the moon Essay Example For Students

the moon Essay When children are young they are very impressionable by the things around them. Often kids are influenced by what they see. If kids are watching shows with a lot of violence they too will tend to act out this violence. Parents today have a lot of responsibility to make sure that their children are being supervised on what they are watching to make sure that they understand what they are seeing. And what kind of impact violence could have on their children. Violence on television and other forms of communication has increased and has lead to a negative impact on the youth of today. The government and parents need to set guidelines and restrictions on what we our showing our kids. One of the major problems is there are a lot of ways kids can access violent or sexual material. One of the newest and most controversial is that of the Internet. Kids can log on to sites that may not be suitable to them at such a young age. Kids can get access to the Internet pretty easily. One concern is th at kids might use libraries or schools to gain access to material that is not appropriate for them. One solution might be to censor the Internet. This could have some negative affects because Internet censorship would violate the First Amendment rights for adults. Another solution that schools and libraries are using is installing programs that will filter out sites that are inappropriate for children. Parents can also install these programs on their home computers and wouldnt have to monitor their children when they are online. The only downside is that some sites that may have valuable information might also be filtered because the program cannot always determine what sites may have beneficial information. Violence on television can lead to aggressive behavior in children. If kids see violence on television they tend to act out this violence. Television often glorifies violence in the shows that kids watch. One of the newest shows that glorify violence is Power Rangers. This would probably lead to kids acting more aggressive because they are constantly watching it on television. There have been over a thousand studies that link aggressive behavior with violence on television. One such study was done on the show Date Line. They took a room full of kids and showed them two different programs one being violent and the other being a learning program. They came to the conclusion that the children tended to act more aggressive when they watched violent shows. Parents need to take responsibility in teaching their children about violence. Children are very impressionable at a young age. Children dont know the difference between television and real life. Explain to them that the shows they watch might seem real, but the people are just acting and its not real. It is the parents job to sit down with their children and explain to them the consequences of violence physical and emotional. Parents need to also explain what happens to people that commit violent crimes. Par ents need to monitor what kind of programs their kids are watching. Cut down on the amount of television they watch this will also cut down on the violence your children see. There are also long lasting effects on children exposed to violence. A study done by Paik and Comstock to see if there was any long lasting effects of violence on children. They took a third grade class in a small upstate New York town. They studied what the children watched, their family background, and asked teachers who were more or less aggressive. They came to the conclusion that there was a direct rela We will write a custom essay on the moon specifically for you for only $16.38 $13.9/page .u4c1e92707f78a259489033750d8c2f4e , .u4c1e92707f78a259489033750d8c2f4e .postImageUrl , .u4c1e92707f78a259489033750d8c2f4e .centered-text-area { min-height: 80px; position: relative; } .u4c1e92707f78a259489033750d8c2f4e , .u4c1e92707f78a259489033750d8c2f4e:hover , .u4c1e92707f78a259489033750d8c2f4e:visited , .u4c1e92707f78a259489033750d8c2f4e:active { border:0!important; } .u4c1e92707f78a259489033750d8c2f4e .clearfix:after { content: ""; display: table; clear: both; } .u4c1e92707f78a259489033750d8c2f4e { 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; } .u4c1e92707f78a259489033750d8c2f4e:active , .u4c1e92707f78a259489033750d8c2f4e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4c1e92707f78a259489033750d8c2f4e .centered-text-area { width: 100%; position: relative ; } .u4c1e92707f78a259489033750d8c2f4e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4c1e92707f78a259489033750d8c2f4e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4c1e92707f78a259489033750d8c2f4e .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; } .u4c1e92707f78a259489033750d8c2f4e:hover .ctaButton { background-color: #34495E!important; } .u4c1e92707f78a259489033750d8c2f4e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4c1e92707f78a259489033750d8c2f4e .u4c1e92707f78a259489033750d8c2f4e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4c1e92707f78a259489033750d8c2f4e:after { content: ""; display: block; clear: both; } READ: Endangered Species Study: Jaguars Essay Order now This is ONLY a preview of the article. 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Target Behavior Discussion

