Computational Business Decision Intelligence †MyAssignmenthelp.com

Question: Talk about the Computational Business Decision Intelligence. Answer: Presentation Information Analysis (DA) portrays the procedure which use grouped apparatuses close by strategies produced for enquiring possible information, deciding exemption, nearby validating speculation. It is included reports and questions, oversaw inquiry condition nearby OLAP and related variations. DA stays a significant procedure for the information advancement from enormous information amounts gathered and put away every day. A business needs a compelling apparatuses choice strategy for DA. It is that viability which ensures similar qualities of the apparatuses required by business (Yang, Pinsonneault Hsieh, 2017). A dominance of how instruments are utilized and resultant crowd is an or more to the association. The requirements of clients of Internet close by portable clients other than power clients must be considered nearby the evaluation of clients information and abilities and the degree of preparing expected to secure the main profitability from such devices. Information Mining (DM) portrays the way toward separating information, examination of information from measurements, close by the creation of data outline in a valuable manner that recognizes the relationship inside the information (Trieu, 2017). Two sorts of information mining incorporate elucidating; which gives data identifying with the accessible information and prescient; which gives projections dependent on information. The approach expected for this examination is orderly audit of winning information on the fundamental subject. The analyst utilized web to choose the articles which were then assessed to gather information. The examination configuration was principally exploratory subjective exploration. An aggregate of 12 friend checked on articles were chosen and along these lines surveyed. Information cleaning just as expurgation was directed to kill the information that covered. The investigation received was a topical one. DA and DM apparatuses were along these lines used to perform investigation in this manner changing over the information into valuable data to clients. Job of Data Analysis Tools and Data Mining The apparatuses for Data Mining utilize a scope of procedures including propelled insights nearby neural systems in this manner allowing the assurance of patterns or examples conspicuous in information and along these lines confirm theory. Information Analytic apparatuses, for example, insightful devices and OLAP variations review information, expect association assurance, and therefore execute speculation testing interfacing with information. The Data Analytic apparatuses suffer to grow other than develop inside this foundation, with the comprehensive goalmouth of expanding BI, updating choice assessment, and, furthermore, as of late, upgrades work process advancement. Information examination utilizes the basic test nearby revealing, investigation factually, multi-layered investigation multidimensionality and information mining. The association likewise utilizes information investigation close by information mining as key subsets of BI that further, fuses Online Analytical Processing (OLAP), information warehousing just as frameworks of database the board to change over the information gathered from clients to drive their key objectives. The association additionally utilize these advances in Customer Relationship Management (CRM) to break down patterns and designs and questioning databases to give bits of knowledge into understanding their clients. The association use DM and DA instruments to look and in this way examine enormous measure of information in this manner finding helpful patterns and examples and connections. The association at that point utilize these connections in the forecast of up and coming conduct. The association presently utilize this devices to show up at valuable appraisals which help in proposing that the amount of novel data twofold at a time period years. These data must be broke down to guarantee the association is applicable and modern. The association additionally profits by the information stowed in the information storehouse. This is information gathered from shifted bases along these lines making the association to settle on information upheld choices. When broke down, the data is executed appropriately to accelerate the accomplishment of the vital objectives. These devices help the association to refresh the data and store them in the stockroom. The administrators are thus empowered to remove information for the assessment of data about purchasing propensities for clients, tasks and items. Moral Implications The investigation has uncovered different moral issues with respect to the information assortment, stockpiling and security specifically databases. Associations assemble and store a fortune of information about clients in comparing databases. The outcomes demonstrated that three classifications of obligations shape the moral ramifications. These classifications involve (I) firms moral duties to its adjusting clients, (ii) laborers moral obligations to firm and its acclimating demographics and (iii) clients moral duties to the firm. The organizations moral duties to demographics spins around social occasion exclusively basic information from the customers, properly ensuring client information, restricting sharing of client information, and expurgating blunders in the shopper information. The workers moral duties is to circumvent perusing through records of information and customer except if it is required by needs and not offering the customer information to enemies, and never divulging customer information to attending parties. The moral obligations of the client identifies with their arrangement of information to the association they manage. Such client duties to the association will involve arrangement of exact just as complete information where the information is fundamental, just as propagation of the commitment of not revealing or utilizing the business information they approach (Marjanovic Dinter, 2017). The organizations information examiners who use web investigators through computerized estimation apparatuses, for example, Google on the sites of their client must have their Web Analysts Code of Ethics followed rigidly. The experts need to connect just with foundations that keep their information classified, confined and protected (Vidal-Garca, Vidal Barros, 2017). The organizations must convey full disclosure of their adjusting buyer information utilization practices to their individual clients, including if and when such information is offered to outsider traders. The morals for information buyers should similarly be followed where certain organizations buy information from additional sources in characterizing promoting methodologies, focuses of deals and wisdom of costs. Conversation The expanding amount of information under the contemporary age per annum make receptiveness of helpful data from such information logically fundamental. The information put away in the information distribution center is the information archive amassed from ample sources like dense data from inside frameworks, corporate databases and information from outside sources (Shen et al., 2017). Instruments for information investigation and mining use quantitative assessment, affirmation of example and pattern, bunch examination, connection revelation and connections to play out the investigation of information. These devices play out the examination with minor or no IT intercessions. The result information is progressively introduced to a specific client in the structure that is promptly fathomable. Questions and reports, OLAP other than its variations have gotten helpful to chiefs. DM backs this systematic apparatuses on the grounds that it creates patterns and examples significant for up and coming investigation. The information security standards must be clung to harshly. 