Relationship Between Sport Participation And Academic Achievement Psychology Essay

Relationship Between Sport Participation And Academic Achievement Psychology Essay Introduction This research is to identify if there any relationship between sport participation and academic achievement. In additions from thus study also it will show whether sport participation among student may affect their academic or not. The review of literature for this investigation focuses on three primary areas of concern. The research questions are: Is there any difference in academic performance between students who are participate in sport and student who are not participate in sport. Is there any difference in term of academic performance between male and female students athletes. To examine what are the benefits that students athletes get by participating in sport The first area represents the differences of academic performances between student who are participate in sport and student who are not participate in sport, which researcher want to investigate. The second part is to represent is focusing on the differences in academic performance between genders and as well toward on the benefit of participated in sport for academic achievement. Comparison between student that participated in sport and student not participated in sport. As we know, nowadays, a lot of student that involve in sport often make them hard to maintain their result but they can score during the examination (Shuman Michael, 2009). Besides, a lot of student success in their academic are usually active in sport, it will show if there are any differences between student that participated in sport and student that not participated in sport in their academic achievement (Shuman Michael, 2009). One of the first organizations who are concern to the question of the academic performance of student-athletes was the Carnegie Foundation. In its Twenty-Second Annual Report, published in 1927, the commission gave a detailed review of studies that had been complete about the relationship of athletics to scholastic attainment ( Twenty-Second Annual Report, 1927). According to sport participation and academic performance; proof from the National Longitudinal Study of Adolescent Health (2002) gives positive association between sports participation and academic performance. Besides that, based on Eccles, Barber, Stone, Hunt (2003), studies show that participation in athletic activities is to encourage a wide range of social, physical, and intellectual skills, which leading better in classroom performance. In fact there is fair quantity of proof to support this claim. As noted above, high school athletes on average perform better academically than non-athletes Solt, D.F. (1986). Moreover, Hindma has found that in the Colleges of Arts, Engineering, and Agriculture, the quarter grade point averages for athletes were higher. The average grade point average for non-athletes was 2.153 and 2.168 for athletes. In following these same students through the next four years, Hindman found that the degree attainment for athletes was better in every college and in total 37.2 percent of the athletes attained degrees compared to only 21.5 percent of non-athletes. Other than that, Eaton and Smith (1941) used the percentile grade ratings made on the American Council on Education Psychological Examination as an indication of aptitude and compared this with grade point average as an indication of achievement. Athletes were higher than compared with non-athletes. As been stated above, indicated that students who were involved in sport perform better in academic than those who were not. Besides, there are also possibility that those students who are involved in more sport are generally motivated than those who do not participate in sport. Furthermore, the majority of studies from the past, show those students involved in sport excel in the classroom. This also can be agreed by Ballantine (1981) showed that there is a positive connection between academic achievement and sport participation. Study by the U.S Department of Education (1997) revealed that students who participate in sport are three times more probable to have a grade point average or better (Mihoces, 1996). From this research show that student involve in sport are higher in the academic achievement than student that not participate in sport. Moreover, some previous research states that overall, student athletes graduate at higher rates than students in the general population. The most new graduation rates of 60% compared to 58% for the non-athlete population (Division I Athlete Graduation Rates, 2002). Differences in academic performance in athletes gender Refer to the past research carry out by Roger Whitley performed a study of North Carolina high school students stated that female athletes higher score in academic result. The students were divide into two groups, They were categorized as higher participant or low participant of sport according to the following rule. A student whose number of years in high school is better than their number of seasons participating in sport categorized as low participant (Stegman, 2000). A student whose number of seasons participating in sport is identical to or greater than their number of years in high school is categorized as high participants. This having a student who tried a sport or two as a freshman placed into the athlete category (Stegman, 2000). According from the past research state as below: Based on that, Mark Stegman says, I feel confident arguing that athletic participation does not hurt academic performance and it instills desirable qualities such as physical fitness, goal setting, teamwork, and self-discipline that help in all areas of students lives (Stegman 2000). The impact of sport participation on girls academic orientation was the focus of the number of studies. Feltz and Weiss (1984) found that socioeconomic level and extent of activity involvement were reason contributing to most of the differences between group, in which higher SES levels and higher levels of involvement were analytical of higher ACT scores. SES levels and extent of extracurricular involvement were influential other than students participation categories on females academic achievement. In another study, Synder and Spreitzer (1977) analyzed survey data on participation in sports as related