Physics of Soccer - Free Essay Example

Sample details Pages: 4 Words: 1183 Downloads: 6 Date added: 2019/04/15 Category Sports Essay Level High school Tags: Soccer Essay Did you like this example? The sport of soccer has played a huge part of my life since I could remember. Beginning at the age of 5, I began to play recreationally and loved it. Taking in that it was apart of my small towns culture for everyone and their dog to play soccer, it was no question that I would begin at such a young age. However, as we grew older and players began to be weeded out or shift their focus to other sports and activities, I remained loyal to the game and played until I was 17 years old. Being that this a sport that depends on the idea of kicking a ball into a net to get points, I wanted to dive a little deeper into the basics of how it is possible to even play this sport using concepts from physics. Don’t waste time! Our writers will create an original "Physics of Soccer" essay for you Create order The game of soccer itself is a team sport with 11 players playing on the field for each team, making that 22 players playing at any point over the course of the game. The sport requires both mental and physical ability, as it requires skill, strategy, speed and strength. The overall purpose is to score as many points possible by kicking the ball into the opposing teams goal, whoever has the most points by the end of the regulation time wins. Now, since Newton is known for his large part in contributing to our fundamental knowledge of physics, it makes sense that his laws would carry over into the basics of soccer. Newtons three laws are known as Newtons 1st, 2nd, and 3rd law. The 1st law says, an object that is free from all outside forces travels at a constant velocity, covering equal distances in equal times along a straight-line path (How Things Work). The 2nd is, an objects acceleration is equal to the force exerted on that object divided by the objects mass. The equality can be manipulated algebraically to state that the force on the object is equal to the product of the objects mass times its acceleration (How). The 3rd states, For every force that one object exerts on a second object, there is an equal by oppositely directed force that the second object exerts on the first (How). It is also vital to acknowledge that the concept of friction is a recurring element in these laws. Friction is, the force that resists relative motion between two surfaces in contact. Frictional forces are exerted parallel to the surfaces in the directions opposing their relative motion (How). As we see Newtons 1st law applied in the sport, spectators can see that if no outside forces are applied to the ball, then it will continue moving at the same speed and direction it was before. Knowing that friction is always at work, we know that it will not be the same speed like mentioned in the 1st law, but it will remain in the same direction unless intercepted by another player or obstacle on the field. Newtons 2nd law is observed when kicking a soccer ball which, notably, occurs quite often. When applying the force of the players foot on the ball, the force causes it to change its speed whether that is from stagnancy to tens of miles per hour, or slowing or speeding the balls speed up from the first touch. It is important to note that once the ball leaves the players foot after being kicked, it immediately decelerates no matter what the force applied was as it is instantly affected by friction. The 3rd law is seen most at work when the spectators take a closer look at the players required uniform. Soccer players are required to wear cleats as apart of their uniform. Having cleats at the bottom of their shoes allows the players not only to prevent slipping, but move more quickly since the cleats can cut through the friction applied to them from the grass allowing them to go faster. Newtons 3rd law can be seen at work here since when the cleats are implanted in the ground for that brief moment of time when moving throughout the game, there is equal force applied from the cleats to the ground and the force from the ground being applied to the cleats (The physics behind Soccer Kicks). When taking all three laws into account when playing the beautiful game, it is also important to remember that friction is a key element as well in the sport. This is since the force applied to the soccer ball needs to be applied with quick, good judgement because due to friction applied to the ball from the ground or air it will gradually slow down as it continues to move. After covering the basics of soccer, it is essential to show how physics can impact the technical side of the game as well. While the technique you can see physics at work with most ease is known as the banana kick(The Physics), you cannot cover this without further explanation of how to lead up to this advanced move. First of all, the two ways to kick a ball are known as toe kicks and sidekicks. The names note the part of the foot the player uses to kick the ball with. Sidekicks are typically used more with younger players as it has a larger surface area to kick the ball with and more accuracy for beginners, however it exerts less power on the ball. Toe kicks on the other hand, have less accuracy but more power. Depending on where you kick the ball, really anywhere outside its center, it can cause the ball to spin on its axis, which leads us into the magnus effect (The Physics), the effect that allows the banana kick to occur. Kicking the ball utilizing this technique can cause it to change direction while in air as it spins more and more rapidly. As this occurs, the ball undergoes a top-spin. It causes the velocity of the air around the top half of the ball to become less than the air velocity of the air around the bottom half (Real). This technique is useful when making large passes from player to player in order to switch the field, or, especially when trying to score a goal because it is a difficult shot for the goalie to judge since its path is largely unpredictable. The beautiful game demonstrates many of the foundational laws of physics clearly, making hold aspects that are educational while most see it solely for its entertainment value, as it is the most popular sport in the world.. Newtons laws, friction, and the magnus effect all add up to create a game that many have such passion for, including myself. And it is connections like these that make the subject of physics much more tangible and interactive among its students. While there are many facets of the game of soccer that apply the laws of physics, this can also be said for everyday life. Many tasks we perform daily could not be accomplished without the assistance of physics which is something greatly overlooked.

