Immigration Reformation

Mexico’s immigration policies comprise single, streamlined laws that ensure that foreign visitors and immigrants are regimented. For a better picture, these include stern rules that these immigrants are in the country legally, that they are able to sustain themselves economically, that they do not become burdens to the society, that they are of good character and have no criminal records, and are contributors to the general wellbeing of the nation.In fact, immigration authorities compile records of each foreign visitor and assure that these visitors do not violate their visa status. They are also banned from meddling with internal politics and those who violate the terms of their entry and who enter under false pretenses are imprisoned or deported (Lillpop). Indeed, the Mexican constitution strictly defines the rights of its citizens and as one may put it, the denial of may fundamental rights to non-citizens, legal or illegal.Though its law makes perfect sense, Mexico is pushi ng the United States to water down the latter’s immigration rules, when, in the first place, its own immigration restrictions are the toughest in the continent. However, also looking at Mexico’s points, El Paso asks the US government to stop raids and dividing American families insisting, â€Å"We are not the Enemy, We are Part of the Solution† (Garcia & Camargo).The rally down in El Paso has emphasized the need for new immigration policies that provide means for immigrants residing in the United States to attain permanent residency. Some say Mexican leaders demanding from the United States immigration laws, which contradict its own. Some even say the agenda of Mexico for such demand is clear: to have a one-way immigration relationship with the United States. However, looking at a broader perspective, I believe Mexico only wants to impose stern rules with regards to foreigners to protect its citizens and the well being of its nations.United States, on the other hand, are trying to impose the same, now with opposition from the Mexicans. Who are directly affected here are those Southerners who live in US soil and vice versa. To avoid stepping on each other’s flags and more importantly to avoid misunderstanding between the neighboring countries, each much provide room for adjustments and meet halfway so as to grant the its citizens, foreign or not, just and humane rights even if they live in a soil foreign to their true nation.Works Cited Lillpop, John. â€Å"Immigration Reform? Lets Try Mexico’s Immigration Law. † 27 February 2007. Canada Free Press. 19 October 2007. . Garcia, Fernando & Camargo, Betty. â€Å"El Paso and Southern New Mexico Communities March and Rally for Just, Humane and Comprehensive Immigration Reform NOW! †. 6 April 2007. Border Network and Human Rights. 19 October 2007. .

How to Develop, Organize, and Plan Instruction

Good planning is the first step to an effective classroom, and one of the six main teacher tasks that excellent teachers must master. A well-planned class reduces stress on the teacher and helps minimize disruptions. When teachers know what they need to accomplish and how they are going to do it, they have a better opportunity to achieve success with the added benefit of less stress. Further, when students are engaged during the entire class period, they have less opportunity to cause disruptions. Obviously, the demeanor of the teacher, the quality of the lesson, and the method of delivery all play into an effective day in class. With that said, it all starts with a good plan. Steps for Planning Instruction Look over the state and national standards and your texts and supplemental materials to determine what concepts you must cover in the year. Make sure to include any required test preparation material. Use this to create a plan of study for your course.Create a personalized lesson plan calendar. This will help you visualize and organize your instruction.Plan your units using your overall plan of study and your calendar.Create detailed unit lesson plans. These should include the following items to be effective:ObjectivesActivitiesTime estimatesRequired materialsAlternatives—Make sure to plan for those students who might be absent during your activities.Assessment—This includes classwork, homework, and tests  Transfer your broad unit plan to a planning book to keep yourself organized. This will help with implementation and focus. This is where all the unit plans come together to give you a broader picture of the year.Write a daily lesson outline and agenda. The details i ncluded will differ depending how detailed you wish to be. Some teachers create a simple outline with times attached to help keep them on track while others include detailed notes and written information. At a bare minimum, you should have an agenda prepared for yourself and your students so that you appear organized and you make smooth transitions. It is very easy to lose student attention as you search for the page that you want them to read or fumble through a stack of papers.Create and/or gather any required items. Make handouts, overheads, lectures notes, manipulatives, etc. If you are going to start each day with a warm-up, then have this created and ready to go. If your lesson requires a movie or item from the media center, make sure that you put in your request early so that you are not disappointed on the day of your lesson. Planning for the Unexpected As most teachers realize, interruptions and unexpected events often occur in class. This might range from pulled fire alarms and unexpected assemblies to your own illnesses and emergencies. Therefore, you should create plans that will help you deal with these unexpected events. Create mini-lessons to help fill up any time that might be left at the end of a class period. Even the best teachers are sometimes left with extra time. Instead of just letting students talk, use this time for extra instruction or possibly educational fun. Further, if an unexpected assembly is called leaving you with just 15 minutes of instruction, these lessons can be a godsend.Emergency lesson plans are a necessity for all teachers. If you cannot make it to school at the last minute or have to leave to deal with a personal emergency, you need to leave lesson plans to help your substitute. This combined with your substitute folder is important to help your classroom continue to function without you.

