Free Essays on Built To Last

â€Å"Built To Last†: A Study in Visionary Business Most theories of management are based on a structured set of definitive principles from which executive business strategies are intended to proceed. Such practical organizational guidelines as the formation of a coherent and focused mission, the endowments of a talented leader and a trained attentiveness to the development of a single, visionary product are commonly incurred in the theoretical discourse. Collins and Porras, however, have conducted a study regarding the historical, economical and philosophical impetus behind those corporate entities which we have come today to recognize as visionary. Classified as visionary for both their unique virtuosity in their chosen discipline(s) and for their status as culturally pervasive icons of perpetuating importance, the major corporations included in the study are selected for their capacity to illustrate the factors that make a visionary company. In order to accomplish this, the business theorists employ a case by case study in which visionary companies are marked by one of any number of factors against close competitors in their respective fields. The methodology is intended â€Å"to identify the underlying characteristics and dynamics common to highly visionary companies†¦and to translate these findings into a useful conceptual framework† (Collins, 12). This goal is also intended to be buffeted with an effective conveyance of the principles in an executable way that may be taken on by future associates to would-be visionary companies. Each case which the writers consider in order to accomplish this two-fold goal is centered around determining what fundamentally sets the visionary company apart from the control company. In each case, the data yielded is proposed to offer a framework for the route to visionary status. The study incorporates thirty six companies; eighteen visionary and eighteen control organizations. As a study on the dive... Free Essays on Built To Last Free Essays on Built To Last â€Å"Built To Last†: A Study in Visionary Business Most theories of management are based on a structured set of definitive principles from which executive business strategies are intended to proceed. Such practical organizational guidelines as the formation of a coherent and focused mission, the endowments of a talented leader and a trained attentiveness to the development of a single, visionary product are commonly incurred in the theoretical discourse. Collins and Porras, however, have conducted a study regarding the historical, economical and philosophical impetus behind those corporate entities which we have come today to recognize as visionary. Classified as visionary for both their unique virtuosity in their chosen discipline(s) and for their status as culturally pervasive icons of perpetuating importance, the major corporations included in the study are selected for their capacity to illustrate the factors that make a visionary company. In order to accomplish this, the business theorists employ a case by case study in which visionary companies are marked by one of any number of factors against close competitors in their respective fields. The methodology is intended â€Å"to identify the underlying characteristics and dynamics common to highly visionary companies†¦and to translate these findings into a useful conceptual framework† (Collins, 12). This goal is also intended to be buffeted with an effective conveyance of the principles in an executable way that may be taken on by future associates to would-be visionary companies. Each case which the writers consider in order to accomplish this two-fold goal is centered around determining what fundamentally sets the visionary company apart from the control company. In each case, the data yielded is proposed to offer a framework for the route to visionary status. The study incorporates thirty six companies; eighteen visionary and eighteen control organizations. As a study on the dive...

Career Planning for Homeschoolers

Career Planning for Homeschoolers When you’re homeschooling a high school student, it helps to realize that one of the many roles you’ll need to fill is that of guidance counselor. A guidance counselor helps students make the best choices to be as successful as possible in their academic and post-graduation choices. One of the areas in which you’ll need to guide your student is in his or her potential career options. You’ll want to help him explore his interests, uncover his aptitudes, and decide what post-graduation choices will help him achieve his goals. Your teen may go directly into college or the workforce, or he may decide that a gap year will be beneficial. It is wise to encourage your high school students to explore as many of their interests as your familys schedule and finances allow. This exploration can provide valuable insight when it’s time to consider their vocational options after graduation. Most people find their most satisfying careers when their interests, talents, and aptitude can be directed toward their life’s work. How do you help your student decide on the career path he’ll follow after high school? How to Help Your Homeschooled Teen Choose a Career Path Look for Apprenticeship Opporunities Apprenticeship opportunities aren’t widely available, but they do still exist. You can often find such opportunities with people who are self-employed. Year ago, my husband worked as an apprentice for an appliance repairman. He ultimately decided on a different career path, but the skills he learned have proved invaluable for our family. He has saved us countless dollars in repair fees since he is able to do most of those repairs himself. A few years ago, a self-employed homeschool dad was seeking a homeschooled teen to act as his apprentice. He advertised in our local homeschool group’s newsletter, so that’s a good place to check. Look for people seeking an apprentice or advertise your student’s willingness for such a position. I graduated with a girl who apprenticed with a farrier. A friend’s son apprenticed with a piano tuner. If your student is interested in a particular field, ask friends and family if they know someone who does that type of work. Volunteer Help your student look for volunteer opportunities that align with her interests. Does she think she’d like to be a marine biologist? Consider volunteering at an aquarium or marine rehabilitation facility. If you live near the coast, check out opportunities to volunteer as a sea turtle nest parent. If your student loves animals, consider zoos, veterinarian offices, animal shelters, or rescue organizations. If she’s considering healthcare, try hospitals, nursing homes, or doctor’s offices. Would-be journalists might try a newspaper office of television studio. Secure an Internship Talented, hardworking students may be able to land intern jobs. An internship is an opportunity that employers offer for students to get experience in a field that interests them. It’s a great way for students to see if the career field is something they would truly enjoy pursing. Some internships are paid while others are not. There are full- and part-time internships. Both are usually for a set time, such as a summer intern position, a semester, or a few months. We have a homeschooled friend who is a dual-enrolled high school senior working a full-time internship with an engineering firm. It’s been a fantastic opportunity to learn more about her desired field while also getting a taste of full-time employment. There are online resources for finding an internship. You can also check with colleges or companies for whom your student would like to work.  Networking among friends and family can also be helpful in discovering potential opportunities.   Take Career Assessments Your student may be unsure what career path interests him. In this case, an aptitude test can be helpful in investigating possible choices based on your students interests, talents, and personality. There are a variety of free aptitude tests and career assessments available  online. Even if the tests don’t reveal a career path that interests your teen, it may help to spark the brainstorming process. It can also reveal talents and traits he hadn’t considered when thinking of possible vocational options. Consider Hobbies Help your student to objectively assess her hobbies and recreational interests to see if there is a career opportunity there. Your amateur photographer may want to consider a career as a professional. Your musician may want to teach her talents to others. One of our friends, a homeschool graduate, was  heavily involved in community theater  as a student. After taking a local acting course, he  is now following his dreams to become a professional actor. Another local graduate is a  gifted sculptor who has traveled abroad studying and creating. She  has won several awards  and been commissioned by  wealthy clients to create artwork. Even if your student’s passions remain simply lifelong hobbies, they’re worth investing in and pursuing. Because of the flexibility that homeschooling offers, homeschooled teens have a unique opportunity to fully explore potential vocations. They can also customize their high school courses to prepare for future employment.

