The Man with a Movie Camera (1929) Essay Example | Topics and Well Written Essays - 1000 words

The Man with a Movie Camera (1929) - Essay Example Additionally, film has portrays a higher mathematics montage as Vertov has used unique cinematic techniques to craft a document that have pleasantly joined facts with images hence making the film to consist only of those linkages that will signify a whole organic essential in endorsing self-reflective images. In relation to that, Vertov, believe that the camera is a â€Å"Cine-Eye,† that captures, images reflecting on found reality hence enabling him to create his own cine-truths, apart from preceding art forms and beyond the decayed conventions of traditional narrative and socially created realism. In achieving this, Vertov decided to relate man to machines and in the face of machine, man is abashed for their incapability to engross the world with a reflexive eye. For that reason, Vertov decided to use Cine-eye to organize the shots extracted from real life situation hence crafting a well calculated, and meaningful rhythmic visual order ever seen. Correspondingly, Vertov argues ‘the film is only the sum of the facts recorded on film. Thus, he advocates for film’s freedom from â€Å"the tutelage of literature and the theater â€Å"as literature and the theater promote a notion of perceiving ‘life as it’ hence nurturing imperfect human eye. For that reason, Vertov recommend that cinema vocation is necessary as it capture â€Å"the feel of the world† as this will certify for â€Å"perfectible eye† thus brings us face to face with 100% cinematography. For instance, a series of shots that demonstrate details of a womans bedroom in Moscow give us a clear picture of the lifestyle of Urban Russian in 1929. Subsequently, Vertov has capture everyday life among humans in Russia by using a series of shots that oc cur in the streets Moscow and Odessa demonstrate images of a train moving at extraordinary speed and individuals arriving at industrial unit to begin labor. Another stimulating aspect of Vertovs editing is the way he

Why affirmative action is still needed in 2012 Essay

Why affirmative action is still needed in 2012 - Essay Example Affirmative action is a policy by which marginalized groups (with marginalization usually defined on the basis of gender or race or class) are given preferential treatment, usually in the form of quotas. For example, in universities, a set quota may be allocated to, for example, black people or Latin Americans in order to create a heterogeneous atmosphere and increase possibilities for racial minorities. Or a gender quota might be imposed in companies, to ensure an equal number of men and women. Whilst the focal point of affirmative action is to improve the lives of those who belong to historically marginalized sectors, one very important aim as well of this policy and perhaps its long-term goal is to achieve social integration, to break down stereotypes and biases, and to foster a more gender-fair and color-blind society. To quote Coate and Loury, in workplace affirmative action, â€Å"an important component of this question would seem to be the impact of affirmative action on empl oyers’ stereotypes about the capabilities of minority workers. If affirmative action serves to break down negative stereotypes, then to the extent that these underlie discrimination, a temporary program of affirmative action should lead to permanent gains for minorities† (1220). What must be remembered, however, if we are to break down these stereotypes by any sort of policy, is that these stereotypes did not take place overnight, but are the products or outcomes of socially-reproduced perceptions. Women have been considered as the weaker sex, unable to carry out masculine tasks and duties requiring intellectual development. In the past, a little girl would learn from her mother that a woman’s place was at home – doing household work like cooking and cleaning and watching over young children. Indeed, societal norms have greatly affected women in many cultures. Women, in most cultures, are considered to be inferior, a situation that has continued to hinder their career progress. In many societies, men and women are assigned distinct social roles which are restricted by certain norms. The perception of the role of women in the workforce has widely changed over time in the society. Historically, the society viewed women society as in the home taking care of the husband and children. Social norms required the woman to be submissive to the husband and should not leave the home for work. Social norms treated women traits as meek and submissive, and work, especially in demanding fields like engineering, would make them lose the traits. Hence, this discouraged women to work in demanding occupations like engineering, science, and mathematics with low pay. We must bear in mind that these â€Å"dichotomous, mutually exclusive categories that shape our understanding of the world are gendered and they are key to the production and reproduction of violence at all levels† (Confrontini 333). This cultural pressure to be a homemaker and not to aspire to work professionally or to yearn for achievements such as those done by men was what impacted on access to education by girls vis a vis boys. According to the Women’s International Center: Formal education for girls historically has been secondary to that for boys. In colonial America girls learned to read and write at dame schools. They could attend the master's schools for boys when there was room, usually during the summer when most of the boys were working. By the end of the 19th century, however, the number of women