8 standards of shielding information must be obeyed by individuals who process information. The experts must be decently and legally handled and utilized for limited purposes. Information must be agreeable, relevant and non-over the top and exact (Visinescu, Jones Sidorova, 2017). The information should never be put away longer than would normally be appropriate and handled dependent on clients rights. The information must be secure and never moved to nations without sufficient assurance. The clients who give information more likely than not educated assent. They should have acceptable information to settle on independent decision of whether to share that is worried about a comprehension of the dangers and choices in condition which is liberated from impulse. The possible choices of the clients on the issue of assent must be illustrated (Fuchs, Hpken Lexhagen, 2017). The customer must have an understanding that the provid er information will be utilized for a particular report degree and mindful of the significance of utilization. End While apparatuses for information examination are dynamically getting meeker, extra tasteful strategies will require committed staff. Information mining will require extra aptitude on the grounds that the outcomes can be intriguing to interpret and, henceforth, might require support utilizing extra methodologies. Both DM and DA apparatuses stay fundamental constituents of BI, and need solid tricks for information stockroom to work properly (Fink, Yogev Even, 2017). This presentation proposes that additional consideration must be charmed to the ETL commonplace aspects and ground breaking expository ability. The final product can solely be as usable as information which supports the framework itself. The association must give a focal archive for putting away the colossal amounts of information. The firm should profit apparatuses that guide in the deliberation of the significant valuable data from accepted informational collection. The firm will just accomplish this by having information investigation apparatuses and information mining. Information examination expected ought to be straightforward elements of enquiry other than detailing, measurable investigation and urbane examination of multidimensional information other than information mining. References Fink, L., Yogev, N., Even, A. (2017). Business knowledge and hierarchical learning: An experimental examination of significant worth creation forms. Data Management, 54(1), 38-56. Fuchs, M., Hpken, W., Lexhagen, M. (2017). Business insight for goals: Creating information from web-based social networking. Kokina, J., Pachamanova, D., Corbett, A. (2017). The job of information representation and examination in perfo

12 Book Marketing Mistakes Every Author Needs to Ban in 2019

12 Book Marketing Mistakes Every Author Needs to Ban in 2019 12 Book Marketing Mistakes to Ban in 2019 Since the introduction of Reedsy, we've gotten the opportunity to work with a large number of writers, helping them get their books out there in the most expert conceivable structure - and to sell them.For numerous writers, selling a book is considerably harder than composing it. Be that as it may, regardless of whether you're self-or generally distributed, figuring out how to market and sell your work is a key factor in creator achievement. In this post, our prime supporter Ricardo Fayet shares the 12 most regular advertising botches he's seen in the previous few years. To ensure you aren't stumbled by these basic snares, read on... Which of the 12 most basic book promoting botches did you make in 2019? #pubtips 1. You’re promoting to everyoneMost of the time, when I approach writers who their book is for, they’ll educate me regarding their class: â€Å"It’s for adolescents who are into Fantasy,† for instance. Or on the other hand some of the time, I’ll get an age gathering: â€Å"It’s for moderately aged women.† It’s normal to hear â€Å"everyone† either.There are two major issues with this. To begin with, you’re setting unreasonable desires. Except if you think of the following Harry Potter, few out of every odd adolescent will peruse your book. It’s considerably more likely that solitary an imperceptibly little bit of them will. Become familiar with how Reedsy can assist you with creating a wonderful book.Which of these snares have you experienced while independently publishing? Or on the other hand do you deviate, and believe that they're not botches by any stretch of the imagination? Tell us what you think and offer your encounters showcasing your book in the remarks beneath.

How to Write an About Me Essay

How to Write an About Me EssayA very interesting essay idea that some college students are tossing around is how to write an about me essay. You may be wondering what this essay idea is all about and why you should consider writing one of your own. First of all, writing an essay on your own is not necessarily easy, but if you learn a few tips and techniques, then you will be able to write an about me essay very well.The first tip that you should try to remember when you are thinking about writing an essay about yourself is to focus your thoughts on things that are pertinent to your life. For example, if you are a writer and you want to share your story about how you started writing and your journey to being a published author, then you can do so by starting your essay on how you became a writer. This will certainly give you a nice introduction to your topic as well as giving readers a good idea of who you are and why they should be interested in reading your topic. A few of the topic s that you can use include: your career, love life, sports, and hobbies.Another tip for how to write an about me essay is to take a look at what people's opinions are. There are a lot of people out there who have very little knowledge about you but you can use their opinion to spin your story to make it sound interesting. If you want to write an about me essay, then take a look at other people's opinions about you so that you will know what they think of you and your personality.Another important fact to remember when you are looking for a good topic for an essay is that you need to be yourself. No matter how different you think you are from others, it is important to be yourself because many people will appreciate the fact that you are more than just another person. You have to put yourself out there so that people can form an opinion about you on your own terms. If you want to write an about essay, then you should learn how to be yourself and let people see that you can speak your mind without being mean.Lastly, think about your unique skills and talents that are worth talking about. These include things like how you love to read and how you find new topics that you can write about, how you play an instrument, or even how you can dance. Your unique skills are probably the first thing that people will notice about you, so you should always make sure that you are highlighting these traits.By putting into words how you feel and why you feel that way, you will be able to learn how to write an about me essay that is well-written by an honest and sincere person. After all, one of the main goals of an essay is to get across the ideas and information to the reader in a way that makes them understand what you are trying to say. When you are able to give people the idea of who you are and why they should care about you, then you will be well on your way to writing an about me essay that will be entertaining and informative for your audience.You should also keep in min d that a good essay does not necessarily need to have a thesis statement to be successful. In fact, when you are trying to write an about me essay, you should make sure that your essay does not have a thesis statement, unless it is actually a thesis statement. Try to write something that will not turn into a long and drawn out essay that is hard to understand.When you write an essay, you have to keep in mind that it is all about your own idea. You should always be as original as possible, but you should also let the story flow naturally as you write. Take some time to think about your audience and make sure that your story is something that people will enjoy reading.

The No Child Left Behind Act - 1817 Words