Cell Biology Essay Example | Topics and Well Written Essays - 500 words - 1

Cell Biology - Essay Example downregulate the expression of the histidine biosynthetic enzymes in the presence of ample histidine, since the cell does not need to synthesis histidine under those conditions. If HisP functions as a gene activator, I would expect it to bind more tightly to the regulatory sequences under conditions with low levels of histidine. As a gene activator, HisP would function to increase the expression of genes necessary for the biosynthesis of histidine. This would be more necessary and beneficial to the cell under conditions of low histidine. 2. In class we talked about how bacterial cells can take up the amino acid tryptophan from their surroundings, or if the external supply is insufficient, they can synthesize trytophan by using enzymes in the cell. In some bacteria, the control of glutamine synthesis is similar to that of tryptophan synthesis, such that the glutamine repressor is used to inhibit the transcription of the glutamine operon, which contains the genes that code for the enzymes required for glutamine synthesis. Upon binding to cellular glutamine, the glutamine repressor binds to the site of the promoter of the operon. By repressing the expression of the glutamine operon in the abundance of glutamine, as when the repressor molecule is bound to glutamine, the cell can conserve energy by not synthesizing a molecule that is already in abundance in its environment. When the supply of glutamine drops, the number of repressor molecules bound to glutamine, and hence repressing the expression of the glutamine operon, drops as well. This allows the cell to express the glutamine operon in order to raise levels of glutamine through its own biosynthetic pathway. The regulatory mechanism would fail because no allosteric (or other) changes induced by glutamine binding to the repressor molecule would allow it to bind to the glutamine operon promoter and cease synthesis of it. As a result, assuming no other regulatory mechanisms prevented it, the cell would

Paraphrasing Essay Example | Topics and Well Written Essays - 750 words - 1

Paraphrasing - Essay Example Moreover, this lab experiment made it possible to design and create center-tapped transformer and full-wave bridge rectifier circuit and examine their waveforms as well as give explanation for them. It was not easy to realize how to get the waveform of the second circuit, however the task was implemented. In general, this lab experience was done effectively for both circuit designs. This lab experiment goal was achieved, and it became possible to determine the maximum safe operation current for the zener diode. It also became possible to find out how to chose the source voltage and the resistances for the zener circuit. Additionally, it became easier to get to know and examine how the zener diode is working. In general, this lab experience was done effectively for both circuit designs. This lab experiment goal was achieved, and it became possible to determine the maximum safe operation current for the zener diode. It also became possible to find out how to chose the source voltage and the resistances for the zener circuit. Additionally, it became easier to get to know and examine how the zener diode is working. In general, this lab experience was done effectively for both circuit designs. This lab experiment goal was achieved, and it became possible to determine the needed results of the three parts of this experiment. Also it has to observe the behavior of the circuit when there are set and changeable voltage regulators. Overall, this lab experience was done effectively for this lab circuit design. 2. NPN: The meter reading is high when placing the negative lead to the base terminal and the positive lead to either of other two terminals. Also, in the NPN transistor, by placing the positive lead to the base terminal and the negative lead to either of the other two terminals. PNP: The meter reading is low when we put the negative lead to the base terminal and the positive lead to either of other two terminals. Also, in the PNP transistor, by placing the

Compare absolute and relative morality Essay Example for Free

Compare absolute and relative morality Essay There are two types of morality, absolute morality and relative morality. An absolutist believes that certain things are always right or wrong no matter the consequences or situation, while a relativist is more concerned with outcomes and believes something is either right or wrong based in certain circumstances or situations. An absolute command is a command that is true all the time, in all places and all situations. An absolutist thinks about what is the right thing of itself, for example murder, because killing someone regardless of the consequences of an action or the results might occur. this means they approach is deontological. The system is simple and easy to apply, as a crime will be a crime regardless of the circumstances. An example is stealing, stealing is always wrong no matter the culture of the person, what the reasons were or when it happened make no difference; stealing is universally wrong and everybody knows that. There are many strengths to absolutism. firstly, because certain things are neither judged right or wrong in all situations, it makes it easier to apply than relativism. for example, in absolutism, if someone was to steal, it would be seen as wrong, while in relativism if someone steals, it might be, because they cannot afford food for their baby, so all other circumstances need to be taken into account. Also, it enable us to have a UN Declaration of human rights, as it provides a universal code to measure everything against. However, there are many weakness to absolutism as ethics are deontological which means that it pays no regard to the outcome or consequences of an action, so for example, if a poor mother stole food to feed her hungry child, this act would be judged wrong, because absolute ethics believe a crime is a crime, even though surely the stealing is for outcome and her childs life is more important. Also no one can really know what absolute morals are since all sources of morality are open up to peoples opinions and own interpretation. However relative morality judge things relative to the situation. it means there are no universally moral principles and there is no objective truth and if there is it cannot be found. There are many advantages to relativist, such as it is flexible and takes everyones opinion into account, as it is based on peoples point of view, so no one is wrong and it also takes certain circumstances into account. For example a relativist may believe abortion is wrong, but if a poor mother with hardly any money is pregnant they might allow abortion then, because it avoids the mother bringing a child into the world and giving it a bad life, so with relativism they are more concerned with the outcome. However, there are a number disadvantages to relativism, such as it is very difficult to apply, as judgements are always subjective and based and influenced by peoples thoughts, feeling and opinions, so everyones ideas of what is right and wrong will be different. Relativism is a lot more difficult to apply than absolutism. Also some acts have always wrong like genocide, so relativism doesnt allow moral progress. In conclusion, absolute ethics and relativist ethics ways of judgement are both very different, both having lots of disadvantages and advantages. however in my opinion relativist judgements are better, because they take certain situations into account and acts like abortion cannot be wrong.

The Ever-Changing Malcolm X - AKA The Infamous Detroit Red :: Biography Biographies Bio

The Infamous Detroit Red and the Ever-changing Malcolm X In a time full of zoot suits and whiskey bars, it was only natural that a youth would get caught up with the current trends. For Malcolm Little, life was all about his "image," or what he wanted people to see him as. Throughout his life he spent his time identifying who he really was and what he felt in his heart to be right. Throughout certain periods, he allowed outside circumstances to influence the way he felt about things, yet in the end, he was able to come to his own conclusion about his life, and the lives of his fellow men. Early after his childhood, Malcolm moved to Harlem, New York, where he decided from then on that he wanted to pursue the life of a hustler. During that time, the lifestyle of the rich and famous was glamorized and for Malcolm, that was the life for him. He soon adopted the name "Detroit Red," in the fact that he lived close to Detroit and he had unmistakable red hair. Malcolm soon immersed himself in the streets of Harlem, becoming more and more acknowledged around town for robbery, pimping and drug dealing. Eventually he gained the mentality that in order to survive in his world, he had to look out for himself, and only himself. His life of crime eventually caught up with him, and in 1946 he was arrested and sentenced to seven years in prison. It seemed that in prison, his life made a sudden change, he realized that in order to truly free himself, he could not rely on his street smarts, and hustling ways. It was then that he immersed himself in the teachings of Elijah M uhammad. During his stay in prison, Malcolm continually lashed out at the guards and fellow inmates. After realizing that this would never get him anywhere, he began to study the teachings of Islam. With the aid of a fellow convict he cam to the mindset that it was his new mission in life to convert fellow blacks in order to unify them as a people. He felt that there was no real way that blacks and whites could come to a mutual agreement in America, and the only solution would be a great Diaspora back to his "homeland" of Africa.