The Theory Of Universal Grammar - 2132 Words

Hi Tom, there are many theories that try to explain that how children develop their language skills. From my perspective, I believe that early theories have provided a good understanding of children and their progress. In early theories, the environment was said to greatly influence a child’s learning and also played a major role in child language developments. According to Skinner, â€Å"children learn language based on behaviorist reinforcement principles by associating words with meanings. Correct utterances are positively reinforced when the child realizes the communicative value of words and phrases. For example, when the child says ‘milk’ and the mother will smile and give her some as a result, the child will find this outcome rewarding, enhancing the child s language development† (1). I think that early theories are a perfect way to explain how a child develops their language skills. However, Noam Chomsky has heavily criticized early child development theories. Chomsky has proposed that the theory of Universal Grammar can improve our understanding of childhood development. According to Chomsky, Universal Grammar is â€Å"an idea of innate, biological grammatical categories, such as a noun category and a verb category that facilitate the entire language development in children and overall language processing in adults. Universal Grammar is considered to contain all the grammatical information needed to combine these categories, e.g. noun and verb, into phrases. The child’sShow MoreRelatedThe s Theory Of Universal Grammar Essay873 Words   |  4 Pagesspoke a universal language following the great flood and this led to the construction of a tower to display the greatest of humanity. As a result, God confounded their speech so that they could no longer under stand each other and scattered them around the world. I do believe this story to be true. 2. What is the Sapir-Whorf hypothesis? The Sapir – Whorf hypothesis is whether or not the languages we speak shape the way we think. 3. Who is Noam Chomsky? What, briefly, is his theory of universal grammarRead MoreGrammar is divided in Two Sub-Categories: English Syntax and Morphology905 Words   |  4 PagesGrammar is traditionally divided into two sub-categories: morphology and syntax. Moprhology is the study of morphemes – smallest units of language that carry meaning – and how they are formed into words. Syntax is the study of the processes by which sentences are formed. Hereinafter, we shall take a look at the approach to grammar developed by Noam Chomsky. According to Chomsky, the goal of the linguist is to determine what it is that native speakers know about their native language which enablesRead MoreChomsky s Theory Of Human Language1362 Words   |  6 Pagesmake plans with each other. The faculty of language is arguably what makes human beings cognitively distinct from other creatures. Through narrowing the scope of human language, adopting a rationalistic influence, proposing his Cognitive Development Theory, and including essentialist aspects in his philosophy, Chomsky gives linguistics a respectable place in the greater sphere of epistemology. Noam Chomsky creates a narrow scope of linguistics, reducing the focus of its study. Chomsky believes studyingRead MoreLinguistic Nativism: There’s Something Between the Ears Language is something that humans use and1300 Words   |  6 Pagesworld in the human condition. But the question of how humans come from being silent babies to speaking children is still unanswered. Linguistic nativism is one theory that addresses the question. This paper is meant to present Nativism generally, and Linguistic Nativism specifically, and the address the arguments for and against the theory. Nativism is the view in philosophy that knowledge of some skills or information is innate and hence acquired, not learned. That is to say, nativists think thatRead MoreInnateness of Children’s Language Acquisition1371 Words   |  6 Pagesfundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho Theory, major theories on the origins and learnability of language have emerged in mid-20th century and heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the theory from 1950s to 1970s, as he proposed and championed linguistic nativism in languageRead MoreUnderstanding Grammatical Language Skills : Universal Grammar1377 Words   |  6 PagesMargaret Benson LING 489 Short Paper 1 Universal Grammar For many years studies have been conducted to explore how humans develop grammatical language skills. Universal Grammar (UG) is a linguistic theory proposed by Noam Chomsky arguing that humans’ ability to learn grammar