History of Optometry Essay

Optometrist is the kind of doctor who makes sure that a person’s eyesight is functioning well and that there are no harmful diseases slowly emerging that may later on affect the sight of a person. They are in charge examining a patient’s eyes and gives prescription if it is needed. Like any other healthcare profession, an optometrist should and must have a certification which is a basic requirement before they practice their profession. Optometry is a healthcare profession that is autonomous, educated, and regulated (licensed/registered), and optometrists are the primary healthcare practitioners of the eye and visual system who provide comprehensive eye and vision care, which includes refraction and dispensing, detection/diagnosis and management of disease in the eye, and the rehabilitation of conditions of the visual system. (World Council of Optometry) However, there is a little knowledge about optometry and the emergence of optometrists. It is always associated with medicine, microbiology and physiology to name a few. There is no exact date or specific person who explored on the topic. But in 1886, the term ‘optometrist’ was coined by Landolt which means, â€Å"Glass fitter† or someone who makes and prescribe eyeglasses. Prior to this, there are already persons who call themselves ‘opticians’. Prior to this, there was a distinction between â€Å"dispensing† and â€Å"refracting† opticians in the 19th century. The latter were later called optometrists. (David Goss, History of Optometry, Lecture Handout, Indiana University School of Optometry, 2003) Before, the opticians are those who make glasses for a person but do not exactly know if that pair of glasses will fit the person or not. Or if that pair is the one that will help a person correct his eyesight. More, in the United States, the first school of optometry was founded sometime 1850-1900. Also, in 1940, the use of contact lenses was first established. The development of optometry in the US started way back 1600’s, where the first person to own glasses, Peter Brown who is a Pilgrim introduced the use of such device during the time when there are only a handful of people who knew about the said product. It is said that Peter Brown, a Pilgrim, brought a pair of eyeglasses to North America in 1620 and thus became the first to wear glasses on this continent. There is little known about the use of spectacles in North America for more than another hundred years. (David Goss, History of Optometry, Lecture Handout, Indiana University School of Optometry, 2003) At the onset of the 17th century, there were a number of American optometrists who came to the country to practice the profession. And since the Spectacles then were very expensive, this group of optometrists introduced better and more correct glasses that should be used by the people. Other notable early American optometrists were Benjamin Pike, who came to the US in the early 1800s, and James Prentice, who came to the US in 1847. They both were trained in optics in England, and they both trained their sons. James’ son, Charles Prentice, would have an important role in the development of American optometry. (David Goss, History of Optometry, Lecture Handout, Indiana University School of Optometry, 2003) On the other hand, not all diseases that concern the eye can be cured by an optometrist. Eyesight disease such as macular degeneration or the breakdown of a certain part of the retina to be able to see things clearly, cannot be treated by an optometrist. Rather, the ophthalmologist is the one responsible for its cure. Another is the Diabetic Retinopathy which is sometimes an indication for having diabetes. It is a kind of illness where the retina is being blocked by masses of blood clots that cause irregularities in a person’s eyesight. The most well-known disease that concerns the eye is the cataract – which the optometrist cannot cure as well. It is the work of the ophthalmologist to perform. They are the ones who prescribe supplements, vitamins and other needed medication to the patient. Sometimes, they also perform the surgery to remove the cataract. Among the many diseases that concern the eye, these are the few which is directly handled not by an optometrist but an ophthalmologist. Other diseases such as glaucoma, near/far sightedness can be treated by either an ophthalmologist or an optometrist.

Generation Music

It is All the Same Thing If you are a teenager then you have heard that the music of today is trash and it will never compare to the music of the past. What makes our music so much worse? The songs are saying the exact same thing. What is the difference between music now and music then? As I listen to the music of the past, I notice that their way of presenting the music differs from music today. The way they used words were masks for what they were actually saying, but now artists say exactly what they mean.In Rick James's hit â€Å"Mary Jane†, for example, he is talking about his excessive use of Marijuana. A person who has no knowledge of Marijuana would not know what Rick James was referring to when he said Mary Jane. He calls Mary Jane a she as if it were a real woman. He uses personification to express his passion for weed. â€Å"I'm in love with Mary Jane. She's my main thing. She makes me feel alright. She makes my heart sing†¦ Takes me to paradise. † His o pening verse is all expressing his love for weed and how weed makes him feel.Wiz Khalifa is a rapper known for his weed obsession. In his song â€Å"Up†, he Just comes right out and says that everything is better when you are high. He does not hide behind nicknames and descriptive words. Both songs agree that weed makes life better. Although both songs are equally bad influences, â€Å"Mary Jane† would be better entitled than â€Å"Up†. Betty Wright's song â€Å"Slip and Do It† is all about taking another woman's significant other. She says â€Å"Girl, don't blame me for what I'm doin'. It's your man; he won't leave me alone!And it feels so good when you slip and do it. † She is practically saying that cheating is not bad, and that women whose men cheat on them are at fault. The message is completely wrong, but the song was a hit. Her vocals and beat distract from the real message of her song. If an artist of todays time made a song even close to B etty Wright's song then it would be titled as trash. For example, Trey Songz's â€Å"Cheat On You† has never been a hit. Although Trey Songz is a talented artist, his music will somehow never mount to the music of the past.Trey Songz and Betty Wright messages are the same, but Betty Wright's song was a hit. Songs with the same messages, but different time periods are looked at differently. One is titled as award worthy, but the other has never gotten the attention it deserves. Time has changed, but messages in music have remained the same. The contrast between music of different time periods is hard to find. Music of the past and music of the present both present the same messages. The music Generation Music By shidahbee

