Advertisement gone too far Essay Example | Topics and Well Written Essays - 2000 words

Notice gone excessively far - Essay Example Numerous little youngsters are adversely influenced by the expanded sexualisation and typification of ladies a factor that makes them attempt to copy the models that show up in promotions. Numerous organizations have depended on profoundly sexualised ads to advance their items. For instance, the American Apparel has a long history of sexualizing ladies in their commercials. This paper will do a basic examination of how ladies have been sexualized and externalized and how the American Apparel famously spoke to sexualized ladies as they advanced their items. The globe has seen a whole century of ladies portrayed in the promotion. The principal delineation of a lady in the ad was in 1912 during the testimonial development. During that period, numerous ladies activists pushed for their privileges to cast a ballot. Advertisers and publicists tried to utilize the battles for their potential benefit. Accordingly, they portrayed ladies in the advancement of the Nebo cigarettes. The commercials focused on men who were usually sickened or annoyed by the â€Å"sass† of a suffragette. A similar notice was additionally speaking to ladies who needed to enjoy smoking just because. In this way, the commercial bolstered the push for ladies to have equivalent rights. In 1923, Listerine propelled an ad that included a model named Edna. In its offer to advance the mouthwash, the promotion underscored that all ladies needed to get hitched. Nonetheless, factors, factors, for example, terrible breath kept them from turning into the lady of the hour. I n 1925, ladies advanced the fortunate cigarettes. Remarkably, smoking was still seen as a propensity for people who smoked were seen adversely (Yan, Ogle, and Hyllegard 2010, p. 213). Notwithstanding, the Lucky Company concentrated on creating cigarettes that explicitly focused on ladies. 1936 denoted the development of the primary bare lady in an ad for the Woodbury Soap. The Woodbury advert denoted a fresh start that would see to an ever increasing extent

Reading Essay Example | Topics and Well Written Essays - 1500 words

Perusing - Essay Example Initially, the guideline of punctuation is a phonetic rule that linguistic clarifies how syntactic procedures work essentially on given structures of sentences. This isn't relevant in a solitary word or progression of words since the rule of reliance structure is a standard of all inclusive syntax. In this standard, the rule of structure reliance orders the relevant dialects to join sentences of the language being referred to as per the structure rather than the sheer request of words. In linguistic structure approach, one can look at that specific brought together investigations of sentences in a given language can be exactly right or all together. This implies sentence structure helps in instructing of perusing in that unifications of explanations isn't as such alluring. In the recommendation of semantics, the syntax’s clarification is the course of action or the procedures through sentences experience development in a language (Rogers, 2006). This implies is in this way dir ected the guidelines and the rules that administer the sentence structure of that given language in instructing. Subsequently, powerful instructing of perusing in any language in the application must cling to the development rules of punctuation in syntactic methodology not simply the course of action of words. For instance, it would be fitting for an instructor to get right all the limitations that control satisfactory word request inside some random sentence. This likewise goes to the strength of connection like a head thing + a relative provision. The syntactic sequencing of such words directs that they should follow that request henceforth language structure. In educating, students can't procure this standard through the knowing about sentences of the language. On the other hand, the standard of linguistic structure forces itself in whichever language they experience. This implies students just need to apply these syntactic standards in the dialects that they just hear. For inst ance, in English language, students would dismiss an announcement like ‘for Mary is hound that white’. The linguistic structure rule isn't right even to the individuals who have never experienced it. It is thusly imperative to expand that structure reliance as a syntactic standard specifies that it is a rule of information that is worked in human personalities (Dalton, 2008). This makes it some portion of the language being found out in educating of learning, not really English. The semantics rule additionally includes as the guideline of compositionality. It is the investigation of significance. Completely, it centers around the connection between signifiers like words, phrases, signs, images, and what precisely they remain to communicate in a given sentence (Rogers, 2006). In theory of language, semantics helps in expounding the significance of a mind boggling articulation through its constituent articulations and the relevant guidelines utilized. For instance, given a structure like ‘ Frankenstein is a man’, on the off chance that one removes the significance lexical things away ‘Frankenstein’ and ‘man’, what stays, thinking back to the sentence is an unfathomable sentence. In this way, semantics is a significant structure expresses that the nonappearance of lexical things in syntactic developments, what stays behind is for the student to include the guidelines of arrangement. The capacity to have linguistically right structures and infer a legitimate significance in an announcement is the thing that semantics involve in the rule of viable educating of perusing. Hence, it is intelligent to attest that each activity of the punctuation intently connects itself with the semantics that