Moral Intelligence Development Paper Essay Example | Topics and Well Written Essays - 2250 words

Moral Intelligence Development Paper - Essay Example Some might argue that we already have an idea of our strengths and weaknesses, identifying our core values, yet we sometimes insist on believing in what we think is right or wrong. To help us identify these uncertainties, Lennick and Kiel created a Moral Competency Inventory (MCI). This is a worksheet with a set of values that will help us identify our strengths and point out our weaknesses to measure our moral competency alignment to give us a better understanding how we behave everyday and reexamine the values that needs improvement. In considering the Moral Competency Inventory in the context of my own there are a number of notable findings. The results indicate my strength is â€Å"admitting mistakes and failures.† This shows that I have the quality of being responsible; this is an important part of a morally intelligent person. According to Lennick and Kiel, â€Å"only a person willing to take responsibility for her actions-and consequences of those actions- will be able to ensure that her actions conform to universal human principles.† I used to be an individual that took life for granted and just road wherever the boat took me. During my teenage years, I ended up in considerable trouble: disregarded the law, dropped school, served time in jail, etc. But when I turned to my early twenties, a wonderful thing happened to my life – my first child was born. Although it took me a year to realize the importance of responsibility, I was able to overcome a lot of obstacles to be where I am right now. I’m currently a full-time student, working, and a single father of a six year old boy. Admitting my mistakes and failures was one of the hardest decisions I made in my life, but it was also one of the most rewarding aspects of my life – maybe that’s why my strength from MCI is â€Å"admitting mistakes and failures.† I was not completely aware of my strengths, but I do believe that I’m capable of

A Retail Strategy Used By Apple Inc Essay Example | Topics and Well Written Essays - 2500 words

A Retail Strategy Used By Apple Inc - Essay Example The researcher states that the developing force of retail rivalry because of the rise of new contenders, arrangements, and innovations, and moves in client needs is constraining retailers to give more consideration regarding long-haul vital plans. As the retail administration choice making procedure demonstrates, a retailing technique is an extension between understanding the world retailing that is, the dissection of the retail environment, the strategic stock administration, and store operations embraced to execute the retail methodology. The retail procedure gives the course retailers need to strategize successfully with their market environment, clients, and contenders. The last component of a retail strategy is the retailer's methodology to build a feasible competitive edge and this is one of the core competencies of Apple. Any business action that a retailer takes part in can be the premise for preference; however, a few favorable circumstances are practiced over a long period, though contenders can copy others practically quickly. Making leeway implies that the retailer, essentially, develops a boundary around its position in a retail showcase. At the point when the boundary is wide, it will be hard for contenders outside the divider to enter the business sector and seek the retailers target clients and a decent case is Apple Inc's retail procedure. Over the previous years, Apple stores have ended up much more enthusiastic, from an area inside the Louver in Paris into one spotted under a 40-foot-high glass barrel in Shanghai. Working for an Apple store can be an aggressive process typically needing no less than two rounds of interviews. Candidates are addressed about their initiative and critical thinking aptitudes, and additionally their eagerness for Apple items as supported by a few presents and previous Apple store representatives. While most retailers need to search out staff, retail masters say numerous Apple stores are overflowing with candidates. Once employed, employees are prepared broadly and are taken to classes that apply Apple standards of client services.