to educational expectations among high school girls. The researcher found a positive relationship between both types of extracurricular participation and educational expectations. This study been showed that , sport for these high school girls may appear to a good result of academic achievement. Based on African-American male students, and presented mixed findings. Sport participation seems to have a positive effects on their educational aspirations (Braddock, 1980, 1981, ; Hanks, 1979; Picou Huang, 1982; Wells Picou, 1980), self-esteem (Braddock,1980, 1981 ; Hanks, 1979), college conscription and graduation (Braddock 1981), competitive orientation (Wells Picou, 1980), and adult earnings (Picou, McCarter, Howell, 1985). For this group of students, sport participation had mixed effect on their grades (Braddock, 1981; Wells Picou, 1980). Based on their investigation indicated that sport participation for these student was positively related to their aspirations to register in college preparatory programs in high school. Moreover, Marsh (1993) concluded from his study that sport participation may have an effect on academic achievement in that the participation where increase motivation. Hawkins and Mulkey (2005) suggested that sport participation created aspirations for African- American males to seriously consider attending college and act more suitably in school. For black female high school athletes, the literature presents a different picture. With respect to their participation in sport activities, we see mixed findings on their educational aspirations ( Hanks, 1979; Picou Huang, 1982), on support to attend college from parents, teachers, and peers (Hanks, 1979; Well Picou, 1980). Besides, Reith (1989) were analyzed through a survey of a large sample of these studies. The Hispanic high school female students who participated in sports were found to be more likely to score well on achievement tests, to stay in high schools and continue their education in colleges than their non-athletic peers. Regression result reveal that both male and female student athletes academic success is to some extent contingent upon the specific nature of their interaction with faculty (Fejgin 1994). The finding also showed that male and female student athletes have minimal differences in their various forms of contact with faculty. The implications of these findings are discussed among student athletes, faculty and advisors in order to improve their roles in establishing meaningful relationships with female and male student athletes inside and outside the classroom (Comeaux, 2005). The benefit of participated in sport. There are a lot benefit by participated in sport which indicated that participation in sports increased students overall interest and commitment to schooling as well as their engagement in more student-teacher contact, more positive attitudes about schooling, more parent-school contact (Crain, 1981; Trent Braddock, 1992). Moreover, Slavin and Madden (1979) found that sports could facilitate positive racial or ethnic relations as well as positive inter-group attitudes and behaviors among school. Crain (1981) reported similar findings. Furthermore, benefit of participated in sport could provide extrinsic rewards to students and help them form social bonds and relationships within school, (Crain, 1981; Slavin Madden, 1979); Trend Braddock, (1992), Besides, sport participation could create intrinsic values for students, according to Kavussanu and Mc Auley (1995). Based on this study, if highly student participated in sport they were significantly more optimistic and experienced greater self-efficacy than those non-athletes (Crain, 1981; Slavin Madden, 1979; Trend Braddock, 1992). Moreover, sport may provide a physical benefit to the student athletes and they can also facilitate the development of lifetime skills such as interpersonal and time management skills by working with a team of peers and coachers and also properly balancing between school work and practice. A number of benefits can be reaped from participation sports. Seaton etal (1965), Durojaie (1976), and John and Campbell (2001) note that participation in sports, which enhances physical fitness, contributes to good health. According to Ekperigin and Uti (1982), physical activity leads to good body posture, that is a balanced development of the whole body, the strength and fitness of all muscles. Sports being a physical activity help students to cooperate and work with others under the same rules and regulations towards a common goal while commenting on re-introduction of sports in Afghanistan Ekperigin and Uti (1982).Arnoldy (2005) observes that sports can be used as a vehicle for creating a safe space and an entrance into the public sphere. Besides that, Clarke (1977) contended that sports should gradually lead to a sense of order and self-control which make student able to control their selves in school or in competition. Furthermore, according from previous research, Weinberg and Gould (1995) athletes have better personality than non-athletes. In their research, they found out that those who play team sports as compared to non-athletes exhibit less abstract reasoning, more extroversion, more independent and less ego strength while those who play individual sports as compared to non-athletes display higher levels of objectivity, more dependency, less anxiety and less abstract reasoning. But, still other researcher have noted that athletes are more independent, more objective and less anxious than non-athletes (Cox, 1998). This showed that being an athletes give more benefit than non-athletes. As been stated above, it showed that sport participation are a lot give benefit to the student that involved in sport. Sport makes them healthier, more independent, gives motivation to them during the class and their training by Seaton etal (1965), Durojaie (1976), and John and Campbell (2001). Besides, sport participation are also make the student more discipline, hard working ethics and more focus in class and in their training by Seaton etal (1965), Durojaie (1976), and John and Campbell (2001). Moreover, sport participation give a good personality of the student where the student will increase their self-confidence, develop positive attitude and able to think professionally by Seaton (1965), Durojaie (1976), and John and Campbell (2001).