Best Practices for Social Science Writing Essay Example for Free

Best Practices for Social Science Writing Essay Practices (24) , social science (10) company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints When social scientists write their research papers, they usually discuss the methods that they employed in gathering and analyzing their data and the results that they were able to generate using these methods. They however seldom concentrate on the writing process itself (Cuba, 1997). Writing in the field of social science requires the use of insight and research to better understand and make concrete observations and findings about the various behavioral elements. There are many methods of conducting social science studies namely through observations, interviews, surveys and case studies. However, when one starts writing the research paper that would embody these pertinent findings, the writer usually faces the challenges that many social science writers encounter. These problems include the complexities of achieving clarity, the potential for committing biases, writing in the first-person perspective, the use of quotations and in-text citations to support the analysis, and formatting styles particular to the field of social sciences. When writing one’s own research paper, it is important for a scholar in the field of social science to have a grasp of the basic writing techniques peculiar to social science in order to produce an academic paper that is relevant, informative and worth reading. The prevalence of search engines and the use of the World Wide Web have made it easier for scholars nowadays to conduct their studies and research with ease and in an expeditious manner. The libraries and other academic centers which make available to the public the latest references has also contributed to a great extent to achieving academic quality of various writings. Complexities in Achieving Clarity Like any other field of study, effective writing requires constant practice. This entails continuous process of writing, editing and rewriting ideas and use of words to convey these thoughts clearly to the intended audience (Cuba, 1997). Oftentimes, students of social science put off writing their research paper until they have completed doing all their research and compiled their bibliography. This practice however sometimes leads to insufficient time in writing the paper itself. In order to achieve clarity when writing a social science research paper, Hult (1996) enumerated the two components that must be considered: rhetorical question and organization. The components of a rhetorical situation include 1) the writer’s purpose; 2) the writer’s persona; 3) the potential readers or audience; 4) the subject matter and; 5) the appropriate language or tone (Hult, 1996). In starting the research write-up, the writer must determine the purpose of his paper and he must be able to define it clearly throughout the entire paper. The purpose need not be complex. A simple purpose will do so long as the readers can have a grasp of what the research is all about. Writers in the field of social science must also avoid writing in the first-person persona as this will affect the objectivity of their research. Identifying the intended audience will also help the writer in deciding what specific issues to discuss and what areas to avoid. For example, a person writing in the field of political science will have to consider political analysts as his potential readers. The subject matter is the most important aspect of the rhetorical situation (Hult, 1996). A writer must carefully select his thesis statement and decide from the materials gathered what facts must be included as well as those which need not be discussed. Furthermore, the research writer might also consider providing a glossary of terms when writing on a technical subject in order to make it easier for the readers to understand the language and tone of the research paper. Omitting Biases and Avoiding First Person Writing Style It is not uncommon practice in the field of social science to write using the first person persona. Writing from the first person perspective however indicates subjectivity in arriving at one’s own research findings and this in turn diminishes the objectivity of the research. In order to be more persuasive, the writer must couch his paper from a third person perspective so as to avoid the impression that he is impelled more by his own biases rather than reporting the facts gathered from relevant data. Omitting biases should be the foremost consideration of every social science writer because this field requires objectiveness and keen understanding of the facts and data. Unlike writers in the field of literature who have unbridled discretion to unleash their feelings and emotions in their papers, social science writers are bound by their duty to report the facts as they appear and not as they think it should be. The field of social science is primarily detail-oriented and must be supported by relevant, empirical, and reliable facts. In order to avoid biases, the writer must always dwell on the facts gathered and must use relevant sources to support his findings. Primary and secondary sources play an important role in the persuasiveness of one’s research work because the extent of the credibility of a research paper is to a great extent determined by the depth of research done by the researcher to support his study. The writer must also avoid labeling his chosen population or individual participants to avoid offending the readers. When dealing with a particular ethnic group or race, it is advisable to call them as they would like to be called. In order to avoid language biases, use the terminology applicable in the research itself. For example, when reporting on a study conducted on two types of participants, it is advisable to describe them according to how they were classified in the given study provided the labels are in themselves not offensive per se. Minimizing the Use of Quotations A writer’s source material must be in the form of paraphrases and summaries. However, paraphrased materials must still be properly documented either through in-text citations or footnotes or endnotes. Hult (1996) added that putting source material in your own words will improve the flow of your paper since the paraphrased style will blend with your own writing style and will thus contribute to its consistency. Minimize the use of direct quotations. The use of too many direct quotations distracts the reader and it also minimizes coherence of the writing style. It also leaves the impression that the writer knows little about his topic and is in fact relying heavily on what others have come up with (Hult, 1996). What the writer can do is paraphrase or summarize the portion of the materials used and document it properly. If using direct quotes cannot be avoided, the following principles are helpful in incorporating them smoothly in the research paper. First, when using quotations with four lines or less in length, enclose them with quotation marks and incorporate them in the text. Second, quotes should be introduced using the verb tense which is consistent with the tense of the quoted material. Third, change the capital letter to lower case and vice versa, within the quote if necessary. Fourth, enclosed in brackets the letter or words inserted inside the quoted material to separate them from the quoted material itself. Fifth, use ellipsis to signal that a material has been omitted from the quote. Sixth, punctuate the direct quote as it appears from the original. Seventh, a period or a comma which is part of the quote should be placed inside the quotation marks. Eighth, use a colon to introduce a quote which is more than one sentence or if the introductory material prior to the quoted portion is too long. Ninth, use a comma for short quotes (Hult, 1996). Using In-text Citations to Support Analysis A researcher who intends to make use on in-text citation in his write-up should keep in mind the American Psychological Association (APA) style which requires the use of past tense or present perfect tense when referring to earlier research materials. For example, it is incorrect to say â€Å"Smith (2008) states that†¦Ã¢â‚¬  when referring to Smith’s research findings. Instead, the researcher must employ the past or present perfect tense; hence, the in-text citation should appear like this: â€Å"Smith (2008) stated/has stated that†¦Ã¢â‚¬  In-text citations must follow the author-date format under the APA citation style, e. g. , (Smith, 2008) and a complete documentation of the source must appear in the reference list. Electronic sources are cited in the same manner as citing a printed document, e. g. , (Purdue University Online Writing Lab, 2008). For sources with no date available, place â€Å"n. d. † (meaning â€Å"no date†) after the author’s last name, e. g. , (Smith, n. d. ). Formatting Expectations A writer must see to it that his paper is professional in appearance. This is not to say however that attention to format should be every social science writer’s foremost consideration. It is also equally important to confer with your instructor as to what should be the appropriate format style for the particular paper. When preparing the paper, it is best to be conservative when it comes to formatting style rather than be ostentatious and vulgar, thus making the paper look less serious and informal. Hence, margin must not be justified on both side of the page but only on the left side only. The American Psychological Association (APA) is the most commonly used citation style format in the field of social sciences. The guidelines provided under the APA provides a useful tool in writing research papers, using in-text citations and reference page and using footnotes or endnotes. Under the APA formatting style, page headers are required to be placed in the upper right-hand of every page. This page header must contain the first two to three words of the title followed by the page number. The title page should already show include the page header. A running head must also appear on the first line of the title page flush-left. On the upper half of the page, centered, the full title of the paper, the name of the writer and university or affiliation must be indicated (Purdue University Online Writing Lab, 2008). Research papers are normally comprised of the title page, the abstract (if appropriate), the main body, the references, and the appendixes (if appropriate). The abstract need not be written for short research papers but for published research reports, an abstract is always required regardless of the length of the paper (Hult, 1996). Appendix may be used to include raw data and other information that need not appear in the main body but is likewise important in the research paper. It is located after the reference page and is labeled sequentially in letters. The reference page must include all the sources used in the research paper. The sources must be in alphabetical order by author’s last name and need not be numbered. Conclusion Writing is a necessary aspect of social research (Cuba, 1997). A good research means that the writer gave great effort in collecting and organizing his data as well as in organizing his findings in a coherent and scholarly manner suitable to the academic community he intends to present his study to. In preparing the research paper, every writer in the field of social science must consider the pertinent style guides applicable. The writing process is an analytic strategy that can only be improved through practice. This necessarily means that every social science researcher preparing his paper must open to revisions. The first draft must not be the final paper. Every writer must be also be willing to take constructive criticism from his colleagues because all too often, a writer cannot see the errors of his own work unless others point them out. Letting others read your research paper will help you in assessing some of the loopholes in your own arguments. Writing in the field of social sciences is an important aspect of the research itself because the manner in which a given study is presented contributes to the persuasiveness of the one’s findings and output. As such, it is important to be familiar with the writing techniques, styles, and formats applicable in your field of research so as to avoid mistakes and errors in presenting your research. The APA citation format style is a helpful tool in the social sciences and every scholar in this field must familiarize himself this formatting to avoid the inconvenience of revising and rewriting the research paper. The social science paper must be formal as to its structure and form and the writer must avoid using first person persona that is usually employed in the literary field. The sentences must be well-crafted and concise and must clearly reflect in a coherent and thorough manner the findings of the researcher without the need of extravagant words or details. Social science research writing is a challenging task for every writer. It requires practice and hard work just like collecting the data itself. It is an inevitable part of every researcher’s academic life and it cannot be avoided. Hence, every researcher must be familiar with the format and style peculiar to this field in order to increase the success of one’s research paper. References Cuba, Lee (1997). Short Guide to Writing About Social Science (4th Ed. ). Addison-United States: Wesley Educational Publishers Inc. Gerring, John, Yesnowitz, Joshua & Bird, Stephen (2004). General Advice on Social Science Writing. Retrieved August 1, 2008 from http://people. bu. edu/jgerring/documents/Adviceonessaywriting. pdf Hult, Christine (1996). Researching and Writing in the Social Sciences. Boston, Allyn and Bacon. Hess, Diana (2007). From Banished to Brother Outsider, Miss Navajo to An Inconvenient Truth: Documentary Films as Perspective-Laden Narratives. Social Education 71 (4), 194-199. McDonald, Susan, MD. Social Science Writing Guide. Retrieved August 1, 2008 from http://www. emayzine. com/lectures/writing. htm Mullen, Carol (2006). Best Writing Practices for Graduate Students: Reducing the Discomfort of the Blank Screen. Retrieved August 1, 2008 from http://cnx. org/content/m14054/latest/ Przeworski, Adam and Salomon, Frank (1995). The Art of Writing Proposals: Some Candid Suggestions to Social Science Research Council Competitions. Social Science Research Council. Retrieved August 1, 2008 from http://fellowships. ssrc. org/art_of_writing_proposals/ Purdue University Online Writing Lab (OWL) (19 June 2008). APA Formatting and Style Guide. Retrieved August 2, 2008 from http://owl. english. purdue. edu/owl/resource/560/01/http://Web address for OWL resource. Watts, Michael. The Holy Grail: In Pursuit of the Dissertation Proposal. Institute of International Studies. University of California, Berkeley. Retrieved August 1, 2008 from http://globetrotter. berkeley. edu/DissPropWorkshop/process/InPursuitofPhD. pdf Best Practices for Social Science Writing. (2016, Aug 01). We have essays on the following topics that may be of interest to you