What Is a Hard Credit Check

What Is a Hard Credit Check What Is a Hard Credit Check? What Is a Hard Credit Check?Hard credit inquiries occur when you are applying for new credit and can only be run with your express permission.No credit check loans can help people with poor credit and meager savings obtain short-term financing when their car breaks down or they find themselves hit with a surprise medical bill. Unlike standard personal loans, these are bad credit loans that don’t perform a “hard” check on an applicant’s credit.For those who have bad credit, hard credit inquiries are something that they can come to dread, as it often means that their application is about to be denied and their score is going to get dinged even further. If you’re not familiar with the ins and outs of hard credit checks, here’s what you need to know.Credit scores: an overview.In order to explain credit checks, it helps to explain how credit scores work in the first place. Your credit score is a three-digit number that summarizes your creditworthinessâ€"basically, how likely y ou are to meet your financial obligations, whether that be a personal loan, a credit card, a rent check, a mortgage, etc.The most common kind of credit score is also the oldest: Your FICO score. Created by Fair, Isaac and Company in 1989, the FICO score is graded on a scale from 300 to 850. The higher your score, the better your credit, with 680 being a rough cut-off point for “good” credit.Credit scores are created using the information from your credit reports. These are documents maintained by the three major credit bureausExperian, TransUnion, and Equifaxthat track your history as a credit user.  Most of the info on these reports will drop off after seven years, though some informationâ€"like bankruptcies, for instanceâ€"sticks around for longer.In addition to the public record, credit reports rely on businesses like banks, credit unions, landlords, and debt collectors to report information. Some businesses do not report to all three credit bureaus, which means that your sc ore can vary slightly depending on which report was used to create it.There are five main factors used to create your FICO score: payment history (35 percent), amounts owed/credit utilization (30 percent), length of credit history (15 percent), credit mix (10 percent), and recent credit inquiries (10 percent). We’ll talk a little bit more about that last category in the next section.Here’s how hard credit checks work.Hard credit inquiries occur when you are applying for a loan, credit card, or other forms of credit. The prospective lender will pull a copy of your credit report to review whether or not your credit application should be approved. Hard credit inquiries can only be run on your report with your express permission.These hard inquiries get reported on your credit report under the “recent credit inquiries” category. Depending on your credit score, a single hard inquiry could ding your score by five points or not at all. These inquiries stay on your report for two ye ars but generally aren’t included in your score longer than one year.Why are hard inquiries reflected in your credit score? Well, hard credit inquiries represent a request for new credit. And any request for new credit could mean that you are encountering costs beyond what you could normally afford. While a single hard inquiry might just ding your score, several inquiries within a short period of time will have a greater negative effect.There is one exception: Lenders and credit bureaus do not want to discourage borrowers from shopping around when applying for a loan. But shopping around means multiple hard inquiries. This is why all credit inquiries within 45 days for mortgage, auto, and student loans are bundled together and counted as a single hard inquiry.If a business requests permission to run a hard inquiry on your credit, you do not need to grant them permissions. However, it is often the case that declining permission will result in your application being automatically de nied. Still, if you do not want that inquiry recorded on your report, the decision is ultimately up to you.Soft credit checks exist as well.Have you ever checked your own credit score or received a “pre-approved” credit card offer in the mail? If you have, then that means a soft inquiry has been run on your credit. Unlike hard inquiries, these soft checks do not affect your credit score.If hard credit checks represent instances where a lender is evaluating your request for more credit, then soft credit checks represent … pretty much any other instance where a credit pull is being requested on your report.It’s often said that soft credit checks don’t show up on your credit report, but this isn’t exactly true. Soft pulls are recorded on your report, but they are visible only to you, not to any other businesses or entities that might run a credit check. More importantly, soft inquiries do not affect your credit score.With a soft check, companies will often get a less clear picture of your overall creditworthiness: A solid overview, not a detailed analysis. This is why you can receive a pre-approved offer for an online loan or credit card and then still be denied when you submit an application and a hard inquiry is run.Unlike hard credit inquiries, soft inquiries can be run with or without your permission. So if you are applying for a new apartment and a landlord runs a soft check on your application, then they don’t need to ask for permission before doing so. However, if the landlord does request permission, then you know it is a hard check.Some loans use soft credit checks.If you have bad credit and you’re applying for a loan, you should consider the benefits of a soft credit check loan over a no credit check loan. While neither one of these loans performs a hard inquiry, soft credit check loans do indeed run a soft inquiry when evaluating their loan applications.Running a soft check allows the lender to determine a borrower’s ability to repay the loan they’re applying for. It’s pretty much exactly the same reason that traditional personal lenders run hard inquiries. If a soft credit check lender determines someone cannot afford a loan, they will decline to lend to them.No credit check lenders, on the other hand, will approve a loan regardless of whether the borrower can afford it or not. This means that it’s all too easy for no credit check loans to trap borrowers under a mountain of high-interest debt that they have little hope of ever paying off on their own.Common no credit check loans include payday loans, title loans, and cash advances. Soft credit check loans, meanwhile, most often come in the form of bad credit installment loans. Some soft credit check lenders even report payment information to the credit bureaus; this means that paying your loan off on time could help you build a better credit history.To learn more about how you can improve your credit, check out  these other posts and articles from OppLoan s:How to Raise Your Credit Score by 100 PointsWill Closing a Credit Card Affect Your Credit Score?Have Bad Credit? Here Are Two Things You Should Do6 Great Reasons To Check Your Credit ReportDo you have a personal finance question youd like us to answer? Let us know! You can find us  on  Facebook  and  Twitter.  |Instagram