In 2002, The United States Legislature passed the No Child Left Behind Act. The negative connotations of this act has pervaded our failing school system now for fourteen years. Students, parents, and teachers alike have all grown a resentment for the idea that, despite the effort, a student has the opportunity to fail, parents have the opportunity to bear witness to that failure, and teachers hold the considerable weight of believing it is due to their inadequacy. Individuals who possess the potential for something better are squandered and placed in the general education system that any academically unprepared adolescent can comprehend. The process of moving every child along through the twelve years that they are forced to endure the†¦show more content†¦Generally, there has been agreement that we as a civilized society educate young people for a single reason: to enlighten. According to James Baldwin, an influential writer and figure during the mid-twentieth century, edu cation is the ability to â€Å"create in a person the ability to look at the world for himself, to make his own decisions... to decide for himself whether or not there is a God in heaven or not† (Baldwin 124). Public education in America grew out of the vision that everyone deserved the right to be educated and have the ability to contribute to society. However, the beginning of the industrial revolution drove potential students out of the classroom and into the factories and farms in great numbers. By the mid-1800s the philosopher, Ralph Waldo Emerson saw the need for change and suggested that the purpose of education should be to nurture the natural genius that resides deep in the uneducated souls of adolescents. The search for that individual genius became a trial. Students felt the unshakable need to find their niche and succeed as they’ve been told they would have to in order to thrive in a materialistic society where all that matters is how much money a person can make. The conflict begins when students begin to believe that all they’re being taught is the value of money rather than personal growth. The forced enlightenment on the young hoards of generations that enter the school system every year diminishes the

Dance yourself fit - Free Essay Example

Sample details Pages: 16 Words: 4933 Downloads: 3 Date added: 2017/06/26 Category Health Essay Type Essay any type Did you like this example? ABSTRACT Objective: The objective of the study was to encourage young primary 4/ 5 school children to participate in skill based physical activity like dance which has better health benefits then the regular physical education sessions. Methods: An epidemiological cohort study was conducted in randomly selected three schools in Glasgow. 95 children participated out of which 64 underwent 16 weeks of dance training as an additional physical education session in schools by a trained dance professional. Don’t waste time! Our writers will create an original "Dance yourself fit" essay for you Create order Control group (N=31) children attended the regular physical education session of the school. For both the groups measurements were taken at baseline, post 8 weeks and post 16 weeks of the intervention. The aerobic fitness and body fat percentage were the major criteria to assess the effectiveness of the study. Aerobic fitness was measured by 20 m shuttle run test and body fat was assesses by Tanita body composition analyser. Results: A significant improvement in aerobic capacity was reported in the intervention group with mean -1.71  ± SD 1.77; p value 0.001, 95% confidence interval for mean difference was in the range of (-2.34, -1.08). A reduction in body fat was also recorded with mean difference of 2.57  ± SD 18.04; p value= 0.35, 95% confidence interval for mean difference (-2.91, 8.06). Conclusion: The 16 week dance intervention has enhanced the aerobic fitness in children. The study suggests that a well planned entertaining skill based PE session can have p ositive influence upon increasing physical activity levels in young children. INTRODUCTION Physical inactivity is estimated to cause 2 million deaths worldwide annually. Furthermore it contributes largely to medical costs [1]. Engaging in regular physical activity is an essential element in preventing chronic diseases [2]. It is presupposed that improved physical activity in childhood can reduce the health risks associated with inactivity and benefit health both during childhood and adulthood [3]. However in recent years the inflating physical inactivity in children around the world has gathered considerable attention [4, 5, 6]. The increasing prevalence of overweight and obesity in children has been attributed in part, to decrease in physical activity. The imbalance in energy intake and energy expenditure is a major root for epidemic of child obesity [7]. A large proportion of children in Scotland are insufficiently active in order to gain subsequent health benefits, hence promotion of health enhancing physical activity to children has become a public health priority. G uidelines for Appropriate Physical Activity for Elementary School Children states that children should accumulate at least sixty minutes of moderate to vigorous physical activity (MVPA) in a day [8]. To a certain limit, a linear dose-response relationship between physical activity and health can be seen [9]. Researches suggest that habitual physical activity levels decreases over the lifespan, hence children are more active than adolescents and further more than adults. Hence it can be proposed that children who do not develop patterns of regular physical activity are at risk of being sedentary adults. The adequate fitness in childhood is likely to carry beneficial biological and behavioural effects into adulthood. Physically active children are more likely to become physically active adults [10]. The declined physical activity in young children today is widely noticeable; computer games and television shows are attracting childs attention and are preferred over play [11]. Chi ldren from sedentary parents are found to be comparatively more inactive then their other counter parts. The triad between physical inactivity, obesity and unhealthiness can be presumed seeing the correlation between the three. Obesity can be relate as a unforeseen trait in a number of chronic diseases and conditions in early and later life like cardiovascular and respiratory problems, insulin resistance (type II diabetes), osteoarthritis, endocrine and metabolic disorders, psychological imbalance etc [12,13]. While evidence proves that physical activity in children improves the bone strength, benefits cardiovascular system, improve glycemic control, improves metabolism, reduce the risk of specific cancers, induce positive state of well-being like self- esteem, self-efficacy, and positive mood states [14,15,16,17,18]. Studies report positive effect of exercise training on cognition in elementary school children [19]. Churchill et al., (2002) suggest improvements in cognition d ue to exercise is mainly on executive function [20]. The inclusion of a healthy dose of vigorous physical activity in schools as a part of the Educational curriculum can improve the overall development of the child. The school has emerged as a critical setting for promoting health enhancing physical activity in children [21, 22, 23, 24]. School is a universal place where every child around the world spends most of his or her time, hence is a key factor in improving physical activity in children. Studies reviewing the effect of school based interventions propose an improved level of health-related knowledge and fitness in children. But in terms of obesity prevention not much effect has been detected. However, some measure of obesity has found to be downsized. Physical education in schools is not sufficient enough to provide notable health benefits. It appears that when children are given free choice, many of them seem to be less active. In order to get the health related effects i t is important to offer skill based physical education sessions like dance, football, rugby etc where children can engage in moderate-to-vigorous physical activity. There are evidence that proves the effect of moderate- vigorous physical activity (MVPA) in weight stability and cardiovascular health [25]. In order to improve physical activity trends in Scottish schools, a school based intervention involving primary school children was developed. The intervention was designed to encourage children to participate in physical activity like dance which is more likely to be welcomed by children of younger age group and to continue it throughout their school career. To upgrade aerobic fitness and to downgrade the fat percentile in children were among the components of the study plan. METHODOLOGY The intervention Dance Yourself Fit focuses on improving the physical activity trends in primary 4-5 school children. Since it has been presupposed that notion of play starts declining by this age. By choosing dance as the mode of exercise, the intervention aims toward enhancing the skill based physical activity in schools along with an increase in the number of physical education (PE) sessions per week. Study design and sampling The Glasgow City Council has randomly selected three primary schools from the same socioeconomic area for the study. 