Leadership Models and Competency Frameworks

Leadership Models and Competency Frameworks This assignment mainly focus on a review of leadership theory and competency frameworks based on the debate leaders are born not made.after that I have tried to relate these argument with Leadership Models and Competency Frameworks, which are currently being used in organisations. These all things will help to understand that in which qualities required of people in leadership positions and will help to improve the leadership development process. Also some private sector, some public sector are discussed and web links to the full models included where available. Introduction: Are leaders born or made? this is a long debatable question from long times ago that whether leaders are born or made. But many researchers trying to find out this question answer for decades. The decades are going on and now we know the answer. Finally it has decided that leaders are sort of born and theyre always made. Early theories mainly focused on the difference between leaders and followers but theories in now-a-days are focused on situational factors and leadership skills. Now I am going to discuss this topic through eight leadership theories, models and leadership frameworks and with comparing and contrasting the theories in below: 1. Great man theories: This theory assume that leadership capacity is inherent -and it also assume that great leaders are born, not made. These theories assume that these leaders have come when the country has needed to them. So its totally destined to leadership when needed. These theories also portray leaders as heroic, mythical. And most leaders were male in this theory. For example: Gandhi, Sheikh Mujibur Rahman, Eisenhower, Churchill were great leader. 2. Trait Theories: Like Great Man theories, trait theories assume that people will have inherited main qualities and traits that will help them to do their lead. It assumes that leaders must have to follow some particular behaviour which will help them to be a great leader.This theories also assume that people are born with inherited traits. Stogdill (1974) identified the following traits and skills as critical to leaders. Traits: Adaptable to situations Conceptually skilled Creative Diplomatic and tactful Fluent in speaking Knowledgeable about group task Organised (administrative ability) Persuasive Socially skilled Skills: 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 Behavioral Theories: Behavioural theories assume that great leaders are made, not born. According to this theory, that great leaders are made, not born and through teaching and observation people can learn to become leaders. Furthermore, they follow that what leaders actually do. Contingency Theories: Contingency theories of leadership mainly based on some special variable which actually find out that particular style of leadership will be fitted for the environment of organization. This theory assume that there is no best leadership style which will be fitted in all situation.. Participative leadership: Organization will be developed when people are more committed to their relevant action and this action will happen on that time when company will involve all employees with their relevant goals and decision. People are less competitive and more collaborative when they are working on joint goals. When all people in company take decision together , the social commitment become higher and their commitment to decision will increase. Situational theories: Situational theories are best for taking certain types of decision making and here leaders choose their best course of action based on many situational variables . Transactional Leadership:    It assumes that people are motivated by reward and punishment. Here total system activated by a clear chain of command. It means people will agree to do a job and authority will be given by a manager. Here subordinate will do their job to get a decision of manager, they are fully responsible for that job. In case of any failure subordinate will get punishment. . Transformational Leadership : It assumes that people will follow a person who inspires them. Here a leader must have a vision and passion to achieve great thing and he or she must have to work hard through enthusiasm and full energy. Now I m going to comparing and contrasting those above theory in briefly: Great Man Theories Here leaders are exceptional people, born with innate qualities, destined to lead. Trait Theories It describes about leaders qualities Behaviourist Theories These assume that what leaders actually do rather than on their qualities. Here different patterns of behaviour are observed and categorised as styles of leadership. Situational Leadership This is an approach where leadership is very specific to the situation. It also assumes that different required leadership styles may be required in different levels in the same organization. Contingency Theory This theory find out the situational variable which best predict that which leadership style will be followed. Transactional Theory This theory mainly focuses on the relation ship between leaders and followers and here leader give the reward based on loyalty of the followers. Transformational