Nicolau Copernicus - Founder of Modern Astronomy

This profile of Nicolau Copernicus is part ofWhos Who in Medieval History   Nicolau Copernicus was also known as: The Father of Modern Astronomy. His name is sometimes spelled Nicolaus, Nicolas, Nicholas, Nikalaus or Nikolas; in Polish, Mikolaj Kopernik, Niclas Kopernik or Nicolaus Koppernigk. Nicolau Copernicus was known for: Recognizing and promoting the idea that the Earth revolved around the sun. Although he was not the first scientist to propose it, his bold return to the theory (first proposed by Aristarchus of Samos in the 3rd-century B.C.) had significant and far-reaching effects in the evolution of scientific thought. Occupations: AstronomerWriter Places of Residence and Influence: Europe: PolandItaly Important Dates: Born: Feb. 19, 1473Died: May 24, 1543 About Nicolau Copernicus: Copernicus studied liberal arts, which included both astronomy and astrology as part of the science of the stars, at the University of Krakà ³w, but left before completing his degree. He resumed his studies at the University of Bologna, where he lived in the same house as Domenico Maria de Novara, the principal astronomer there. Copernicus assisted de Novara in some of his observations and in the production of the annual astrological forecasts for the city. It is at Bologna that he probably first encountered the works of Regiomontanus, whose translation of Ptolemys Almagest would make it possible for Copernicus to successfully refute the ancient astronomer. Later, at the University of Padua, Copernicus studied medicine, which was closely associated with astrology at that time due to the belief that the stars influenced the dispositions of the body. He finally received a doctorate in canon law from the University of Ferrara, an institution hed never attended. Returning to Poland, Copernicus secured a scholastry (an in abstentia teaching post) at Wroclaw, where he primarily worked as a medical doctor and manager of Church affairs. In his spare time, he studied the stars and the planets (decades before the telescope was invented), and applied his mathematical understanding to the mysteries of the night sky. In so doing, he developed his theory of a system in which the Earth, like all the planets, revolved around the sun, and which simply and elegantly explained the curious retrograde movements of the planets. Copernicus wrote his theory in De Revolutionibus Orbium Coelestium (On the Revolutions of the Celestial Orbs). The book was completed in 1530 or so, but it wasnt published until the year he died. Legend has it that a copy of the printers proof was placed in his hands as he lay in a coma, and he woke long enough to recognize what he was holding before he died. More Copernicus Resources: Portrait of Nicolau CopernicusNicolau Copernicus in Print The Life of Nicolaus Copernicus: Disputing the ObviousBiography of Copernicus from Nick Greene, former About.com Guide to Space/Astronomy. Nicolau Copernicus on the Web Nicolaus CopernicusAdmiring, substantial biography from a Catholic perspective, by J. G. Hagen at the Catholic Encyclopedia.Nicolaus Copernicus: 1473 - 1543This bio at the MacTutor site includes very straightforward explanations of some of Copernicuss theories, as well as photos of some places significant to his life.Nicolaus CopernicusExtensive, well-supported examination of the astronomers life and works by Sheila Rabin at The Stanford Encyclopedia of Philosophy. Medieval Mathematics and AstronomyMedieval Poland The text of this document is copyright  ©2003-2016 Melissa Snell. You may download or print this document for personal or school use, as long as the URL below is included. Permission is   not  granted to reproduce this document on another website. For publication permission,  please   contact  Melissa Snell. The URL for this document is:http://historymedren.about.com/od/cwho/p/copernicus.htm Chronological Index Geographical Index Index by Profession, Achievement, or Role in Society

China s Influence On The United States - 1168 Words