Economics Essay Example | Topics and Well Written Essays - 2000 words - 2

Economics - Essay Example For example: a company that has an ice cream machine that usually produces 40 boxes of 1 pint of ice cream a day was able to produce as much as 80 boxes of 1 pint of ice cream a day by cutting on ‘down-time’ due to machine breakdown caused by lack of machine maintenance. It could also refer to the application of a special device in a machine in order to enhance its speed and therefore increase the volume of production. Another way is to maximize the use of manpower by establishing a short and clear chain of command within the business organization. Therefore, it is possible to avoid the incidence of employing too much unnecessary employee in the crowd. In order to achieve economies of scale, a good management is essential. Basically, it is the managers and supervisors who suggests and/or make critical decisions in order to maximize the daily fixed costs (such as labour costs and over-time pay and electricity costs) of the company. These are also the same group of people who are responsible in cutting down the number of ‘rejections’ in a production line. Minimizing the number of ‘rejections’ can indirectly increase the company’s profitability by ‘cutting down the unnecessary opportunity losses’ and ‘prevent avoidable expenses’ on the part of the company. Q.2 Explain how changes in the equilibrium price and quantity are influenced by the elasticity of demand and supply. Explain the difference between a shortage and a surplus and discuss why either might occur. Basically, the market equilibrium price and quantity is the point where the quantity supplied is equal to the quantity demanded. The said equilibrium point changes when there is an imbalance between the demand and supply. For example: if the demand for a certain goods is above the supply, the price of goods will automatically go up to a certain point where a new equilibrium point will be created. Likewise, if the supply

