Daily life in college from top essay writing service

My Life I am attending this college success class due to the fact I had very poor grades in my previous semesters. I have been attending Palo Alto College for about four years now off and on of course. After four years of college I wish my GPA was more worthy to show to others. After the first semester of college I still was undecided on my major and what I wanted to do with my life. I took a liking for the arts when I was in high school. During high school I was attending an art program called Say Si (San

Antonio Artistic Youth) I attend this program all through my high school years. After graduating from this program I was offered a job in their ABC (artist building communities) program. In this program I was able to mentor children that have no art programs in their current school. We also would teach at different types of children shelters and children hospitals. I enjoy teaching very much, I was looking into teaching art in a school district. But after teaching for 4 years I think it takes a special person to teach little kids.


I really don’t have the patiences for teaching 2nd and 3rd graders. I current teach but only older kids. Two semesters have passed and I slacked off on my school and I was going through a rough time in my life with my family. I picked up a second job due to the fact my teaching job was only two days out of the week. I started working in the automotive business selling auto parts. I worked there for the last two years. I loved learning about cars and how they work. But after awhile my school schedule did not fit into my work schedule. My boss ould give me a hard time about my school life all the time. I had the craziest schedule while working with auto parts. I would go to work in the morning and go to school during my lunch break and I would also go to school after work as while. This was everyday for almost a year and six months. It was two much for me and I had to withdraw from all my classes and it went down hill from that moment on. I current have a new job still working with kids but its more personal. I started working for a company called Roy Maas Youth Alternative .

This organization houses in children taken by cps custody and probational children. I really enjoy my current job it makes me feel great helping these kids . A lot of these kids come from broken homes and bad backgrounds . Talking to these children helped me decide what I want to do with the rest of my life. I want to pursue social work as my career. This semester is going to be my new turning point in life. I finally have no trouble with my job or my family. This is going to be the right time for me to get my grades back up to were I want them to be at .

I also will start making more time to study and less time slacking off. Teaching art will still be part of my life and hopefully I can squeeze it into my new career. Also I promised myself if I need any help with any of my classes I will use the tutoring department to my advantage . I never did go to tutoring in the past semesters, maybe if I took some time out to go I would have done much better in my classes. I am looking forward to keeping my education on track and not derailing off my prize which is to receive my masters in social work.

College essay topics to write about Leadership Theories

Great man theories

According to Kirkpatrick and Locke (1991), great man leadership theories were popular in the 19th and early 20th centuries. Judge, Piccolo and Kosalka (2009: 855) state that the great man theory is attributed to Thomas Carlyle who proclaimed that For, as I take it, Universal History, the history of what man has accomplished in this world, is at bottom the History of the Great Men who have worked here”. According to Eckmann (2005: 4), Carlyle’s argument was that heroes shape history through “the vision of their intellect, the beauty of their art, the prowess of their leadership and, most important, their divine inspiration.” Kirkpatrick and Locke (1991) state that great man theories were based on the assumption that leadership qualities were inherited, particularly by upper class men. In other words, these theories asserted that great men were born, not made (Hoffman et al., 2011). Vroom and Jago (2007) refer to heroic concepts of leadership which they argue emerged with the great man theory of history whereby major historical events were assumed to be the work of great men with vision and genius.

Hoffman et al (2011: 349) argue that great man theories fell out of favour “amid questions as to the evidentiary basis underlying disposition-leadership associations”. Judge, Piccolo and Kosalka (2009) state that reviewers have labelled the approach as too simplistic, futile, dangerous and a product of self-delusion. Lieberson and O’Connor (1972: 117) also criticise great man theories for failing to consider a leader’s limits and state that the evidence indicates that the influence of single individuals is seldom as decisive as the great-man theory would lead one to believe.

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Trait theories

Great man theories evolved into trait theories in the early 20th century (Judge et al., 2002; Kirkpatrick and Locke, 1991). Proponents of these theories argue that leaders possess traits or characteristics that make them different from other people and give them leadership advantage. This assumption that leadership depends on the qualities of the leader makes trait theories seem similar to great man theories but trait theories differ because they do not assume that leadership is limited to a few heroic men (Judge et al, 2002). Researchers however, have failed to agree on what traits are universal and trait theories suffer from a lack of structure in describing personality leading to a wide range of traits being investigated under different labels” (Judge et al, 2002: 766). For instance, Kirkpatrick and Locke (1991) argue that the six traits that distinguish leaders from non-leaders include drive, desire to lead, honesty/integrity, self-confidence, cognitive ability and business knowledge. On the other hand, House and Aditya (1997) propose four factors including achievement motivation, prosocial influence motivation, adjustment and self-confident. Mann (1959) includes masculinity, dominance, adjustment, conservatism and extroversion in his list of traits. It is clear, as shown in figure 1 below, that different researchers have proposed different traits and there is no consistency in trait theories.

Past qualitative reviews of the traits of effective leaders

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Figure 1: Past qualitative reviews of the traits of effective leaders

Kirkpatrick and Locke (1991) state that no traits are universally associated with effective leadership and argue that situational factors are also influential. These researchers state that traits only provide the potential for leadership and additional factors including skills, vision and implanting the vision are necessary for effective leadership. Other researchers have also argued that trait theories have failed to consider situational nature of leadership (Zaccaro, 2007; Vroom and Jago, 2007). These researchers have argued that situational variables impact on leader behaviour, effectiveness and consequences.

Behavioural theories

According to Derue et al (2011) criticism of leader-trait paradigm has led to the development of behavioural theories of leadership which assume that leadership capability is not inherent, but can be learned. Storey (2004) states that important behavioural studies include Ohio State University, which is credited with developing the Leader’s Behaviour Description Questionnaire, University of Michigan (Katz and Khan, 1978; Likert, 1961) and Blake and Mouton (1964). Behavioural theories as advocated by these researchers identified four styles of leadership behaviour: concern for tasks (production or output), concern for people, directive leadership and participative leadership. Blake and Mouton (1964) developed the Managerial Grid which identifies five theories of managerial behaviour which are based on two variables, concern for production and concern for people. The combination of these variables results in different styles of management as shown in figure 2 below. Each style is expressed on a scale ranging from 1-9, with 1 representing minimal concern and 9 representing maximal concern. Blake and Mouton (1964) argue that it is possible for managers to learn in a classroom and revise their practices and procedures thereby moving towards an ideal 9, 9 (team management) organisational environment.

Contingency (situational) theories

According to Gill (2011) contingency theories suggest there is no one best way of leadership because successful leaders use different styles depending on the nature of the situation and the followers. This means that effective leaders are flexible and have the cognitive ability to adopt a different leadership style for a given situation. Storey (2004) states that proponents of cognitive theories include Fiedler (1967), Vroom and Yetton (1973), Yukl (2002) and Hershey and Blanchard (1984). Other behavioural leadership theories include path-goal theory, leadership substitutes theory and normative contingency theory (McClesky, 2014). Fiedler’s (1967) two factor model divides leaders into relationship motivated and task motivated groups and suggests that leaders should be placed in the situation which is favourable to their style. Hershey and Blanchard (1984) present four leadership styles including directive, consultative, participating and delegating which are related to the readiness (maturity) of followers, for instance, leaders will adopt a directive style in a situation where followers lack readiness or the ability and confidence to perform a task. As the employees gain ability and become more confident, the leader will adopt a participating and delegating style. In other words, the level of follower maturity (job and psychological) determines the correct style of leadership. Figure 3 below shows the situational leadership model.