Parental Involvement, Poverty, and Student Achievement Essay Example for Free

Parental Involvement, Poverty, and Student Achievement Essay Current education reform is intended to influence higher student achievement. According to Hanushek (1997), the development of school reform is largely motivated by economic issues. Education reform becomes a meaningful topic on the national agenda when the National Commission on Excellence in Education issued a report, A Nation At Risk (1983). This report focused on the claim that a steady increase in mediocrity had overcome schools which impacted upon the economic competitiveness of the country. One example of this competitiveness was when the Soviet Union 1957 launched Sputnik. It was concluded that declines in educational performance were in large part the result of inadequacies in the way the educational process was conducted. The findings that follow, selected from a much more extensive list, reflect four important aspects of the educational process: content, expectations, time, and teaching. The United States government responded by beginning reform of how its educational system. As part of this process, all segments, including parent committees, were formed to give attention to the implementation of the recommendations of the report. The report further stated that reform should not only come from students, teachers, school boards, colleges and universities, local, state, and federal officials, teachers’ and administrators’ organizations, but also from parents themselves with interested in and responsibility for educational significance begin with the parent. Moreover, you bear a responsibility to participate actively in your child’s education. You should encourage more diligent study and discourage satisfaction with mediocrity and the attitude that says let it slide, monitor your child’s study; encourage good study habits; encourage your child to take more demanding rather than less demanding courses; nurture your child’s curiosity, creativity, and confidence; and be an active participant in the work of the schools. Above all, exhibit a commitment to continued learning in your own life. Finally, help your children understand that excellence in education cannot be achieved without intellectual and moral integrity coupled with hard work and commitment (p. 26) Henderson and Berla (1994) did extensive research linking parental involvement to student achievement. There are a variety of parenting practices that have been associated with positive student outcomes. Despite this research, Desimone (2001) contends that there is still no clear understanding of how patterns and effects of parental involvement differ across ethnic and income groups. Previous studies have shown that parent involvement patterns vary according to parental social, racial-ethnic, and economic characteristics (Catsambis Garland, 1997), but the findings have been mixed. Several studies have reported that low income minority parents often have different beliefs about parents’ role in school involvement are less involved in school activities than higher income, non-minority parents (Delgado-Gaitan, 1991; Chavkin Williams, 1993). Other studies, however, have demonstrated that the level of parent involvement by race-ethnicity (i. e. , Asian, African-American, Hispanic, and white) differs for only a few types of involvement and that minority parents have higher levels of involvement in certain areas than do white parents (Catsambis Garland, 1997). Previous studies have reported that low-income minority parents often have different beliefs regarding parental roles in school involvement and are less involved (Chavkin Williams, 1993). Comer and Haynes (1991) have hypothesized that low income and inner city minority students may be more positively affected by certain types of parent involvement than other students. According to them, in order for parental involvement programs to be successful, they need to be focused upon a school improvement process that is designed to create positive relationships that support the total development of children and not the traditional bureaucratic or authoritative school environment which is a less collaborative structure. Other theorists (Devaney, Ellwood, and Love, 1997; Lewit, Terman, Behrman, 1997) suggests that parental involvement may not be as effective in improving student achievement for low income children as for children from middle class homes. Because the large number of risk factors that impact upon children living in poverty, including health, safety, and housing, the role of parental involvement in schools in explaining academic outcomes for those children may be significantly less than for their peers who do not experience as many negative environment influences. Desimone (2001) suggests that race-ethnicity and other background characteristics can be strong mediators in the effects