Target Behavior Discussion The identification of practical and ethical considerations related to using a reversal design with a chosen target behavior is an important step that has to be taken.Advertising We will write a custom essay sample on Target Behavior Discussion specifically for you for only $16.05 $11/page Learn More The design of a target behavior is necessary in order to comprehend how something is done for being eliminated or added in regards to a number of ordinary conditions (Spiegler, 2015). The reversal design is considered to be one of the most effective single with an Inappropriate Ethical Aspect For example, it is ethically inappropriate to use a reversal design when a 3 with an Appropriate Ethical Aspect In order to introduce an alternative design for the same behavior that would be more appropriate, it is possible to use the ABC design that allows additional improvements and identification of a new variable that may help to control the situation. For example, as s oon as the doll is taken away, the child may be provided with another alternative (a toy, an activity, or a person). This alternative helps to protect the emotional status of a child and deprive care givers of the necessity to calm the child down. Still, there are many other options that may be taken into consideration because the analysis of child’s behavior is hard to predict all the time.Advertising We will write a custom essay sample on Target Behavior Discussion specifically for you for only $16.05 $11/page Learn More Reference List Cooper, J.O., Heron, T., Heward, W.L. (2007). Applied behavior analysis. Upper Saddle River, NJ: Pearson Education. Spiegler, M. (2015). Contemporary behavior therapy. Boston, MA: Cengage Learning. Sundel, M. Sundel, S.S. (2004). Behavior change in the human services: Behavioral and cognitive principles and applications. Thousand Oaks, CA: SAGE Publications.

Get Research Experience to Get Into Graduate School

Get Research Experience to Get Into Graduate School Applicants to graduate school encounter fierce competition for admission and funding in todays competitive market. How can you increase your odds of acceptance, and better yet, funding? Get research experience by assisting a faculty member to conduct his or her research. As a research assistant, youll have an exciting opportunity to do the research rather than just read about it and get important experience that will make you stand out in the graduate admissions pile. Why Become a Research Assistant? Aside from the thrill of generating new knowledge, assisting a professor with research provides many other valuable opportunities including: Gaining skills and knowledge that arent easily learned in the classroomWorking one-on-one with a faculty memberExposure to methods and techniques that will help you complete your research and dissertation.Get writing and public speaking practice by submitting papers to professional conferences and journalsDevelop a mentoring relationship with a faculty memberGet outstanding letters of recommendation Engaging in research is a worthwhile experience, regardless of whether you choose to attend graduate school, because it provides you with the opportunity to think, organize information, and demonstrate your commitment, reliability, and capacity for research. What Does a Research Assistant Do? What will be expected of you as a research assistant? Your experience will vary by the faculty member, project, and discipline. Some assistants might administer surveys, maintain and operate lab equipment, or care for animals. Others might code and enter data, make photocopies, or write literature reviews. What general tasks can you expect? Collect data by administering surveys, interviews, or running research protocolsScore, code, and enter data into a spreadsheet or statistical analysis programConduct general library research including literature searches, making copies of articles, and ordering unavailable articles and books through interlibrary loanDevelop new research ideasUse computer skills such as word processing, spreadsheet, scheduling and statistical analysis programsAssist in preparing submissions for local or regional conferences and, if accepted, work on poster or oral presentations for professional conferencesAssist faculty in preparing a manuscript to submit the results of your collaborative research to a scientific journal So, youre convinced of the value of research experience to your  graduate school application. Now what? How Do You Get Involved as a Research Assistant? First and foremost, you should perform well in class, and be motivated and visible in your department. Let faculty know that youre interested in getting involved in research. Approach faculty during office hours and ask for leads on who might be looking for  research assistants. When you find a faculty member who is looking for an assistant, carefully and honestly describe what you can offer (computer skills, Internet skills, statistical skills, and the number of hours per week youre available). Let the faculty member know that youre willing to work hard (be honest!). Ask about specific requirements such as the duration of the project, what your responsibilities will be, and the length of commitment (a semester or a year?). Remember that while you might not find anyone working on a project that you find fascinating, you will obtain