What form of audience do social tags of this kind enable Discuss the Essay

What form of audience do social tags of this kind enable Discuss the social and communicative properties of this kind of audience, using these tweets as evidence to support your claims - Essay Example Social tagging also plays a major role in connecting the users who have similar interests. The users can be able to share among themselves relevant piece of information regarding their area of interest (OReilly, & Milstein, 2009). Different tweets are usually posted to address different types of audiences. The different types of audiences have a common characteristic in that they are all imaginary in the mind of the writer. The three main types of audiences to which tweets can be addressed include (Clark 2012); the writer’s audience, the networked audience, and the broadcast audience. The writer’s audience: In this type of audience, the user tries to imagine the potential audience that have a high likelihood of gaining interest in the intended tweet and composes the tweet that is tailored for the perceived audience. The user tries to form a picture of the audience in his/her mind in order to compose a tweet that will meet the needs of that specified group of audience. The user usually expects responses from the audience. The broadcast audience: In type of audience, the user does not have a specific group of audiences in mind. The user just composes a tweet that is intended for any audience. For this situation, the user does not expect to get any response regarding the tweet. They compose a tweet that is meant for the consumption of the general public, and response for them is not a priority. The networked audience: This type of audience combines the characteristics of both the writer and the broadcast audience. Unlike in the broadcast audience, the user here composes a tweet that is intended of a large group of audience, but he/she has an idea of the type of audience to which the tweet is intended for. Just like in the writer’s audience, the user here also expects to get responses from the audience regarding the tweet. According to the sample tweets that have been provided, the form of audience that is most likely to be enable is the

Research Paper to included Data Analysis Plan Example | Topics and Well Written Essays - 1750 words

To included Data Analysis Plan - Research Paper Example The same document reveals that among the general public, men are more likely (60%) to come across traumatic experiences that may trigger PTSD than do females (50%). However, women are more likely to develop the condition despite their lower rate of exposure, with a likelihood of 10% compared to men’s 4% (Gradus, 2014). At the same time, research has established that veterans who took part in different operations have varying rates of PTSD prevalence. This could be the result of varying intensities of the wars, and differing levels of exposure to other traumatic experiences. The Operation Iraqi Freedom (OIF) veterans have a prevalence of between 11% and 20%; Gulf War (Desert Storm) veterans have a 12% prevalence; and 30% of Vietnam War veterans have endured PTSD in their lifetime. Taking a look at the gender dimension in prevalence of PTSD among military personnel reveals that a higher percentage of women (55%) are exposed to sexual harassment than men (38%) (U.S. Department of Veteran Affairs, 2014; Haskell et al, 2010). Needless to say, these experiences elevate female veterans’ risk of developing PTSD. With this fact in mind, it is accurate to adjudge that female veterans are more prone to PTSD than are male veterans. It is these assertions on higher prevalence of PTSD among veterans and among females in society (both in the general public and the veteran community) that this research seeks to investigate. None of the literature material consulted appears to point at the implications of longer or shorter exposure on the prevalence of PTSD among veterans. The researcher delves into this issue by seeking to establish whether those who have been in the battlefield for longer periods are equally likely to suffer PTSD as a result of accumulated traumatic experiences. As indicated, this research aims to investigate whether there

Research Paper About Education Essay Example for Free

Research Paper About Education Essay Etymologically, the word education is derived from the Latin Ä“ducÄ tiÃ…  (â€Å"A breeding, a bringing up, a rearing) from Ä“dÃ… «cÃ…  (â€Å"I educate, I train†) which is related to the homonym Ä“dÃ… «cÃ…  (â€Å"I lead forth, I take out; I raise up, I erect†) from Ä“- (â€Å"from, out of†) and dÃ… «cÃ…  (â€Å"I lead, I conduct†).[2] The role of government A right to education has been created and recognized by some jurisdictions: Since 1952, Article 2 of the first Protocol to the European Convention on Human Rights obliges all signatory parties to guarantee the right to education. It does not however guarantee any particular level of education of any particular quality.[3] At the global level, the United Nations International Covenant on Economic, Social and Cultural Rights of 1966 guarantees this right under its Article 13.