of various types of parental actions and the impact they have on student achievement. While work in this area is limited, there is little information that compares the effects of multiple forms of parental involvement across several racial/ethnic and income groups. McNeal’s (2001) study investigated the relationships between parent involvement and socioeconomic status. Findings indicated that parental involvement was an important factor in explaining behavioral outcomes (such as truancy and dropping out) but not cognitive outcomes (such as science achievement), with the greatest support for parent child discussion and involvement in parent-teacher organizations. He contends that there have been inconsistencies with the findings linking parental involvement to academic achievement. The contradictions likely were related to one of the following weaknesses in research. The first condition was the use of perception measures by teachers rather than direct reports by students and/or parents. Another was a failure to fully conceptualize parent involvement into its constituent parts. The last was not fully assessing the extent to which parental involvement differently affects academic achievement by social class. The three shortcomings can be improved upon but parent involvement has little effect on student achievement because it is a cognitive outcome and parental involvement affects behavioral outcomes. Reginald Clark’s research shares findings from a body of research on closing achievement gaps in urban school communities (Ferguson, Clark, Stewart, 2002). In Clark documents the importance of five influential factors for improved students achievement, especially among disadvantages urban students. The first factor is described as the teacher’s expectations and actions in the classroom. The second is amount of students’ weekly participation in high-yield in and out of school activities. High-yield out of school activities include: leisure reading, writing, studying, and participation in community and school clubs or programs, and playing organized sports. High-yield in school activities include participating in classroom lessons as well as structured leisure activities. The third factor is the quality of students’ participation in and out of school activities. The fourth factor is parental beliefs and expectations. The fifth factor is parent-teacher communication. Ferguson, Clark and Stewart, 2002 found that the type and amounts of constructive in school and out of school learning activities contribute to a success-oriented lifestyle. More specifically, Clark found that high achieving activities. Some examples of actions in the classroom include reading, working alone on a lesson, listening to a lecture, solving a problem with classmates, or asking questions. Ferguson, Clark and Stewart, 2002 found that high achievers spent more time during out of school high-yield learning activities than low achievers. Some activities include: weekly time dialoguing with adults, hobby or volunteer activities, or organized sports. Regular study and homework routines, with adult monitoring or support, and reading and writing activities also were seen as practices in the home. Some less structured or unstructured activities include hanging out, playing video games, talking on the telephone, and watching television. Ferguson, Clark and Stewart 2002 found that the beliefs and attitudes of parents had a significant role in student success in becoming competent readers. The analysis of data from parents of 459 students about their expectations for their child’s learning and their perception of whether they had been supported by their child’s teacher showed that students benefit when parents set high standards for their child’s performance in school and feel personally supported by partnerships they have formed with their child’s teacher. Lastly, Clark indicates that parent beliefs are likely to be influenced by parent-teacher communication. In other words, parents may benefits from well-organized teacher-led communications. When teachers take specific actions to cultivate instructional partnerships with parents, those parents are more likely to support their children’s learning at home. Clark’s data showed that students’ scores were higher on the Tennessee Comprehensive Assessment in reading when teachers reported more communication with parents. REFERENCES Bankston, C. L. , Caldas, S. J. (1998). Family structure, schoolmates, and racial inequalities in school achievement. Journal of Marriage and the Family, 60, 715-723. Braswell. J. S. , Lutkus,A. D. , Grigg,W. S. , Santapau, S. L. , Tay-Lim, B. , Johnson, M. (2001). Subgroup results for the nation and the states. In The nations report card: Mathematics 2000 (pp. 53-181). Washington DC: U. S. Department of Education, Office of Educational Research and Improvement, National Center for Education Statistics.