Theory Here main concept is change and envisioning and implementing is a main thing to get better performance. LEADERSHIP MODELS AND COMPETENCY FRAMEWORKS : In his section I m going to explain about different leadership models and frameworks which is used in practice across the public and private sector organisations. Private sector frameworks: BAE performance centered leadership: For improving the business, Performance Centred Leadership competencies provide a set of related behaviours. Thats why they have been developed from 360 degree feedback information, benchmarked against the competencies of high performing organisations, each with related behaviours there are five core competences. Try to achieve High Performance à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, focusing on the Customer à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, developing Others à ¢Ã¢â€š ¬Ã‚ ¢fourth, Continuously Improving à ¢Ã¢â€š ¬Ã‚ ¢ Lastly, Working Together FEDERAL EXPRESS LEADERSHIP QUALITIES : They mainly follow a system where they have selected 9 attributes for rating motivated leaders: à ¢Ã¢â€š ¬Ã‚ ¢ Appeal or allure à ¢Ã¢â€š ¬Ã‚ ¢ personal consideration à ¢Ã¢â€š ¬Ã‚ ¢ Intellectual incentive à ¢Ã¢â€š ¬Ã‚ ¢ Determination or braveness à ¢Ã¢â€š ¬Ã‚ ¢ Constancy à ¢Ã¢â€š ¬Ã‚ ¢ Flexibilty à ¢Ã¢â€š ¬Ã‚ ¢ candour or honest ness à ¢Ã¢â€š ¬Ã‚ ¢ Apprehension à ¢Ã¢â€š ¬Ã‚ ¢ Respect for others Lufthansa Leadership Compass Lufthansa school of business is following a framework for their leadership development education which is made by Lufthansa leadership compass. It includes the following six key categories, which set out a range of skills and behaviours including: perception, determination, concern for people, self-reflection and professional know-how: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, Entrepreneurial leadership à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, problem solving ability à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, Win to others à ¢Ã¢â€š ¬Ã‚ ¢ Fourth, Lead to people à ¢Ã¢â€š ¬Ã‚ ¢ Fifth, Attitude and drive à ¢Ã¢â€š ¬Ã‚ ¢ Lastly, International business competencies Philips Leadership Competencies Philips has set some leadership competencies which will define the behaviour for achieving the business success. There are Six Leadership Competencies they has set out. These competencies are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, leader needs to Show determination to achieve excellent results à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, they need to focuses on the market à ¢Ã¢â€š ¬Ã‚ ¢ Thirdly, need to find better ways à ¢Ã¢â€š ¬Ã‚ ¢ Fourthly, focus on top performance à ¢Ã¢â€š ¬Ã‚ ¢ motivating commitment à ¢Ã¢â€š ¬Ã‚ ¢ Develops self and others For more information please visit: http://ad.chinahr.com/jobads/philips/leadership.asp Shell Leadership Framework: Shell has also used the Leadership Framework and it includes nine elements as indicated below used by Shell includes nine key elements as indicated below: à ¢Ã¢â€š ¬Ã‚ ¢ They need to build shared vision à ¢Ã¢â€š ¬Ã‚ ¢ Focusing on customer à ¢Ã¢â€š ¬Ã‚ ¢ Increases business Opportunities à ¢Ã¢â€š ¬Ã‚ ¢ Indicate professional mastery à ¢Ã¢â€š ¬Ã‚ ¢ Shows individual effectiveness à ¢Ã¢â€š ¬Ã‚ ¢ show courage à ¢Ã¢â€š ¬Ã‚ ¢ Motivating, Coaching Developing à ¢Ã¢â€š ¬Ã‚ ¢ Need to give value differences à ¢Ã¢â€š ¬Ã‚ ¢ Produce the Results Vodafone Global Leadership Competencies: The Global Leadership Programme of Vodafone are underlying by Vodafone leadership competencies. Those are divided into five categories: à ¢Ã¢â€š ¬Ã‚ ¢ Firstly, Value the communication à ¢Ã¢â€š ¬Ã‚ ¢ Secondly, develops the International team à ¢Ã¢â€š ¬Ã‚ ¢ Make Strategic vision à ¢Ã¢â€š ¬Ã‚ ¢ Need to increase organisational capability à ¢Ã¢â€š ¬Ã‚ ¢ drives commercially For the full framework please visit: www.glp.vodafone.com/global.htm Public industry Framework: Senior Civil Service Ability Framework: Civil Service Corporate Management has recognized few certain characteristics what is essential for the Senior Civil Service (SCS). They have established six types of competencies those are associated with behaviours. The competencies are: à ¢Ã¢â€š ¬Ã‚ ¢ Providing goal and correct way to resolve à ¢Ã¢â€š ¬Ã‚ ¢ Building an distinct impact à ¢Ã¢â€š ¬Ã‚ ¢ Working towards creative strategy à ¢Ã¢â€š ¬Ã‚ ¢ Inspiring the employees to develop best outcome à ¢Ã¢â€š ¬Ã‚ ¢ Study and progress à ¢Ã¢â€š ¬Ã‚ ¢ Emphasis on responding For more information please visit: http://www.cabinet-office.gov.uk/civilservice/scs/competences.htm Scottish Executive Framework Scottish parliament recognizes seven types of standards and to clarify this, they recommend what leaders should do and how to do. They also mentioned when the leaders need to learn more to work effectively. The leadership characteristics of the framework are as follows: à ¢Ã¢â€š ¬Ã‚ ¢ Realising à ¢Ã¢â€š ¬Ã‚ ¢ Self-organization à ¢Ã¢â€š ¬Ã‚ ¢ Examination and exploration à ¢Ã¢â€š ¬Ã‚ ¢ External attention à ¢Ã¢â€š ¬Ã‚ ¢ Communication à ¢Ã¢â€š ¬Ã‚ ¢ Handling people à ¢Ã¢â€š ¬Ã‚ ¢ Team building Management Education Training Organisation (METO) management Standards METO has developed seven key roles for leadership, which are given: à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Events