[4] Throughout history various governments have made it illegal to educate children privately or at home. Various totalitarian regimes, for example, have mandated indoctrination through propaganda in the Hitler Youth and propaganda in education under various communist regimes. Systems School children line, in Kerala, India Systems of schooling involve institutionalized teaching and learning in relation to a curriculum, which itself is established according to a predetermined purpose of the schools in the system. Schools systems are sometimes also based on religions, giving them different curricula. Curriculum Main articles: Curriculum, Curriculum theory, and List of academic disciplines School children in Durban, South Africa. In formal education, a curriculum is the set of courses and their content offered at a school or university. As an idea, curriculum stems from the Latin word for race course, referring to the course of deeds and experiences through which children grow to become mature adults. A curriculum is prescriptive, and is based on a more general syllabus which merely specifies what topics must be understood and to what level to achieve a particular grade or standard. An academic discipline is a branch of knowledge which is formally taught, either at the university–or via some other such method. Each discipline usually has several sub-disciplines or branches, and distinguishing lines are often both arbitrary and ambiguous. Examples of broad areas of academic disciplines include the natural sciences, mathematics, computer science, social sciences, humanities and applied sciences.[5] Educational institutions may incorporate fine arts as part of K-12 grade curricula or within majors at coll eges and universities as electives. The various types of fine arts are music, dance, and theater.[6] Preschools Main article: Preschool education The term preschool refers to a school for children who are not old enough to attend kindergarten. It is a nursery school. Preschool education is important because it can give a child the edge in a competitive world and education climate.[citation needed] While children who do not receive the fundamentals during their preschool years will be taught the alphabet, counting, shapes and colors and designs when they begin their formal education they will be behind the children who already possess that knowledge. The true purpose behind kindergarten is â€Å"to provide a child-centered, preschool curriculum for three to seven year old children that aimed at unfolding the child’s physical, intellectual, and moral nature with balanced emphasis on each of them.†[7] Primary schools Main article: Primary education Primary school in open air. Teacher (priest) with class from the outskirts of Bucharest, around 1842. Primary (or elementary) education consists of the first 5–7 years of formal, structured education. In general, primary education consists of six or eight years of schooling starting at the age of five or six, although this varies between, and sometimes within, countries. Globally, around 89% of primary-age children are enrolled in primary education, and this proportion is rising.[8] Under the Education For All programs driven by UNESCO, most countries have committed to achieving universal enrollment in primary education by 2015, and in many countries, it is compulsory for children to receive primary education. The division between primary and secondary education is somewhat arbitrary, but it generally occurs at about eleven or twelve years of age. Some education systems have separate middle schools, with the transition to the final stage of secondary education taking place at around the age of fourteen. Schools that provide primary education, are mostly referred to as primary schools. Primary schools in these countries are often subdivided into infant schools and junior school. In India, compulsory education spans over twelve years, out of which children receive elementary education for 8 years. Elementary schooling consists of five years of primary schooling and 3 years of upper primary schooling. Various states in the republic of India provide 12 years of compulsory school education based on national curriculum framework designed by the National Council of Educational Research and Training. Secondary schools Main article: Secondary education Students working with a teacher at Albany Senior High School, New Zealand Students in a classroom at Samdach Euv High School, Cambodia In most contemporary educational systems of the world, secondary education comprises the formal education that occurs during adolescence. It is characterized by transition from the typically compulsory, comprehensive primary education for minors, to the optional, selective tertiary, post-secondary, or higher education (e.g. university, vocational school) for adults. Depending on the system, schools for this period, or a part of it, may be called secondary or high schools, gymnasiums, lyceums, middle schools, colleges, or vocational schools. The exact meaning of any of these terms varies from one system to another. The exact boundary between primary and secondary education also varies from country to country and even within them, but is generally around the seventh to the tenth year of schooling. Secondary education occurs mainly during the teenage years. In the United States, Canada and Australia primary and secondary educa tion together are sometimes referred to as K-12 education, and in New Zealand Year 1–13 is used. The purpose of secondary education can be to give common knowledge, to prepare for higher education or to train directly in a profession. The emergence of secondary education in the United States did not happen until 1910, caused by the rise in big businesses and technological advances in factories (for instance, the emergence of electrification), that required skilled workers. In order to meet this new job demand, high schools were created, with a curriculum focused on practical job skills that would better prepare students for white collar or skilled blue collar work. This proved to be beneficial for both employers and employees, for the improvement in human capital caused