is prewired into the brain, claiming that no a priori knowledge or language contact is necessary for language organization (Chomsky 1967). Chomsky contends that humans posses ability unlike any other sentient beings to masterRead MoreEnglish Syntax- Summary676 Words   |  3 Pages To start with, grammar is usually divided into two inter-related areas of study – morphology and syntax. Morphology is concerned with how words are formed out of smaller units,which are called morphemes, and syntax is the study of how these words or phrases are combined into sentences. Nowadays, there are two different approaches of studying grammar: a cognitive and a taxonomic. The person who influenced the most a cognitive approach, and its development, was Noam Chomsky,Read MoreThe subtlety of language acquisition has been the most fundamental question in the study of1500 Words   |  6 Pageshas been the most fundamental question in the study of linguistics and human development. From Bow-wow Theory to Yo-He-Ho Theory, the major theories on language origins and learnability emerged at mid-20th century and has been heavily debated ever since. Among them, the idea of universal grammar in which is usually credited to linguist Noam Chomsky, remains the most notable and controversial theory over time. He introduced and developed the t heory from 1950s to 1970s as he proposed and championedRead MoreCritical Period Hypothesis859 Words   |  4 PagesHypothesis theory which contends that language is innate but has to be attained before the age of puberty o r else the ability to learn language ebbs (as a result of the lateralization of the brain). 1 At present, the Critical Period Hypothesis theory is widely accepted by numerous linguists. Evidence has been presented that there is a limited time when the brain is malleable (in terms of language). Studies such as, linguistically isolated children (a.k.a. feral children) support Lenneberg s theory of theRead MoreEnglish-based Pidgins and Creoles806 Words   |  3 Pagesover time an assortment of scholars has come forth to propose their different theories as to the accounts for the origins and development of English based creoles and pidgins. There has long been a dispute as to the extent these English based pidgins and creoles share a universal origin, with theories contrasting and overlapping. In this paper, explanations and evaluations will take place covering these different theories along with a short analysis throughout. In short, the term pidgin has been

Web And Media Technologies Platform Health And Social Care Essay Free Essays

The WMTP is one of the spouses in the Zisukhanyo Schools Project that is funded by an Irish charity, the Protea Education Development Project. This undertaking provides computing machine labs and support services to three schools: Eastville, Liesbeeck and Mitchell Heights Primary Schools in Mitchell ‘s Plain, South Africa over a period of three old ages. The function of WMTP in this undertaking is to present three wellness publicity intercessions[ 3 ]to educate and raise consciousness on HIV among the participating schools. We will write a custom essay sample on Web And Media Technologies Platform Health And Social Care Essay or any similar topic only for you Order Now Background HIV and AIDS have reached epidemic proportions in most parts of sub-Saharan Africa and have therefore become globally important in the broader wellness environment. By 1997, 20.8 million HIV and AIDS instances were recorded in this part ; this constitutes two-thirds of the planetary sum of people populating with AIDS for that twelvemonth ( Paul-Ebhohimhen, Poobalan A ; Van Teijlingen, 2008 ) . It is, nevertheless, the impact of the pandemic on striplings ‘ wellness that causes much more concern. Bankole ( 2008 ) estimates that 4.3 % of immature adult females and 1.5 % of immature work forces aged between 15 to 24 old ages were populating with HIV at the terminal of 2005. Current estimations are that half of all new instances of HIV infection occur in people under the age of 25 and that 80 % of AIDS instances worldwide are between 15 and 24. In the same survey it was reported that really immature striplings ( ages 12-14 ) are already going sexually active. In the above-named survey it was found that although these immature people had cognition of HIV and contraceptive method, they earnestly lacked the in-depth apprehension on these subjects that could perchance forestall them from undertaking HIV and other sexually familial infections, or going pregnant. Therefore, it is important to convey the right information to these immature people before they become sexually act ive. The overpowering