Psychiatry and control of human behavior Essay

I. In order to create such a resolution and usually to resolve an ethical dilemma nurses use four fundamental ethical principles of nursing care and practice, which are considered by many experts as a cornerstone of ethical guidelines. Autonomy The first one is autonomy. This principle means â€Å"that individuals have a right to self-determination, that is, to make decisions about their lives without interference from others† (Silva, M. Ludwick, R., 1999b, p. 4). It is also possible to define empirically that autonomy consists of two elements: data acquired or proposed as a presupposition and reaching the decision as the action. Beneficence The second is beneficence. This principle is thought to be a basis of day-to-day nursing care and practice. â€Å"The principle of beneficence and utilitarianism direct health care professionals to make an ethical decision to provide the maximum benefit and to minimize harm to the greatest number of people involved† (Silva, M. Ludwick, R., 1999b, p. 4). Beauchamp and Childress (1994, p. 192) state that â€Å"Each of †¦ three forms of beneficence requires taking action by helping – preventing harm, removing harm and promoting good†¦.† (cited by Silva, M. and Ludwick, R., 1999b, p. 4). This ethical principle may cause some ethical questions when a dilemma regarding performing of a mentally ill patient’s wishes appears. Nonmaleficence The third fundamental ethical principle is nonmaleficence or â€Å"do no harm†, which is easily connected with the obligation of a nurse to defend safe keeping of the mentally ill patient. â€Å"Born out of the Hippocratic Oath, this principle dictates that we do not cause injury to our mentally ill patients† (Silva, M. Ludwick, R., 1999b, p. 6). Justice The fourth basic ethical principle is justice. This principle implies â€Å"giving each person or group what he/she or they are due† (Silva, M. Ludwick, R., 1999b, p. 7). This principle applies to parity, integrity or another point that may be fundamental for the justice decision. In nursing care and practice the principle of justice usually centered on rightful admission to nursing care and on rightful allocation of scarce resource. Rightful admission to the care means that nurses are easy of access to provide nursing care and a mentally ill patient as well as any member of a society realizes that nursing care is completely accessible. â€Å"The principle of justice †¦ guides health care professionals to treat every client with fairness and equity regardless the prognosis of illness, social and economic status of clients, the social and financial consequences impose on others† (Wilcockson, M., 1999, p. 21). Though it is necessary to remember what actually has the priority if we will compare it with nurse’s good, a nurse sometimes mixes up with what the nurse considers to be a mentally ill patient’s good. It is questionable what composes â€Å"good† for a mentally ill patient without violating his or her autonomy or allowing the mentally ill patient to suffer bitterly. And can it be ethical to abolish the choice of the mentally ill patients. For example Beauchamp and Childress (1994, pp. 277-278) maintain that paternalism can obtain two forms a weak and a strong one. They assert that weak form paternalism implies is that a nurse defends the mentally ill patient’s good when he or she is incapable to resolve some questions as a consequence of problems like depression or the effect of medicaments. But a strong form of paternalism, they say â€Å"†¦involves interactions intended to benefit a person despite the fact that the person’s risky choices and actions are informed, voluntary, and autonomous† (cited by Silva, M. and Ludwick, R., 1999b, p.5). II. In the proposed case study the old lady didn’t write DNR order, thus, the nurse behaved just adequately. She remembered about her duty to a mentally ill patient to preserve her autonomy but it was no possibility for her and for her mentally ill patient to â€Å"identifying and addressing problems in the decision-making process† as the lady was too depressed. Her quality of life was decreasing ad she couldn’t live independently but it was still questionable were these reasons adequate enough to make end-of-life decision. On this ground it is necessary to investigate the notion of â€Å"quality of life†. This obscure notion implied the situations when decisions concerning the question of withdrawing nursing care are formed and â€Å"†¦based on the likely low levels of self-awareness, reasoning, communication and activity that the mentally ill patient will have and the low probability of improvement† (Thompson, E., Melia, K. M. and Boyd, K. M., 2001, p. 44). Usually it is not up to mentally ill patient to make quality-of-life decisions as they are often reached by doctors or relatives. In other words â€Å"quality of life† should be determined by mentally ill patients themselves being able to evaluate it adequately. The unproved understanding of notion is often used in statements like: â€Å"After all, we shouldn’t waste any more money on this person because their quality of life will be so low, anyway† (Hunt, G., 1994, p. 125) Considering the case study we may that the â€Å"quality of life† of the old lady was not so low as to bring to end-of-life solution. However it was up to the mentally ill patient to decide that problem independently as it was her right to create DNR order but she didn’t do it, besides her depressed state and, thus, low self-determination was among the main reasons for reasonable nurse’s acts. III. If we try to use these four fundamental ethical principles to the case study that was chosen for our investigation beforehand we will be able to evaluate the deeds of nurse from ethical point of view. For example, it is clearly evident that nurse violated the principle of autonomy because autonomy of a mentally ill patient means the opportunity to make decisions about his or her life without interference of others. If taking into account this principle then it was up to a seventy three year old woman to decide either she needs to obtain emergency CPR or not. This principle was thus violated by the nurse, and the reasons for such behavior are not deciding in this matter. She might have ignored this principle basing on the other principles that prevent a nurse from doing harm, meaning to rescue the life of her mentally ill patient because human life is valuable and unique. But while the nurse deprived her mentally ill patient of the possibility to choose life or death, the nurse thus made herself responsible for this decision, which is evidently wrong. At least, the nurse should have noted that the mentally ill patient didn’t want to be rescued. As for beneficence, we may suppose, on the other hand, that it was a demonstration of weak form of paternalism. In such case the nurse protected the good of a seventy three year old lady as she was incapable to resolve end-of-life questions as a result of her depression and decreasing of the quality of her life. Consequently the deeds of the nurse were well-taken and righteous. But the nature of the action is also ambivalent, as the nurse might have been directed by her own notion of good, or the notion that the nurse obtained while studying ethics. The nurse shouldn’t have been define independently if the woman was really unable to make reasonable decisions, the nurse must have at least objectively estimate the problems and conditions of the mentally ill patient that led to such mentally ill patient’s intention.   This thought may also be confirmed and at the same time called in question by the principle of nonmaleficence. The nurse protected the safety of her mentally ill patient, but without mentally ill patient’s wish. It is questionable, would be the note of DNR be regarded as the injury caused to the mentally ill patient. If the life and conditions of this old woman were so poor, they made her suffer; the nurse must have taken it into account while deciding what would be more or less painful for her mentally ill patient. This may be regarded as the intention to take off responsibility from the nurse. Observing the last principle of ethics, justice, it is necessary to note that this principle was violated by the nurse. Her mentally ill patient was at least due to be heard. Her wishes and demands should have been taken into consideration, moreover, the mentally ill patient did not ask to help her die, and she just wanted to prevent her from suffering in future. Thus taking into consideration these four main principles, the case seems to be contradictory. It seems that the nurse acted basing upon her own notion of what is good, safe and just for her mentally ill patient, without taking into account the demands, wishes, living conditions and problems of her mentally ill patient. Of course, definite peculiarities of these principles allow justifying the actions of the nurse, if we look at the situation form the point of view of value of human life. One more issue that should be examined is the absence of mentally ill patient’s order for DNR. This may also be a reason to justify the actions of the nurse. But as soon as the demands was heard by the nurse, the nurse should have defined this problems with the mentally ill patient and helped the woman write a necessary order, if it was her wish. Nurses often can’t decide what their actual point of view about some ethical dilemmas is and how far those perceptions go. Anyway nurses should have to do with their own system of moral values but at the same time to determine whether it â€Å"fits into the big picture† (Stacey, J., 1998, p.8). It is necessary for a nurse to take a turn for the better foreshortening of problems and challenges in the area of care by forming at any rate a â€Å"bifocal view† of the problems (Stacey, J., 1998, p.7) Of course, not all ethical dilemmas concern death. â€Å"Nurses deal with ethics on every eight-hour shift. †¦for example, the Nursing Code of Ethics says to hold all things confidential, but sometimes there is information others need to know,† explains Freeman (cited by Stacey, J., 1998, p.4). However nurses often can appear in the situation of resolving of a complex moral dilemma that regards an appeal for assisted death. This problem is one of the most complicated issues in nursing practice. This question is also a key one in the case study that we have in some way already investigated earlier. Given the poor quality of life that seventy-three years old woman would probable suffer she demanded not to perform any heroic measures in the event of cardiac arrest. So she does not want to live anymore. But when the nurse sees the mentally ill patient next she is being resuscitated as there was no Do Not Resuscitate order (DNR) in her notes. Reference List Hunt, G. (1994) Ethical issues in nursing. Routledge. Silva, M. and Ludwick, R (1999a). Ethical Thoughtfulness and Nursing Competency. Online Journal of Issues in Nursing, 10 December, 1999. Available from http://www.nursingworld.org/ojin/ethicol/ethics_2.htm [Accessed 17 February 2006] Silva, M. and Ludwick, R. (1999b). Interstate Nursing Practice and Regulation: Ethical Issues for the 21st Century. Online Journal of Issues in Nursing, 2 July, 1999. Available from http://www.nursingworld.org/ojin/ethicol/ethics_1.htm [Accessed 14 February 2006] Silva, M. and Ludwick, R. (2002). Ethical Grounding for Entry into Practice: Respect, Collaboration, and Accountability. Online Journal of Issues in Nursing, 30 August, 2002. Available from http://www.nursingworld.org/ojin/ethicol/ethics_9.htm [Accessed 14 February 2006] Silva, M. Ludwick, R., (2003) Ethical Challenges in the Care of Elderly Person. Online Journal of Issues in Nursing, 19 December, 2003. Available from http://nursingworld.org/ojin/ethicol/ethics_14.htm   [Accessed 15 February 2006] Stacey J. (1998) A Question of Ethics. Emory Nursing University[online]. Available from http://www.whsc.emory.edu/_pubs/en/ [Accessed 17 February 2006] Thompson, E., Melia, K. M. and Boyd, K. M. (2001) Nursing Ethics. 4th ed. [n.p.] Wilcockson, M. (1999) Issues of life and death. [n.p.]