employees to become more efficient, which lowered costs for the employer, and skilled employees received a higher wage than employees with just primary educational attainment. In Europe, grammar schools or academies date from as early as the 16th century, in the form of public schools, fee-paying schools, or charitable educational foundations, which themselves have an even longer history. MLC Kx12 in Portland, Oregon Autodidacticism Main article: Autodidacticism Autodidacticism (also autodidactism) is self-directed learning that is related to but different from informal learning. In a sense, autodidacticism is learning on your own or by yourself, and an autodidact is a self-teacher. Autodidacticism is a contemplative, absorbing process. Some autodidacts spend a great deal of time reviewing the resources of libraries and educational websites. One may become an autodidact at nearly any point in ones life. While some may have been informed in a conventional manner in a particular field, they may choose to inform themselves in other, often unrelated areas. Notable autodidacts include Abraham Lincoln (U.S. president), Srinivasa Ramanujan (mathematician), Michael Faraday (chemist and physicist), Charles Darwin (naturalist), Thomas Alva Edison (inventor), Tadao Ando (architect), George Bernard Shaw (playwright), and Leonardo da Vinci (engineer, scientist, mathematician). Vocational Main article: Vocational education Vocational education is a form of education focused on direct and practical training for a specific trade or craft. Vocational education may come in the form of an apprenticeship or internship as well as institutions teaching courses such as carpentry, agriculture, engineering, medicine, architecture and the arts. ]Indigenous Main article: Indigenous education Indigenous education refers to the inclusion of indigenous knowledge, models, methods and content within formal and non-formal educational systems. Often in a post-colonial context, the growing recognition and use of indigenous education methods can be a response to the erosion and loss of indigenous knowledge and language through the processes of colonialism. Furthermore, it can enable indigenous communities to â€Å"reclaim and revalue their languages and cultures, and in so doing, improve the educational success of indigenous students.†[9]

Postural Sway and Self-Motion Perception Theory

Postural Sway and Self-Motion Perception Theory Tharushi Kaluarachchi People are often faced with a sensation of motion when gazing at moving clouds or when a train on an adjacent track moves at a railway station (Dichgans Brandt, 1978). Multiple senses contribute to this common visual illusion of self-motion. Optic flow stimuli induces a conflict between visual input, signalling movement of the body and vestibular input from inertial motion cues (A1). Visual-vestibular interactions also play an important role in maintaining postural stability (A4). Thus it is proposed that there is a common underlying mechanism between postural sway during quiet-stance and vection (A5). Recent research has shown that quiet-stance postural sway can be used to predict subsequent vection strength (A5). While many different types of global optic flow can generate self-motion (A2), this relationship has only been demonstrated for radial flow (Apthorp, Nagle, Palmisano, 2014). Therefore, does quiet-stance postural sway predict differences between multiple vection types, or is it simply a global measure distinguishing vection from non-vection? Concepts The experience of vection describes compelling visual illusions of perceived self-motion that are induced by presenting large patterns of optic flow to physically stationary observers (Palmisano, Allison, Schira, Barry, 2015). Optic flow fields provide visual signals for effective navigation through the three-dimensional environment. It describes a pattern of visual motion on the retina used to rapidly estimate the direction of movement (Duffy Wurtz, 1993). This direction is dependent on the nature of this field, differing with radial, lamellar, rotary and spiral patterns of flow (Britten, 2008). A radial pattern refers to expanding and contracting optic flow (Apthorp et al., 2014). A lamellar pattern refers to optic flow with horizontally parallel flow (Stoffregen, 1985). A rotary pattern of optic flow describes a rotating pattern also parallel to the medial-lateral axis. A spiral pattern of optic flow combines radial and rotary patterns, with the rotary component superimposed in radially expanding flow (Nakamura, 2011). The postural system concerns the position and orientation of body segments to organise balance and movement (Massion, 1994). Postural sway refers to readjustments in posture which can occur with medial-lateral (ML), side-to-side, or anterior-posterior (AP), back-and-forth sway (Ruhe, Fejer, Walker, 2011). Quiet-stance postural sway refers to both eyes open and eyes closed postural sway while standing which occurs prior to the onset of vection (Apthorp et al., 2014). Assumptions A1 (vection). Self-motion perception is a multisensory experience induced by conflicts between optic flow stimuli indicating movement and vestibular input which detects no variation in body position or velocity (Lestienne, Soechting, Berthoz, 1977). A2 (optic flow). Radially expanding and contracting optic flow stimulates forwards and backwards linear vection, respectively (Apthorp et al., 2014). For lamellar optic flow, it generates an illusion of self-translation parallel to the direction of flow (Stoffregen, 1985). A rotary pattern induces roll vection parallel to the plane of the presented flow (Tanahashi, Ujike, Kozawa, Ukai, 