excellent experience; besides your interests most likely will change as you gain more experience and education. Benefits for Faculty Youre now aware that there are many benefits to getting involved in research. Did you know that there are benefits for faculty too? They get a hardworking student to do some labor-intensive parts of research. Faculty often depend on students to further their research programs. Many  faculty  members  have ideas for studies that they dont have time to conduct   motivated students  can pick up projects and help to further  faculty research programs. If you develop a relationship with a faculty member, you might be able to help him or her conduct a project that may otherwise remain shelved for lack of time. Involving undergraduates in research also offers the opportunity for faculty to witness a students professional growth, which can be quite rewarding. As you can see, student-professor research relationships offer benefits to all involved; however, the commitment to become a research assistant is a big one. Its your responsibility to ensure that aspects of the research project get done. The faculty member will count on you to get it done right. Your performance here can give faculty members lots of good things to write in letters of recommendation. If you complete tasks competently, you might be asked to take on more responsibility and you will earn excellent letters of recommendation. However, there is a positive payoff from conducting research with faculty only if you perform competent work consistently. If you dont take the commitment seriously, are unreliable, or make repeated mistakes, your relationship with the faculty member will suffer (as will your recommendation). If you decide to work with a faculty member on his or her research, treat it as a primary responsibility and reap the rewards.

Causes for adoption of Chinas early modern period trading policies Essay

Causes for adoption of Chinas early modern period trading policies - Essay Example In order to find a probable explanation, the study of the economic history and the trading policies of China in the early modern period are very important to establish a relation with the present trading policies of the country and the causes for adoption of the same. The economic history of China ranges over the last two millennia. Although the Chinese economy was the largest for a major part of the history consisting of the pre-imperial, early imperial and the late imperial era, the wealth of the Chinese economy remained average due to the intermediate periods of prosperity and downfall. The late imperial period has been referred to as the early modern period that ranges from 1368-1911. This period was under the rule of the Ming Dynasty (1368-1644) followed by the Qing dynasty (1644-1911). Causes for adoption of China’s early modern period trading policies The collapse of the feudal system in China towards the end of imperial period led to the rise of merchant class in the e arly modern period in China. The rise of the merchant class led to the increase in trading. The introduction of paper money, technological advancements led to widespread economic transactions and the increase in trade. The state’s control over the Chinese economy diminished and this allowed the merchant class to engage into higher scale of investment in their zeal to attain higher profits. The Ming dynasty under Zhu Yuanzhang that ruled from 1368-1644 in the early modern period in China is considered to be the most prosperous periods and one of the Golden periods in the economy history of China. After leading the rebellion against the Mongol rule, Zhu Yuanzhang set up the Ming dynasty in the early modern period that encouraged the growth of private industries and replaced the state owned enterprises. The trade policies adopted by the Ming dynasty led to the increase in foreign trade supported by privatization policies. This led to increased trading between the East and the We st. This resulted in the growth of Chinese economy and GDP due to the trade policies that were adopted. Trade contacts were developed initially with India and Africa with state regulations. Slowly and gradually, the restrictions on foreign trade were removed. The Europeans, Japanese importers started to pay for the Chinese goods in exchange of silver which helped in monetizing the Chinese economy (Stearns 68). The end of the Ming dynasty saw the rise of the Qing dynasty towards the end of the early modern period. The Qing dynasty believed that their country is rich with resources and there was no need of foreign trade. This brought about stagnancy in the economy. After the warfare ended, the prohibition on foreign trade was lifted in 1684. This led to massive increase in foreign trade mainly with the European countries. This trade policy led to the development of the economy which in turn raised domestic demands in the early modern period. The prosperity of the Chinese economy, the rise in domestic demand, increase in gross domestic product observed in the early modern period due to the trade policies of increasing foreign trade backed by privatization are the major causes that led to the adoption of those trade policies that prevailed in the early modern period. Conclusion The probable explanation for the adoption of trade policies of the early modern period of China has been the effective decision making of the government to bring back the Golden days in the Chinese economy. After the People’s Republic of China was founded in 1949, the trading policies have not been much effective due to the excessive control of the state. In order to modernize the economy and bring sustainable