Engineer

Concentrated Knowledgeâ„ ¢ for the Busy Executive Vol. 24, No. 8 (2 parts) Part 1, August 2002 †¢ Order # 24-19 FILE: LEADERSHIP  ® Realizing the Power of Emotional Intelligence PRIMAL LEADERSHIP THE SUMMARY IN BRIEF Great leaders move us. They ignite our passion and inspire the best in us. When we try to explain why they are so effective, we speak of strategy, vision, or powerful ideas. But the reality is much more primal: Great leadership works through the emotions. Humankind’s original leaders earned their place because their leadership was emotionally compelling. In the modern organization this primordial emotional task remains.Leaders must drive the collective emotions in a positive direction and clear the smog created by toxic emotions whether it is on the shop floor or in the boardroom. When leaders drive emotions positively they bring out everyone’s best. When they drive emotions negatively they spawn dissonance, undermining the emotional foundations t hat let people shine. The key to making primal leadership work to everyone’s advantage lies in the leadership competencies of emotional intelligence; how leaders handle themselves and their relationships. Leaders who exercise primal leadership drive the emotions of those they lead in the right direction.By Daniel Goleman, Richard Boyatzis and Annie McKee CONTENTS The Vital Emotional Component of Leadership Page 2 Why Good Leaders Must Read Emotions Pages 2, 3 The Four Dimensions Of Emotional Intelligence Pages 3, 4 The Leadership Repertoire Pages 4, 5 What You’ll Learn In This Summary In this summary, you will learn the secrets of primal leadership by: ? Understanding what primal leadership is and why, when practiced correctly, it creates resonance in your organization. ? Understanding the neuroanatomy that underlies primal leadership and what emotional intelligence competencies you need to succeed. Understanding the six leadership styles you can use — from visi onary to coaching to pacesetting — to inspire others, and when to use each one. ? Understanding who you are and what you need to change to become a primal leader, and then develop a plan to make those changes. ? Learning how to build emotionally intelligent organizations. Published by Soundview Executive Book Summaries, 10 LaCrue Avenue, Concordville, Pennsylvania 19331 USA  ©2002 Soundview Executive Book Summaries †¢ All rights reserved. Reproduction in whole or part is prohibited. Developing Emotionally Intelligent Leaders Pages 5, 6 The Motivation to ChangePages 6, 7 Building Emotionally Intelligent Organizations Pages 7, 8 Reality and the Ideal Vision Page 8 Creating Sustainable Change Page 8 PRIMAL LEADERSHIP by Daniel Goleman, Richard Boyatzis and Annie McKee — THE COMPLETE SUMMARY The Vital Emotional Component of Leadership Gifted leadership occurs where heart and head — feeling and thought — meet. These are the two things that allow a leade r to soar. All leaders need enough intellect to handle the tasks and challenges at hand. However, intellect alone won’t make a leader. Leaders execute a vision by motivating, guiding, inspiring, listening, persuading and creating resonance.As a result, the manner in which leaders act — not just what they do, but how they do it — is a fundamental key to effective leadership. The reason lies in the design of the human brain. Laughter and the Open Loop A study at Yale University showed that among working groups, cheerfulness and warmth spread most easily. Laughter, in particular, demonstrates the power of the open loop in operation. Unlike other emotional signals which can be feigned, laughter is largely involuntary. In a neurological sense, laughing represents the shortest distance between two people because it instantly interlocks limbic systems.This immediate, involuntary reaction might be called a limbic lock. Laughter in the workplace signals trust, comfort, a nd a shared sense of the world. a management team that did not get along, the poorer the company’s market return.  ¦ The Open Loop The brain is an open loop. We rely on connections with other people for our emotional stability. Scientists describe the open-loop system as â€Å"interpersonal limbic regulation,† whereby one person transmits signals that can alter hormone levels, cardiovascular function, sleep rhythms and even immune function inside the body of another.Other people can change our very physiology and our emotions. The continual interplay of limbic open loops among members of a group creates a kind of emotional soup, with everyone adding his or her flavor to the mix. Negative emotions — especially chronic anger, anxiety or a sense of futility — powerfully disrupt work, hijacking attentions from the tasks at hand. On the other hand, when people feel good, they work at their best. Feeling good lubricates mental efficiency, making people better at understanding information and making complex judgments.Insurance agents with a glass-ishalf-full attitude, for example, make more sales, in part because they are able to withstand rejection better than their more pessimistic peers. A study on 62 CEOs and their top management shows just how important mood is. The CEOs and their management team members were assessed on how upbeat — energetic, enthusiastic and determined — they were. They were also asked how much conflict the top team experienced. The study found that the more positive the overall moods of people in the top management team, the more cooperative they worked together and the better the company’s business results.The longer a company was run by Why Good Leaders Must Read Emotions Dissonance, in its original musical sense, describes an unpleasant, harsh sound. Dissonant leadership produces groups that feel emotionally discordant, in which people have a sense of being continually off-key. Ranging fr om abusive tyrants to manipulative sociopaths, dissonant leaders are out of touch and create wretched workplaces (continued on page 3) The authors: Daniel Goleman is Codirector of the Consortium for Research on Emotional Intelligence in Organizations at Rutgers University.Richard Boyatzis is Professor and Chairman of the Department of Organizational Behavior at the Weatherhead School of Management at Case Western Reserve University. Annie McKee, who is a member of the faculty of the University of Pennsylvania Graduate School of Education, consults to business leaders worldwide. Copyright © 2002 by Daniel Goleman. Summarized by permission of the publisher, Harvard Business School Press, 60 Harvard Way, Boston, MA 02472 (for print and electronic rights) and Audio Renaissance, 175 Fifth Avenue, New York, NY 10010 (for audio rights). 306 pages. $26. 95. 0-57851-486-X.Published by Soundview Executive Book Summaries (ISSN 0747-2196), 10 LaCrue Avenue, Concordville, PA 19331 USA, a divis ion of Concentrated Knowledge Corporation. Publisher, George Y. Clement. V. P. Publications, Maureen L. Solon. Editor-in-Chief, Christopher G. Murray. Published monthly. Subscriptions: $195 per year in U. S. , Canada & Mexico, and $275 to all other countries. Periodicals postage paid at Concordville, PA and additional offices. Postmaster: Send address changes to Soundview, 10 LaCrue Avenue, Concordville, PA 19331. Copyright  © 2002 by Soundview Executive Book Summaries.Available formats: Summaries are available in print, audio and electronic formats. To subscribe, call us at 1-800-521-1227 (1-610-558-9495 outside U. S. & Canada) Multiple-subscription discounts and Corporate Site Licenses are also available. . 