The products of China played a role in the way the United States came about and how their identity was created and solidified. China was seen as influential and beneficial for the Americans through trade and customs that they brought along with them. Some individuals have traveled over to the United States for the Gold Rush and others just wanted a better life for their future and for their families’ future. There were other convincing reasons that pushed the Chinese to migrate away from their hometown into a new environment as well. Chinese people were the first to migrate to the United States. Majority of the young men chose to come over to experience a better life in the States. However, the only Chinese women that would be able to†¦show more content†¦Groups that would agree and come over to work as a coolie were from Hong Kong, Canton, Macao, Amoy, and Swatow. Social challenges the Chinese experienced ranged from how they were treated in their jobs to how they wo uld marry. Along with the occurrence of the coolie trade, the workers are upset at the employers’ abuse and how they cannot regulate the laws within their job. When the Chinese came over, the Americans were discriminating against them and their manner. The way Americans described Chinese revolved about how China’s culture is not â€Å"normal† because it is being compared to their American culture and racialized comments. When you move into a new town or city, it is harder to get comfortable when the ones that already resides in area are judgmental and puts down the newer people. The Americans called the Chinese hurtful and unkind words like: â€Å"cowardly†, â€Å"submissive†, â€Å"silly grunts†, and â€Å"menaces†. Interracial marriages were shunned and disapproved by many, it created problems in racial and family order. An example of how a Chinese man with a White woman relationship was ruined when Elise Sigel was murdered and Leon Ling was called out for the murder because there was a rumor that they were in an affiliation with one another. From this incident and others, there were laws that were created to separate whites and Asian individuals from getting into any sort of relationship or contact. The Chinese did not have much to say about

Lord of the Flies Setting Free Essays

Bader al Issaei January 24, 13 Lord of the Flies The author Sir William Golding created the story Lord of the Flies. This author uses the setting to develop the main theme of the story. The setting did really create the theme of the story and without it Piggy could have lived. We will write a custom essay sample on Lord of the Flies Setting or any similar topic only for you Order Now Without this setting the whole story could have changed because it story can be in a camp or in London or even their country. Then the whole story in that case will change. To add to that, there might not be a problem or a lord of the flies. There were a lot of settings he could have chosen but he only chose one, which is the island. He chose where to put the conch and he chose to put a castle rock, and he also chose where to put lord of the flies and what the weather will be. The writer of this story created many ways for using the setting, one general way is the geography of the island, he chose the island, witch I don’t think is a real island in the Pacific Ocean I think he created it, and this island changed the humanity of the boys. In the beginning of the story we are introduced to the creepers, while Piggy was following Ralph we found out that Piggy has asthma. Ralph goes to the beach and finds a bathing pool. So like a normal boy he jumps in the bathing pool but Piggy can’t swim because of the asthma he has. Piggy tests the water, and it was warm. Then we find out that Ralph can swim because his dad is a commander in the navy and he taught him. Piggy’s mom and dad are dead and he lives with his aunt. Then, Ralph found a conch and blew it to call the others so he was voted as chief, he told the others if they want to talk they have to hold the conch. Now the conch became an important symbol in the story and it symbolizes order. In the end of the first chapter Ralph, Jack and Simon discover that it is an island and that there are pigs. Ralph wanted to make a fire but the first one was not under control and burned a big part of the island. The second fire was the signal fire and it was on top of the mountain so it is in the center of the island. Now the fire symbolizes the rescue. William Golding chose an atomic war and above these boys at night there was a plane battle, in the meantime the twins where taking watch of the fire. Suddenly a dead Pilate was ejected from the plane and the twins thought that it was the beast. Jack, Ralph and the hunters went to see the beast and discovered the castle rock. It is the place that symbolizes savagery and the place where they killed Piggy, also known in the unfriendly part of the island. When Ralph, Jack and Roger saw the beast at night they ran letting others believe in the beast. Castle rock is now the place for the hunters and littluns and their chief is Jack. Without the Pigs there won’t be any hunter and it would be more peaceful, they could have just eaten fruit. The castle rock is a very rocky