à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Assets à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Employees à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Statistics à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Spirit of the company à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Excellence à ¢Ã¢â€š ¬Ã‚ ¢ Organizing Plans Institute of Chartered Management Chartered Management Skills Chartered Manager Candidates need to demonstrate (and provide evidence of) learning, development and impact in the workplace against two of these six categories. à ¢Ã¢â€š ¬Ã‚ ¢ Leading People à ¢Ã¢â€š ¬Ã‚ ¢ Meeting Customer Needs à ¢Ã¢â€š ¬Ã‚ ¢ Managing Change à ¢Ã¢â€š ¬Ã‚ ¢ Managing Information and Knowledge à ¢Ã¢â€š ¬Ã‚ ¢ Managing Activities and Resources à ¢Ã¢â€š ¬Ã‚ ¢ Managing yourself A SELECTION OF LEADERSHIP DEVELOPMENT INITIATIVES NHS Chief Executives Programmes The NHS manage a wide range of programmes through their Leadership Centre, including a suite of programmes for Chief Executives. These comprise a number of initiatives based upon the NHS Leadership Qualities Framework, including: National and International Learning Experiences: à ¢Ã¢â€š ¬Ã‚ ¢ Development Assignments (Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Transformational Thinking (Manchester University) à ¢Ã¢â€š ¬Ã‚ ¢ Study Tour to Canada (Kings Fund) à ¢Ã¢â€š ¬Ã‚ ¢ Duality Leadership Programme (University of Birmingham) à ¢Ã¢â€š ¬Ã‚ ¢ Action Learning Sets (Nelson and Pedler) Modular Programmes: à ¢Ã¢â€š ¬Ã‚ ¢ Experienced Chief Executives Development Programme (Kings Fund and Lancaster University Management School) à ¢Ã¢â€š ¬Ã‚ ¢ Drive for Results (Manchester University) Of interest here, is the range of learning opportunities being offered, from action learning sets, study tours and exchanges to modular programmes. The participants are free to choose their preferred modes of learning yet the thinking behind the programme implies that each will contribute towards developing qualities from the Leadership Qualities Framework. For further information please visit: http://www.nhs-leaders.org NCSL Leadership Development Framework The National College for School Leadership is one of the leading organisations in relation to their awareness of the importance of distributed leadership. Recent years have seen an increasing move from the competency-based approach of the Hay McBer Model to the development of a Leadership Development Framework. The outcomes of a Think Tank report lead to 10 propositions about school leadership. School leadership must: à ¢Ã¢â€š ¬Ã‚ ¢ be purposeful, inclusive and values driven à ¢Ã¢â€š ¬Ã‚ ¢ embrace the distinctive and inclusive context of the school à ¢Ã¢â€š ¬Ã‚ ¢ promote an active view of learning à ¢Ã¢â€š ¬Ã‚ ¢ be instructionally focused à ¢Ã¢â€š ¬Ã‚ ¢ be a function that is distributed throughout the school community à ¢Ã¢â€š ¬Ã‚ ¢ build capacity by developing the school as a learning community à ¢Ã¢â€š ¬Ã‚ ¢ be futures oriented and strategically driven à ¢Ã¢â€š ¬Ã‚ ¢ be developed through experiential and innovative methodologies à ¢Ã¢â€š ¬Ã‚ ¢ be served by a support and policy context that is coherent and implementation driven à ¢Ã¢â€š ¬Ã‚ ¢ be supported by a National College that leads the discourse around leadership for learning Personal Characteristics of Effective Leaders   Personality Early research on leadership sought to identify a list of personal characteristics that set effective leaders apart from other people. No single list has been found to hold true for every leader in every context. As a result leadership research moved on in a different direction focusing instead on what effective leaders do. For decades traits were largely ignored. However, despite lacking 100% generalisability, contemporary leadership scholars have recognised that personal characteristics are important to effective leadership particularly intelligence and aspects of personality such as dominance, extraversion, sociability, self-confidence, high levels of energy and resilience[8]. The concept of intelligence is expanded upon further in the next section, and a more comprehensive list of personality traits associated with effective leadership is shown below:      For those seriously interested in developing leadership, it is important to appreciate the impact of personality. Greek philosopher, Aristotle once said that we are the sum of our behaviours; excellence therefore is not an act but a habit. Personality is a key driver of our day-to-day habitual behaviours and as such can help or hinder our leadership effectiveness. Leaders should: Be aware of how their personality helps and hinders their leadership effectiveness, then Find leadership positions where their strengths are called for, then Offset their weaknesses through a combination of tapping others strengths and their own development    Intelligence Effective leaders typically have higher than average levels of intelligence specifically reasoning and memory. During World War I, the armed forces used IQ tests to select potential officers and they continue to be used as a recruitment tool in many contemporary organisations such as Microsoft. A high IQ does not make you an effective leader. Be accurately aware of themselves their emotions, tendencies, strengths and weaknesses. Use emotions to enhance thinking and decision-making. Consciously regulate emotions and moods in intelligent ways. It has been claimed that emotional intelligence is a better predictor of leadership success than IQ. More recently social intelligence, previously considered a sub-part of emotional intelligence, has been shown to be the single largest factor impacting on leadership effectiveness.   