International Economics Essay Example | Topics and Well Written Essays - 4250 words - 1

International Economics - Essay Example In the case of a country’s competitiveness, it is directly associated with its economic activities and complex international trade condition (Wong & Grinols 1995).It is therefore clear that countries with substantial economic activities and potential earnings are viewed to be competitive enough to play their part in the worldwide economy. In the same way, those countries with poor economic performances are most likely known or called for their incapacity to compete in the world’s economic activities. This is eventually true when one has to try to take a look at the right measures used in economic performances. Adam Smith and David Ricardo and other economists come to agree that the competitive advantage of a certain location may be due to its local availability of resources for production purposes (Sachs & Warner 2001). However, it is not all the time that those countries with enough supply of resources may stand competitive over the other. In the same way, a country with arable lands does not necessarily mean economic competitiveness in its part. Most likely, the availability of enough manpower does not automatically mean a competitive advantage. If factor of international trade and factor input mobility are not considered, a certain region or country with larger resources can be capable of producing goods and services compared to other market or economy (Easterly & Levine 2003). In this paper the proponent elaborately discusses the extent to which factor availability is no longer an effective explanation of the competitiveness of regions or countries. There are other important factors t hat need to be elaborately discussed in order to understand further the true nature of competitiveness of a country. Some other countries have become so intensively competitive due to their political control or power in the world wide economy. There are other environmental issues that need to be considered and in the end it is important to create a link of them to the

Definitions And Theories of Teamwork

Definitions And Theories of Teamwork Definition: group cohesion is a dynamic process which is reflected in the tendency for a group to stick together and remain united in the pursuit of its goals. Stages of development There are four stages of development a group will go through but the time it takes to go through each stage is variable. These stages are: Forming Storming Norming Performing Forming This is when everybody meets for the first time and starts to get to know each other. This stage can be used to test whether or not the team can gel together properly or not. In a team situation the coach may use small games or strategies to break the ice between the new group members. This can also be explained as the stage where new team mates get together for the first time in search of a common goal or cause. Storming In this stage each individual is fighting for there place in the team therefore it can be a stage of very intense intergroup competition. This intense competition may include rebellion against the leader, conflict between individuals or resistance to the way the team is being developed or managed and the tactics that are being adopted. Norming The players now begin to realise that they are all there aiming for the same goals and therefore either agree on a way of getting on in order to achieve these goals or they leave the group. Now the group starts to cooperate and work together to reach their common goals. The group now pulls together and the roles are established and become more stable. Performing This is the stage where the relationship between the players is well established and they all pull together with the aim to achieve their common goals. Issues of leadership and strategies are well established and agreed upon. When a new player joins the group a new stage of storming and norming will occur and the new players will either be accepted or rejected. This refreshing of the team can be a good shake up as it prevents the team from going stale. Successful teams seem to be settled and take in two or three new players a year to keep the team fresh but the introduction of too many players can disrupt the team and change the nature of the group completely. A good example of this is Manchester united in the 1990s where an influx of youngsters came up through the youth teams and the reserves to the first team. They had already been through the norming stage therefore they knew what norms were expected of them, this is why they achieved so much so quickly. They brought in two or three players each year to keep the team fresh and to help develop the team. The team started to decline in 2001/02 when they signed Juan Sebastian Veron as he was seen to disrupt the group dynamics and reduce the teams effectiveness. Social/task cohesion In sport different teams may have different skill levels therefore team cohesiveness may