95 healthy 8-9 years old volunteers including 54 girls and 41 boys participated from primary 4-5 classes. The mean weight and height of the participants before the initiation of the study was 30.09 kg with 95% CI (28.428- 131.769) and 132.24 cm with 95% CI (130.75- 133.73) respectively. Each school was visited prior to the start of the study to ensure all potential volunteers, teachers and parents are fully aware of the aims of the study. The method of monitoring and assessment was explained to the students. Adjustment was made by the school to include two physical education sessions per week in their timetable. A qualified dance professional was recruited as a coach to train the students with dance. Normal and healthy is defined as those without any medical condition which can hamper their ability to participate in aerobic exercise. Physical activity and medic al questionnaire were given to the students and those considered unsuitable by the test results were excluded from the participation. Children were instructed to cease exercise if they feel any discomfort. Subjects Intervention group consists of 64 students from all the three primary schools. Control group comprise of 31 students, from one of the three randomly selected intervention schools. Children in the control group follow their normal PE sessions and physical activity and they are monitored followed by the intervention group every time the assessment is taken. The flow chart (figure: 1) represents the availability of children for measurements at each level. Consent for participation in the study was taken from the parents/guardians and the participants. Ethical approval of the study was obtained from the ethical community of the University of Glasgow. Exercise Plan Dance sessions were planned for 16 weeks, twice every week for a period of an hour/session. As per Serbescu C et. al two extra sessions of physical education per week were sufficient to obtain improvement in fitness level of the children [26]. Each dance session has a structured format commencing with 5 minutes of warm up followed by 45 minutes of moderate to high intensity dance moves with target intensity reaching up to 65-80% of maximum heart rate and a short cool down period. Measures All the measurements were taken at the baseline, intermediate (i.e. at the end of 8th week) and final levels by the well trained research staff. Comparison between the three levels was done for both the groups to judge the effectiveness of the intervention. In the intervention group, 44 children were present for baseline and final measurements, 41 for baseline and intermediate and 31 for intermediate and final measurements. Heart rate: Exercise intensity was monitored by Polar Heart Rate Monitor. Heart rate monitoring has been used successfully as a means of estimating the stress placed on the cardiopulmonary system and provides an indication of the intensity, duration and frequency of activity [27]. Heart rate monitoring belts were made to worn during the dance sessions. Data was stored in Polar performance software and analysed. Height: A portable stadiometer was used to measure height in centimeters (cm) to the nearest 0.1 cm. Weight: Tanita body composition analyser was used to measure weight in kilograms (kg) to the nearest 0.1 kg. Both weight and height were measured in light clothing like track pants or shorts with shoe off. Body Fat Percentage: Bioelectrical impedence, a non invasive validated procedure used for measuring body fat [28]. Tanita body composition analyser was used for the same. Houtkooper LB et al suggest that bioelectric impedence is a better test specifically for grading average adiposity in groups [29]. Cardio-respiratory Fitness: The multistage 20-meter shuttle run (MST) / bleep test / beep test was used to assess the maximal aerobic capacity (VO2max). Since (VO2max) is considered as a gold standard to assess cardiovascular fitness and MST is a validated test to measure the maximal oxygen uptake [30]. Maximum oxygen carrying capacity (VO2max) and aerobic fitness are directly proportional to each other; a higher (VO2max) value indicates a better cardio respiratory fitness. The test protocol consists of 23 levels. Each level last for 1 minute and comprise of a series of laps that were ran back to forth between two lines set 20 metres apart, with a starting speed of 8.5 km/hr and increases by 0.5 km/hr at each level using a pre-recorded audio tape. A single beep indicates end of a level and three beeps indicate start of the next level. Students can walk, jog or run keeping in time with the beeps until they cannot keep in time with the speed set by the tape which is students maximal effort. MST table was used to assess the (VO2max) values [31, 32]. Statistical Analysis Paired t test was used to compare the aerobic fitness (MST score), weight, height and body fat percentile values at baseline, intermediate and final level of both the control and intervention group. Descriptive data are mean  ± SD and statistical significance was analysed at p 0.05. All analyses were performed using Minitab 15. RESULTS Completed baseline, intermediate and final data were collected from students at the beginning, post 8 weeks and post 16 weeks respectively. Out of 95, 10 students were not present on the day of baseline measurements, 13 for the intermediate and 34 for the final measurements. Height, weight, age, sex, body fat percentage, and MST score were calculated for each child. Some students had incomplete data because of absence on more than 1 day of measurement. These data were excluded from the analysis. Body Fat Percentage Final results showed an overall reduction in fat percentage. At baseline, relative to the control group, children in the intervention group had significantly higher body fat percentage (4.17% higher). Comparing the baseline and final data of body fat percentage in the intervention group, a reduction in fat mass with mean of 2.57  ± SD 18.04, p value 0.35 was observed. While baseline and intermediate showed a mean difference of 3.26  ± SD 19.85, p value 0.30. An increase in fat percentile was reported from intermediate to the final results with mean -1.34  ± SD 4.75, p value 0.126. The readings of mean and SD of body fat percentage at all the three levels is given in table1. Aerobic Fitness An improvement in the Multistage Shuttle Run Test (MST) score has been observed in both the groups. At baseline, relative to the control group, children in the intervention group had significantly lower aerobic capacity, but by the end of the study intervention group showed better improvement in the aerobic capacity compare to the control group. A significant improvement with p value 0.001 has been notified in the intervention group with a mean -1.71  ± SD 1.77, 95% confidence interval for mean difference was in the range of (-2.34, -1.08). The readings of mean and SD of body MST score is given in table 2. Heart rate Heart rate was monitored in all the dance sessions for the intervention group as well as the control group during their regular physical activity sessions. Comparing the results of boys from the intervention and control group a higher value of resting heart rate (HR), maximum heart rate (MHR) and average heart rate ( AHR) was reported in the pupil of the intervention group ( 126 bpm, 166 bpm, 132 bpm respectively). For the detailed report of the heart rate during the dance session refer figure: 2. Heart rate monitoring of one of the boy from the control group during the regular PE session showed following results. HR: 87 bpm, MHR: 157 bpm, AHR: 106 bpm . Refer figure: 3 for detailed picture of the heart rate during a regular physical activity session. The heart rate monitor of a girl from the intervention group showed following results. HR: 136 bpm, MHR: 193 bpm and AHR: 156 bpm. A complete range of heart rate during the dance session is given in figure: 4. Gender Difference In the intervention group at the baseline girls had significantly higher estimated body fat percentage (about 4.2 % higher) than boys. This difference in body fat % at the end of intervention went down to 2.24 %. Girls reported significant improvement in the aerobic capacity during the intervention period. Table 3 describes the individual readings of mean and SD of body fat percentage, MST and weight of boys and girls in the intervention group at baseline and final levels. Girls touched approximately 190 bpm of heart rate during the dance session which is much better then the boys MHR range during the dance session. DISCUSSION The unhealthy life style is the major risk factor for many