, 2011, from http://www. leadership-central. com/bass-transformational-leadership-theory. html#axzz1ZeSf2sGc Straker, D. (2011). Bass’ Transformational Leadership Theory. In Changing Minds. Retrieved October 2, 2011, from http://changingminds. org/disciplines/leadership/theories/bass_transformational. htm |James Kouze and |Leadership Participation |â€Å"Specific factors are listed in a checklist form that |c. 1987 | |Barry Posner |Inventory |organizers can use to assess a group’s affinity to a leader. | | | | |While they are subjective, they are better than nothing and can| | | | |help in a focus on organizational problems. † | | | |(Leadership-Central, 2011) | | | | | | | | | |Five characterizes for successful leadership | | | | | | | | | |1. Role Model | | | | |2. Inspiration: | | | | |3. Facing Adversity | | | | |4. Empowerment | | | | |5. Generates Enthusiasm | | | | | | | | | | | | | | | | | | | | | | Leadership Participation Inventory (2011). In Leadership-central. Retrieved October 2, 2011, from http://www. leadership-central. com/leadership-participation-inventory. html#axzz1ZeSf2sGc How to cite Leadership Taxonomy, Papers