grounds suggested that aiming striplings as a bad group for preventive intercessions at the right phase should go a critical portion of any scheme reacting to HIV and AIDS. With this in head the WMTP developed its attack to steer the HIV intercessions for the Zisukhanyo Schools Project. Our attack The PPKTM was developed and refined by the WMTP over several old ages ( Van Zyl A ; Mattheyse, 2007 ) and its rules provide ongoing counsel for the execution of the HIV Prevention and Education Events. High-level rules include to: set up a relationship of trust with the mark communities transportation accurate information on HIV and AIDS in a manner that it is understood and impacts on the life styles of communities empower members of the communities, through instruction, with HIV cognition and accomplishments that they in bend can circulate to the wider community affect engagement of non-government administrations ( NGOs ) and community-based administrations ( CBOs ) to promote ownership of the cognition sharing events by the communities. perform ongoing monitoring and rating of intercessions. This attack farther intends to steer the scholars towards purposes of behaviour alteration as demonstrated with the overall subject to develop youth leading. Harmonizing to Mahat G et Al ( 2007 ) purposes of behaviour alteration can further efficaciously be achieved through authorising attacks such as equal instruction. The attack relies on the wellness belief theoretical account ( Rosenstock, 1966 ) which suggests that if a individual has a desire to avoid unwellness or to acquire good ( value ) and the belief that a specific wellness action would forestall unwellness ( anticipation ) , so a positive behavioral action will be taken. Groups of parents and pedagogues have undergone two equal pedagogues ‘ classs and another is planned for 2010. Intervention implemented in the Zisukhanyo Schools Project 2008-2010 The 2008-2010 Zisukhanyo Schools Project insofar as it relates to HIV, comprised of three intercessions: HIV Prevention and Education Events to raise consciousness on HIV and AIDS on appropriate yearss in the South African calendar such as Youth Day and Women ‘s Day every bit good as the planetary World AIDS Day. The mark groups are the broad school community: all the scholars and pedagogues every bit good as sing parents and invitees. Three events take topographic point at each school for each undertaking twelvemonth. Summary of 2009 study The WMTP ‘s attack to these intercessions was based on old ages of experience in carry oning appropriate eHealth research in the application of a Peer to Peer Knowledge Transfer Model ( PPKTM ) for community wellness publicity intercessions. HIV events were organised at each of the three take parting schools: Liesbeeck, Eastville, and Mitchell Heights Primary Schools, on three outstanding yearss in the South African calendar, viz. , Youth Day, Women ‘s Day and World AIDS Day during 2009. The intercession aimed to enable the mark groups to go knowing on HIV bar, which harmonizing to the Health Belief Model theory, would take to purposes of behaviour alteration. The overall subject for the events was â€Å" Develop our young person, the leaders of tomorrow † . Four aims were identified with pre-determined indexs to mensurate the extent to which the purpose of this intercession was met. All these aims were either met or exceeded. Consequences showed a entire addition of 11 % in scholars ‘ HIV cognition and a 17 % addition in their cognition on HIV leading. The 2nd aim indicated that the pedagogues intended to recycle the stuffs which were supplied to them for the events, in their instruction of Life Orientation in school. There was an addition in the attending of parents at the events, particularly where they had heard of the event on the wireless beforehand during the particular proclamations that were broadcast in the preamble taking up to the event. The concluding aim, to construct a platform for HIV cognition sharing and networking among the mark groups, was besides met as measured by four of the indexs. Recommendations for the concluding twelvemonth include that results from all three HIV intercessions should be integrated where possible to derive optimal benefits. Emphasis should be placed on the sharing of HIV bar schemes with scholars, every bit good as encouraging of parents ‘ engagement. The wireless run plays an built-in function to prosecute the wider community and should be maintained. The overall subject, of making young person leaders, should besides be expanded upon. This is driven by research grounds that communities are much more likely to go sceptered to alter their behavior