Servant leaders typically start out at the bottom and work their way to a leadership role. This is different than those that may attend college and obtain a leadership role right out of school. A perfect example of this would be my father. He worked for Coca-Cola loading trucks. He then worked his way into a route position and then became the supervisor of sales. From there his desire the continue to lead moved him into the general manager position. His service, loyalty and passion for his job provided him the opportunity to lead verses starting out at the top. This also gain respect from his employees and had a larger following from his subordinates.
Joseph Pulitzer was the publisher of the New York newspaper
Sophia loves to read books. Her parents think that reading books is important, so they reward her with $5 every time she reads a book. Over time, Sophia realizes that she really doesn’t love books all that much. this an example of the over-justification effect.
Answer: Option C
<u>Explanation:</u>
The over-justification effect is a result or event that reduces the interest over some action to perform when doing that action is being rewarded. This over-justification is the result when losing happiness or pleasure while doing it.
The joy attained while doing that action acts as the reward itself. When those actions are rewarded for things that will make to ask a question within themselves. That these rewards as things are valuable than your joy or happiness attained.
Thus it can diminish the motivations or interest in your favorite action of doing something. Sometimes it also results in the behavior since the activities getting changed due to the lack of interest.
I believe the right answer is social interaction.
Lev Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning."
Vygotsky’s main assertion was that children are entrenched in different sociocultural contexts and their cognitive development is advanced through social interaction with more skilled individuals. Vygotsky (1978) states: “Every function in the child’s cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). This applies equally to voluntary attention, to logical memory, and to the formation of concepts. All the higher functions originate as actual relationships between individuals.” (p57).