be the difference between two teams that might mak the difference between winning and losing. There are two types of cohesiveness. Social cohesion Task cohesion Social cohesion can be defined as a general orientation towards developing and maintaining social relationships within a group. (Carron, Widmeyer, Brawley, 1985) Task cohesion can be defined as a general orientation towards achieving a groups goals and objectives. (Carron, Widmeyer, Brawley, 1985) In sports coaches and players, coaches especially, should be more concerned with task cohesion than with social cohesion. An increase in task cohesion can help lead to success. This can be achieved by setting goals. This goal setting can play a major role in the development of the teams task cohesion and it will lead to the development of the players skills. Success is also important in the accomplishment of team cohesion. This success doesnt have to be winning it can also come in the form of achieving goals that have been set by the team. Goals can help significantly in the development of task cohesion. A good example of a team that has good task cohesion but no social cohesion is the New York Yankees team of the 1970s when they were constantly bickering but they still went on to win the world series several times. The more success a team experiences, the higher the cohesion. (Bird, 1977; Carron, 1982).http://www.fcbarcelona.com/imagenes/jugadores/futbol/Partidos/Liga-2005-06/Betis-FCB/240905_CronikaAlegria.jpg Carron (1982, 1988) model of cohesion Albert Carron came up with a system for studying cohesion within sport. This system looks at four areas: Environmental Personal Leadership Team factors Environmental This refers to the normal factors which hold a team together eg contracts and scholarships. Other factors include age and geographic closeness. Having team members of the same age living in the same area increases the opportunities for interaction and communication between the group. The size of the group will also affect cohesion because of the manufacturing of cliques. Smaller groups always tend to be more cohesive than larger groups. Personal This is in relation to each person within the group; there are major differences between each individual in the group. Carron has split personal factors into 3 separate groups: Demographic attributes eg gender Cognitions and motives eg anxiety Behaviour eg ability to follow rules Leadership This refers to the leadership and behaviour. The role of leaders is important in team cohesion in offering communication towards team goals. Another factor is the relationship between the team and the coach as a good relationship will ensure a more cohesive group. Team This includes desire for group success, group roles, group position and team stability. Carron believed that the longer a team have together and also have a desire for success show higher levels of cohesion. Shared experiences of success or failure are also essential in developing cohesion within the group, as it brings the team closer together. Model of Cohesion Cohesion and performance, what comes first? There have been numerous studies showing that there is a relationship between team cohesiveness and success. The better the team the more cohesive the team. What research has not shown whether or not these successful teams performed well because of the cohesiveness of the team or is the team cohesive because they have shared the experiences of winning. Both of these explanations may be correct. Slater and Sewell (1994) measured team cohesion in sixty university level hockey players representing three male and three female teams, early, midway and at the end of the season. This research has shown that early success resulted in late cohesion and early success resulted in late success. Slater and Sewell (1994) concluded that while early success related to later cohesiveness, the stronger relationship was between early cohesiveness and later success. They proposed that cohesiveness and success were mutually dependant. High cohesiveness Greater success Higher cohesiveness Low cohesiveness Less success Lower cohesiveness As you can see from the above model, the cohesiveness of a team early on in the season affects the success of the team which in turn affects the cohesiveness of the team later in the season. This study shows why one of the main priorities of a coach is to develop a highly cohesive team. Team cohesion is shown to be related to a teams success on the field. Although many studies have found that a teams cohesion was related to is subsequent performance, many other studies found that team cohesion had very little to do with how successful the team became. Success is related to the type of cohesion that exists within the team. More specifically, if your team has a high level of task cohesion, meaning that they play well together and remain united in the pursuit of the teams goals, then they are more likely to enjoy success. On the other hand, having a high amount of social cohesion, meaning that the team members are good friends and that they enjoy each others company, means very little in the way of predicting your teams performance. It has even been found that teams who are high in social cohesion play worse as a team. The key is not necessarily that your team members like each other, but that they are united