2007). Spiral optic flow induces a combination of roll and linear vection (Nakamura, 2011). A3 (optic flow and vection). The magnitude of vection varies with the nature of the optic flow, depending on the area, velocity, depth and spatial frequency of the pattern (Palmisano, Apthorp, Seno, Stapley, 2014). In general, more compelling vection will be induced by optic flow displays that generate significant sensory conflict (Palmisano et al., 2015). A4 (vision and posture). Maintenance of upright posture also depends on visual-vestibular cues (Del Percio et al., 2007). The extent of reliance on visual input in particular, indicates variations in posture, with a greater dependence resulting in more postural readjustments (Apthorp et al., 2014). A5 (postural sway and vection). Quiet-stance postural sway and vection are underpinned by the same basic mechanisms. This supports the use of quiet-stance postural sway measures to predict subsequent vection strength. (Palmisano et al., 2014). A6 (postural sway and vection). During upright stance, ML sway involves the control of hip and trunk muscles, whereas AP sway is regulated by ankle muscles. As these are controlled separately by the postural control system, independent variations in ML and AP are predictive of sway differences between vection types (Tucker, Kavanagh, Morrison, Barrett, 2010). Hypotheses Considering that vection magnitude varies with vection type (A3), it is hypothesised that global differences in the magnitude of future vection will be predicted by changes in quiet-stance. In addition, it is proposed that vection magnitude will be stronger for individuals who rely more on their vision for postural stability. Using local differences in sway axes, it is proposed that changes in AP sway will predict radial flow as it stimulates forwards-and-backwards self-motion (A2). For lamellar flow, which induces self-translation and roll vection generated from rotary flow (A2), it is hypothesised that ML changes will be more predictive. In addition, the combination of roll and linear vection from spiral flow may be predicted by sway in both ML and AP axes. Operationalisation Vection magnitude can be operationalised through a subjective verbal vection rating. Subjects verbally rate the strength of their vection experience on a 100 point scale, with ‘0’ indicating no perceived self-motion and ‘100’ indicating complete self-motion (Apthorp et al., 2014). Though self-report measures can be susceptible to subject cognitions, subjective ratings of vection are reasonably reliably as vection is a subjective experience (Palmisano et al., 2015). The multisensory visual-vestibular interaction for posture can be operationalised through postural sway measures. Quiet-stance postural sway, has been shown to predict subsequent vection, which makes it a viable measure of vection (Palmisano et al., 2014). Postural sway can be operationalised through the changes to the location of the centre of foot pressure (CoP) in the AP and ML direction (Ruhe et al., 2011). Larger sway amplitudes are indicative of greater postural instability. Though CoP is an indirect sway measure as it measures motor system activity, it is a practical method of measuring postural sway in standing (Ruhe et al., 2011). References Apthorp, D., Nagle, F., Palmisano, S. (2014). Chaos in balance: non-linear measures of postural control predict individual variations in visual illusions of motion. PloS one, 9(12). Britten, K. H. (2008). Mechanisms of self-motion perception. Annu. Rev. Neurosci., 31, 389-410. Del Percio, C., Brancucci, A., Bergami, F., Marzano, N., Fiore, A., Di Ciolo, E., . . . Eusebi, F. (2007). Cortical alpha rhythms are correlated with body sway during quiet open-eyes standing in athletes: a high-resolution EEG study. Neuroimage, 36(3), 822-829. Dichgans, J., Brandt, T. (1978). Visual-Vestibular Interaction: Effects on Self-Motion Perception and Postural Control. In R. Held, H. Leibowitz H.-L. Teuber (Eds.), Perception (Vol. 8, pp. 755-804): Springer Berlin Heidelberg. Duffy, C. J., Wurtz, R. H. (1993). An illusory transformation of optic flow fields. Vision Research, 33(11), 1481-1490. Lestienne, F., Soechting, J., Berthoz, A. (1977). Postural readjustments induced by linear motion of visual scenes. Exp Brain Res, 28(3-4), 363-384. Massion, J. (1994). Postural control system. Curr Opin Neurobiol, 4(6), 877-887. Nakamura, S. (2011). Effects of viewpoint jitters on roll vection. i-Perception, 2(4), 254-262. Palmisano, S., Allison, R., Schira, M., Barry, R. J. (2015). Future Challenges for Vection Research: Definitions, Functional Significance, Measures and Neural Bases. Frontiers in Psychology, 6. Palmisano, S., Apthorp, D., Seno, T., Stapley, P. (2014). Spontaneous postural sway predicts the strength of smooth vection. Exp Brain Res, 232(4), 1185-1191. Ruhe, A., Fejer, R., Walker, B. (2011). Center of pressure excursion as a measure of balance performance in patients with non-specific low back pain compared to healthy controls: a systematic review of the literature. European Spine Journal, 20(3), 358-368. Stoffregen, T. A. (1985). Flow Structure Versus Retinal Location in the Optical Control of Stance. Journal of Experimental Psychology: Human Perception and Performance, 11(5), 554-565. Tanahashi, S., Ujike, H., Kozawa, R., Ukai, K. (2007). Effects of visually simulated roll motion on vection and postural stabilization. Journal of neuroengineering and rehabilitation, 4(1), 39-39. Tucker, M. G., Kavanagh, J. J., Morrison, S., Barrett, R. S. (2010). Differences in rapid initiation and termination of voluntary postural sway associated with ageing and falls-risk. J Mot Behav, 42(5), 277-287.