Marks and Spencer Essay Example | Topics and Well Written Essays - 1750 words

Marks and Spencer - Essay Example The above merge resulted to the creation of a union with over three million members (Towers and Terry 1991, p.53). The last two decades a trend for Europeanization of unions has appeared (Towers and Terry 1991). More specifically, unions from various member states have started to be organized at the level of the Union ignoring the national labour systems and laws (Towers and Terry 1991, p.54). An example of this form of union response is the following one: a cooperation/ membership agreement has been signed between ‘the GMB union (Britain) and the IG Chemie-Papier-Keramik (German)’ (Morely et al. 2006, p.77). It is implied that the union responses influence the union types; this result to the increase of union’s power to confront policies which are against the rights of employees. For example, through the research developed by Dreiling and Robinson it was revealed that certain unions in USA and Canada were stronger than others in confronting NAFTA (Dreiling and Ro binson 1998), a fact which was related to the types of the unions (Dreiling and Robinson 1998). On the other hand, it has been proved that trade unions are not so strong in order to face effectively the challenges of globalisation (Dolvik 2001). In the case under examination of particular importance is a specific category of union response: Europeanization. Indeed, since Marks and Spencer is established in UK the labour laws of UK should be used for resolving the dispute between the firm and its employees in France. However, it should be examined whether the unions in France had the right and the potential to cooperate with unions in Britain so that the rights of employees in the firm’s stores in France to be protected. According to Platzer (2010) the EU Reform Treaty of 2007 (Lisbon) emphasizes on the promotion of social rights and highlights the power of the EU to intervene in order to secure employment rights of people in member states (Platzer 2010). Therefore, the develo pment of a strategic alliance between the unions in France and those in Britain would be an initiative aligned with the existing European law on industrial relations. Under these terms, top managers in Marks and Spencer cannot ignore the trade unions in France, which could ensure the support of other European countries so that the rules of the above Treaty are applied. A different assumption would be developed if the study of Kip (2011) is taken into consideration. The above researcher notes that still, the most critical arrangements related to employment relations are developed at national level (Kip 2011), i.e. it seems that European Union is not, still, ready to support effectively the unions wishing to cooperate at European level. According to the above view, the decision of top managers in Marks and Spencer to use the British labour laws for resolving labour disputes in regard to their stores in France is considered as justified. It seems that the courts handling the case have accepted the second view; even if at a first instance the court’s decision was negative for Marks and Spencer, the firm managed to support the case effectively at the next level, an effort, which was successful; when reviewing the case at the next level, the court decided that the decision should be overruled (case study, p.39). A2. The infrastructure of Unionism and common interests Trade unionism is

Shopping is a complex and contradictory activity which cannot be Essay

Shopping is a complex and contradictory activity which cannot be reduced simply to the act of buying goods or services - Essay Example Shopping on the other hand is a term which is often used in a recreational context , as in : "it's a pleasant afternoon, why don't we go shopping". Shopping necessarily does not mean purchasing objects of requirements; rather, it pertains to purchasing objects of desire and interest. Shopping is an integral part of every vacation, celebration and for most people, even part of their free time. Shopping in these contexts is classified under leisure activities. In most cases shopping is a harmless and sometimes a relaxing activity but on the other hand it is not uncommon to see "pathological shoppers" who tend to go over the top with their buying spree irrespective of requirement, available finances and affordability. Shopping has a dark side too, just like all other leisure activities when done in excess. In some cases, uncontrolled habits may transform into mental disorders and even dependency which eventually require psychological intervention. Compulsive shoppers may feel a false and temporary phase of happiness just by attaining ownership of a particular object but most often than not, this phase is followed by regret and remorse over monetary wastage. For the typical shopper, that Tracy Reese dress or Prada bag may just be a piece of merchandise but for a shopaholic it is medication. Women often joke about "retail therapy." But that laughter may actually be a disguise to veil depression, loneliness or boredom. Shopping is an easy way to numb ourselves or boost our self-esteem, even if relief only lasts until buyer's remorse sets in. Shopaholics try to fill in their emptiness with "stuff" they might not even need. That void, in reality, may be from years of emotional or spiritual deprivation: fear that there's never enough, whether its money, material objects, recognition or love. Retail therapy is shopping with the primary purpose of uplifting the buyers' mood or disposition (Oxford Dictionary). It is a short lived habit and is often seen in people during periods of depression or transition. Items purchased during periods of retail therapy are called "comfort buys". Retail therapy was first used as a term in the 1980's: "we have become a nation measuring out our lives in shopping bags and nursing our psychic ills through retail therapy" (Chicago Tribune, 1986). In a study by European Union revealed that 33 percent of shoppers surveyed had "high level of addiction to rash or unnecessary consumption" (Observer, 2001) which eventually ran them into debts. Melbourne University researchers have coined a term "oniomania" to this psychological disorder, also known as compulsive shopping disorder. For a generation, 'retail therapy' has been the ultimate source of salvation from the stresses of modern living. But a major new study now suggests that for millions of people, binge shopping is no longer an emotional cure, rather it may make an individual feel worse. Retail therapy is actually an expensive way of distracting oneself from life's problems which one would eventually have to face and solve anyway! In short, it is a method of escapism. The pleasure is short lived and shallow in nature. Materialistic belongings can never bring peace and true happiness. Moreover, the sense of ownership imparts a false sense of pride which can be addictive as well as

Academic Paper Essay Example | Topics and Well Written Essays - 3000 words

Academic Paper - Essay Example It can be seen in factors such as business performance, integrity levels, fairness and involvement of the local community. Even after ensuring that all these are in place, a company is always at the mercy of the public and any kind of deviation results in a drop in corporate credibility. Toyota Motors Corporation has over the years built a world class corporate reputation by putting emphasis in quality, design excellence, customer focus as well as constant improvement in its manufacturing and operation processes. This has brought many benefits including customer loyalty and increased market share. The 2009 recall however strained this brand by bringing in quality concerns in the vehicles. This treatise will rely on impact of persuasive information in the forming of opinions to demonstrate that Toyota Motors Corporation’s corporate reputation was compromised by the recall. This is done by looking at buyers’ opinion on several media platforms such as newspapers, newswires, forums, auto blogs and online

The Supply Chain Management at Durham International Manufacturing Research Paper

The Supply Chain Management at Durham International Manufacturing Company (Dimco) - Research Paper Example A successful integration effort requires collective effort between suppliers and distribution. Teaming up will facilitate immense relationship among them. The effort starts with the two parties teaming up on sharing information related to the activities that they do. This will enhance communication between the two since they will have the chance to explore more on the development of new products, and developing extraordinary systems that will facilitate production. Good relationship based on communication will facilitate stream of information continually to work on a successful integrated supply chain. Ways that Dimco Could Benefit from Leveraging B2B E-commerce B2B e-commerce is the electronic swap of business documents among businesses for the principle of conducting business. B2B information switch is a system-to-system swap of data with little or no physical involvement. Dimco can benefit from leveraging B2B e-commerce through various ways. An effective e-commerce solution will e nable Dimco to grow and scale easily to meet market demand and customer requirements by opening new sales channels and constantly reaching new market segment. A B2B e-commerce site will improve Dimco’s sales teams’ visibility into customer orders, and pricing.... B2B e-commerce enables exceptional customer service. E-commerce provides an exceptional opportunity for the B2B organization to improve its customer service initiatives. E-commerce sites can offer access to self-serve account and order information after a customer completes the secure login process. Through integration with an organization’s enterprise resource planning, an e-commerce site can display only the products, services and pricing based on client log in qualifications (Sinha, 2009). Steps Dimco Could Take to Improve its Relationship with Suppliers For Dimco to improve its relationship with suppliers, a variety of steps have to be followed. This will enable good relationship between Dimco and suppliers. Acknowledging past mistakes that were made between Dimco and suppliers and decide whether the relationship is worth saving then hunt for an open and honest communication with the supplier. This will enable Dimco and suppliers to connect and discover more concerning the errors and remedies to prevent future mistakes. Identifying the cause of the mistake is the second step Dimco will take. This will enable Dimco and supplies to find out the real cause of the mistakes that were made in the earlier period. This will allow them to know if there were warning signs before the mistake happened. Ineffectiveness to the origin of a crisis, only the sign will be resolved, and another one that is more destructive to the relationship will unavoidably appear. Dimco will then spot and apply corrective actions to the past mistakes made. These actions can include technical changes, changes in security stocks, increased communication, and changes in personnel. Dimco will finally monitor and maintain the relationship with the suppliers. This will be effective