in their efforts to achieve the team goals set forth at the beginning of the season. Higher levels of team (task) cohesion appear to be related to team success as the season progresses, and as the team becomes more successful, the degree of team cohesion appears to increase as well. Some might say the relationship between team cohesion and team success is a circular system. As team cohesion improves, so does the teams performance, and as the teams performance improves, it becomes more and more cohesive.It also appears that the link between a teams performance and its subsequent cohesion is stronger than the link between the teams initial cohesion and their performance early on in the season. The answer, according to previous studies in sport psychology, to the question whether performance or cohesion comes first, is both. http://www.baseballnews.com/features/teamchemistry.htm Building an effective team and developing cohesiveness Team cohesion is shown to be one of the most important factors in a successful team therefore is of vital importance that the coach encourages team cohesion, especially in societies such as Britain and the USA where people can be very self centred and dont care about the team. Coaches therefore figure out strategies to bring the team together, this is known as team building. Carron et al. (1997) came up with the following steps for team building. Each player should be acquainted with the responsibilities of the other team members. As coach, learn something personal about each team member and use it to gain cooperation. Gain pride in the sub teams within larger teams e.g. the defence Involve players in decision making to make them feel the team belongs to them. Set the team goals and celebrate when they are attained. Teach each team member their responsibilities and convince them of their individual importance. Allow team members to have disagreements. Prevent the formation of cliques within the team, by giving every member opportunities to perform and avoiding scapegoating. Use routines in practice designed to teach team members how dependant they are on each other. Highlight the positive aspects of play, even when the team is on a losing streak. Leadership in sport Definition: leadership can be defined as the behavioural process of influencing individuals and groups towards set goals. (Barrow, 1997) Trait theory of leadership Early research on leadership was based on the psychological focus of the day, which was of people having inherited characteristics or traits. Attention was thus put on discovering these traits, often by studying successful leaders, but with the underlying assumption that if other people could also be found with these traits, then they, too, could also become great leaders. In the 1920s researchers tried to show that characteristics were common to all leaders therefore to be a good leader you had to have these qualities inbuilt when you are born. This means that a person who is a good leader in one situation is a good leader in any situation. McCall and Lombardo (1983) researched both success and failure identified four primary traits by which leaders could succeed or derail: Emotional stability and composure: Calm, confident and predictable, particularly when under stress. Admitting error: Owning up to mistakes, rather than putting energy into covering up. Good interpersonal skills: Sble to communicate and persuade others without resort to negative or coercive tactics. Intellectual breadth: Able to understand a wide range of areas, rather than having a narrow (and narrow-minded) area of expertise. McCall and Lombardo (1983) Stogdill (1974) identified the following traits and skills as critical to leaders. Skills Adaptable to situations Alert to social environment Ambitious and achievement-orientated Assertive Cooperative Decisive Dependable Dominant (desire to influence others) Energetic (high activity level) Persistent Self-confident Tolerant of stress Willing to assume responsibility Clever (intelligent) Conceptually skilled Creative Diplomatic and tactful Fluent in speaking Knowledgeable about group task Organised (administrative ability) Persuasive Socially skilled Kirkpatrick and Locke (1991) identified eight characteristics which are associated with successful leadership. They are: drive, honesty, motivation to lead, self-confidence, intelligence, expertise in the purpose of the group, creativity and flexibility. Kirkpatrick and Locke then concluded that inspirational leaders do not need to be great men or women by being intellectual geniuses or omniscient prophets but they do need to have the right stuff and this stuff isnt equally present in all people Kirkpatrick and Locke (1991) Behavioural theory This theory states that anybody can be a good leader by learning the behaviour of an effective leader therefore this theory says that the qualities of a good leader can be learned and developed through training and experience, contradictory to the trait theory this one is saying that good leaders are made and not born. As early researchers ran out of information in their research in personal traits of leaders, they turned to what leaders did, how they behaved and especially towards their followers. They moved from leaders to leadership and this became the dominant way of approaching leadership in the 1950s and early 