place with a lot of sunlight and heat, and that is not a perfect place to live in. It is the opposite from Simon’s nature place even the author said â€Å"Flower and fruit grew together on the same tree and everywhere was a scent of ripeness and booming of a million bees at pasture. Page 61,W. Golding. The writer cut the island into two sides, an unfriendly side and the friendly side. For example when Simon dies the writer says: â€Å"The water rose further and dressed Simon’s coarse hair with brightness† Page 180W. Golding. He said this because he died in the friendly side. Piggy, in the other hand, died in the unfriendly side of the island, the writer said: â€Å"the rock stuck Piggy a glancing blow from chin to knee; the conch explo ded into a thousand white fragments†. Page 212 W. Golding, so that didn’t seam as a fun sight. You can find the difference now with the two places. To add to that, Ralph was rescued when he came to the friendly side. William Golding added to the geography of the island a thicket next to the castle rock, and it was not put by accident, he did it so that Ralph would hide in it, but because it was in the unfriendly side Jack burned the whole island to get him out, he did and then got rescued. If you notice there are only one beach and the rest are cliffs. I think that the beach symbolizes something, which is the tribe’s home. They even have shelters in there and a bathing pool right next to the platform. Also, the writer putted the Lord of the Flies next to Simon’s mat as borders of the friendly side and the unfriendly. That is why Simon was confident when he went up to the mountain also he could have left the parachutist on top of the mountain as a proof that there is no beast. Sir William Golding is a smart writer because he has made a map in his head that really reacted to the whole story. This story mostly talks about the darkness inside the humans and how a war can happen, more over how the civilization could have started. The island took away all the humanity in them forcing them to act like savages. The whole island could have won the war yet no one did; even the leaders of these two tribes still hate each othe r. The person who created this map wanted that war to happen and wanted Ralph to survive. God created the Earth’s map and I am sure he created it for a reason. Word count: 1,010 words How to cite Lord of the Flies Setting, Essay examples

How does Tim Burton create an atmosphere in sleepy hollow Essay Example For Students

How does Tim Burton create an atmosphere in sleepy hollow Essay This image is followed by a montage sequence which includes- two people holding hands, a person sighing a will, a piece of paper (supposedly the will) being put into a brief case, the sealing of the will with a stamp. This opening scene establishes motif that will recur and may only be interpreted accurately in terms of importance on reviewing. During this section we are repeatedly being shown a windmill (it is seen on the stamp the briefcase and the carriage) with the name Van Garret written underneath it. This is likely to be the family crest which all point toward the denouement when the windmill explodes and all the loose points in the story are tied together. In the opening scene there are many feature which refer to the past these include:   Horse and carriage.   The inconsistency of the road.   Clothes and hair.   Environment (the place where Sleepy Hollow is based in is deserted, remote and unlit).   Music used is classical music.   Fog, lightning and thunder. During the first encounter of the headless horsemen we see a glimpse of him passing behind the carriage as we see this we notice we see Van Garrets head framed by the window, in doing this, Burton has highlighted the characters head making the audience anticipate the decapitation. Throughout the first scene there is no dialogue, which adds tension however throughout the scene the character communicates to the audience through facial expression making it seem like youre watching a silent movie. Before the death of Van Garret the poor fellow is trying to get away is trying to get away from the killer however he gets lost in a cornfield and runs into a scarecrow with a pumpkin for a head. The pumpkin is well known for being associated with Halloween, with spooky from its nature. We see a variety of camera angles and angles allowing the audience to share the sense of being lost. However, Van Garret is startled by the appearance of the object as its almost alive but at the same time demonic. However when seeing the scarecrow the camera angles automatically zooms in to Van Garrets face which shows