Review of relevant literature Research Paper Example | Topics and Well Written Essays - 750 words

Review of relevant literature - Research Paper Example E-wastes have serious health and environmental implications that emanate from the different components contained. They contain lead particles that are toxic and can affect the nervous systems of humans when consumed. Possible means of consumption include through deposits in drinking water. Mercury can cause dysfunction of the genitourinary system of the body. Cadmium is one of the components of e-wastes that have toxic elements that affect the kidney. They are possible escalators of kidney failures. The polycyclic aromatic hydrocarbons, a component that is in e-wastes is equally dangerous. These hydrocarbons have causal effects on skins as diseases and deep irritation. Water pollution is a serious environmental effect of e-wastes. Contamination of soils and subsequent degradation of soil productivity is a notable effect of e-wastes that are not properly disposed. The ever-increasing cases of disorders, caused by contamination from the components of e-wastes, calls for interventions a nd remedial strategies. A study on the effects of e-wastes, therefore, would contribute to the knowledge on the impacts of e-wastes on human health and the environment. This provides justification of the study because of its contribution to the knowledge aimed at sensitization of the public on the environmental and health effects of e-wastes. ... Although developed countries find the process of e-waste recycling by use of modern and proper technologies to be efficient, they do not have viable systems set in place to manage the high amount of waste produced. Improper e-waste disposal by developed countries is among the major environmental threats to developing countries since developed countries tend to dispose their excess e-waste in developing countries. Because of the lack of or improper mechanisms by developing countries to address the challenge of hazardous e-waste disposed on their lands, it is essential to educate the average person on ways of managing e-waste. It is noteworthy that the average persons, who constitute a high proportion of the population of developing countries, are prone to the effects of e-waste. This prompts the research on the various ways that the average person can use in the management of e-waste. Kumar proposes the use of formal recyclers as the major players in the waste recycling sector (893). The average person should use methods that are hygienic and inexpensive in the management of e-wastes. This research, therefore, offers an insight into some of the best methods that are applicable by the average person in managing e-wastes. Advancement in technology, according to Kalana, is among the escalators of increased amount of e-wastes in the environment (132). The study by Kalana identifies diverse methods that households can apply in the management of e-waste that continue to pose a great threat to them because of the increase in technological innovations. The study area, Shah Alam, Selangor, consists of middle-income earners and, therefore has a high number of the

The French support Essay Example for Free

The French support Essay The French support of the colonials during the American Revolution was essential to their ultimate success in defeating the British troops and securing their future as an independent nation. The cause of the American patriots was not seeing much success against the British for a good long while after the start of the war. This was caused, mainly, but the lack of trained troops, which the British had abundantly, and the British naval fleets and arms. On the other hand, the colonists had to recruit minutemen and establish militias in hopes of being able to defeat the British. One of the only hopes of the colonists was to seek support from the French government and military, who could then back them financially, and in terms of supplies and men, thus securing them a victory. The bad blood between the French and the English went back a long time. These two powerful countries were always in conflict and even from the beginning of the rush to claim land in the New World, they were in competition, each claiming parts of the lands that would now be Canada and the United States of America. When the French saw an opportunity to get back at the British and help defeat them, thus effectively kicking them out of the New World, they took it. They especially did so because they were impressed with Benjamin Franklin, who spent a great deal of time in Paris trying to drum up support for the colonists and their cause. The French saw the benefit of finally defeating their greatest enemy, and eliminating them from any future developments in America. The war would not have been won by the colonists if it were not for the French. The French provided financial backing, arms, supplies, and troops to help their efforts, and the French were essential to the victory of the Continental Army at Yorktown. Without France, the outcome of the Revolutionary War would have been very different, changing the course of history forever.