A Comparison of Vacations :: Compare Contrast Comparing

A Comparison of Vacations Summer and vacations are synonymous, especially with my family. Does Chevy Chase and summer vacation ring a bell? With a family of six, anything is possible. There are two types of excursions that we take every year. I refer to one as my family vacation and the other as my family trip. My family vacation to the beach is an annual event, but my family trip destination is always different. This past summer my family and I went to Wyoming. Both experiences were the highlights of my summer but for very different reasons. We begin packing for our beach trip shortly after my grandmother arrives from North Carolina. My dad's twenty-five-year-old surfboard is securely tied on top, and we are stuffed like sardines into the car with the week's groceries packed in every nook and cranny. My dad always insists that we take everything with us; it would be a sin to spend good beach time at the grocery store. The trip down is uneventful, and we make our traditional one and only stop at the Subway for lunch and gas. I was taught early on that there are limited drinks on travel day because bathroom breaks are unheard of. After an early start we arrive to find our three-bedroom, three-bath condo just as we remember it. We especially enjoy having a VCR in each bedroom, After unpacking the car, my family and I head for the beach. The familiar smell of the salty air, the rhythm of the ocean waves, and the gentle breeze across my face are like long-lost friends. The beach routine begins. Just as we do on the day we leave for the beach, my family and I wake up early to prepare to leave for Wyoming. My dad says that getting my family of six ready to go is like launching the space shuttle. For this trip, luggage is limited to what we can each carry. We all convince my dad that there will be grocery stores in Wyoming. After a quick trip to the airport, we board a jet to Atlanta and take a connecting flight to Denver. The highlight of our plane trip is the long-awaited lunch, which is a real disappointment. My mom and dad nap, while my sisters and I watch a movie.

Lorraine Hansberrys A Raisin In The Sun Essay -- essays research pap

Lorraine Hansberry’s novel, A Raisin in the Sun, revolves around a middle-class African-American family, struggling during World War II. By reading about the Younger’s true to life experiences, one learns many important life lessons. One of the aforementioned would be that a person should always put family’s needs before their own. There are many examples of this throughout the novel. Just a few of these would be the example of Ruth and her unborn baby, Walter regaining the respect of his family, and Mama and her unselfish ways.   Ã‚  Ã‚  Ã‚  Ã‚  The first event that shows one should always put family before oneself is the case of Ruth and her unborn baby. At first, Ruth is thinking about having an abortion, and has already paid a five-dollar down payment to the doctor. She explains to Walter her reasoning for such drastic measures by saying, â€Å"†¦I—I’m sorry about this new baby, Walter. I guess maybe I better go on and do what I started†¦ I guess I just didn’t realize how bad things was with us†¦ I guess I just didn’t realize.†(87) Ruth is going to destroy this baby because she feels that she and Walter just do not have enough money to support another family member, and feels that she and Walter will only bring the baby into a world of fighting. Beneatha also has influence on Ruth’s decision by asking, â€Å"†¦ where is he going to live? On the roof?†(58). Beneatha feels that if Ruth has another baby it would just complicate the living situation, which is strenuous enough as it is. Later, even with all of this negat ive energy, Ruth comes to realize that she should not take the life of her baby and decides to keep it. One of her reasons for this change of heart is that her and Walter have been getting along much better, and their constant fighting was one of the main reasons she did not want to have the baby in the first place. Also, now that they are all moving into a new house, there will be enough room for the baby. In the end, although having an abortion seems like an easy way out, Ruth instead thinks about the baby’s life rather than her own, and chooses not to terminate her pregnancy. Another example that proves this, is when Walter gives away his and Beneatha's money to buy a liquor store, and loses it all. He then tries to get the money back by selling their new house to Mr. Lindner, although the only reason Mr. Lindner wants to buy it is becau... ... buy the family a new house so that Travis would have a better place to grow up. Mama could have spent that money on