The Reagan Administration Had On America And Government

In The Wars of Watergate Stanley Kutler accurately â€Å"described Watergate as ‘the nations most sustained political conflict and severest constitutional crisis since the Great Depression’† (Qtd. in Hillstrom, 2004, p.75). But that incident was just the key that unlocked a worm hole of unlawful activities that Richard Nixon’s administration was involved in. Some claim that the system established by the founders more than two hundred years ago was unequipped to handle the demands of the 20th century (Mosher, 1974, p.16), which may explain it all. When one administration can monopolize power, control other governmental agencies, and commit as much illegal atrocities as Nixon’s did, people start to question the overall design in the system and†¦show more content†¦In the wake of the Watergate scandal, however, that dynamic changed completely. Bob Woodward’s and Carl Berstein’s single-minded pursuit of the real perpetrators of Wat ergate seemingly unlocked a new, aggressive form of journalism, investigative journalism, which completely change the way media interacted with the government (Streissguth, 2006, p.51). In Media Bias, Tom Streissguth (2006) explains that â€Å"before the turn of the twentieth century, political leaders were largely immune from personal attacks† and that â€Å"...their private lives and professional crimes held little interest for newspapers editors† (p. 47). One major revelation that the scandal introduced was how interested the public was in politicians’ transgressions. Shortly after Watergate, Congressmen Wilber Mill was involved in a drunken driving accident and after being torn apart by the media, he had to resign. But no politician got the full brunt of private-life attacks as President Bill Clinton, who narrowly escaped being trialed on â€Å"perjury and obstruction of justice† (Streissguth, 2006, p.53). Because of the Nixon administration, uncovering corrupted lives of officials has become paramount, even when it has little to do with the political agenda. In Watergate and the Resignation of Richard Nixon, Palermo (2006) explains that â€Å"journalist pounce on any scandal no matter