Gender and Leadership Style

Gender and Leadership Style Introduction Leadership has had a great impact on the culture, history, and civilization of humankind, thus theoretical explanations for it have been extended throughout the history. Although the term leadership is mostly related with industry and business, it is important to education as well. Therefore it is vital to understand the role of leaders in education and to investigate the impact of gender on leadership style. Despite the large number of female teachers across all levels (i.e. primary, secondary, tertiary), leadership positions are still held mainly by men. Cooper et al. (2000) stated that qualified women educators provide important resource for meeting current and impending school leadership shortages but are often ignored. Meanwhile Young and McLeod (2001) identified that womens entrance into educational leadership will depends on their career aspirations, their leadership orientations or styles, the particular exposure to transformational leadership, their experiences, and the support they gain when entering administration. This section will include early leadership theories, the roles of school leader, relationship between leadership and gender, female leadership styles, differences between leadership styles of men and women, gender stereotypes, prejudice against female leaders and the summary of this chapter. Early Leadership Theories In the early 18th centuries, philosophers recommended a theory of leadership which was termed the Great Man theory. According to Jani (2008), this theory assumed that leaders are born and not made. Whereby leaders usually were members from the aristocracy since they only got a chance to lead; hence, it was considered that good breeding contributed to great leaders. Besides that, this theory also states that when there is a great need, then a great leader arises, like Buddha, Jesus, Churchill and Eisenhower. During that era, women were not taken into account as possible leaders. Even from the name given to this theory illustrates that women were not perceived as leaders, and leadership research during this period were related solely to males. Trait theories were introduced in the year 1904 and were well known up to 1947 (Bass, 1990). This theory assumed that people are born with inherited traits whereby some traits are particularly suited to leadership. It is believed that people who make good leaders have the right combination of traits. And once again, these traits were thought to be inborn, and unique to leaders. Trait theories basically described traits in masculine terms, and these characteristics were considered crucial for successful leadership. In the 1900s, small numbers of women began to enter the workforce. However, only very small proportions of women took up leadership positions in the 1940s. Typically, women were seen as carers, assistants, teachers, or nurses rather than leaders during this period of time (Koziara et al., 1987). Therefore, females were not seen as appropriate in the role of leadership. Soon after the 1940s, researchers began to propose that traits alone were not sufficient to explain effective leadership. They proposed that the interaction of leaders and followers, as well as other situational factors, may be a significant factor in effective leadership. At this stage, leaders were no longer considered to possess inborn characteristics and abilities hence Gardner (1989) proposed a new way of conceptualizing leadership. He said that men learn to lead therefore there is no one that are born to be a leader. This philosophy lead to the behavioural theories of leadership in the 1930s and the perspective began to move from a belief in the inborn characteristics of leaders, to a focus on behaviour which could be acquired or learned. There were four main behavioural studies conducted in conjunction with this theory. Firstly, the University of Iowa researchers which isolated three behavioural dimensions; these were the democratic, autocratic, and laissez-faire styles. Secondly, a study by Ohio State University in the 1940s and 1950s. They advanced this body of thought by dividing the behavioural theories into two dimensions which they termed consideration and initiating structure. Consideration was explained as being considerate towards followers ideas and feelings while initiating structure referred to structuring work relationship to meet job goals. The third study was conducted by the University of Michigan which described employee oriented and production oriented dimensions. The findings of this study concluded that employee-oriented employers promoted high group productivity and job satisfaction amongst their employees (Kahn and Katz, 1960). These concepts were extended in 1964, when Blake and Mouton proposed a Managerial Grid. They proposed that by incorporating the two dimensions of concern for people and concern for production the most effective way of leading could be achieved (Blake and Mouton, 1964). All these behavioural theories were proposed in the early 1930s, but only achieved prominence in the 1960s at a time when the number of women in positions of power or authority in organisations were still low. The proportion of women in leadership roles in the USA in 1970, ten years after the behavioural theories were introduced, was only 16 per cent. Moreover, this percentage of women involved in a leadership role was reported to be constant for over a decade (Powell, 1999). However, during this period of research, there was an emerging recognition of the importance of concern for people in the behavioural theories as being an effective leadership quality. A concern for people could be seen as behaviour more typically associated with female. Subsequently, the leadership theories moved on to embrace both individual traits and situational aspects of leadership simultaneously (Bass, 1990). Successful leadership was considered to be dependent on the leaders consideration of situational factors in order for an appropriate leadership style to be chosen to cope with each situation. This theory assumes that the action of a leader depends on a number of situational factors, such as motivation and capability of followers, relationship between the leader and the followers, stress, mood, and etc. Yukl (1989) has identified six situational factors namely, subordinate effort, subordinate ability, organization of the work, cooperation and cohesiveness, resources and support, and external coordination. Situational theories would have predominantly been seen as applying to males in leadership roles because of the low profile of women in management during that time, and it can be assumed that the profile of women in management would not h ave been advanced in any significant way from this body of literature. Additional theories began to be available with mostly focused on the specific leadership styles of leaders, in an attempt to increase the understanding of what constituted effective leadership. These concepts relating to leadership styles were introduced in 1938 by Lewin and Lippitt. They suggested that leaders vary in the way they led in organisations. They proposed three styles of leadership. Firstly, autocratic leaders were originally described as leaders who used their power and their ability to persuade in leading their followers. An autocratic leader was also illustrated as a directive leader. The autocratic style of leadership was not been associated with female gender stereotypical characteristics. The second leadership style was named democratic leadership. This style was explained as a style whereby the leader pursued an open and follower oriented relationship. Leaders who take on this style encouraged followers to establish their own strategies, provided them with a perspective by explaining in advance the procedures for accomplishing the goals, and granted the followers independence to commence their own tasks and congratulating them if they succeed. According to Bass (1990), this leadership style originated from America, and leaders adopting this style were described as caring, considerate, and easy to compromise. This is the first kind of research which was seen to be more favourably aligned to feminine characteristics as compared to masculine characteristics. However, as mentioned previously, during the era when leadership style theories reached prominence, there were still limited women holding leadership positions. As research on gender difference in leadership styles did not occur until 1990, it would appear that the theories on leadership styles would have been written to illustrate male behaviour in leadership roles. Nevertheless, it could be argued that the theories on leadership styles began to raise the profile of women in leadership. This early leadership research may have changed insights about the suitability of women in leadership positions, as a democratic style of leadership could be attributed to both male and female leaders. The third leadership style was described as laissez-faire leadership. The term laissez-faire means to let others act without interference or better known as the hands off style. Laissez-faire leaders were thought to have less confidence in their decision-making responsibility, or in their capability to manage, often avoiding meeting with their subordinates (Bass, 1990). Similar to previous theories, these researches was studied in a male context, probably because of the small numbers of women in leadership roles at that time. In short, all of the theories reviewed portrayed leadership implicitly or explicitly as a male prerogative, and the small numbers of women in leadership positions during the respective periods confirms that the role of leaders was largely seen as a male domain. Not unpredictably, all the researchers and writers on early leadership were men and hence the years of leadership research reflect a male dominance. Denmark (1993), reflected that by ignoring gender as a variable in studying leadership, researchers created many blanks in theoretical and research