Greek Mythology Essay Example for Free

Greek Mythology Essay Odysseus was considered to be the epitome of what a Greek man should strive to be. He was a courageous and clever warrior who earned arete through his feats during the Trojan War. The ancient Achaean male modeled themselves after great men like Odysseus, but the real question is who do Greek woman model themselves after. Clytemnestra’s plight and eventual death is a perfect example of how married women were expected act compared to married men. Also, women like Penelope in The Odyssey were criticized for being untruthful, but men like Odysseus were praised for exceptional cunning in the same epic poem. Calypso is a goddess who is aware of these double standards and makes an eloquent plea to the gods of Olympus, but her speech falls on deaf ears. Essentially Ancient Greek culture had staggering gender inequalities that led to females being confined to the whims of males. Many tales demonstrate how differently married women were expected to act compared to men. When King Agamemnon departed from Mycenae to siege Troy he tricked his wife, Clytemnestra, into sacrificing their daughter to the gods. During the ten years Agamemnon was gone Clytemnestra plotted with her lover, Aegisthus, revenge. Once King Agamemnon returned, he was murdered by the duo, but the gods deemed this act unacceptable. If Clytemnestra were a man the tale would have most likely ended here. But Apollo and Athena hid Orestes until he was of age and convinced that he should follow with the worst crime any Greek could ever commit, matricide. After the murdering his mother, Orestes was haunted by the Furies (who were known for pursuing particularly heinous criminals and exacting revenge, Chiekova, 10/23) until nearly succumbing to madness. Eventually Orestes was given trial, and Athena’s deciding vote expunged his horrible deed. A woman taking a lover was disgraceful in Achaean culture, and a women killing her husband simply unheard of. Women were viewed as objects than could be possessed or traded like Helen of Troy was, and so Clytemnestra needed to be punished. On the other hand married men like Zeus had dozens of affairs (including deceiving Clytemnestra’s mother Leda by appearing as a swan Chiekova, 10/23) while Hera remained faithful to him. The tale of Aphrodite and Hephaestus is another prime example, in which Aphrodite was shamed before all the gods for laying with Ares. The examples of similar myths can be listed ad nauseam, but essentially Greek women were forced to be loyal and obedient while the men took whatever lovers they so desired. Another example of gender inequalities in ancient Greek Culture can be seen in Penelope’s tribulations with the suitors. As Odysseus left for the Trojan War and did not return with Nestor and Menelaus, some assumed he was dead. Under the pretext of courting Penelope, the suitors proceed to spend their days at Odysseus house and feasting on the livestock. They disrespected and abused the traditional host-traveler relationship and yet still Penelope was left to be the antagonist (Chiekova, 10/26). If she agreed to marry a suitor, she would be dishonoring Odysseus but the longer she did not pick a suitor the more damage they caused. In Richmond Lattimore’s translation of The Odyssey the suitors verbally attack Penelope, â€Å"For she holds out great hope to all, and makes promises to each man, sending us messages but her mind has other intentions. And here is here is another stratagem of her heart’s devising (The Odyssey, Book 2, page 41, lines 90-93). † The suitor goes on to describe her cleverness; Penelope declares she will marry a suitor once she finished knitting a funeral shall, but every night she would secretly un-wind the threads, effectively stalling the suitors. These suitors claim that Penelope is being disrespectful for not choosing one of them to marry and call her a liar for supposedly leading them on but never choosing a man. In the same epic poem commended Odysseus for outsmarting and escaping the Cyclops, evading the sirens, and eventually killing the suitors. Both Odysseus and Penelope were incredibly intelligent but because of Achaean double standards, Penelope was portrayed as a liar (at least to the suitors) and Odysseus a hero. Calypso seems to be the only individual aware of, or at least concerned with the mistreatment of Greek women. When Odysseus retells his time spent with Calypso, he adjusts the story to give the perception that he was held prisoner and bemoaned every moment on the island. However, Homer gives insight of how Odysseus actually felt and writes, the nymph was no longer  pleasing to him, (The Odyssey, Book 9, page 92, line 150). † This statement implies that at some point Odysseus did enjoy himself with the goddess on the island, but has become bored with her. After seven years Odysseus finally decides that he should return home, but Calypso insists that he should stay and enjoy the extravagance of immortality with her. This is against the ideals of Homeric Greek women as she displays a dominant and manipulative side, which threatens male supremacy. Eventually Zeus sends Hermes as a messenger to command Calypso to allow Odysseus to return home. Calypso retaliates by making a passionate plea, â€Å" You are hard-hearted, you gods, and jealous beyond all creatures beside, when you are resentful toward the goddesses for sleeping openly with such men as each has made her true husband, (The Odyssey, Book 9, page 91, lines 118-120). † Calypso continues to give three examples of past goddesses being chastised for taking a lover, but ultimately her speech does nothing. She is forced to yield Odysseus or risk angering the all mighty Zeus. Calypso embodied the struggle of Homeric women and pleas with the gods to see the double standard Greek culture imposed. Ultimately she is viewed as an object of physical pleasure and must yield to Zeus and Odysseus’s wishes, further stigmatizing women as being inferior. Analyzing Homeric culture through the lens of a woman provides a stark contrast to the life of a man. Women were subjugated to the commands of men, with little or no personal freedom. The females who broke the culture mold, paid the price. Clytemnestra eventually was murdered by her own son for exacting revenge on her deceitful husband, Penelope was ridiculed for using intelligence to navigate her way through a difficult situation, and Calypso was bullied into giving up the man she loved. Ultimately Achaean women were meant to be objects of desire that exist to satisfy men and the Homeric myths only propagated this idea. Works Cited Chiekova, Professor â€Å"Introduction to Greek Mythology† Lecture. Bliss Hall. Ewing. 10/23, 10/26, . Oral. Lattimore, Richmond, trans. The Odyssey. New York: Harper and Row Books, 1967.