something she wanted, but instead bought something that would make the whole family happy. After she buys their new house, Mama gives Beneatha $3000 dollars towards college and gives Walter $3500 dollars to better his future. Mama has given all of the insurance money to the people she cares about, and kept none of it for herself. She thought about her children’s future and decided to invest the money towards a better life for them. This is a very unselfish act on Mama’s part, a perfect example of putting family before oneself. Although sometimes people can get wrapped up in events that they feel only concern themselves, they should always take a moment to think about how their actions could be affecting the people they love. Friends will always come and go, but family is forever. If a person wants to stay close to their family, they have to consider things from both theirs and the other person’s points of view. For love, people have to sacrifice things that they might not want to, but they have to love their families enough to help them before they help themselves. Lorraine Hansberry's A Raisin In The Sun Essay -- essays research pap Lorraine Hansberry’s novel, A Raisin in the Sun, revolves around a middle-class African-American family, struggling during World War II. By reading about the Younger’s true to life experiences, one learns many important life lessons. One of the aforementioned would be that a person should always put family’s needs before their own. There are many examples of this throughout the novel. Just a few of these would be the example of Ruth and her unborn baby, Walter regaining the respect of his family, and Mama and her unselfish ways.   Ã‚  Ã‚  Ã‚  Ã‚  The first event that shows one should always put family before oneself is the case of Ruth and her unborn baby. At first, Ruth is thinking about having an abortion, and has already paid a five-dollar down payment to the doctor. She explains to Walter her reasoning for such drastic measures by saying, â€Å"†¦I—I’m sorry about this new baby, Walter. I guess maybe I better go on and do what I started†¦ I guess I just didn’t realize how bad things was with us†¦ I guess I just didn’t realize.†(87) Ruth is going to destroy this baby because she feels that she and Walter just do not have enough money to support another family member, and feels that she and Walter will only bring the baby into a world of fighting. Beneatha also has influence on Ruth’s decision by asking, â€Å"†¦ where is he going to live? On the roof?†(58). Beneatha feels that if Ruth has another baby it would just complicate the living situation, which is strenuous enough as it is. Later, even with all of this negat ive energy, Ruth comes to realize that she should not take the life of her baby and decides to keep it. One of her reasons for this change of heart is that her and Walter have been getting along much better, and their constant fighting was one of the main reasons she did not want to have the baby in the first place. Also, now that they are all moving into a new house, there will be enough room for the baby. In the end, although having an abortion seems like an easy way out, Ruth instead thinks about the baby’s life rather than her own, and chooses not to terminate her pregnancy. Another example that proves this, is when Walter gives away his and Beneatha's money to buy a liquor store, and loses it all. He then tries to get the money back by selling their new house to Mr. Lindner, although the only reason Mr. Lindner wants to buy it is becau... ... buy the family a new house so that Travis would have a better place to grow up. Mama could have spent that money on something she wanted, but instead bought something that would make the whole family happy. After she buys their new house, Mama gives Beneatha $3000 dollars towards college and gives Walter $3500 dollars to better his future. Mama has given all of the insurance money to the people she cares about, and kept none of it for herself. She thought about her children’s future and decided to invest the money towards a better life for them. This is a very unselfish act on Mama’s part, a perfect example of putting family before oneself. Although sometimes people can get wrapped up in events that they feel only concern themselves, they should always take a moment to think about how their actions could be affecting the people they love. Friends will always come and go, but family is forever. If a person wants to stay close to their family, they have to consider things from both theirs and the other person’s points of view. For love, people have to sacrifice things that they might not want to, but they have to love their families enough to help them before they help themselves.