preventive chronic diseases. Therefore the elevating sedentary behaviour in children has become a public health concern around the globe. It has been documented that improved level of exercise capacity in children confers protection against many chronic diseases with underlying risk factors like obesity [33]. Number of studies has confirmed the significance of school based intervention in promoting physical activity in children [21, 22, 23, 24]. Most of these studies involve multiple component procedure like physical activity, time spent in physical activity, dietary intake, class room education, parents involvement etc [34, 35, 36].Though, these studies were designed intensively and most of them had a long follow up period but still were not able to discover the precise factor (physical activity or dietary habits) that has the prime potential in improving the health status of the children. Further more most of these stu dies are self reporting and hence the results of such interventions can not be considered as significant. In the present study we focused on a novel school-based approach to boost the involvement of children in physical activity which can have health benefits as well as have rejoicing effect on children so that an attempt is made to gain their interest in being active. Our aim was to make the sessions so exciting that children do not find them stereotyped. Health benefits of the intervention Physical activity The intervention Dance Yourself Fit was designed to test the hypothesis that children who participated in 16 weeks of dance sessions conducted by the professional coach would report significant improvement in aerobic capacity and reduction in body fat in contrast to a control group who engaged in the regular PE sessions. In accordance with the hypothesis, the results revealed that scores of MST for children in the intervention group increased significantly following 16 weeks of training. The findings indicate reduced body fat compare to the control group at the end of the intervention as per the bioelectric impedence measurements. In this respect, the study support previously conducted study on physical activity and fitness in elementary school children (Sallis JF, McKenzie TL et al., 1997) [24] and research by Dwyer T et al in South Australia on the effect of daily physical activity in primary school children [37]. Results also support the study by Baquet G et al. (2004) that repo rted improved aerobic capacity in children following high-intensity, intermittent-running aerobic exercises [38]. In addition the methodology of the current study does not agree with the design of Wilma J et al. (2008) which has used multiple components to improve physical activity in children. The study has described a lot about the minor aspects of the intervention but has lagged behind in demonstrating the information regarding PE sessions which is an important aspect in assessing the significance of the study. However standard parameters were used to assess the results (Euro Fit test) but the outcome of the study does not transmit any statistical significance. Also the study has not reported any gender comparison on the effect of intervention which is more likely to be seen in any objectively based study [39]. Supposedly there is only handful of studies that has worked on improving the health related physical activity in children. Study by Fairclough S. J et al. (2008) is an educational based intervention on improving the health related exercise in children [40]. The study had 5 classroom sessions, were knowledge of health related benefits of exercise were given to the children. Pre and post questionnaire were given to the children and assessment was made according to the marks scored by the children. The current study does not agree with this education based intervention because it seems unconvincing that children of age group 9-10 will voluntarily engage themselves in health enhancing exercises just by the effect of 5 class room sessions.- The present study showed an overall higher aerobic fitness in boys than girls at the baseline. However, unlike other studies girls showed comparatively better improvement in fitness at the end of the intervention. Maximum Heart Rate Maximum Heart Rate (MHR) measurement was used to judge the intensity of the dance session to elicit aerobic fitness in children. The standard formula of calculating MHR is 220-age but is not preferred for pre pubertal children because their MHR generally range from 195 to 205 beats per minute and is independent of age [41]. As per the ACSM (American College Of Sports Medicine) guidelines the exercise intensity should reach 80 to 85 % of MHR to elicit cardio vascular response. The children in the intervention group reported MHR in the range of 160 to 190 bpm (approximately) which is in the range to have health benefits. In contrast to most of the studies girls surpass boys in MHR range during the intervention sessions. Body Fat Percentage Results suggested a significant increase in the weight of children in both the groups. This can be merely due to the children being at the age of pre pubertal growth spurt which leads to an increase in weight and height. Although the weight gain in children in the intervention group is comparatively lower then the control group. In respect to the measure of body fat percentage used in the current study, the findings indicate that the intervention also had positive impact on fat percentage compared to the control group. Future research is needed to understand the impact of exercise interventions on the relationship between weight status and body fat. Strength The intervention included a large study sample and the duration of the study was long enough to analyse the effectiveness of the intervention. The children were from the age group of 8-9 years (age from which decline in physical activity begins). Since the range is not vast the results are less prone to be biased. The availability of comparable data at baseline, mid and final level of the intervention was an advantage to assess the results of the intervention. Strength of this study also includes the direct measurement of VO2 max, body fat% and aerobic capacity using standard methods of assessment. Involvement of the professional coach for physical education session other then the regular PE teacher has worked as an asset for the study. The result of the study has proved the significance of MVPA in enhancing the health status of children. Limitations When interpreting our results the following limitations should be considered. In total 95 children participated in the study but only a third were present for all the three measurements. This has affected the comparative results between baseline, intermediate and final data. Least number of students was present for the final measurement which might have affected the overall outcome of the study. In the mid of the study children went for Easter vacation and no home based program was given to maintain the effect of the intervention which has shown reverse results. Our scenario here supports the study by Aaron L et al which suggested a reversed intervention effects of the school based interventions during the summer vacations [42]. The physical activity hall in most of these schools were not big enough to have one 20 m running lap as required for 20 meter shuttle run test. A to and fro of 20 m were used to assess the aerobic capacity. Therefore some variation in the readings might be possible. Future Research Despite finding that a 16 week dance intervention enhanced the aerobic fitness in children, future research is required which can prove the long term benefit of physical activity at early age. Studies are required to understand the exercise physiology of girls and boys at the pre pubertal age. Importantly effect of skill based physical education in school system need to be established. Studies are required to establish more effective strategies for encouraging health related physical activity in young children. Is concentrating on overweight or obese children for planning exercise program can be beneficial for better results? Are multiple short sessions of physical activity would be sufficient to get health related benefits compare to one long session of exercise. There are many hypotheses which need to be confirmed through more intense future researches. CONCLUSION Scotland urgently needs more research into physical inactivity and obesity along with useful data on trends in the epidemic of child obesity. The current study suggests the importance of skill based PE session along with the beneficial effect of additional physical education sessions on the health status of the children. A well planned entertaining PE session can have positive influence upon increasing physical activity levels in young children. The study also suggests that government should take steps to improve and increase the physical education in primary schools to combat physical inactivity and obesity in growing children. References www.who.int/dietphysicalactivity/publications/facts/pa/en/. Torrance B., McGuire K.A., Lewanczuk R.. Overweight, physical activity and high blood pressure in children: a review of the literature, Vasc Health Risk Manag. 