1960s. Different patterns of behaviour were grouped together and labelled as styles. A variety of schemes appeared, designed to identify and develop peoples style of working. Despite different names for these schemes, the basic ideas were very similar. The four main styles that appear are: Â · Concern for task. Here leaders put emphasis on the achievement of concrete objectives (achievement of goals). They look for high levels of productivity, and ways to organize people and activities in order to meet those objectives. Â · Concern for people. In this style, leaders look upon their followers as people and can identify their needs, interests, problems, development and so on and be able to work around these to get the best out of them. They are not simply units of production or means to an end. Â · Directive leadership. This style is characterized by leaders making decisions for others and expecting followers to follow instructions, such as a team captain on the pitch giving instructions to the rest of the players on the field. Â · Participative leadership. Here leaders try to share decision-making with the rest of the players but when the need arises that a decision has to be made quickly then his attention turns back to directive leadership. Many of the early researchers that looked to participative and people-centred leadership argued that it brought about greater satisfaction amongst followers. However, as Sadler (1997) reports, when researchers really got to work on this it didnt seem to stand up. There were lots of differences and inconsistencies between studies. It was difficult to say style of leadership was significant in enabling one group to work better than another. The main problem may have been one shared with those who looked for traits. The researchers did not look properly at the context or setting which the style was used in. Is it possible that the same style would work as well in a group of friends? The styles that leaders can adopt are far more affected by those they are working with, and the environment they are working within, than had been originally thought. Interactional approach The interactional approach looks at the interaction between the person and the situation rather than the personality of the leader. This approach stresses the following points: Effective leaders cant be predicted solely on personality. Effective leadership fits specific situations, as some leaders function better in certain circumstances than others. Leadership style needs to change to suit the situation A good example of the way this theory works is; relationship orientated leaders develop interpersonal relationships, provide god communication and ensure everyone is feeling good within the group. However, task orientated leaders are concerned with getting the work done and meeting objectives. Stafford Browne et el. (2003) Critics argued that the continued focus on the leader, rather than the situation where leadership takes place, provided a limited view of leadership. This is why an interactional approach to leadership was developed. This took into account the leader, the situation at the time, the type of people who are being led and the interaction between them. This interactional approach is examined in the work of both Fiedler and Chelladurai. Fred E. Fiedlers contingency theory says that there is no best way for managers to lead. Situations will create different leadership style requirements for a manager. The solution to a managerial situation is reliant on the factors that are imposed on the situation. E.g. a coach may have to act on a situation such as player getting injured. He/she must get the suitable replacement. This is not planned it is an unexpected situation that has arisen and must be dealt with. (Woods 2001) Fiedlers Contingency model Fiedlers model assumes that group performance depends on: Leadership style, described in terms of task motivation and relationship motivation. Situational favourableness, determined by three factors: 1. Leader-member relations Degree to which a leader is accepted and supported by the group members. 2. Task structure Extent to which the task is structured and defined, with clear goals and procedures. 3. Position power The ability of a leader to control subordinates through reward and punishment. High levels of these three factors give the most favourable situation, low levels, the least favourable. Relationship-motivated leaders are most effective in moderately favourable situations. Task-motivated leaders are most effective at either end of the scale. Fiedler suggests that it may be easier for leaders to change their situation to achieve effectiveness, rather than change their leadership style. A good example of this approach was with Brian Mc Eniff when he won the 1992 All Ireland final with Donegal but has failed to do so since with rows in the camp between mentors and players. The leader was powerful but the relationship wasnt warm therefore pressure took its toll and he had to resign. Multidimensional model of sport leadership In 1978 Chelladurai proposed a multidimensional model of leadership developed on the basis of leadership theories and their effectiveness. Performance outcomes and satisfaction could be achieved by effective leader behaviours. This means that if things arent going particularly well the leader must