Transformational Leadership Model Analysis

Transformational Leadership Model Analysis Leadership is the process of influencing other people to behave in preferred ways to accomplish organizational objectives (David H. Holt and Karren W. Wigginton). In the 1970s, leadership theories approaching effectiveness was dominant, for example, path-goal theory (House Mitchell, 1974). Since the late 1980s, new style of leadership theory emerged, as charismatic leadership (Conger Kanungo, 1998; Hunt, Boal, Dodge, 1999), visionary leadership (Sashkin, 1988), and also transformational leadership (Avolio, Bass, Jung, 1999). However, much of the leadership research has concentrated on characteristics and specific effects of charismatic and transformational leadership (Bass 1985; Kanungo1990; Sashkin 1988; Tichy and Devanna 1990). Burns was the first person introducing the concept of transforming leadership in his book Leadership. The version of transformational leadership theory was formulated later by Bass (Bass, 1985, 1996). He defined transformational leadership in terms of the leaders effect on followers by analyzing the behavior used in the process. The employees can be motivated by taking difficult objectives, and achieve beyond initial expectation. This paper will have a thorough analysis on the Transformational Leadership theory. The first part will conduct a general description of the theory, followed by the review over the theory development in Part two. Part three and Part Four will be the conceptual and Empirical support for the transformational Leadership theory. Transformational Leadership Theory Traditional leadership theories emphasized rational processes; rather, theories of transformational and charismatic leadership emphasize more on emotions and values. James MacGregor Burns (1978) was the first author to contrast transforming and transactional leadership. Transformational leadership stresses achievement of higher collective purpose, of common mission and vision. Transformational leadership includes individualized consideration, intellectual stimulation, charisma, and inspirational motivation. Transactional leadership includes contingent reward behavior and management by exceptions. Burns defined the concept of transforming leadership as, a relationship of mutual stimulation and elevation that converts followers into leaders and may convert leaders into moral agentsoccurs when one or more persons engage with others in such a way that leaders and followers raise one another to higher levels of motivation and morality He proposed that the transforming leaders motivate the followers to make them be able to achieve significant goals in the work, which finally lead to values promotion in both parties. Under the theory of Burns, Bass developed more. He put Burns concept into one way process as transformational leadership where the leader transforms followers. It is different from the theory of Burns which indicate a two-way process that leaders and followers perform beyond expectations. Bass add the transformational style of leadership that Burns did not pay attention to. The leadership style incorporate social changes in the process of leaders performance which empirically more effective. According to Bass (Bass 1985, 1996; Avolio et al. 1995), transformational leaders motivate their followers by inspiring them, offering challenges, and encouraging individual development. Studies reviewed by Bass support that transformational and transactional leadership can be very distinctive. There is also evidence that transformational leadership is positively related to subordinate satisfaction, motivation, and performance (Lowe et al. 1996). According to the research centre for leadership studies of University of Exeter (Bolden, R. et. al,2003), Bass transformational leaders may: expand a followers portfolio of needs transform a followers self-interest increase the confidence of followers elevate followers expectations heighten the value of the leaders intended outcomes for the follower encourage behavioral change motivate others to higher levels of personal achievement Simply put forward, transformational leaders can 1) Increase subordinates awareness of well-performance of their tasks, 2) Increase subordinates awareness of needs for personal development, and goal-fulfillment. 3) Increase subordinates awareness of working in the spirit of making good for organization rather than focus on personal benefit. On the contribution theory base of Burns and Bass, Tichy and Devanna (1986) built further on transformational leadership in organizational contexts. They described the nature of transformational as a behavioral process capable of being learned. And the characteristics of transformational leaders are indentified as courageous, trustworthy, value-driven, visionary, continuous learning, and able to deal with complexity. To make the theory more operational, Bass and Avolio (1994) proposed five dimensions of transformational leadership, idealized behaviors, idealized motivation, intellectual stimulation and individualized consideration and idealized attitude. The detailed behaviors of the five dimensions are showed in Table. Transformational Leadership Style Leader Behaviors 2) Consider the moral consequences of decisions 3) risk-sharing 4) Trust subordinates 2) Enthusiastic about job 3) Confident that goals will be achieved 4) Take a stand on controversial issues 2) look at problems from different angles 3) Suggest new ways to complete assignments 4) Encourage innovative