relief, which is shared with the audience, nevertheless this is only momentarily as the horse is made present though digetic (the whinnying of the horse). The final image of the seen is of the pumpkin being streaked with blood, the motif starts and the scene. Scene 2 Unlike the previous scene we observe an urban, built upon city of New York, which is a contrast to that of Sleepy Hollow. However unlike the modern day buildings the attitude toward to crime is still going back to the medieval ages. We shown different gruesome contraptions that might have been used to punish criminals in the court. In this scene we immediately Ichobod Crane does not belong in the city of New York as Crane believes to identify criminals modern day scientific methods must be carried out however, by sharing this view with the community Crane is put to the test of solving these crimes of the headless horsemen. This shows that Crane is a detective however; does this mean the genre of the whole is murder mystery? So Ichobod Crane is sent to the town of Sleepy Hollow. As this is scene the credits are used in ghostlike font, which disappears after being seen. By doing this Burton adds the sense of a supernatural feeling. Another way Burton makes the have a sense of horror is the use of a non-diegetic sounds (orchestra playing classical but spooky song) which seems to get to get louder as Crane gets nearer to the Van Tassel mansion. As Crane enters the town he is seen going past a grave yard and as he walks down the street surrounded by simple houses we see villagers closing the shutters of their houses which is used as a metaphor for the secret which is vital to the solving of the mystery. .u6c62198a15e2968ff4ac8bf6a02507b7 , .u6c62198a15e2968ff4ac8bf6a02507b7 .postImageUrl , .u6c62198a15e2968ff4ac8bf6a02507b7 .centered-text-area { min-height: 80px; position: relative; } .u6c62198a15e2968ff4ac8bf6a02507b7 , .u6c62198a15e2968ff4ac8bf6a02507b7:hover , .u6c62198a15e2968ff4ac8bf6a02507b7:visited , .u6c62198a15e2968ff4ac8bf6a02507b7:active { border:0!important; } .u6c62198a15e2968ff4ac8bf6a02507b7 .clearfix:after { content: ""; display: table; clear: both; } .u6c62198a15e2968ff4ac8bf6a02507b7 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6c62198a15e2968ff4ac8bf6a02507b7:active , .u6c62198a15e2968ff4ac8bf6a02507b7:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6c62198a15e2968ff4ac8bf6a02507b7 .centered-text-area { width: 100%; position: relative ; } .u6c62198a15e2968ff4ac8bf6a02507b7 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6c62198a15e2968ff4ac8bf6a02507b7 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6c62198a15e2968ff4ac8bf6a02507b7 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6c62198a15e2968ff4ac8bf6a02507b7:hover .ctaButton { background-color: #34495E!important; } .u6c62198a15e2968ff4ac8bf6a02507b7 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6c62198a15e2968ff4ac8bf6a02507b7 .u6c62198a15e2968ff4ac8bf6a02507b7-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6c62198a15e2968ff4ac8bf6a02507b7:after { content: ""; display: block; clear: both; } READ: Star Wars: a New Hope EssayIt is kept from Crane as he is an outsider, and cannot be trusted. As Crane is seen walking up to the Van Tassel manor the building it self looks spooky. As Crane enters the building there is a change in the atmosphere instead of being ominous and mysterious one, we see village folk partying. In the centre of the room we see a crowd of men surrounding a young woman (Katrina Van Tassel) playing a game. However when the presence of Crane is noticed there is a cold welcoming as the main men of the villagers are seen giving each other signals. The way these signals are carried out we noticed these characters are conspiring and not the whole truth. When the meeting is held in a separate room we are told the story of the headless horsemen however instead of being a narrative there is an exposition sequence giving the viewer a background detail of Sleepy Hollow is presented in a frame narrative which makes it more interesting for the viewer however by doing this it reinforce one of the main phrases viewed in the movie seeing is believing. The production of this movies sole purpose is to make money for the organisation behind the movie (pathe) the movie has been designed for viewers aged between the ages of 15 (this is known by the certificate rating) upwards as it has a lot of images which parents might not find suitable for children. As different individuals have different preference Burton has used several genres in the movie, which increases the amount that will come to watch the movie.