Islam Is The Third And Newest Religion Of Abrahamic Faiths

1a. Islam (5) You often hear that Islam is the third and newest religion of the Abrahamic faiths (after Judaism and Christianity). However, you have read and heard that Islam does not understand itself as a â€Å"new† religion. Please describe how Islam understands itself as a continuation of monotheism and a correction of Judaism and Christianity. You can make reference to certain Qur’anic ideas which we discussed in class and include considerations of historical objects like the Kaaba in your answer. You are also welcome to use ideas found in the readings. Word Limit: 100 – 150 Firstly, the word Islam literally means â€Å"one who surrenders† [to Allah], in Arabic (http://muslimvoices.org/word-islam-meaning/). This directly and instantaneously expresses the direct continuation of monotheism that Islam understands itself as. For example the Qur’an describes the Kaaba, the most sacred place in the Islamic world, to have been built by the recognized father of Judaism and Christianity, Abraham. Islam recognizes itself not only as the continuation of the monotheism spoken by Judaism and Christianity but also as the correction of it. The Islamic belief is that Judaism and Christianity originally taught the word of God, but eventually corrupted it. While Islam recognizes Judaism and Christianity as religions originating from the same God as it does, Muslims believe that Islam supersedes Judaism and Christianity; the Qur’an is the final, undivided word of God and Muhammad is the last of the