2007 February; 3(1): 139à ¢Ã¢â€š ¬Ã¢â‚¬Å"149. Kohl HW, Hobbs KE. Development of physical activity behaviors among children and adolescents. Pediatrics. 1998;101:549à ¢Ã¢â€š ¬Ã¢â‚¬Å"554. Tomkinson GR, Olds TS. Secular changes in aerobic fitness test performance of Australasian children and adolescents.Med Sport Sci. 2007;50:168-82 . Tomkinson GR, Olds TS. Secular changes in pediatric aerobic fitness test performance: the global picture.Med Sport Sci. 2007;50:46-66. Malina RM. Physical fitness of children and adolescents in the United States: status and secular change.Med Sport Sci. 2007;50:67-90. Lukas Zahner,Jardena J Puder,Ralf Roth,Marco Schmid,Regula Guldimann, Uwe PÃÆ' ¼hse, Martin KnÃÆ' ¶pfli, Charlotte Braun-FahrlÃÆ' ¤nder, Bernard Marti, Susi Kriemler. A school-based physical activity program to improve health and fitness in children aged 6à ¢Ã¢â€š ¬Ã¢â‚¬Å"13 years (Kinder-Sportstudie KISS): study design of a randomized controlled trial [ISRCTN15360785], BMC Public Health. 2006; 6: 147. Corbin CB, Pangrazi RP. Guidelines for Appropriate Physical Activity for Elementary School Children 2003 Update. Reston, VA: NASPE Publications; 2003. Blair SN, Kohl HW, Gordon NF, Paffenbarger RS Jr, How much physical activity is good for health? Annu Rev Public Health. 1992;13:99-126 Telama R, Yang X, Viikari J, VÃÆ' ¤limÃÆ' ¤ki I, Wanne O, Raitakari O, Physical activity from childhood to adulthood: a 21-year tracking study, Am J Prev Med. 2005 Apr;28(3):267-73. Sleap M, Warburton P, Physical activity levels of 5-11-year-old children in England: cumulative evidence from three direct observation studies, Int J Sports Med. 1996 May;17(4):248-53. Linsay Gray and Alastair H. Leyland. Overweight status and psychological well-being in adolescent boys and girls: a multilevel analysis, Eur J Public Health. 2008 December; 18(6): 616à ¢Ã¢â€š ¬Ã¢â‚¬Å"621. Weiss R, Dziura J, Burgert TS, Tamborlane WV, Taksali SE, Yeckel CW, Allen K, Lopes M, Savoye M, Morrison J, Sherwin RS, Caprio S. Obesity and the metabolic syndrome in children and adolescents. N Engl J Med.2004;350:2362à ¢Ã¢â€š ¬Ã¢â‚¬Å"2374. Nader PR, OBrien M, Houts R, Bradley R, Belsky J, Crosnoe R, Friedman S, Mei Z, Susman EJ: Identifying risk for obesity in early childhood. Pediatrics 2006, 118:e594-601. Freedman DS, Khan LK, Serdula MK, Dietz WH, Srinivasan SR, Berenson GS. The relation of childhood BMI to adult adiposity: the Bogalusa Heart Study. Pediatrics. 2005 Jan;115(1):22-7 Froberg K, Andersen LB., Mini review: physical activity and fitness and its relations to cardiovascular disease risk factors in children, Int J Obes (Lond). 2005 Sep;29 Suppl 2:S34-9. Lee IM. Physical activity and cancer prevention à ¢Ã¢â€š ¬Ã¢â‚¬  data from epidemiologic studies. Med Sci Sports Exerc 2003; 35:1823-7. Warburton DE, Nicol CW, Bredin SS. Health benefits of physical activity: the evidence. CMAJ. 2006 Mar 14; 174(6):801-9. Darla M. Castelli, Charles H. Hillman, arah M. Buck, and Heather E. Erwin. Physical Fitness and Academic Achievement in Third- and Fifth-Grade Students, Journal of Sport Exercise Psychology, 2007, 29, 239-252. Churchill JD, Galvez R, Colcombe S, Swain RA, Kramer AF, Greenough WT. Exercise, experience and the aging brain. Neurobiology of Aging. 2002; 23(5):941à ¢Ã¢â€š ¬Ã¢â‚¬Å"955. Trish Gorely, Mary E Nevill, John G Morris, David J Stensel, Alan Nevill. Effect of a school-based intervention to promote healthy lifestyles in 7à ¢Ã¢â€š ¬Ã¢â‚¬Å"11 year old children, Int J Behav Nutr Phys Act. 2009; 6: 5. Danielzik S, Pust S, Muller MJ: School-based interventions to prevent overweight and obesity in prepubertal children: process and 4-years outcome evaluation of the Kiel Obesity Prevention Study (KOPS). Acta Paediatr Suppl 2007, 96:19-25. Manios Y, Moschandreas J, Hatzis C, Kafatos A: Health and nutrition education in primary schools of Crete: changes in chronic disease risk factors following a 6-year intervention programme. Br J Nutr 2002, 88:315-324. Sallis JF, McKenzie TL, Alcaraz JE, Kolody B, Faucette N, Hovell MF: The effects of a 2-year physical education program (SPARK) on physical activity and fitness in elementary school students. Sports, Play and Active Recreation for Kids. Am J Public Health 1997, 87:1328-1334. Nakeeb Y., Duncan M., Lyons M, Woodfield L. Body fatness and physical activity levels of young children, Annals of Human Biology, Januaryà ¢Ã¢â€š ¬Ã¢â‚¬Å"February 2007; 34(1): 1à ¢Ã¢â€š ¬Ã¢â‚¬Å"12. Serbescu C, Flora D, Hantiu I, Greene D, Laurent Benhamou C, Courteix D. Effect of a six-month training programme on the physical capacities of Romanian schoolchildren, Acta Paediatr. 2006 Oct; 95(10):1258-65. Armstrong N. 1998. Young peoples physical activity patterns as assessed by heart rate monitoring. J Sport Sci 16:S9à ¢Ã¢â€š ¬Ã¢â‚¬Å"S16. Sung RY, So HK, Choi KC, Li AM, Yin J, Nelson EA. Body fat measured by bioelectrical impedance in Hong Kong Chinese children, Hong Kong Med J. 2009 Apr;15(2):110-7. Houtkooper LB, Lohman TG, Going SB, Howell WH. Why bioelectrical impedance analysis should be used for estimating adiposity, Am J Clin Nutr. 1996 Sep;64(3 Suppl):436S-448S. Review. C Mahoney, 20-MST and PWC170 validity in non-Caucasian children in the UK, Br J Sports Med. 1992 March; 26(1): 45à ¢Ã¢â€š ¬Ã¢â‚¬Å"47. V J Paliczka, A K Nichols, and C A Boreham, A multi-stage shuttle run as a predictor of running performance and maximal oxygen uptake in adults, Br J Sports Med. 1987 December; 21(4): 163à ¢Ã¢â€š ¬Ã¢â‚¬Å"165. Ramsbottom R, Brewer J, Williams C: A progressive shuttle run test to estimate maximal oxygen uptake. Brit J Sports Med 1988, 22(4):141-144. Harrell JS, McMurray RG, Bangdiwala SI, Frauman AC, Gansky SA, Bradley CB: Effects of a school-based intervention to reduce cardiovascular disease risk factors in elementary-school children: the Cardiovascular Health in Children (CHIC) study. J Pediatr 1996, 128:797-805. SL Gortmaker, K Peterson and J Wiecha et al., Reducing obesity via a school-based interdisciplinary intervention among youth: Planet Health, Arch Pediatr Adolesc Med 153 (1999), pp. 409à ¢Ã¢â€š ¬Ã¢â‚¬Å"418. P Sahota, MCJ Rudolf, R Dixey, AJ Hill, JH Barth and J Cade. Evaluation of implementation and effect of primary school based intervention to reduce risk factors for obesity, BMJ 323 (2001), pp. 1027à ¢Ã¢â€š ¬Ã¢â‚¬Å"1029. M Story, M Evans, RR Fabsitz, TE Clay, BH Rock and B Broussard. The epidemic of obesity in American Indian communities and the need for childhood obesity-prevention programs, Am J Clin Nutr 69 (1999) (suppl), pp. 747Sà ¢Ã¢â€š ¬Ã¢â‚¬Å"844S. Dwyer T, Coonan WE, Leitch DR, Hetzel BS, Baghurst RA, An investigation of the effects of daily physical activity on the health of primary school students in South Australia, Int J Epidemiol. 1983 Sep;12(3):308-13. Baquet G, Guinhouya C, Dupont G, Nourry C, Berthoin S. Effects of a short-term interval training program on physical fitness in prepubertal children, J Strength Cond Res. 2004 Nov;18(4):708-13. Wilma J, Hein R, Evelien Joosten-van Zwanenburg, Ivo Reuvers, Ron van Walsem, Johannes Brug. A school-based intervention to reduce overweight and inactivity in children aged 6à ¢Ã¢â€š ¬Ã¢â‚¬Å"12 years: study design of a randomized controlled trial, BMC Public Health 2008, 8:257doi:10.1186/1471-2458-8-257 Fairclough S. J., Stratton G., Butcher Z. H. Promoting health-enhancing physical activity in the primary school: a pilot evaluation of the BASH health-related exercise initiative, Health Education Research 2008 23(3):576-581; doi:10.1093/her/cym093. Using target heart-rate zones in your class: its never too early to teach fitness concepts, but when to teach what is a bit more complicated, JOPERDThe Journal of Physical Education, Recreation Dance, 2005 March. Aaron L. Carrel, MD; R. Randall Clark, MS; Susan Peterson, MS; Jens Eickhoff, PhD; David B. Allen, MD . School-Based Fitness Changes Are Lost During the Summer Vacation, Arch Pediatr Adolesc Med. 2007; 161(6):561-564.