stand and be counted and motivate his players to succeed. In this case the coach has to be able to change his leadership style to suit the situation. This model says that if a leader behaves appropriately for the particular situation and these behaviours match the preferences of the group then they will achieve their goals. The model Antecedents Leader behaviour Consequences 4. required behaviour 1. situational characteristics 7. performance satisfaction 5. actual behaviour 2. leader characteristics 6. preferred behaviour 3. member characteristics Situational characteristics The characteristics of the situation the group is in such as; size, type of sport or winning or losing, Leader characteristics The personal qualities of the leader such as; confidence, intelligence, assertiveness and self-motivation. Member characteristics The different personalities of different types of athletes such as; age, gender, ability and experience. Required behaviour The type of characteristics required from a leader in a particular situation. For example if a team is losing with 5mins to go, is it better for the leader to make the decision himself or discuss it with the group? Actual behaviour This is the behaviour the leader actually displays Preferred behaviour The preferred leadership of the team depending on the situation. Performance satisfaction This is the extent to which the team is satisfied with the performance of the group under this leader. A good example of this approach was with Brian Kerr when he was in charge of the Irish soccer team. He had a mix of different approaches between autocratic and democratic. Normally he was democratic with his more senior players making decisions and enforcing leadership. When things werent going to plan though he stepped in as the autocratic leader to set things right again. Leadership styles There are a number of different leadership styles that I will look at, some more successful than others. The different types of leader are; Autocratic authoritarian Democratic leadership Laissez faire Autocratic authoritarian This type of leader dictates to the group, he doesnt ask for advice, comments or ideas from the group. He is the one who makes all of the decisions. This leadership style has advantages and disadvantages. The advantages are that the members of the group can be directed towards purposeful actions even when stressed and exhausted. The disadvantage is that wise group members do not have the chance to input useful information into the group and thus they may find it difficult to motivate themselves. Democratic leadership This type of leadership encourages the involvement of the whole group as individuals and as a group. Participants are encouraged to give feedback, ideas and to help make decisions. If the group leader were to be absent then the group would be efficient enough to continue what they were doing on their own. The bad side of this style is that it can cause trouble when decisions need to be made quickly in an emergency. This type of leadership is usually the most successful. Laissez faire This style of leadership encourages group independence in the sense that the group makes their own decisions, the leader only gets involved when the group gets into difficulties or in cases of emergency. Lewin (1939) found that this type of group tended to become more aggressive with each other when things went wrong. Leaders in this type of group often fail to motivate the members of the group and fail to deal with a crisis.

Marriages are made in heaven Essay

â€Å"Marriages are made in heaven†, so it is said, but they are solemnized here on earth. This is a great occasion that comes in our only once and therefore, calls for a celebration anywhere in the world. In our country this is a very solemn occasion, accompanied with numerous customs associated with it, making it all more exciting and memorable. It a wonderful mixture of traditions blended with modernity that is even admired by foreigners. Last month my best friend Alex, who lived in my neighborhood got married to her fiancee, a software engineer in the United States. I being her best friend was assigned the responsibility of looking after the bride and chaperoning her at her wedding. On the appointed day since morning there was hectic activities beginning from the Haldi ceremony, vermillion was applied on her followed by ladies sangeet. Then I applied mehendi on her hands. By the time this was over, it was already lunch time. Immediately after lunch, we had to go to the market to collect her bridal wear that had been given for some last minute alterations. Thereafter we went to the bridal beauty parlour, where we spent some time. By the time they were finished, it was difficult to recognize Alex, and for so striking was her beauty, that even tinsel heroines would have had a complex. It was now getting late; we rushed home to find our family members anxiously waiting for us. The barat was on its way and we could hear the drum beats. We all rushed outside to see the barat as it approached the gate. The bridegroom was astride on a horse bedecked with flowers. His tall figure with a golden sehra on his head, made him look like a proverbial prince. There was the ‘Dwar Puja’ at the gate followed by religious ceremonies performed by the pundit. Thereafter the groom was escorted to the dais†¦