design. However, gender has begun to be a consideration in the literature in the late 1970s. Gender difference research began to report on differences in behaviour, attitudes, and skills between males and females in general and was subsequently extended to consider abilities such as leadership. The Roles of School Leaders The role of the school leader in successful schools has gone beyond the traditional view of functional management, power, behaviour style, and instructional leadership. In the past, the job of school leader was considered as primarily managerial, however nowadays the realities of our global society have shifted the focus from management to leadership. According to Kowalski, (2003) an effective school administrator typically must be both a manager and a leader. Todays school leaders face more complex expectations. They face a very different student population. At a time when many view the schools as one of the few social organizations, students arrive with very different attitudes, motivations, and needs than students of todays generations (Young and Kochan, 2004). International research indicates that successful schools have leaders who creates a productive and professional school culture (Stoll, 1999), have a clear vision (Fullan, 2003), are knowledgeable about teaching and learning (Wesson and Grady, 1993) and protect schools from demands that make it difficult for schools to operate on a professional basis (Normore, 2004). As for school leaders in less successful schools, they seem to view their role to be more that of a middle manager. While leaders in highly successful schools perceive themselves as educational leaders (Normore, 2004) who contribute to school improvement and school effectiveness (Mortimore and MacBeath, 2001). Effective school leaders are vital to change and improvement, and are clear on expectations for student learning (Fullan, 2003). Expectations of nowadays school leaders include new knowledge and skill for instructional leadership, discipline, supervision, fundraising, and public relations expertise (Shuttleworth, 2003). More responsibility has been added to the job over the years causing some of the best school leaders to slow down until the extent that they have lost much of their leadership, rather than management quality (Normore, 2004; Shuttleworth, 2003; Simkins, 2003). Relationship between Leadership and Gender According to Oshagbemi and Gill (2003), the relationship between gender role and leadership style is the association of masculinity with task-oriented leadership styles and femininity with relationship-oriented styles. This relationship is not so precise for women. Jamieson developed the concept of femininity and masculinity in the year 1995 where behaving feminine is associated with incompetence and behaving masculine is associated with competency. If the masculine model represents the general and dominant model of leadership, women understand that in order to escalate the ranks they have to conform to it (Fernandes and Cabral-Cardoso, 2003). In other words, the same influence strategies that proved to be successful for men are continually used by women too. The main strategy is to develop behaviors feminine enough not to diverge from the gender role expectation, but masculine enough to gain credibility as professionals; in simple terms, women have to create their own leadership sty les. As Gardner (1995) said Leadership is never guaranteed; it must always be renewed. Female Leadership Styles Earlier thinking emphasized that women who had reached leadership positions were imitators of male characteristics, but contemporary theories recognize feminine leadership styles. Like any new trend in traditional settings, it takes years to develop new styles until these styles are understood and well accepted. Women face several barriers that prevent them from involving in leadership positions. Obstacles with this origin have been described as the glass ceiling as a metaphor that halts women in moving up the career ladder at a certain point (Oakley, 2000). Nonetheless, the increasing involvement of women in the labor market in the last half century, and their movement to managerial positions has changed the definition of leadership (Kark, 2004). Rosener (1990) believed that female leadership tends towards a style defined as interactive leadership that involves: encouraging participation; sharing power and information; enhancing self-worth; changing self interests for an overall good; relating power to interpersonal skills; and believing in better performance when feeling good. Women leaders in education need to find the leadership styles that, without denying its feminine origins, result in efficiency. The redefinition of characteristics of an effective school leader, following the current trends of organizational leadership, will help erase gender stereotypes and focus on desirable characteristics that candidates (men or women) bring to the position (Logan, 1998). Differences in the Leadership Styles of Men and Women One possible explanation of gender gap in leadership is that women are deficient in the characteristics and behaviors that are crucial to effective leadership. However, contrary to the idea that women are less suited to leadership than men, Eagly, Alice H., and Marloes L. van Engen (2004) have described female leaders as having cooperative, interactive, and facilitative leadership styles that are more attuned to the needs of modern organizations than the leadership styles that of men. Empirical research has observed such claims about the typical leadership styles of men and women. To determine whether men and women differ in leadership styles, Alice Eagly and Blair Johnson (2004) carried out a meta-analysis of 162 studies that were conducted between 1961 and 1987. Most of these studies distinguished between task-oriented leadership (a style that emphasizes subordinates to follow rules and procedures, maintaining high standards of performance, and making roles explicit) and interpersonally oriented leadership (a style that emphasizes helping subordinates, looking out for their welfare, explaining procedures, and being friendly and available). Besides that, some studies distinguished between leaders who behave democratically and invite subordinates to participate in decision making, known as participative or democratic leadership, and leaders who behave autocratically and discourage subordinates from participating in decision making, known directive or autocratic le adership. Eagly and Johnsons meta-analysis found that the leadership styles of women and men were somewhat stereotypical. In these laboratory and assessment studies, women, more than men, tended to manifest relatively towards interpersonally oriented styles, and men, more than women, tended to display relatively task-oriented styles. In contrast, gender differences in task and interpersonal style were insignificant among leaders occupying managerial roles in organizations. These findings were consistent with the principle that gender differences are lower among managers because male and female managers are selected by similar criteria and subjected to similar organizational socialization. However, in all these studies, one difference did consistently appear: Women leaders displayed a somewhat more democratic or participative style and a less autocratic or directive style than men did. In the twenty-three studies comparing men and women on the democratic versus autocratic dimension, 92 percent went in the direction of a more democratic and participative style among women. In the 1980s and 1990s, researchers identified a type of leadership style that is commonly known as transformational leadership, which is similar to contemporary models of leadership known as visionary, charismatic, and inspirational. The importance of these models is on the ability of the leaders to inspire, stimulate, and motivate followers and to nurture their ability to contribute creatively to the organizational goals. Transformational leadership are differ from transactional leadership, which is a more conventional style that stresses clarifying subordinate responsibilities and using rewards and punishments to encourage subordinates to meet objectives of the organization. Also acknowledged by some researchers is laissez-faire style that is characterized by a general failure to take responsibility for managing or better known as the hands off style. To determine whether male and female leaders differ when evaluated in terms of these new distinctions, Eagly, along with social psychologists Mary Johannesen-Schmidt and Marloes van Engen, carried out a meta-analysis of 45 studies that compared male and female managers on the measures of transformational, transactional, and laissez-faire leadership. These studies involved organizational leaders, mainly from business and educational organizations. The meta-analysis revealed that female leaders were more transformational than male leaders and also exceeded male leaders on one component of transactional leadership which is contingent reward behaviors, which consist of rewarding subordinates for doing a good job. Women also exceeded men on the transformational dimension of individualized consideration, which relates to developing and mentoring followers. In contrast, men were more likely than women to display two other aspects of transactional leadership which are active management by ex ception and passive management by exception. Active management by exception refers to attending to followers mistakes and failures to meet standards, while passive management by exception refer to waiting until problems become severe before attending to them. Men, more than women, also displayed laissez-faire leadership, which means they are uninvolved during critical moment. In summary, research has established some small differences in the behavior of male and female leaders. Specifically, women tend to be more democratic and less autocratic than men, a difference that does not yield an overall advantage for either gender. More important for