Conclusion: Leaders are Sort of Born It seems like theres only one thing that a person needs to actually be born with in order to be a leader later in life. Thats intelligence. A leader needs to be smart enough. Effective leaders arent necessarily the smartest people in the room or the company or even on the team. But they have to be smart enough to do the job theyre assigned. Whats more important is what kind of person the potential leader is when he or she becomes an adult. The person who emerges from adolescence into young adulthood has the psychological and character traits theyll demonstrate for the rest of their life. Some of those matter for leadership. By the time a person becomes an adult we can tell if they can help other people achieve results. That, after all, is what we expect leaders to do. We expect them to achieve success through a group. We expect them to help their subordinates grow and develop. By the time a person becomes an adult, we can tell if they want to achieve objectives or if they just want to go along and take it easy. We expect leaders to be responsible for achieving results. You can have a marvelous life without a results focus, but if youre going to lead successfully you have to have the drive and willingness to be measured by the results of your leadership. By the time a person becomes an adult, we can tell if they are willing to make decisions or not. Lots of people wake up every day and let the world happen to them. But leaders must be able and willing to make decisions that affect themselves and others. By the time a person becomes an adult we can tell if they have the basic qualities that we expect leaders to have. We can determine if theyre smart enough to do the job. We can tell if they are willing to help others to achieve results as a group. And we can tell if they will make decisions. Those things are essential. People who have them can learn the multiple skills it takes for them to become effective leaders. No matter how they measure up on the key essentials, no one emerges from the womb or from adolescence with all the skills in place to be an effective leader. Everybody has to learn the job. Thats why leaders are always made.

Philoaophy Of Law :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In comparing the issues surrounding the distribution and depiction of pornographic and racist materials, very few differences, if any, can be derived from the two. Besides the obvious differences in which one form appeals itself to the adult community and the other to the racist community, the two extremes, nonetheless, fall under a much broader category. They are both recognized and valid forms of speech, and as such are equally entitled to the same constitutional protection provided by the freedom of speech clause of the First Amendment as are various other legitimate forms of speech.   Ã‚  Ã‚  Ã‚  Ã‚  In the situation provided before us, we are asked to determine whether an individual should possess the right to distribute racist films graphically depicting whites verbally abusing, beating, and urinating upon blacks. My immediate response to the question would undoubtedly argue that such morally offensive material should not be allowed constitutional protection. The mere mentioning of such a proposition strikes anger at the heart of moral conscience. But, my moral convictions are not, nor are anyone else’s for that matter, sufficient grounds to deny anyone their First Amendment right to freely engage in the distribution of such material if they so desire to do so. Moreover, the First Amendment clearly dictates that Congress shall make no law... abridging the freedom of speech. Thus, as a long established and highly empowered legal doctrine, it must ultimately be respected by the government to the fullest extent.   Ã‚  Ã‚  Ã‚  Ã‚  The First Amendment do es not state, nor does it imply, that only specific forms of speech which are morally just shall be free of governmental interference, while other forms believed to be offensive to social morality, such as pornography or racist films, shall not enjoy such a privilege. If that were to be the actual case, â€Å"freedom of speech,† which has long been revered by our nation as one of the fundamental liberties of American history, would further cease to exist. All that would have to be proven to restrict speech would be that the message being expressed contains the slightest mention of morally offensive content. Fortunately, however, the freedom of speech clause grants people the power to convey their opinions in the manner which they deem fit. Thus, if the owner of a video store chooses to sell videos in which African-Americans are repeatedly verbally and physically abused, then ultimately his right to do so must be respected.