Key Principles of Management and Leadership

Unit 1 – Key principles of management and leadership Activity 1 a) Though the two terms seem similar on the surface, in reality they are quite different. A great manager does not necessarily make a great leader, and a great leader does not necessarily make a great manager. Management controls or directs people/resources in a group according to principles or values that have already been established. Leadership is setting a new direction or vision for a group that they follow, i. e. : a leader is the spearhead for that new direction.The manager uses a formal, rational method whilst the leader uses passion and stirs emotions. People naturally and willingly follow leaders due to their charisma and personality traits, whereas a manager is obeyed due to the formal authority vested in him/her. As a result, people tend to be more loyal towards leaders rather than managers. Managers supervise employees. They make plans, delegate responsibilities, and coordinate activities. Their goal is to create something that is definable and repeatable. Leaders are focused on bringing about innovation and change for the company.Their primary role is to inspire people and to motivate employees. They are focused on change. They create a sense of vision, hope, and alignment among employees. An organisation cannot thrive without a manager, and it cannot thrive without a leader. Leadership and management must go hand in hand to be successful – both in corporate and casual settings. They are linked, and complimentary to one another. Managers will:Leaders will: AdministrateInnovate MaintainDevelop Focus on systems and/or structuresFocus on people Rely on their controlInspire trust in people Hold short range viewsHave a longer range perspectiveAsk ‘how’ and ‘when’Ask ‘what’ and ‘why’ Keep an eye on the bottom lineKeep an eye on the horizon ImitateOriginate Accept the status quoChallenge it Be a classic good soldierBe his/her own person Accept realityInvestigate it b) Management encompasses 5 functions which are planning, organising, staffing, directing and controlling. Planning – Planning gives management the ability to logically come up with different strategies to make sure that the project ends in success. The term for generating plans of action can be for immediate, short term, medium term and long term periods.If management does not implement a plan the only plan that he can guarantee is a poor performance. Organising – In order to make sure that the plan is a success management have to make sure things within the company and the plan are properly organised. This is where management can divide, coordinate and control the task and information within the organisation. Assigning work and granting authority are 2 important elements of organising. Staffing – Now that the structure is properly put together, management needs to have employee's to carry out the plan. This is also known as human resource management.In this concept management will be devoted to properly acquiring, training, appraising, and compensating their employee's. Employees are what give a company a competitive edge. Management must ensure that the right number of and kind of employees are placed at the right places and at the right time when the organisation is in need of them. Directing – This is the ability to get employee's to achieve the goals of the company in the most effective and optimal way. Leading, motivating, communication and coordination are the elements that come under directing.Directing is about guiding and leading the people in an organisation. Controlling – This is the process that ensures whether the resources are obtained and used efficiently in achieving the organisational objectives. This function will be the last task that management will do. This will allow the ability to check the performance of the employee's to make sure it correlates with the input (plan) and output (performance). For this reason, that is why controlling function of management is closely linked with the planning function. ) It is the requirement of a team leader to achieve objectives set by management for a team. However, since the team leader cannot meet these objectives on their own, it will be required for the team leader to lead or manage a team to achieve success using the skills of the team. The team’s objectives will be those of the team leader. The team will consist of a number of individuals each working to achieve their own objectives, based on each individual’s particular skills, knowledge and expertise. This breaking down into specific tasks will contribute to the overall achievement of the objectives of the team.With this in mind a team leader must know their staff, but it is equally important that the staff know the team leader. A leader must know how to build and nurture such a team. A good leader knows when to be a leader and when to be a follower. Good leaders are good followers when that's what is needed. Other skills that the team leader will need to possess are: Integrity. Having strong internal guiding principles that one does not compromise. It means treating others as you would wish to be treated. Integrity promotes trust, and not much is accomplished without trust.Leading by example. Innovation and vision. Welcoming new tasks and new ways of doing things. Having a clear idea where his or her organisation and/or unit are going in the long term. Communication. Leaders need to learn to be proficient in both the communication that informs and seeks out information and the communication that connects interpersonally with others. Being able to listen well, explain things clearly, ask questions and be aware of what people really think and feel (not what they may say). Relationships.A leader who likes dealing with people issues, who can initiate and deepen relationships with others, has a great leadership ad vantage. This is a leader who can build a team and achieve impressive results. This can help with the ability to motivate others. Getting people to do things because they want to and not because they are told to. Persuasion. The ability to influence others and cause them to move in a particular direction is a highly important skill in leadership. A leaders ability to be persuasive is directly related to how much people trust you and how good your communication and relationships are.Adaptability. Adaptability and flexibility in not being bound by a plan are important success factors. A leader must move easily from one set of circumstances (the plan) to the next (the plan is not going as expected) and take them all in stride, even when the circumstances are unexpected. A good leader has to embrace change and see it as opportunity. Coaching and self-development. Developing others is an important role for a leader. Encouraging others to expand their capabilities and take on additional a ssignments is part of a leader’s responsibility.Leaders who feel threatened by the capabilities of others are generally challenged in this area. This coincides with being interested in what people think and feel. Self-development and expanding one’s own capabilities inspires trust and respect from the team which also goes hand in hand in developing others. Decision-making. A leader must be able to wade through information, comprehend what’s relevant, make a well-considered decision, and take action