2 Soundview Executive Book Summaries  ® Primal Leadership — SUMMARY Why Good Leaders Must Read Emotions (continued from page 2) Leadership and the Brain’s Design New findings in brain research show that the neural systems responsible for the intellect and for the emotions are separate, but have intimately interwoven connections.This brain circuitry provides the neural basis of primal leadership. Although our business culture places great value in an intellect devoid of emotion, our emotions are more powerful than our intellect. In emergencies, the limbic brain — our emotional center — commandeers the rest of our brain. There is a good reason for this. Emotions are crucial for survival, being the brain’s way of alerting us to something urgent and offering an immediate plan for action — fight, flee, freeze. The thinking brain evolved from the limbic brain, and continues to take orders from it when it perceives a threat.The trigger point is the amygdala, a limbic brain structure that scans what’s happening to us moment by moment, always on the alert for an emergency. It commandeers other parts of the brain, including the rational centers in the cortex, for immediate action if it perceives an emergency. Tod ay we face complex social realities with a brain designed for surviving physical emergencies. And so we find ourselves hijacked — swept away by anxiety or anger better suited for handling bodily threats than office politics.Fortunately, emotional impulses pass through other parts of the brain, from the amygdala through the prefrontal area. There an emotional impulse can be vetoed. The dialogue between neurons in the emotional center and the prefrontal area operate through a neurological superhighway. The emotional intelligence competencies hinge on the smooth operation of this circuitry. Biologically speaking, then, the art of primal leadership interweaves our intellect and emotions. ? — although they have no idea how destructive they are, or simply don’t care.Meanwhile, the collective distress they trigger becomes the group’s preoccupation, deflecting attention away from their mission. Emotionally Intelligent Resonance Resonant leaders, on the other hand , are attuned to their people’s feelings and move them in a positive emotional direction. Resonance comes naturally to emotionally intelligent leaders. Their passion and enthusiastic energy resounds throughout the group. When there are serious concerns, emotionally intelligent (EI) leaders use empathy to attune to the emotional registry of the people they lead.For example, if something has happened that everyone feels angry about (such as the closing of a division) or sad about (such as a co-worker’s serious illness) the EI leader not only empathizes with those emotions, but also expresses them for the group. The leader leaves people feeling understood and cared for. Under the guidance of an EI leader, people feel a mutual comfort level. They share ideas, learn from one another, make decisions collaboratively, and get things done. Perhaps most important, connecting with others at an emotional level makes work more meaningful.  ¦ The Four Dimensions Of Emotional Intel ligenceThere are four domains to emotional intelligence: selfawareness, self-management, social awareness and relationships management. Within the four domains are 18 competencies. These competencies are the vehicles of primal leadership. Even the most outstanding leader will not have all competencies. Effective leaders, though, exhibit at least one competency from each of the domains. The four domains and their competencies are listed below: Self-awareness ? Emotional self-awareness: Reading one’s own emotions and recognizing their impact and using â€Å"gut sense† to guide decisions. Accurate self-assessment: Knowing one’s strengths and limits. ? Self-confidence: A sound sense of one’s self-worth and capabilities. Transparency: Displaying honesty, integrity and trustworthiness. ? Adaptability: Flexibility in adapting to changing situations or overcoming obstacles. ? Achievement: The drive to improve performance to meet inner standards of excellence. ? I nitiative: Readiness to act and seize opportunities. ? Optimism: Seeing the upside in events. Social Awareness ? Self-management ? Emotional self-control: Keeping disruptive emotions and impulses under control.Empathy: Sensing others’ emotions, understanding their perspective, and taking active interest in their concerns. ? Organizational awareness: Reading the currents, decision networks, and politics at the organizational level. (continued on page 4) Soundview Executive Book Summaries  ® 3 Primal Leadership — SUMMARY The Four Dimensions of Emotional Intelligence (continued from page 3) ? Service: Recognizing and meeting follower, client or customer needs. Relationship Management ? Inspirational leadership: Guiding and motivating with a compelling vision. ? Influence: Wielding a range of tactics for persuasion. Developing others: Bolstering others’ abilities through feedback and guidance. ? Change catalyst: Initiating, managing and leading in new directions. ? Building bonds: Cultivating and maintaining relationship webs. ? Teamwork and collaboration: Cooperation and team-building.  ¦ The Leadership Repertoire The best, most effective leaders act according to one or more of six distinct approaches to leadership. Four of the styles — visionary, coaching, affiliative and democratic — create the kind of resonance that boosts performance. The other two — pacesetting and commanding — should be applied with caution. nd fostering friendly interactions. When leaders are being affiliative, they focus on the emotional needs of workers, using empathy. Many leaders who use the affiliative approach combine it with the visionary approach. Visionary leaders state a mission, set standards, and let people know whether their work is furthering group goals. Ally that with the caring approach of the affiliative leader and you have a potent combination. 4. Democratic. A democratic leader builds on a triad of EI abilities: teamw ork and collaboration, conflict management and influence. Democratic leaders are great listeners and true collaborators.They know how to quell conflict and create harmony. Empathy also plays a role. A democratic approach works best when as a leader, you are unsure what direction to take and need ideas from able employees. For example, IBM’s Louis Gerstner, an outsider to the computer industry when he became CEO of the ailing giant, relied on seasoned colleagues for advice. 5. Pacesetting. Pacesetting as a leadership style must be applied sparingly, restricted to settings where it truly works. Common wisdom holds that pacesetting is admirable. The leader holds and exemplifies high standards for performance.He is obsessive about doing things better and faster, quickly pinpointing poor performers. Unfortunately, applied excessively, pacesetting can backfire and lead to low morale as workers think they are being pushed too hard or that the leader doesn’t (continued on page 5) The Six Styles of Leadership 1. Visionary. The visionary leader articulates where a group is going, but not how it gets there — setting people free to innovate, experiment and take calculated risks. Inspirational leadership is the emotional intelligence competence that most strongly undergirds the visionary style.Transparency, another EI competency, is also crucial. If a leader’s vision is disingenuous, people sense it. The EI competency that matters most to visionary leadership, however, is empathy. The ability to sense what others feel and understand their perspectives helps leader articulate a truly inspirational vision. 2. Coaching. The coaching style is really the art of the one-on-one. Coaches help people identify their unique strengths and weaknesses, tying those to their personal and career aspirations. Effective coaching exemplifies the EI competency of developing others, which lets a leader act as a counselor.It works hand in hand with two other competenc ies: emotional awareness and empathy. 3. Affiliative. The affiliative style of leadership represents the collaborative competency in action. An affiliative leader is most concerned with promoting harmony 4 A Visionary Leader When Shawana Leroy became director of a social agency, there were clearly problems. Her predecessor had mired the agency in rules that the talented staff the agency had attracted because of its mission found draining. Despite increased needs for the agency’s services, the pace of work was slow. Leroy met one-on-one with staff and found out that they shared her ision. She got people talking about their hopes for the future and tapped into the compassion and dedication they felt. She voiced their shared values whenever she could. She guided them in looking at whether how they did things furthered the mission, and together they eliminated rules that made no sense. Meanwhile, she modeled the principles of the new organization she wanted to create: one that wa s transparent and honest; one that focused on rigor and results. Then Leroy and her team tackled the changes. The agency’s emotional climate changed to reflect her passion and commitment; she set the tone as a visionary leader.Soundview Executive Book Summaries  ® Primal Leadership — SUMMARY The Leadership Repertoire (continued from page 4) The Case of Too Much Pacesetting The superb technical skills of Sam, an R&D biochemist at a large pharmaceutical company, made him an early star. When he was appointed to head a team to develop a new product, Sam continued to shine, and his teammates were as competent and self-motivated as their leader. Sam, however, began setting the pace by working late and offering himself as a model of how to do first-class scientific work under tremendous deadline pressure.His team completed the task in record time. But when Sam was selected to head R&D, he began to slip. Not trusting the capabilities of his subordinates, he refused to delega te power, becoming instead a micro-manager obsessed with details. He took over for others he perceived as slacking, rather than trust that they could improve with guidance. To everyone’s relief, including his own, he returned to his old job. trust them to get their job done. The emotional intelligence foundation of a pacesetter is the drive to achieve through improved performance and the initiative to seize opportunities.But a pacesetter who lacks empathy can easily be blinded to the pain of those who achieve what the leader demands. Pacesetting works best when combined with the passion of the visionary style and the team building of the affiliate style. 