thinking 2) Consider individuals different needs and abilities 3) Help to develop strengths 4) Promote self development 2) Act in ways that get respect from others 3) Display a sense of competence 4) Confident that obstacles will be overcome Conceptual Pitfalls The version of transformational leadership theory that has generated the most interest was contributed by Bass and his colleagues (Bass, 1985, 1996). Bass model of transformational leadership has been accepted by scholars and practitioners that organizations can encourage employees to perform beyond expectations. Despite a set of theory base in transformational leadership, concerns have been raised about the way in which the dimensions of the model have been defined (Avolio Yammarino, 2002; Hunt Conger, 1999; Shamir et al., 1993). Yukl (1999) proposed that it was not clearly differentiated between transformational and charismatic leadership. The influence processes for transformational and transactional leadership are blurring, and have not been explored systematically. The identification of types of transformational leadership behaviors seems to be based mostly on a factor analysis; therefore the theoretical base for differentiating among the behaviors is not explained. While every type of transformational leadership behavior includes a lot of components, it makes the definition more ambiguous. Leadership is viewed as a key determinant of organizational effectiveness; however, the leader behaviors that ultimately influence organizational performance are seldom described in detail. The organizational processes have not received sufficient attention in mainstream theories of transformational leadership. Moreover, stated by Yukl (1999), the theory provides insufficient identification of negative effects. It does not clearly identify any situation where transformational leadership is detrimental. However, some other researchers have noted that. For example, transformational leadership theory, putting more emphasis on the role of leadership to motivate employees, is biased at the expense of most of employees (Stephens et al., 1995). Porter and Bigley (1997) proposed that if members of an organization are influenced by different leaders with competing visions, the result will be increased role ambiguity and role conflict (Yukl, 1995). By establishing strong influence in the subunit, the leaders can achieve organizational goals more effectively, at the same time, arise competition among different subunits under different leaders. In that case, tasks that need cooperation among different unit will suffer. This is particularly harmful when inter-unit cooperation is necessary to achieve org anizational objectives, and further result a decline in organizational effectiveness. Empirical support for the transformational leadership model The above issues concerning the weaknesses of Transformational leadership research meant that empirical research can provide evidence if necessary. Multifactor Leadership Questionnaire (MLQ) is the most used measure of transformational leadership research developed by Bass. By using MLQ, the data can provide mixed support for the differentiation of the components of the transformational model, which is the most controversy issue that has not achieved the general agreement. From a wide range of settings, the positive effects of transformational leadership on several organizational outcomes have been proved. (Dumdum, Lowe, Avolio, 2002; Judge Piccolo, 2004; Lowe, Kroeck, Sivasubramaniam, 1996) while conflicting evidence has been reported concerning the factor structure of the model, and very strong relationships have been reported among the leadership factors (Avolio et al., 1999). Interestingly, by using the MLQ-1, report found the five-factor model of transformational leadership (including charisma, intellectual stimulation, individualized consideration, contingent reward, and management-by-exception) was fit properly to the data, however, a two-factor model(active and passive leadership factor) was also fit properly to the data (Bycio et al. 1995). Avolio (1999) proposed several alternate conceptual models of the factor structure underlying the MLQ-5X. Carless (1998) examined the MLQ-5X, and found that a hierarchical model (charisma, individualized consideration, and intellectual stimulation) representing facets of a second-order construct which called transformational leadership was fit well according to the data. Carless suggested that the MLQ-5X does not assess separate transformational leadership behaviors, but measures a single, hierarchical construct of transformational leadership (Alannah E. 2004). Researchers are using a number of tactics instead when examining transformational leadership. Some researchers used a reduced set of items to measure transformational leadership model (e.g., Tejeda et al., 2001). This strategy has been driven by empirical results but fail to be explained by strong theoretical rationale. Other authors, such as Podsakoff, MacKenzie, Moorman, and Fetter (1990), have developed their own measures of transformational and transactional leadership. While these three approaches may all prove useful in some situations, we argue that it is important to adopt a theoretically driven approach when evaluating the subdimensions of transformational leadership. As a result, we re-examine the theoretical model developed by Bass (1985) to identify five subdimensions of transformational leadership that will demonstrate discriminant validity with each other and with outcomes.