based on that decision. Making decisions too quickly or too slowly will impede leadership effectiveness. Planning.Planning involves making certain assumptions about the future and taking actions in the present to positively influence that future. Planning means to focus more strategically. Although important for guidance and focus, plans are rarely rigid. d) My job as a Senior Support Worker is to provide support to the Registered Manager and lead a small team of supp ort staff in the day to day running of the unit in line with the company’s objectives. I am responsible for ensuring all Service Users who reside at the unit receive high quality, person centred support. I provide support, coaching and mentoring to team members.I am responsible for preparing, maintaining and supporting team members in the updating of care plans. I ensure good working practices are established and maintained. I have to observe a proactive approach to achieving a positive, engaging, promotional and relationship building role with Local Authorities and all other stakeholders. e) * I give support, educate and manage the staff team on a day to day basis and through bi-monthly supervision. * I am responsible for the deployment and control of appointments on a day to day basis, plus the allocation of certain appointments to specific team members. I support the running of the home to achieve real, individualised care packages for the Service Users. * I promote effect ive team working, to maintain good communications systems, including hand over’s, log books, supervision and staff meetings. * I assist the manager in identifying training and development needs for the staff team and to help facilitate these needs. * I review, monitor and fulfil health and safety responsibilities to ensure a safe working environment for yourself, colleagues and the Service Users. I support and maintain effective working relationships with all other staff and to promote good relationships with local residents and the general community. * I have a positive, hardworking attitude and remain committed to the ethos of Reed Care Homes Ltd. * I provide a positive working role model for other colleagues and Service Users, with reference at all times to the company’s equal opportunities policy and the recognition of each person unique racial, cultural and religious needs. * I assist the Registered Manager in the recruitment of new team members and complete induc tions. I provide cover for the Registered Manager in their absence. * I maintain professional knowledge and skills through training and a commitment to continuous professional development. f) In 1997 John Adair developed a model of leadership training based on three overlapping circles that are involved in any leadership situation. If you look closely at matters involving leadership, there are always three elements or variables: * the leader – qualities of personality and character * the situation – partly constant, partly varying the group – the followers: their needs and values. There are three areas of overlapping need which are centrally important which are related to task, group maintenance and the individual. Task – The reason a group of people come together to perform a task is because the task is too big for one person. A range of knowledge and skills are required and these will not be found in one person. Group maintenance – Many of the fo rmal or informal rules and procedures of the group are designed to promote unity and to maintain cohesiveness at all costs.There is a feeling that good relationships are essential towards a shared goal. This need to create and promote group cohesiveness is called group maintenance. Individual – Individuals bring into groups their own needs, for eg, recognition; a sense of fulfilment, status, and what Adair terms as the deeper needs to give to and receive from other people in a working situation. Adair believes that these individual needs are more profound than we sometimes realise. These needs may attract us or repel us from any given group.The three areas of need overlap and influence one another. If the common task is achieved, then that tends to build the team and to satisfy personal human needs in the individual. If there is a lack of cohesiveness in the team circle, a failure of team maintenance, then clearly performance in the task area will be impaired and the satisfac tion of individual members reduced. In order to achieve the common task and to maintain teamwork, certain functions have to be performed. Adair's three circles model emphasises the importance of distinguishing the individual from the group.It is fundamental that each of the circles must always be seen in relation to the other two. A leader must always be aware of what is happening in relation to the team in terms of the three circles. In 1993 Charles Handy pointed out that it is unlikely that there will ever be a situation where there is a perfect match between the need of the individual, the group and the task. The leader's job is to be aware of the tension and to manage it. A leader must maintain some distance, as they are responsible and accountable for: * Achievement of the common task Ensuring the group work as a team * Facilitating the development of the individuals Leaders need to interact with others whose support they need in order to accomplish goals. To gain their support , leaders must be able to understand and motivate them. To understand and motivate people, leaders must know human nature. Human nature is the common qualities of all human beings. People behave according to certain principles of human nature. Human needs are an important part of human nature and leaders must understand these needs because they can be powerful motivators.In 1970 Maslow felt that human needs were arranged in a hierarchical order and that the basic needs must be met before the higher order needs in the form of 5 levels: 5. Self-actualization — knows exactly who you are, where you are going, and what you want to accomplish. A state of well-being. 4. Esteem — feeling of moving up in world, recognition, few doubts about self. 3. Belongingness and love — belong to a group, close friends to confide with. 2. Safety — feels free from immediate danger. 1. Physiological — food, water, shelter, sex.Maslow deemed that people want and are foreve r striving to meet various goals. Because the lower level needs are more immediate and urgent, then they come into play as the source and direction of a person's goal if they are not satisfied. A need higher in the hierarchy will become a motive of behaviour as long as the needs below it have been satisfied. Unsatisfied lower needs will dominate unsatisfied higher needs and must be satisfied before the person can climb up the hierarchy. Leaders knowing where a person is located on the pyramid will aid in determining effective motivators.Almost no one stays in one particular hierarchy for an extended period. We constantly strive to move up, while at the same time various forces outside our control try to push us down. The goal as a leader is to help people obtain the skills and knowledge that will push them up the hierarchy on a more permanent basis. People who have their basic needs met become much better workers as they are able to concentrate on fulfilling the visions put forth to them, rather than consistently struggling to make ends meet.