Transformational vs Transactional Leadership Essay Example

Transformational vs Transactional Leadership Paper Leadership Styles, High-Quality Leader-Follower (LMX) Relationships and Job Performance The current globalized economic environment is becoming increasingly dynamic and competitive forcing organizations to improve their business practices to overcome greater challenges with more flexibility, efficiency and innovation in products and internal processes (Walumbwa et al. 2005, p. 235). Certainly, there is fundamental evidence of the positive association of leadership style and the influence on follower’s behaviour as a consistent way to improve job performance and organizational outcomes (Vaccaro et al. 2010). The aim of this paper is to demonstrate the impact of transformational and transactional leadership styles on leader member exchange relationships, job performance and job satisfaction. By using theories such Weber’s conceptualization of charismatic leadership, Burns’ transactional leadership and Bass’ Four I’s of transformational leadership, this paper acknowledge the superiority of transformational over transactional leadership style in developing high-quality leader-follower (LMX) relationships, increasing followers’ job performance and Job satisfaction. Recalling previous studies which asserted the dependence of leadership effectiveness on culture and organizational size (Paul et al. 001), it seems clear that transformational leadership is a more suitable leadership style for small, large and complex companies across cultures facing the challenges of globalization of markets. The superiority of transformational leadership style in building high-quality leader-follower (LMX) relationships is given to the practice of one or more of the Four I’s leadership behaviour. Firstly, Idealized influence through a charismatic behavi our will illustrate the positive influence on followers and their performance. We will write a custom essay sample on Transformational vs Transactional Leadership specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Transformational vs Transactional Leadership specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Transformational vs Transactional Leadership specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It is followed by the ability to motivate team work and the achievement of general goals that produce personal satisfaction and commitment with the company (inspirational motivation). Furthermore, intellectual stimulation will certainly demonstrate how innovation and creativeness is promoted and their impact on organizational results. Finally, individualized consideration in hand with LMX theory will provide an example of the undoubted benefits of dyadic relationships in ‘in-group’ such greater loyalty and commitment. Leadership styles, high-quality leader-follower (LMX) relationships and Job performance. Focusing in the work of Burns (1978) and Bass (1985) on leadership behaviours, transformational and transactional leadership have been the objective of various research in order to capture the extent to which leaders influence subordinates by involving them in the organization’s goals, or by specifying the rewards that will follow the accomplishment of those goals (Rubin et al. 2005; Yammarino et al. 1997) According to Podsakoff et al. 1990) a fundamental characteristic of transformational leadership behaviour is the ability to create a compelling vision for the organization, providing an appropriate model consistent with that vision, stimulating the acceptance of group goals, expecting high performance, providing individualized support and intellectual stimulation. In contrast, transactional leadership is primarily concern with gaining compliance from subordinates by using a contingent re ward dimension or a passive form of managing by exception. The leader specifies what is expected from organizational members and the subsequent reward for its accomplishment (Bass and Avolio 1990). According to LMX theory, a high-quality leader-follower (LMX) relationship, usually associated with dyads in the ‘in-groups’ of the organization, emphasizes in fundamental levels of loyalty, commitment, respect, affection, mutual trust and the possibility of mutual linking between leaders and followers (House et al. 1993). Transformational rather than transactional leadership is more likely to achieve this superior level in the follower-leader relationship by developing one or more of the Four I’s; Idealized influence, inspirational motivation, intellectual stimulation and individualized consideration (Bass, BM and Avolio, BJ (eds. ) 1994). Idealized influence A transformational leader acts in a way that becomes a role model or inspirational image for his/her followers (Zhang, X, Cao, Q and Tjosvold, D 2010) usually attributed to his/her charismatic approach. Certainly, charisma in meant to be a requirement for transformational leadership. According to Weber (1947) a charismatic leadership can inspire and motivate people to do more than originally intended. What is more, they can influence followers by arousing strong emotions in support of the organizational vision, creating a leader-follower relationship based on a