6. Commanding. The command leader demands immediate compliance with orders, but doesn’t bother to explain the reasons. If subordinates fail to follow orders, these leaders resort to threats. They also seek tight control and monitoring. Of all the leadership styles, the commanding approach is the least effective. Consid er what the style does to an organization’s climate.Given that emotional contagion spreads most readily from the top down, an intimidating, cold leader contaminates everyone’s mood. Such a leader erodes people’s spirits and the pride and satisfaction they take in their work. The commanding style works on limited circumstances, and only when used judiciously. For example, in a genuine emergency, such as an approaching hurricane or a hostile take-over attempt, a take-control style can help everyone through the crisis. An effective execution of the commanding style draws on three emotional intelligence competencies: influence, achievement and initiative.In addition, self-awareness, emotional self-control and empathy are crucial to keep the commanding style from going off track.  ¦ Developing Emotionally Intelligent Leaders The key to learning that lasts lies in the brain. Remember that emotional intelligence involves circuitry between the prefrontal lobes and the limbic system. Skills based in the limbic system are best learned through motivation, extended practice and feedback. The limbic system is a slow learner, especially when trying to relearn deeply ingrained habits. This matters immensely when trying to improve leadership skills.These skills often come down to habits learned early in life. Reeducating the emotional brain for leadership learning requires plenty of practice and repetition. That’s because neural connections used over and over (continued on page 6) Boyatzis’s Theory of Self-Directed Learning Practicing the new behavior, building new neural pathways through to mastery 1. My ideal self: Who do I want to be? 2. My real self: Who am I? 5. Developing trusting relationships that help, support and encourage each step in the process 4. Experimenting with new behavior, thoughts and feelingsMy strengths: Where my ideal and real self overlap My gaps: Where my ideal and real self differ 3. My learning agenda: Building on my strengths while reducing gaps Soundview Executive Book Summaries  ® 5 Primal Leadership — SUMMARY How One Leader Changed When Nick, a star salesman, took over as head of an insurance agency in a new city, he knew he needed help. The agency was in the bottom quartile. He hired leadership consultants, who determined what type of leader Nick was. He fit the pacesetting mold, with elements of the commanding style. As pressure mounted, the atmosphere grew increasingly tense.Nick was encouraged to focus on his salespeople’s performance rather than his own. This required he use the coaching and visionary styles. Fortunately, some of the traits that made him a great salesman — empathy, self-management and inspiration — transferred well. He seized the opportunity to work one-on-one and stifled his impulse to jump in when he got impatient with someone’s work. Eighteen months later, the agency had moved from the bottom to the top and Nick became one o f the youngest managers to win a national award for growth. The Motivation to Change The first discovery — the ideal self — is where change begins.Connecting with one’s passion, energy, and excitement about life is the key to uncovering your ideal self. Doing so requires a reach deep inside. You, Fifteen Years from Now Think about where you would be sitting and reading this summary if it were fifteen years from now and you were living your ideal life. What kinds of people are around you? What does your environment look and feel like? What would you be doing during a typical day? Don’t worry about the feasibility. Just let the image develop and place yourself in the picture. Write down your vision, or share it with a trusted friend.After doing this exercise, you may feel a release of energy and optimism. Envisioning your ideal future can be a powerful way to connect with the real possibilities for change in our lives. Next, determine what your guiding prin ciples are. What are your core values in the areas of life that are important to you, such as family, relationships, work, spirituality and health. Write down everything you want to experience before you die. Doing so will open you up to new possibilities. Developing Emotionally Intelligent Leaders (continued from page 5) become stronger while those not used weaken. Self-Directed LearningTo work, leadership development must be self-directed. You must want to develop or strengthen an aspect of who you are or who you want to be. This requires first getting a strong image of your ideal self, and an accurate picture of your real self. Self-directed learning involves five discoveries, each representing a discontinuity. The goal is to use each discovery as a tool for making the changes needed to become an emotionally intelligent leader. People who successfully change move through the following stages: ? The first discovery: My ideal self — Who do I want to be? ? The second discover y: My real self — Who am I?What are my strengths and gaps? ? The third discovery: My learning agenda — How can I build on my strengths while reducing my gaps? ? The fourth discovery: Experimenting with and practicing new thoughts, behaviors and feelings to the point of mastery. ? The fifth discovery: Developing supportive and trusting relationships that make change possible.  ¦ Look at Your Real Self Once you see your ideal self, you need to look at your real self — the second discovery. Then, and only then, can you understand your strengths. Taking stock of your real self starts with an inventory of your talents and passions — the person you actually are.This can be painful if the slow, invisible creep of compromise and complacency has caused your ideal self to slip away. How do you get to the truth of your real self? You must break through the information quarantine around you. Actively seek out negative feedback. You can do this using a 360-degree ev aluation — collecting information from your boss, your peers and your subordinates. Multiple views render a more complete picture because each sees a different aspect of you. Once you have a full picture of yourself, you can examine your strengths and gaps. Do this by creating a personal balance sheet, listing both.Don’t focus solely on the gaps. Metamorphosis: Sustaining Leadership Change It’s now time to develop a practical plan to learn leadership skills, which is the third discovery. Focus on improvements you are passionate about, building on your strengths while filling the gaps. Craft specific, manageable learning goals that are tied to the goals that motivate you. When goal-setting, consider that: (continued on page 7) 6 Soundview Executive Book Summaries  ® Primal Leadership — SUMMARY Are You a Boiling Frog? If you drop a frog into boiling water, it will instinctively jump out.But if you place the frog in a pot of cold water and gradually increa se the temperature, the frog won’t notice the water’s getting hotter. It will sit there until the water boils. The fate of that poached frog isn’t so unlike some leaders who settle into a routine or let small