Activity Based Management Systems Free Essays

string(50) " to make an art that is aesthetically delighting\." Noverre is seeking to state here that the maitre de concert dance should non try to utilize force and coercion to accomplish his coveted result, and that he should more or less be present merely to offer words of advice and non to implement anything on the terpsichoreans. Similarly, if we transpose this into the context of dance instruction, a good dance pedagogue should non turn his or her pupils into some sort of machine-controlled automatons by take a firm standing that the pupils all simply follow and transcript him. This does non promote any sort of artistic and aesthetic sensitivenesss in the pupils, nor does it excite the scholars to develop their ain sense of look, passion and individuality in their ain dance. We will write a custom essay sample on Activity Based Management Systems or any similar topic only for you Order Now They therefore create pupils who are mere C transcripts of themselves who will non last nor travel far in the dance universe because they have non been taught to believe for themselves. In add-on, dance instruction should perservere to supply a acquisition environment that non merely offers encouragement and advice on how to better themselves and their dance, but one that will excite the pupils ‘ creativeness and artistic virtue. Dance pedagogues should besides move as wise mans who are at that place to steer the pupils alternatively of smothering them by throwing them into an environment where the pupils learn under fright and by force. Based on the citations below, dance is an abstraction of world and it should be expressive. To develop a terpsichorean is to prepare an creative person who is technically adept, aesthetically sensitive, intelligent, and creatively expressive. How do you, as a dance pedagogue, develop the aesthetic sensitiveness, interpretative ability and originative expressivity of your dance pupils? As a dance pedagogue, the first measure for me towards developing aesthetic sensitiveness, interpretative ability and originative expressivity of my pupils would be to concentrate on 3 watercourses: prowess, aesthetics, and cultural grasp of dance. The pupils would hold to make, experiment, and ticker and the combination of these 3 actions would in bend lead to a greater grasp of and for dance as a signifier of art. I would desire my pupils to non merely dance, but besides create – as in, choreograph because it is through this procedure where they would develop a great sense of artistic virtue and esthesia. I would besides desire them to watch a great assortment of dance shows and non merely simply limit themselves to state concert dance, or pat. This would open their positions in the universe of dance and assist them to pull on many inspirations when they dance and create in category. Ultimately, I want to make pupils who are motivated to believe for themselves, and who are a ble to pull upon their ain personal cognition and experiences and link these to their dance. This I feel, would enable them to hone their interpretative and artistic accomplishments and go believing terpsichoreans with a great deepness of non merely intelligence, but proficient and artistic accomplishment. What in your thought, are the elements that need to be integrated to put up a meaningful acquisition context for your dance pupils? In my sentiment, to develop a really strong sense of kinaesthetic intelligence is needed to being with, because it is of import for the pupils to hold on the construct and be able to associate really closely both head and organic structure in their dance enterprises. This can be brought about by developing our focal point on the procedure in dance instruction whereby the 3 watercourses of artistic, aesthetic and cultural grasp of dance culminate to supply a meaningful acquisition context. In add-on, I feel it is of import that we include the component of easing the acquisition of dance through other academic subjects and life accomplishments. This in bend makes the whole experience of dance instruction double meaningful because it enables the pupils to pull upon their ain personal experiences and convey these into developing their ain alone individualities and believing in dance. Furthermore, it is besides of import non to bury to include the indispensable proficient facets of dance such as the find of beat, infinite, way, attempt, kineticss, locomotor, and motion motives and unite these with the non-locomotor facets of dance such as look, representation and public presentation to make a wholistic acquisition environment for the pupils. Furthermore, it is of import to incorporate cognition and cognitive intelligence together with bodily and kinaesthetic intelligence so that the pupils come to recognize that dance as a signifier of art is non merely about mere superficial proficient glare and aesthetic beauty and that there is far more to it than meets the oculus. How would you use the construct of incorporating reason and prowess to dance instruction? This is a really of import issue that should be addressed because there is a really all right line between being nonsubjective and excessively nonsubjective, or being subjective or excessively subjective. However, this is a line that we as dance pedagogues frequently need to step on because of the nature of dance as a signifier of art. We can non trust on ever the merchandise – by concentrating merely on proficient ability, we hence negate the elements of look and individuality in the public presentation of dance. However, if we rely excessively much on the procedure of learning dance and acquire so caught up with stimulating creativeness and look in the pupils, so we are besides contradicting the factor that dance is finally, a signifier of art that serves to showcase aesthetic glare and extended proficient capablenesss that audiences ever look for. Therefore, there needs to be an equilibrium that is applied between reason and prowess in learning whereby the pedagogue needs t o ever be cognizant of the balance between keeping and bettering the pupils ‘ proficient abilities and yet at the same clip seek to foster their unconditioned sense of prowess to make an art that is aesthetically delighting. You read "Activity Based Management Systems" in category "Essay examples" I would use this construct of incorporating reason and prowess in dance instruction by using the midway theoretical account of learning as proposed by Smith-Autard in her book ‘The Art of Dance in Education ‘ . I find that this is a really appropriate theoretical account to turn to because it is a matrimony of the most of import elements from the procedure and merchandise theoretical accounts severally. It combines the opposing points from these theoretical