common value system between leader, follower and organization (Paul et al. 2001). Towler (2003) demonstrated that workers who received a charismatic-training performed better on their knowledge test and were more satisfied with the task. Unlike, transactional leadership emphasizes in the transaction that takes place with followers based on explicit discussion of the rewards they will receive if they fulfil the requirements. As a consequence, the relationship with is limited to the leader’s ability to control the outcomes desired by followers. However, as Dorfman et al. (1999) argued, charismatic behaviour can have a negative implication on societies with a history of autocratic and despotic leaders. Inspirational motivation Undoubtedly, the contingent transactional reinforcement system motivates followers to perform in such adequate way in order to obtain the reward. However, through this system, followers’ job performance, as well as commitment, is strongly limited to fulfil the requirements of the contract in a self-satisfying attitude (Avolio,BJ, Bass, BM and Jung, DI 1999) rather than a commitment with the leader and organizational vision he/she has established. Contrary, transformational leaders promote an organizational citizenship behaviour in which team-supporting behaviours augment followers’ identification with group values. The leader motivates them to transcend from a self-concept to be committed with cooperative team goals. Followers find themself intrinsically motivated to fulfil a collective vision without expecting immediate personal and tangible gains (Wang et al. 2005). Intellectual stimulation Transformational leaders stimulate employees’ effort to be innovative and creative by questioning assumption, reframing problems and approaching situations in different ways (Vaccaro et al. 2010, p. 2). On the other hand, as Podsakoff et al, (1990) exposed, transactional leadership consist in two dimensions; Contingent reward systems, which emphasizes the institution of clear and precise agreements, and management by exception that promotes highly leadership involvement and intervention in order to monitor and ectify any divergence form standards. Amibile (1998) claims that both dimensions inhibit creativity and discourage the initiative to address new ways to facing the work. Although, currently research fail to demonstrate a universal leadership phenomena (Walumbwa et al. 2005, p. 235), transformational leadership, by using intellectual stimulation behaviours, exhibit a cross-cultural benefit on commitment, innovation and job performance, all of them being characteristics of high-quality leader-follower (LMX) relationship. Avolio, Zhu, Koh, and Puja (2004), by gathering data from staff nurses in a large public hospital in Singapore, found a positive association between transformational leadership and organizational commitment. Likewise, Geyer and Steyrer (1998), as a result of a research in Australian banks, reported that transformational leadership had positive effects on employees’ level of effort and task performance. Individual consideration A transactional leader properly identifies employees’ needs in order to make the accurate motivational transactions; as a result, both parts expectations are met and job satisfactions is improved. However the exchange is usually limited to economic or tangible benefits and does not promote leader-follower relationships. In contrast, a transformational leader pays special attention to follower’s individual needs in a widely range, such achievement and growth, by acting as a coach or mentor. The leader demonstrate acceptance for individual differences, promote two-way exchange communication and sees the individual as a person rather than as just an employee (Bass, BM and Avolio, BJ (eds. 1994). In this extent, transformational leader promotes the creation of dyadic relationships with ‘in-group’ members which usually have a high-quality relationship with the leader and are expected to be more loyal to the leader, and perform in a greater extent as an exchange for intangible benefits like career development, participation in decision making, and access to information, between others (Vaccaro et al. 2010, p. 2). According to Deluga (1992), individualized consideration and charisma were two transformational leadership factors that predicted LMX and are the cause for subordinates to behave in ways (such as making extra efforts) that strengthen relational ties with the leader. Conclusion It seems clear that transformational and transactional leadership have positive relationship with organization outcomes; however this paper clearly stated the superiority of transformational leadership on building high-quality leader-follower (LMX) relationships based on the development of the Four I’s. First, by using a charismatic approach, transformational leaders create an idealize influence that augment follower’s emotions and commitment with the leader and organizational vision. Second, this paper claimed that by using inspirational motivating behaviour, leaders motivates followers to transcend from self-interest to commitment cooperative goals which led them to perform without expecting immediate personal benefits. In