conveniences solidify into large habits — and allow inertia to set in. Building Emotionally Intelligent Organizations When it comes to leadership, changing a single leader is only the beginning. The rest of the job is to develop a critical mass of resonant leaders and thereby transform how people work together.Parallel Transformations The most effective leadership development works hand in hand with parallel transformations in the organizations that those leaders guide. Groups only begin to change when they understand how they work, especially if there is discordance. They must understand what the underlying group norms are, and then develop the ideal vision for the group. The Motivation to Change (continued from page 6) ? Goals should build strength s. ? Goals must be your own, not someone else’s. ? Plans must be flexible and feasible, with manageable steps. ? Plans must fit your learning style.The Power of Group Decision-Making Group decision-making is superior to that of the brightest individual in the group — unless the group lacks harmony or the ability to cooperate. Even groups with brilliant individuals will make bad decisions in such an environment. In short, groups are smarter than individuals when (and only when) they exhibit the qualities of emotional intelligence. Leaders ignore the power of the Groups are smarter than group at great individuals when cost. You can’t (and only when) assume that the force of your they exhibit the qualities leadership alone of emotional intelligence. s enough to drive people’s behavior. Don’t make the common mistake of ignoring resonance-building leadership styles and steam-rolling over the team using the commanding and pacesetting styles exclusively. To lead a team effectively, you must address the group reality. Leaders who have a keen sense of the group’s pivotal norms and who are adept at maximizing positive emotions can create highly emotionally intelligent teams. The Experimenting Stage The fourth discovery requires you to reconfigure your brain as you practice new behaviors to the point of mastery.You can only do this by bringing bad habits into awareness and consciously practicing a better way. Rehearse the behavior at every opportunity until it becomes automatic. Improving an emotional intelligence competency takes months because the emotional centers of the brain are involved. The more often a behavioral sequence repeats, the stronger the underlying brain circuits become, as you rewire your brain. Like a professional musician, you must practice and practice until the behavior becomes automatic. A powerful technique you can use is the mental rehearsal. Envision yourself repeating the behavior you want to master ov er and over again.This, coupled with using the behavior as often as possible, will trigger the neural connections necessary for genuine change to occur. Supportive and Trusting Relationships Finally, begin applying the fifth discovery — the power of supportive relationships. For anyone who has gone through leadership development that works, the importance of the people along the way is obvious. Having supportive people around when you want to change can make a big difference. Positive groups help people make positive changes, especially when the relationships are filled with candor, trust and psychological safety.For leaders, that safety may be crucial for learning to occur. Leaders often feel unsafe in the spotlight, and avoid risk-taking change. Where can you find these relationships? One approach is to find a mentor. Another is to hire an executive coach.  ¦ Maximizing the Group’s Emotional Intelligence A group’s emotional intelligence requires the same cap abilities that an emotionally intelligent individual does — self-awareness, self-management, social awareness and relationship management. A group expresses its self-awareness by being mindful of shared moods as well as the emotions of its members.Emotions are contagious, and a team leader needs to understand how to keep a bad mood from spreading. For example, imagine a meeting held in an out-of-the (continued on page 8) Soundview Executive Book Summaries  ® 7 Primal Leadership — SUMMARY Building Emotionally Intelligent Organizations (continued from page 7) way location and a team member arriving late exclaiming that the meeting location is very inconvenient for him. If the member’s anger is allowed to fester, it will infect the whole team. But if instead, the leader acknowledges the sacrifice the member is making and thanks him, the anger dissipates.The leader who wants to create an emotionally intelligent team can start by helping the team raise its collecti ve self-awareness. This is the true work of the team leader. Initiate the process by looking at what’s really going on in the group. Uncover the team’s less-productive norms and work with the team to change them.  ¦ Shoney’s Transformation The Shoney’s restaurant chain had a close-knit group of executives at the top — people who knew each other well, shared history and beliefs, and generally thought they knew how to run their business.In reality, they were an old-boy’s network of white male senior executives with an underlying culture that left people of color behind. All that changed when the company paid $132 million to settle a class-action lawsuit by employees and applicants who alleged discrimination. A cadre of new leaders have changed the company’s culture and broadened opportunities so much that ten years later, the company was listed as one of the top 50 companies for minorities by Fortune magazine. The change occurred beca use the lawsuit was a wake-up call regarding the reality of the company’s dissonant culture.The new leaders identified an ideal vision that would guide hiring practices, and the organization embraced that vision. Reality and the Ideal Vision Just as was the case with teams, a leader who wants to change an organization must first understand its reality. Change begins when emotionally intelligent leaders actively question the emotional reality and cultural norms underlying the organization’s daily activities and behavior. To create resonance and results, the leader has to pay attention to people’s emotions. Even toxic organizations can change. Creating Sustainable ChangeHow does a leader create sustainable resonance in an organization? Every large organization has pockets of resonance and dissonance. The overall ratio determines the organization’s emotional climate and performance. To shift the ratio toward resonance, cultivate a dispersed cadre of emotiona lly intelligent leaders. To do that, leadership training must be the strategic priority and be managed at the highest level. Commitment must come from the top. That’s because new leadership means a new mindset and new behaviors, and in order for these to stick, the organization’s culture, systems and processes all need to change.Let’s say that as a leader, you get it. You’ve set the stage by assessing the culture, examining the reality and the ideal. You’ve created resonance around the idea of change, and you’ve identified the people who will take top leadership roles. The next step is to design a process that lets those leaders uncover their own dreams and personal ideals, examine their strengths and their gaps, and use their daily work as a learning laboratory. That process must also be self-directed and include the following elements: ?A tie-in to the organization’s culture. ? Seminars emphasizing individual change. ? Learning abou t emotional competencies. ? Creative learning experiences. ? Relationships that support learning, such as executive coaching.  ¦ Dynamic Inquiry A process called dynamic inquiry can help you discover an organization’s emotional reality — what people care about, what is helping A leader who wants them, their group, to change an organization and the organization to succeed, and must first understand what’s getting in its reality. the way.The process uses focused conversations and open-ended questions intended to get to feelings. Themes become apparent from these conversations, which are then taken to small groups for more discussion. The conversations that ensue about what’s right and what’s not create momentum. People feel inspired and empowered, willing to work together to address their collective concerns. Once they do, you will be able to help the organization define its ideal vision — one that is in sync with individual hopes and dreams .  ¦ 8 Soundview Executive Book Summaries  ®