Asset Valuation Paper :: Business Accounting

Asset Valuation Accounting for Managerial Decision-Making Introduction To start a new business and remain in business profitably, many critical decisions must be made when the foundation of a new business is formed. These decisions affect the company in the long run and often make or break an organization. Methods of inventory control and capitalization policies are among these critical decisions that will affect any business bottom line. Our team has investigated these policies and will present our recommendation for the method of inventory and capitalization policy for the XYZ Mattress Store in the remainder of this paper. Inventory Policy Selecting the valuation method for reporting and valuing is based on key issues relating to the relevance and reliability of the method of accounting for that item. According to finetuning.com (2005) "how you identify items in inventory and determine which have been sold will depend on the nature of the products, the volume of the products, how they are tracked, and inventory rotation." Key factors to consider under the inventory policy are: location of storage facilities, temperature, security, rotation of stock, cost, training, periodic inventories, and control. caycon.com (2005) wrote: "Valuing a startup is intrinsically different from valuing established companies. Because of the high level of risk and often little or no revenues, traditional quantitative valuation methods like (P/E) per-share earnings comparables or discounting free cash flows are of little use. Startup valuations are largely determined based on qualitative attributes." To select an inventory valuation method, the options are FIFO, LIFO and Weighted Average. The valuation method for (FIFO) First-in, first out: Answers.com (2005) defines this as a "common method for recording the value of inventory. It is appropriate where there are many different batches of similar products." This method describes the first item coming in will be the first item going out of the inventory. Retailinventories.com (2005) wrote "cost flow assumption assumes that the oldest inventory is sold first. The ending balance of inventory is valued at the most recent purchase price. FIFO produces a more relevant balance sheet since the ending balance in inventory reflects its current value." An example of this would be: Ending balance in inventory would be 30 units of the most recent purchases. 30 x 300=9,000 E/B = 9,000.

Food and Drug Administration (FDA) Essay -- Food Drug FDA Essays

Food and Drug Administration (FDA)   Ã‚  Ã‚  Ã‚  Ã‚  The FDA has many responsibilities which include overseeing the production of safe foods and the manufacture of safe and effective drugs and medical devices. The FDA has responsibility for protecting the rights and safety of patients in the clinical trials of investigation medical products. The FDA also has to review and approve in a timely manner the safety and efficiency of new drugs, biologics, medical devices, and animal drugs. They have to monitor the safety and effectiveness of new medical products after they are marketed and acting on the information collected. The FDA is responsible for seeing that the public has access to truthful and non-misleading product information by: monitoring the promotional activities of drug and device manufacturers, and regulating the labeling of all packaged foods.   Ã‚  Ã‚  Ã‚  Ã‚  Science is a big part of the FDA organization. The scientific evidence needed to back up FDAs legal cases is prepared by the agencies 2,100 scientist, including 900 chemist and 300 microbiologist, who work in 40 laboratories in the Washington, D.C., area and around the country. Some of these scientist analyze samples to see, or example if products are contaminated with illegal substances. Other scientist review test results submitted by companies seeking agency approval for drugs, vaccines, food additives, coloring agents and medical devices. The FDA also operates the National Center for Toxicological Research. They investigate the biological effects of widely used chemicals. The agency also runs the Engineering and Analytical Center, which test medical devices, radiation-emitting products, and radioactive drugs. Assessing risk, for drugs and medical devices, weighing risks against benefits is at the core of FDAs public health protection duties. By ensuring that products and producers meet certain standards, FDA protects consumers and enables them to know what they are buying. In deciding whether to approve new drugs, FDA does not itself do research, but rather examines the results of studies done by the manufacturer. The agency must determine that the new drug produces the benefits its supposed to without causing side effects that would outweigh the benefits.   Ã‚  Ã‚  Ã‚  Ã‚  In 1992, the U.S. Congress passed the Prescription Drug User Fee Act. This legislation provided additional resources ... ...f the drugs should be approved. Once the FDA approves the drug, it does not mean it is perfectly safe. Some medicine may have side effects, but the FDA considers both the benefit and risk of all medication before approval.. In addition, FDA makes the labeling outlines the benefits and risk reported in the tested population. For a drug to be approved by CDER, by current law, all new drugs need proof that they are effective and safe before they can be approved for marketing. CDER decides as quickly as a thorough evaluation allows. When a proposed drug’s benefit outweighs know risk, CDER considers it safe enough to approve. Once a drug gets the CDER approval, the drug is on the market as soon as the firm gets its production distribution system going.   Ã‚  Ã‚  Ã‚  Ã‚  The FDA is prohibited from releasing information on any medicine under development, review or pending approval unless the information has been in the public. The FDA has no legal authority to investigate or control the prices charged for marketed drugs. Manufacturers, distributors and retailers establish these prices. FDA recognizes the other factors beyond its purview, including insurance coverage and drug pricing.