contrast, the transactional exchange-relationship with followers was meant to be limited to the interest on the reward promised as exchange for their task accomplishment in a very self-satisfying attitude. Given the importance of innovation in today’s organizations, intellectual stimulation was consider to be fundamentally related to followers’ commitment and organization increase on job performance and competitiveness. Unlike, by delimiting the outcome expected from followers and the reward system, transactional leadership was appeared to harm innovation in organization. Not different is the outcome of using managing by exception dimension. Finally, by having an individual consideration, transformational leadership are more likely to developed high-quality relationship members that are expected to be more loyal and perform in greater extent without expecting immediate tangible benefits. In contrast, commitment and higher achievement with a transactional leadership was limited to the exchange of direct economic and tangible benefits. Overall, due to the development of followers and their potential, transformational leadership is assumed to be more appropriate for many different types of companies and situations at any level across cultures. Reference list Amabile, TM 1998. ‘How to kill creativity’. Harvard Business Review, vol. 76, pp. 76–87. Avolio, BJ, Bass, BM, Jung, DI 1999, ‘Re-examining the components of transformational and transactional leadership using the multifactor leadership questionnaire’. Journal of Occupational and Organizational Psychology, vol. 72, no 4, pp. 441–462. Avolio, B J, Zhu, W, Koh, W, Puja, B 2004, ‘Transformational leadership and organizational commitment: Mediating role of psychological empowerment and moderating role of structural distance’. Journal of Organizational Behaviour, vol. 4, pp. 1–18. Bass, BM, Avolio, BJ 1990, ‘The Implications of transactional and transformational Leadership for individual, team and organizational development’. Research in Organizational Change and Development, vol. 4, pp. 231–72. Bass, B. M. Avolio, B. J. (eds. ) 1994, Improving organizational effectiveness through transformatio nal leadership, Sage Publications, London. Deluga, R J 1992, ‘The relationship of leader-member exchanges with laissez-faire, transactional, and transformational leadership’. Impact of leadership. pp. 237–247. Dorfman, PW, Howell, JP, Hibino, S, Lee, JK, Tate, U, Bautista, A 1997, ‘Leadership in Western and Asian countries: Communalities and differences in effective leadership processes across cultures’. Leadership Quarterly, vol. 8, no 3, pp. 233–274. Felfe, J, Tartler, K and Liepmann, D 2004, ‘Advanced Research in the Field of Transformational Leadership. Zeitschrift fur Personalforschung – German Journal of Human Resource Research. Special Research Forum, vol. 18, pp. 262–88. Geyer, A, Steyrer, J 1998, ‘Transformational leadership and objective performance in banks’. Applied Psychology: An International Review, vol. 7, no 3, pp. 397–420. House and Aditya; RC, Liden and Maslyn JM 1993, ‘Scale development for a multidimensional mesur of Leader-Member exchange’, Paper presented at annual meeting of the Academy of Management, Atlanta, Georgia. Paul, J, Costley, DL, Howell, JP, Dorfma, PW 2001, ‘The effects of cha rismatic leadership on followers’ self-concept accessibility’, Journal of Applied Social Psychology, vol. 31, no. 9, pp. 1821-1 844. Podsakoff, PM, MacKenzie, SB, Moorman, RH, Fetter, R 1990, ‘Transformational leader behaviours and their effects on followers’ trust in leader, satisfaction, and organizational citizenship behaviour. Leadership Quarterly, vol. 1, pp. 107–142. Rubin, RS, Munz, DC, Bommer, WH 2005, ‘Leading from within: the effects of emotion recognition and personality on transformational leadership behavior’. Academy of Management Journal, vol. 48, pp. 845–58. Towler, AJ 2003, ‘Effects of charismatic in? uence training on attitudes, behaviour, and performance’. Personnel Psychology, vol. 56, no 2, pp. 363–381. Vaccaro, IG, Jansen, JJ, Van Den Bosch, FA, Volberda, HW 2010, ‘Management innovation and leadership: The moderating role of organizational size’, Journal of Management Studies, pp. -23. Walumbwa, FO, Orwa, B, Wang, P, Lawler, JJ 2005, ‘Transformational Leadership, Organizational Commitment, and job satisfaction: A comparative study of Kenyan and U. S. financial firms’, Human resource development quarterly, vol. 16, no. 2, pp. 235-265. Wang, H, Law, K, Hackett, R, Wang, D, Chen ZX 2005, ‘Leader-member exchange as a mediator of the relationship between transformational leadership and followers’ performance and organizational citizenship behaviour’, Academy of Management Journal, vol. 8, no. 3, pp. 420-432. Weber, M 1947, ‘The theory of social and economic organizations’, translated by T. Parson, New York. Yammarino, FJ, Dubinsky, A J, Comer, LB, Jolson, MA 1997, ‘Women and transformational and contingent reward leadership: a multiple-levels-of-analysis perspective’. Academy of Management Journal, vol. 40, pp. 205–22. Zhang, X, Cao, Q, Tjosvold, D 2010, ‘Linking transformational leadership and team Performance: A con? ict management approach’, Journal of Management Studies, pp. 1-26.