Huntington essays

Huntington essays Huntington's Disease is a devastating, degenerative brain disorder for which there is, at present, no effective treatment or cure. It slowly diminishes the affected individual's ability to walk, think, talk and reason. Eventually, the person with the disease becomes totally dependent upon others for his or her Unfortunately, the trait is dominant, and there is no such thing as a carrier. Either you have it, or you dont, though some people dont find out that they have the gene until they have children. The disorder affects males and females equally and crosses all ethnic and racial boundaries. Each child of a person with the abnormality has a 50/50 chance of inheriting the fatal gene. Everyone who carries the gene will develop the disease. In 1993, A genetic marker was discovered which localised the Huntington's disease gene to an area close to the tip of the short arm of chromosome four. The gene itself causes horrendous problems. At one end of the gene, a pattern of three DNA bases (CAG), repeats itself in all cases. In normal individuals, this triplet repetition occurs between 11 and 29 times. In people with Huntington's disease, the repeat occurs over and over again, from 40 times to more than 80. This abnormal number of repeated sequences prevent the gene from functioning properly. The gene repetitions lead to the repeated amino acid on the protein produced by the gene called huntingtin. The repeated amino acid (glutamine) changes the way the protein works with all of the other proteins. Huntingtin with the repeated glutamine sequences seizes and keeps hold of the important proteins in the brain and body. With all of this disorder going on throughout the body, all of the other proteins cant perform their regular role. This is a disease that can be very draining on families: emotionally, physically and economically. Though the disease is ...

William Shakespeares Macbeth Plot Summary

William Shakespeares Macbeth Plot Summary Macbeth, the play which is considered  Shakespeare’s most intense tragedy, is condensed into this plot  summary, capturing the essence and important plot points of the Bard’s shortest play. Macbeth Summary King Duncan hears of Macbeth’s heroics at war and bestows the title Thane of Cawdor on him. The current Thane of Cawdor has been deemed a traitor and the king orders that he be killed. The Three Witches Unaware of this, Macbeth and Banquo meet three witches on a heath who predict that Macbeth will inherit the title and eventually become king. They tell Banquo that he will be happy and that his sons will inherit the throne. Macbeth is then informed that he has been named Thane of Cawdor and his belief in the witches’ prophecy is confirmed. King Duncans Murder Macbeth contemplates his fate and Lady Macbeth encourages him to act to ensure the prophecy is realized. A feast is organized to which King Duncan and his sons are invited. Lady Macbeth hatches a plot to kill King Duncan while he sleeps and encourages Macbeth to carry out the plan. After the murder, Macbeth is full of regret. Lady Macbeth scorns him for his cowardly behavior. When Macbeth realizes that he has forgotten to leave the knife at the scene of the crime, Lady Macbeth takes over and completes the deed. Macduff finds the dead King and Macbeth accuses the Chamberlains of murder. King Duncan’s sons flee in fear of their lives. Banquos Murder Banquo questions the witches’ predictions and wants to discuss them with Macbeth. Macbeth sees Banquo as a threat and employs murderers to kill him and his son, Fleance. The murderers botch the job and only manage to kill Banquo. Fleance flees the scene and is blamed for his father’s death. Banquos Ghost Macbeth and Lady Macbeth host a feast to lament the death of the King. Macbeth sees Banquo’s ghost sitting in his chair and his concerned guests soon disperse. Lady Macbeth urges her husband to rest and forget his wrongdoings, but he decides to meet with the witches again to discover his future. Prophesies When Macbeth meets the three witches, they concoct a spell and conjure apparitions to answer his questions and predict his fate. A bodiless head appears and warns Macbeth to fear Macduff. Then a bloody child appears and assures him that â€Å"none of woman born shall harm Macbeth.† A third apparition of a crowned child with a tree in his hand tells Macbeth that he will not be vanquished until â€Å"Great Birnam Wood to high Dunsinane Hill shall come against him.† Macduffs Revenge Macduff travels to England to help Malcolm (King Duncan’s son) avenge his father’s death and overthrow Macbeth. By this time, Macbeth has already decided that Macduff is his enemy and kills his wife and son. Lady Macbeths Death The doctor observes Lady Macbeth’s strange behavior. Every night she acts out washing her hands in her sleep as if trying to wash away her guilt. She dies shortly after. Macbeths Final Battle Malcolm and Macduff have assembled an army in Birnam Wood. Malcolm suggests the soldiers each cut down a tree in order to advance on the castle unseen. Macbeth is warned that the wood seems to be moving. Scoffing, Macbeth feels confident that he will be victorious in battle as his predicted invincibility that â€Å"none of woman born shall harm him† will protect him. Macbeth and Macduff finally confront each other. Macduff reveals that he was ripped from his mother’s womb in an untimely manner, so the â€Å"none of woman born† prophesy does not apply to him. He kills Macbeth and holds his head aloft for all to see before declaring Malcolm’s rightful place as king.

Cognitive Dissonance Essay Example | Topics and Well Written Essays - 1000 words

Cognitive Dissonance - Essay Example "Cognitive dissonance is a motivational state brought about when a person has cognitive elements that imply the opposite of one another" (Wicklund and Brehm 10). In the search to understand the causes of events, people seem disposed to explain them in terms of the personal characteristics of those associated with the events. First, explaining events in terms of persons permits a simpler organization of the world than does an extended and differentiated causal analysis. It is easier to view the person as the cause than to track down and keep in mind numerous other factors. Third, attribution to persons makes irreversible events appear to be reversible, even if only symbolically. For example, Wicklund and Brehm (2001) suggest that revenge is a symbolic reversing of events. A need for justice may promote attribution to persons in another way. In order to preserve a belief that the world is just, critics perceive those who receive good outcomes as good persons and those who receive bad o utcomes as bad. Lerner and his colleagues have gathered considerable support for this idea (Walster 87). There is the importance of both choice and high self-esteem for causing dissonance from engaging in harmful, attitudinal behavior. Only for people high in self-esteem, it is reasoned, would such an action be inconsistent with the self-concept and likely to produce dissonance. The theory could handle the results by arguing that, given choice, an outside observer would more confidently infer that the person truly disliked the victim if his conception of his personality was such that he could act confidently on his principles and beliefs. In any event, for present purposes the experiment demonstrates again that our own behavior and the circumstances in which it occurs can significantly affect liking for another person (Festinger 33). For instance, success and failure may be taken as signs of an individual's merits beyond what a rational analysis would call for. Outcomes may influence the esteem in which the person is held by others and that he feels for himself. The impact of the outcome on self-esteem may be greater to the extent that the outcome is attributed to the person. The desire to deny responsibility for bad outcomes, may really be the desire to protect self-esteem from the negative implication of producing bad effects. And taking credit for good acts can be regarded as an attempt to enhance self-esteem. Thus, cognitive dissonance may be a way to enhance or preserve self-esteem (Walster 87). In true cognitive dissonance, threat to self-esteem depends on two necessary factors. One is that the outcome must be attributed to the person. The other is that the attribution made must be relevant to the person's self-esteem. If either factor is absent, there is no threat. Critics and psychologists will call these factors the outcome/attribution factor and the attribution/self-esteem factor. If both are present to some degree, the threat to self-esteem depends on the strength of each factor. The threat is greater, the