Rescued From Their Invisibility The Afro Puerto Ricans

The articles â€Å"Rescued From Their Invisibility: The Afro-Puerto Ricans of Seventeenth and Eighteenth Century San Mateo de Cangrejos, Puerto Rico†, â€Å"Contested Mestizos, Alleged Mulattos: Racial Identity and Caste Hierarchy in Eighteenth Century Patzcuaro, Mexico†, â€Å"Slave Morality and Reproduction on Jesuit Haciendas in Colonial Peru†, and â€Å"Human Capital and Other Determinants of the Price Life Cycle of a Slave: Peru and La Plata in the Eighteenth Century† all deal with the topic of changes in populations and its effects on various societies. Analysis on this overall topic included, racial identity, experiences of slaves and runaways, and slave statistics. Even though these works help in learning more about the history, experiences and struggles of African populations in Latin America, they do not reveal the entire history. They only have scratched half of the surface, in what is a continuous pursuit by scholars to uncover more information . David Stark and Aaron Althouse focus on African experiences in Puerto Rico, primarily in Congrejos. Stark discussed how African runaway slaves made their way into various parts of Puerto Rico to be free. Unlike men, who were willing to risk their lives to travel to Congrejos, Puerto Rico, many women did not desire to go. Many of them were worried about â€Å"leaving behind or having to care for young children and/or aged kin† (Stark 567). Despite their worries, women still went, because of the poor diet and terrible treatment of their former

Leadership and theories of leadership †MyAssignmenthelp.com

Question: Discuss about the Leadership and theories of leadership. Answer: In todays world leadership quality is a very important ability that is not something commonly found among all. In my opinion, it is seen that an organization either reach the height of success by the leadership of an extremely capable leader or the reputation of an organization can be done and dusted by wrong strategies of a leader. It is a matter of fact that an effective leader can sort out all the issues that an organization can possibly face and it can be said that with the help of a leader the workers can become highly motivated and their level of commitment towards the organization can get increased by the inputs of a capable leader (Vaccaro et al. 2012). The purpose of this essay is to highlight the fact that, what kind of a leader I am and what are the possible areas in which I should improve for the betterment of my work performance to attain the goals. Thus it can be said that leadership quality is a much needed factor to successfully run an organization with a motivated an d committed workforce towards the organization. In my opinion, the scope of leadership can be referred to as a framework of competencies which allows the leaders to lead just like coaches. This highlights the leaders on developing their workforce and the capability of the general workforce. There is a set of 38 competencies categorized into five parts that can be found among the greatest leaders in the highly successful organizations (Goleman, Boyatzis and McKee 2013). These 38 competencies of the Scope of Leadership can move the managers from the regular business sectors to the path of working with an intention to deliver the best results possible. The competencies of the Scope of Leadership allow moving the managers from commanding, reporting, coaching, controlling and inspiring. These enable such a leadership ability and approach that allows the leaders to improve and leverage their asset, which is the workforce. This Scope of Leadership framework innovatively develops the mindsets of the leaders along with their ability for th e development purpose of their people with an intention to foster teamwork and show results. Leadership and theories of leadership Leading people can be referred to as an art of motivating and influencing the general workforce in a way that would allow them to achieve a shared goal. In my opinion a leader must be intelligent along with having high integrity and character that does the right things in a right manner. I believe that, it is a fact that in most cases effective leaders has to work continuously and have a continuous communication with the workforce in order to motivate them to make them more efficient at work. In this section of this essay some leadership theories are given to support the before mentioned definition of leadership by me. Trait theory: In my opinion, trait theory highlights the qualities of the leaders that make them effective at the workplace. This theory does not establish the characteristics that is common between all the leaders as it can be said that great leaders does not have the same personality traits and they are significantly different from each other in many aspects. There are some traits like charisma, confidence; knowledge which is the most common among the greatest leaders of all time and relying on these traits might not serve the purpose of motivating the people in every occasion. Behavioral theories: Behavioral theories identify the specified behaviors of the leaders that allow them to achieve success (Batool 2013). In my opinion there can be some occasions where the leaders can portray task oriented or people oriented behaviors or may take decisions using the democratic, laissez-faire or authoritarian styles. It is also a matter of fact that various behavior styles of the leaders can produce various results while applying them under different conditions. I think that the behavioral theories have missed the situational factors and the condition in which those behaviors should be demonstrated. I think that various limitations of trait theory and behavioral theory have led to the coin of Contingency theory and various developments of the contingency models. Contingency theories: Contingency theory explores that the effectiveness of leadership is directly related to the interplay of the behaviors, traits of the leaders and other situational factors. There are four models of Contingency theories and those are mentioned below (Clarke 2013). Fred Fiedler model: This model assumes that a teams performance is highly dependent on the leadership style and the favorableness of the situation the team is working in. As an example, it can be said that, job-oriented leaders are seen performing better in a favorable condition and in some cases in most unfavorable conditions (Batool 2013). Hersey-Blanchard Model: This model suggests that the style of leadership must match with the maturity of the subordinate people. A leader might adopt styles like delegating, participating, selling and telling styles depending on the subordinates or the general workforces level of maturity. When a leader deals with the new entrants in the organization, he or she would be needing to adopt a telling style to guide them how to complete a task and at the same time the leaders may employ the delegating style, interfacing with the individuals at the higher level of ranks within the organization (Choudhary, Akhtar and Zaheer 2013). Path-Goal Model: This model highlights that leaders can affect the motivation along with the performance of the team by offering them rewards for their achievement of attaining the goals previously set, or clarifying their way towards achieving the target along with removing the huddles they may face while achieving the goals set. Vroom-Yetton Model: His model suggests that leadership styles, like autocratic or consultative or other styles must be chosen considering various situation variables in a form of questions that forms a decision tree (Hoch and Kozlowski 2014). Charismatic Leadership theory: In my opinion, charismatic leaders command authority not only by the virtue of a position that is formal but by the virtue of their charismatic personality Day, D.V. and (Antonakis 2012). There are three components of a charismatic leadership and those are empathy, empowerment and envisioning capabilities. This theory suggests that general workforce would attribute heroic or extra ordinary qualities to the leaders who are charismatic