effectiveness are womens tendencies to engage in transformational style and to deliver more rewards for followers good performance. These behaviors have been related with enhanced effectiveness across a wide variety of settings. Consequently, empirical research does not support the thought that the leadership styles of women account for their lesser success in rising into higher-level of leadership positions. Gender Stereotypes Women have traditionally been stereotyped as more socially sensitive and interpersonally competent than men (Korabik 1999). In various studies, the traditional stereotype of women included attributes such as being less competent and less effective in tasks that are required for work outside of home (Glick and Fiske 1999), nurturing, compassionate, considerate, weak, and subservient (Bem 1974), and emotional, subjective, tactful, aware of others feelings, and having feelings that are easily hurt (Broverman, Vogel, Broverman, Clarkson, and Rosenkrantz 1972). Stereotypes linked with men, on the other hand, typically included traits such as leaders, dominant, aggressive, independent, objective, and competitive (Broverman, Vogel, Broverman, Clarkson, and Rosenkrantz 1972). These gender stereotypes broaden into almost every facet of daily life for both men and women. People interpret communications and speech characteristics through gender stereotypes (Tannen 1990, 2001). Research has also demonstrated that gender stereotypes regarding communication patterns and styles develop early and continue on through adulthood. Other aspects of interpersonal interactions are subjected to gender stereotypes as well. Eagly and Karau (1991) demonstrated that overall, men were perceived as being more capable and were more readily accepted as leaders when they acted in a confident and assertive manner. Although the nature of the task moderated this relationship, men were more likely than women to be thought of as leaders (Eagly and Karau 1991). For women, the same qualifications of assertiveness and confidence could be harmful when they are faced with traditional gender stereotypes. Carli and Eagly (1999) in their summary of the research on influence and leadership emergence highlighted the barriers that faces by women in leadership. Studies conducted in the United States have demonstrated that self-efficacy and self-promotion are beneficial in hiring and promotion practices for men. However, women who engaged in these behaviors as undesirable (Rudman 1998). Therefore, gender stereotypes play a critical role in limiting the opportunities for women to emerge as leaders by decreasing womens access to leadership roles and increasing the obstacles they must overcome in order to become leaders (Eagly and Karau 2002). When women and men leaders behaviors and styles are reviewed, typically one of these paradigms is employed. Eagly and Johnsons (1990) meta-analysis research demonstrated that across studies, no difference was found in the perception of men and women leaders. However, they did report a small but significant finding in which women leaders were perceived as being more participative as compare to their men counterparts. They also highlighted that the source of the perception (self or subordinates) may play an important role on the results. In addition, factors such as the gender of the author, the type of study, and the date of the study had some moderating effects on the results. More recently, Eagly and colleagues have reported meta-analytic results regarding the role of leaders gender in transactional and transformational leadership styles (Eagly, Johannesen-Schimdt, van Engen, and Vinkenburg 2003). These studies found that women leaders, when compared to the males, were perceived as slightly but significantly more likely to engage in transformational behaviors. They also found that men leaders, when compared to the women leaders, were perceived as more transactional leaders. Therefore, it could be concluded that men and women are perceived somewhat differently due to the presence of traditional gender stereotypes. Prejudices against Female Leaders Prejudice against women as leaders is at least partly responsible for the lack of women in leadership positions. Prejudice arises because peoples common views about what a manager or a leader is like do not fit their ideas about women as well as they fit their ideas about men. This inconsistency can be examined in terms of social roles of women, men, and leaders. These role expectations are called descriptive because they indicate what behaviors members of a particular social category might display. Role expectations are also called injunctive because they include consensual expectations about what group members ideally should do. Gender roles are understood as socially shared beliefs about the typical attributes of women and men. According to social role theory, these roles emerge from the societal division of labor between the genders. The underlying principle is that the perceivers infer that peoples actions tend to correspond to their internal dispositions, a cognitive process that has been labeled correspondent inference or correspondence bias. Specifically, the common, nurturing behaviors required by womens domestic and child-care roles and by many female-dominated occupational roles favor inferences that women do possess and should possess common traits. Similarly, the confident, task-oriented activities required by many male-dominated occupations and the breadwinner family role create expectations that men do possess and should possess agentic traits, such as unselfishness, concern for others, and expressiveness, as well as traits such as masterfulness, self-assuredness, and instrumental competency. In general, prejudice in the workplace may arise from the irregularity people perceive between particular workplace roles and the attributes attributed to individuals based on their group membership. Most leadership roles are characterized primarily by agentic attributes and are therefore different with the predominantly common characteristics attributed to women. Although it might seem that gender should be irrelevant in the workplace, it spills over to affect opinions of employees. The resulting incongruity of the female gender role and leadership roles leads not only to decreased prospect that women can be successful leaders, but also to less favorable evaluations of leadership when it is enacted by a woman compared with a man, as shown in many studies that were summarized by Eagly and social psychologist Steven Karau in 2002. Several types of research have shown that women have fewer accesses to leadership roles than men do. Economist Joyce Jacobsens review showed that most studies of actual income and promotion supported the claim of discrimination against women in general and female managers in particular, albeit on a decreasing basis over the years. As shown in a meta-analysis by psychologists Heather Davison and Michael Burke, experiments in which participants evaluated female and male job candidates who were experimentally equated supported the narrower claim of prejudice as a disadvantage for women in relation to male gendertyped positions, which would include most leadership roles. Other studies, such as those by sociologist Martha Foschi, showed that women usually have to meet higher standard to be judged as being competent and possessing leadership ability. In addition, Eagly and Karaus 1991 meta-analysis demonstrated that it is usually less likely that women emerge as leaders in groups, especial ly if the groups task is not particularly demanding of interpersonal skill or is otherwise relatively masculine. Research also has proved the prediction that women have more obstacles to overcome in becoming successful in leadership roles. Specifically, as demonstrated in a meta-analysis by Alice Eagly, Steven Karau, and social psychologist Mona Makhijani, studies of leaders effectiveness, it demonstrated that leaders performed less effectively when the leader role that they occupied was incongruent with their gender role. Women suffered diminished outcomes in roles given especially with masculine definitions, and men suffered somewhat diminished outcomes in roles given with more feminine definitions. As shown in a meta-analysis by Alice Eagly, Mona Makhijani, and social psychologist Bruce Klonsky, more definitive support emerged in an experimental research paradigm that removed possible differences in the leadership behavior of women and men by comparing this behavior. More ultimate support emerged in an experimental research framework that removed possible differences in the leadership behavi or of women and men by equating this behavior. In these studies women fared slightly less well than men did. More important, just as in studies on leaders effectiveness, women fared less well than men did when leader roles were male dominated and when men served as evaluators. In synopsis, pressures to female leaders come from two directions: Conforming closely to their gender role would produce a failure to meet the requirements of their leader role, and conforming closely to their leader role would produce a failure to meet the requirements of their gender role. The latter pressure can result in the prejudicial outcome of receiving lesser rewards for appropriate leader behavior than an equivalent man would receive. In this sense, female leaders face more challenges not encountered by male leaders, especially in leadership roles that are defined in relatively masculine terms. Chapter Summary In conclusion, the outlook for womens involvement in leadership in the twenty-first century is promising as more women enter leadership roles in industrialized nations and thereby reduce the difference between peoples beliefs about women and about leaders. Furthermore, organizations gain from giving women equal access to leader roles, not only because evidence shows that women are at least as effective as men, but also because gender equality increases the pool of potential candidates from which leaders are chosen.