accounts into a theoretical account of all rounded acquisition, which places equal accent on making, executing, sing and appreciating dance. We frequently teach how we were taught, what are the branchings of this booby trap for a beginning dance instructor? This is besides yet another issue that tend to impact many of us immature instructors and that needs to be addressed. The effects of learning how we ourselves were taught can be both positive and negative. The general position we tend to keep is that if we are or were being taught in a certain mode, so it must be the absolute and right manner in which we should learn our ain pupils. The gimmick lies in the fact that if we had good pedagogues who nurtured our passions and encouraged the development and cultivation of artistic, aesthetic, and cultural intelligence in dance, who married both proficient and public presentation facets of dance, so this method would be more or less harmless if we in bend decided to learn our pupils in this mode every bit good. However, if we had instructors who taught us without any respect whatsoever for artistic virtue and kinaesthetic esthesias, who, harmonizing to Rand in Reading 2, were monsters who created machine-controlled pupils, so this would be the incorrect manner to travel and the result would be batches of pupils who would non be able to widen their positions and believe for themselves, who would follow mindlessly and non see the absolute ‘joyous spontaneousness ‘ ( Noverre ) of the art of dancing. In add-on, if we do non seek or try to develop our ain methods of learning – by pulling upon all the positive and effectual methods which we have experienced throughout our old ages of dance and acquisition dance, there may be many loopholes in our instruction methods and the pupils in bend will non be able to acquire the most out of their dance instruction procedure. We, as dance pedagogues, have to and should bear in head that even learning dance is a signifier of art that we should near with much sensitiveness, attention, cognition, and daintiness in order to make the most meaningful acquisition environment for our pupils. An first-class dance pedagogue inspires. In order to actuate your ain dance pupils positively, it is of import you demand yourself to possess the same qualities as you demand of your pupils. What, in your sentiment, are these qualities? In my sentiment, these qualities should be expressiveness, creativeness, invention, being extremely perceptive to the infinite and people around oneself, holding a sense of unfastened mindedness so that we do non barricade our personal creative and inventive procedures, sensitiveness with respects to infinite, clip, beat, and way, esthesia with respect to the employment of logical thought, every bit good as artistic, aesthetic and cultural consciousness, careful use and application of technique and manner, every bit good as possessing a strong sense of individualism, good musicalness, spontaneousness, and most significantly, public presentation quality. Reading 2 Compare and remark on the position behind these two instruction attacks refering human nature and how one learns: ‘†¦to obtain conformity and subject from dance pupils by shouting at them, penalizing them for errors and haling them into accepted behaviours through bribing and calming ‘ ‘†¦to cultivate self-denial and ownership through positive support, development of independent believing through logical thinking and, duty through larning about causality ‘ In the reading, Rand introduces us to the modern doctrine of Naturalism and its metaphysical projection of how adult male should be and act. First, the two positions here are polar antonyms of each other and they represent basically what Rand negotiations about in the reading of the ideal and existent projection of adult male by the naturalists as monsters alternatively of heroes. The first position here so represents adult male as an machine-controlled monster who has no feelings nor respect whatsoever for others because he is reassured by the irrational philosophical strong belief that he can be pardoned or accounted for even by moving like that. In this instance, the ‘cultural bankruptcy ‘ that Rand negotiations about is apparent in that Man has succumbed to his ‘tragic defect ‘ and has chosen non to exert any sort of control over his sense of ground values. Hence in this instance, the pupils would endure from a really machine-controlled sort of acquisition and finally, the ‘joyous spontaneousness ‘ that should be present in Man ‘s learning procedure and journey would be destroyed. However, in contrast in the 2nd position, we can see that this conforms more to the Romantic doctrine whereby adult male is presented as a hero, as being in entire control over his actions and being every bit good as being in ownership of a positive energy to make his highest potency and to hold the same respect for others. In bend, the acquisition procedure here would finally be really different from that in the first position. This could be representative of a successful instruction theoretical account, because the pupils are placed in a positive acquisition environment whereby their creativeness and spontaneousness will be stimulated because they are happy and encouraged, non to reference they will be an impulse to seek out artistic virtue alternatively of contradicting it in the acquisition procedure. Compare and remark on thoughts in dance aesthetics in ancient history, the Renaissance period, modern and modern-day times. What are the deductions for dance pedagogues as a effect of these altering thoughts about dance aesthetics? Dance aesthetics in ancient history, the Renaissance period and modern and modern-day times differed really greatly from each other. The biggest going would likely be that of the Renaissance period whereby the Romantics painted a really positive and epic image of adult male as a godlike entity whereas the naturalists during the modern and modern-day times regarded aesthetics as non being present but simply as a statistical presence. As a consequence of these altering thoughts about dance aesthetics, there are many deductions for dance pedagogues, one of which would be to maintain an unfastened head about how to educate and instill this sense of aesthetics into the terpsichoreans. We have to be really careful because there is a all right line between steering and fostering this sense of aesthetics as opposed to going forceful and didactic in our avidity to pull this out from the pupils. As it is, aesthetics in dance in the present is really extremely regarded as of import and indispen sable portion of our art so in bend it is of import that we as dance pedagogues manage to promote this in our pupils. How to cite Activity Based Management Systems, Essay examples