having an idealized goal and a commitment for the organization. Transactional leadership theory: It can be said that, Transformational leaders inspire the people with their personality and vision for changing the expectations, motivations and perceptions for working to attain the goals. Transformational leadership has four components and those are intellectual stimulation, inspirational motivation, consideration for the individuals and idealized influence (McCleskey 2014). It is a matter of fact, that transformational leaders are those leaders who tend to stimulate and inspire his people to achieve outcomes beyond expectations and in the process they develop their own leadership capability (Klenke 2016). They help their followers to grow and develop into leaders by responding to the individual workers needs by the process of empowering then and aligning the goals and objectives of the individual followers, leaders, the team or the organization. This kind of theory is apt for knowledge workers where both leaders and the followers can pull up each other to a higher level of motiva tion and moral (McDermott et al. 2013). Discussion of the questionnaire completed Result of the questionnaire completed by me After completing the questionnaire I saw that I scored in a way that projects that I can become a good leader who employs coaching style to get the results in the workplace. The questionnaire is provided in the appendix section of this essay and the results show that I am able to represent the position of themanagement in a convincing way and try to motivate the general workforce to take decisions. Apart from that I can motivate the staffs to enhance their ability to perform better and I can motivate them by praising and rewarding them (Northouse 2015). Finally the result suggests that I could provide necessary feedbacks to the employees regarding their performances. Class activities In the class there were several activities which were related to leadership practices and we learned our first lessons of leadership from those fun filled activities. We participated in various games including solving puzzles, games that require leadership qualities and some role playing game where we were asked to create scenarios and we had to act accordingly (Noruzy et al. 2013). In those fun filled activities I realized that I belong to the category of leaders who tends to coach the followers and guide them to the path of glory and I believe that I have the potential to become one eventually. It is a matter of fact that while performing those tasks, I realized that it is necessary to involve all the employees to make an important decision and their inputs are valuable. I also learned that I should coach them well before allocating any tasks to them and I should not let them solve the problems all alone as they will be needing my intervention and that would eventually boost their confidence, if they see that I will back them up no matter what situation arises and I will be always there for them (Paustian-Underdahl, Walker and Woehr 2014). It is also a matter of fact that in todays world this coaching style leadership is widely accepted among the workers as it would cut the loads from them and they would be freely able to complete their assigned tass without hesitation whether they are doing it in a wrong way or not (Sadeghi and Pihie 2012). Area of development It is a matter of fact that I belong to the category of coaching leader and thus there are some qualities of me that I should brush up before entering an organization for managing the general workforce. Commitment is the key that allows us to trust the employees we are coaching and likewise would be needing to make sure that all the subordinates trust me. I should improve my self-learning ability to make sure that I am giving correct inputs to my followers for the completion of any task they are allocated (Vaccaro et al. 2012). I should promote self directing in my team to allow the workers to complete their tasks with full freedom without my intervention and only when needed, they can freely ask for my inputs. I should make sure that all the workers feel free to seek my advice. I should become more transparent towards my fellow workers to maintain a good ambience in the workplace. It is a matter of fact that being transparent would eliminate the rate of mistakes done by the workers as they all would be having a clear idea of what the organization is expecting from them and what are the needful to do to solve the tasks (Yukl 2012). Not only these, to become a good leader I should show the workers the path that would lead them to achieve all the goals set before and the path to achive glory for them as well as the organization. Thus to conclude, I can say that leadership quality is a very important aspect of the managers of any organization and a good leader can lead a organization to the path of glory and likewise a leader who is incompetent can ruin the reputation of an organization to the dust and can ruin the confidence, level of motivation and the workers commitment towards the organization or authority. Thus, in short for a business organization to taste desired success good leaders are necessity and it would be highly recommended that the organizations should employ good leaders to maintain their reputation, productivity and profitability. References Batool, B.F., 2013. Emotional intelligence and effective leadership.Journal of Business Studies Quarterly,4(3), p.84. Bhatti, N., Maitlo, G.M., Shaikh, N., Hashmi, M.A. and Shaikh, F.M., 2012. The impact of autocratic and democratic leadership style on job satisfaction.International Business Research,5(2), p.192. Choudhary, A.I., Akhtar, S.A. and Zaheer, A., 2013. Impact of transformational and servant leadership on organizational performance: A comparative analysis.Journal of Business Ethics,116(2), pp.433-440. Clarke, S., 2013. Safety leadership: A meta?analytic review of transformational and transactional leadership styles as antecedents of safety behaviours.Journal of Occupational and Organizational Psychology,86(1), pp.22-49. Day, D.V. and Antonakis, J. eds., 2012.The nature of leadership. Sage. Goleman, D., Boyatzis, R.E. and McKee, A., 2013.Primal leadership: Unleashing the power of emotional intelligence. Harvard Business Press. Hoch, J.E. and Kozlowski, S.W., 2014. Leading virtual teams: Hierarchical leadership, structural supports, and shared team leadership.Journal of applied psychology,99(3), p.390. Klenke, K. ed., 2016.Qualitative research in the study of leadership. Emerald Group Publishing Limited. McCleskey, J.A., 2014. Situational, transformational, and transactional leadership and leadership development.Journal of Business Studies Quarterly,5(4), p.117. McDermott, A.M., Conway, E., Rousseau, D.M. and Flood, P.C., 2013. Promoting effective psychological contracts through leadership: The missing link between HR strategy and performance. Human Resource Management,52(2), pp.289-310. Northouse, P.G., 2015.Leadership: Theory and practice. Sage publications. Noruzy, A., Dalfard, V.M., Azhdari, B., Nazari-Shirkouhi, S. and Rezazadeh, A., 2013. Relations between transformational leadership, organizational learning, knowledge management, organizational innovation, and organizational performance: an empirical investigation of manufacturing firms.The International Journal of Advanced Manufacturing Technology, pp.1-13. Paustian-Underdahl, S.C., Walker, L.S. and Woehr, D.J., 2014. Gender and perceptions of leadership effectiveness: A meta-analysis of contextual moderators.Journal of applied psychology,99(6), p.1129. Sadeghi, A. and Pihie, Z.A.L., 2012. Transformational leadership and its predictive effects on leadership effectiveness.International Journal of Business and Social Science,3(7). Vaccaro, I.G., Jansen, J.J., Van Den Bosch, F.A. and Volberda, H.W., 2012. Management innovation and leadership: The moderating role of organizational size.Journal of Management Studies,49(1), pp.28-51. Yukl, G., 2012. Effective leadership behavior: What we know and what questions need more attention.The Academy of Management Perspectives,26(4), pp.66-85