The first Olympic Games

The year is 776BC, and in Athens the first Olympic Games are about to start, the festivities have begun with a feast and sacrifices for the gods. The Olympic Spirit was a key part of their society. It was the one-time cultures from all of Greece could come together and celebrate, compete and enjoy. In the past few weeks we have been discussing the pros and cons of different issues and today it's the tur of Olympics. Approximately 2000 years later, what has changed, not much? But this Olympic spirit is ingrained within the Games, the international community spirit along with the best athletes coming together and competing in one of the most prestigious sporting competition in the world. I'd like to give you three reasons to explain why and Why the games will benefit Britain Firstly because of urban regeneration; this has been put at the heart of the London bid, and is a massive benefit to hosting the Olympic Games; there is the opportunity to redevelop areas that are dilapidated and have physical disorders. Although many locations in and around London will be used for Olympic Games the core location for most of the events will be the 500-acre Olympic Park in the Lower Lea Valley in East London, Which stretches over 5 boroughs: namely Tower Hamlets, Hackney, Camden, Greenwich and Stratford. 3 years ago Lower Lea Valley, was literally a dump site, with muggings at an all time high, knife crimes were going up and up. And you know why? Because no one cared about the place, it was considered to be a dirty, dangerous and dilapidated. And know gentlemen, due to the Olympic Committee's regeneration programme, the streets are clean, the alleys are well light The most important venue of the 2012 has been described as an architect's dream. Planned and already in building the 500 acre park promises an excellent site for sporting activities, with over 9 competition events, and is claimed to be the biggest sports site in Europe for nearly 150 years. Outside of the new Olympic Park, which will principally host indoor sports and track and athletic events, all of England will join in as hosts. However it is not just London that is going to benefit. Throughout the countries there will be facilities available. Already the Olympic Committee, has set up brilliant badminton centers in Birmingham, superb swimming pools in Swansea and even mountain biking in Manchester! However to gain the most from the Olympics we need to maximize the legacy effect. Currently the plan is to sell the Olympic stadium to West Ham Football Club, so that they can keep the sporting spirit alive. The legacy effect is in essence the only thing that will keep allow us to maintain the investment of hosting the Olympic Games. Britain, has the highest number of sports fans in the world, we have a pride in our sport, when we hear our national anthem at any event our hearts swell with pride. Recently in the last Commonwealth Games over a thousand British supporters flew out to India to support Team GB. We are proud to be British, Londoner, but the 2012 Olympics is not just about London. It's about team GB, it's about national pride, it's about an amazing, historical event taking place on our doorstep, it's about getting excited and involved, and it's about making sure that we maximise the legacy and the investment. As Lord Coe said â€Å"The Games will inspire the nation and give us the ability to showcase all that is great about Britain.†

Frankenstein: Born Evil or Socially Corrupted Essay

Was the Being Frankenstein created born evil or was he shaped into being evil? Or any man for that matter? Nobody is born evil. They are taught evil ways. They are corrupted by society. In the book Frankenstein, the Being created is looked at as a symbol of evil who only seeks to destroy everything in his path. However, the Being was corrupted by the initial rejection of his creator. It is true that man could be considered evil, but I believe that man is born good and simply put, corrupted by the evil that already exists in the world. As in Frankenstein, Victor Frankenstein creates a being that he later turns away from due to its hideousness, but the Being was created with a innocence and pureness that all men are born into. The Being appears aside Frankenstein after he is awakened from a nightmare. The Being seems to want to communicate with his creator but he had not been taught. Victor takes his behavior as a form of malice. â€Å"And his eyes, if eyes they may be called, were fixed on me. His jaw opened, and he muttered some inarticulate sounds, while a grin wrinkled his cheeks†¦Ã¢â‚¬ ¦ ne hand was stretched out, seemingly to detain me, but I escaped and rushed downstairs† (Shelley, p. 43). Victor even states that he is deliberately avoiding communication with the Being due to its hideousness. Victor Frankenstein of all people should understand the importance of love and the care of a parent in order to become moral and a good human being in general. He often talked about how attentive his parents were with him growing up. â€Å"†¦They always seemed to draw inexhaustible stores of affection from a very mine of love to bestow upon me†¦ he innocent and helpless creature bestowed on them by heaven, whom to bring up to good, and whose future lot it was in their hands to direct to happiness or misery, according as they fulfilled their duties towards me† (p. 19). According to Victor it was his parents love for him that helped shape his future. By abandoning the creature he has created, Victor Frankenstein helps raise feelings of vengeance toward himself by the Being which leads it to kill members of the Frankenstein family. The Being sets out to find someone to talk to as he can’t talk to his creator. He unknowingly looks to Victor’s younger brother William and hopes that society has not corrupted the young innocent child and that William will accept him despite his looks. The Being is disappointed when his hideous looks scare William, after discovering that he is Victor’s family, he kills the young boy. It is after having been rejected by man twice that the creature resorts to committing murder. Still the Being tries hard to do good, trying to save a woman drowning, but she also struggles against him, trying to get away. After being shot by her companion, the Being resorts to thinking that he must kill her too. â€Å"I am malicious because I am miserable. Am I not shunned and hated by all mankind? You, my creator, would tear me to pieces and triumph; remember that and tell me why I should pity man more than he pities me? You would not call it murder if you could precipitate me into one of those ice-rifts and destroy my frame†¦ † (p. 130).