The Forgotten Group Member free essay sample

The forming stage focuses around the initial entry of members to a team. The storming stage is one of high emotionality and tension among team members. The norming stage is where members start to work together as a coordinated team. The performing stage marks the emergence of a mature and well-functioning team and the adjourning stage is where teams disband when their work is finished. In reference to the case, The Forgotten Group Member, found on page W-113 of Schermerhorn (2012), the team remains in the storming stage one of high emotionality and tension among team members (Schermerhorn 2012, p. 57). Tension and emotionality are demonstrated in the case with Mikes absence and incomplete contribution, as well as his sarcastic reaction in the cafeteria based on the incorrect assumption the team was meeting without him. Conflict is also illustrated in the case by the anxiety and pressure experienced by the leader as the deadline approaches. We will write a custom essay sample on The Forgotten Group Member or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Although she notes deep concern and empathy for Mikes situation, she admits to feeling distracted by Mikes lack of participation and engagement in the group and cannot focus on her accounting course work. By understanding the stages of group development, Christine would see the need to intervene as a leader to manage the tension and emotionality through maintenance leadership tasks to clarify, encourage, support, redirect and provide feedback (Schermerhorn 2012, p. 175). Part II: Problem Identification The primary problem in this case is one of poor leadershipChristine is missing some of the must have leadership skills for creating effective teams as described on page 170 of Schermerhorn (2012) which nclude keeping goals and expectations clear, communicating high standards and modeling positive team member behaviors. She has either not communicated or not reinforced standards of attendance and submission. According to Schermerhorn (2012, p. 161) When tasks are clear and well defined, it is easier for members to both know what they are trying to accomplish and to work together while doing it. Christine should understand that individual members on teams need to be encouraged, supported, directed and given feedbackprocesses of maintenance leadership (Schermerhorn 2012, p. 175). She does not yet understand how to incorporate meeting the individual group members needs into the process of effective team building. Maintenance leadership (Schermerhorn 2012, p. 175) refers to leadership activities which support the emotional life and interpersonal interactions among members through encouragement in participation, praising of contributions, and resolving conflicts between members. Although Christine felt empathy and concern for Mikes job constraints and girlfriend problems, she seems to have done nothing with this information which inadvertently reinforced Mikes absentee behavior. The secondary problem in this case is related to Mikes social loafing which threatens the effectiveness and cohesiveness of the group. A social loafer is an individual who works less hard in groups than he would individually (Schermerhorn 2012, p. 154 ). Mikes social loafing is intimately related to the poor maintenance leadership of Christine. According to Schermerhorn (2012, p. 157) the relationship between social loafing and perceived dispensability strengthened when individual contributions were more identifiable. In place of providing constructive feedback, modeling appropriate group behavior, encouraging or supporting Mikes role in the groupfunctions of a good leadershe is simply enabling his social loafing by passively accepting this behavior. Part III: Retrospective Evaluation I have identified the primary problem in the case as a lack of effective leadershipspecifically Christines failure to build an effect team with clear objectives, well-defined responsibilities and high standards. Short of sending Christine for a crash course in leadership, I would recommend an instructor intervention and leadership self-appraisal. Christine will perform a self-analysis by identifying the issues present in the group in order to consider her role in their development. Finally she will define strategies to integrate Mike into the groups culture, thereby minimizing his social loafing behavior. She can then meet with Mike individually to reinforce his role in the group and to discuss his social loafing behavior and together come up with strategies for change. She will then meet with the group as a whole to reinforce expectations, standards and each members value to the group as a whole. A second solution to the problem of leadership would be to change the leader. Based on the case scenario Steve is portrayed in the case as a business-like personality who was always wanting to ensure that group meetings were guided by an agenda and noting the tangible results achieved or not achieved at the end of every meeting (Schermerhorn 2012, W-113 and may possess a task-focussed leadership style that would benefit the group at this late stage in the assignment. The group should meet immediately to vote on a new leader as it may be difficult to achieve unanimity as I imagine Mike wont attend. Following the vote, the new leader would perform a team building exercise which would include Mike in a way that would help him reintegrate and then set clear expectations for task deadline achievement, participation and standards of submission. The pros and cons of performing a leadership appraisal versus changing the leader are presented here: ProsCons Leadership AppraisalKeeping the same leader avoids delay in group task progress Team may not accept a new leadership personality from the same individual Christine learns from the self-analysis and improves her leadership skills (trial by error) Mike may not be willing to share or change his behavior with the same leader in place Mike has the opportunity to share his needs and concerns directly with the leader Change of LeadershipA new leader creates an opportunity and expectation for change Christine does not learn as effectively from her mistakes without the analysis Steves business-like approach will help the group complete the task this close to deadline Mike may not be affected by the leadership change and continue to underperform as his needs are still not addressed formally Part IV: Reflection Christine is an ineffective leader. An effective team reflects good leadership and team cohesion. An effective team is one that achieves high levels of task performance, member satisfaction, and team viability (Schermerhorn 2012, p. 152). In this case, one of the members displays social loafing behavior reinforced by the leader through passive acceptance. He erroneously believes he has been left out of a secret group meeting by virtue of observing a cohesive group simply engaging in an impromptu lunch which subsequently reinforce his social loafing behavior.