when information and behavior alterations are advocated by members from within their little community and the fact that learners rely to a great extent on their friends as a beginning of cognition on the subjects of safe sex and HIV. A Peer Educators ‘ Course taking to develop pedagogues and parents as HIV equal pedagogues who would take part in the HIV Prevention and Education Events and community enterprises. One class attended by pedagogues from all the schools is presented per twelvemonth for the continuance of the undertaking rhythm. Summary of 2009 study The Peer Educators ‘ Course is a cognition merchandise that was developed to construct capacity on HIV among pedagogues. The class is presented yearly to pedagogues and parents of the Zisukhanyo Schools Project. These consequences refer to the September 2009 class presented to parents and pedagogues of the Zisukhanyo Schools Project in Mitchell ‘s Plain and the Intshayelelo Primary School in Khayelitsha, South Africa. Quantitative information analyses showed that 37 % of the pedagogues who attended the class taught Life Orientation, the acquisition country where HIV is addressed in the South African course of study. The norm of the pedagogues ‘ experience in learning the topic was nine old ages. Many of these pedagogues do non hold the assurance, accomplishments or cognition to educate primary school scholars on HIV and AIDS or discourse sensitive subjects such as sex instruction. Yet, they do gain the importance of sharing cognition of these subjects with their scholars. The class proved to be a great aid to the participants with statistically important betterments in all countries after the class. There was a 54 % addition in HIV cognition and a 40 % addition in accomplishments development to discourse sensitive issues with scholars. Further analyses were conducted through categorising and aggregating qualitative informations which showed that pedagogues ‘ outlooks before the class ( 46 % ) were largely related to factors which came from outside the schoolrooms, such as the assorted cultural backgrounds of scholars and the general ignorance of society sing AIDS. Before the preparation, 51 % of participants arrived with an outlook of increasing their HIV cognition and 26 % of beef uping their educational accomplishments in these countries. All the participants commented after the class that their outlooks of the class had either been met, or exceeded. A notable observation was the greater figure of parents ‘ attending. Their increased inv olvement implies more HIV equal pedagogues to go active in the greater community. The consequences serve to show that the preparation class is an effectual tool to construct capacity of these important accomplishments and cognition among participants to enable them to move as HIV equal pedagogues in circulating HIV cognition and educating these communities which have been badly affected by the HIV epidemic. By utilizing pedagogues and parents at schools as members from within this community, the cognition has a much higher opportunity of conveying about the needed behavior alterations ( Hilfinger et al 2009 ) . HIV/AIDS eLearning Undertaking During the first undertaking twelvemonth ( September 2008 to May 2009 ) , Eastville Primary School in Mitchells Plain was selected to take part with an Irish school, Wesley College in Dublin to undergo in-depth eLearning on different facets of HIV. After the eLearning stage, conducted in a unafraid country of the AfroAIDSinfo Web portal, scholars from both schools sub-divided into little groups with two South African and two Irish scholars in each group. These scholars collaborated via an email treatment forum to develop HIV booklets as end product of their cognition consumption. The Collaborative eLearning Undertaking is considered by the MRC as an advanced intercession on cognition transportation and sharing. The purpose of this intercession is to reassign cognition on HIV and AIDS to South African ( SA ) and Irish scholars through the technique of eLearning. The undertaking was initiated in response to the high prevalence of HIV in South Africa and four aims were identified for the undertaking. These aims included: proviso of dependable HIV cognition ; utilizing Information and Communication Technologies for cognition sharing ; enabling communicating between two schools ; and development of a cognition merchandise ( brochure/pamphlet ) by scholars as an result of the eLearning and cognition sharing undertaking. It was the first chance for scholars from both states to be exposed to eLearning. Information and Communication Technologies ( ICTs ) to which scholars were exposed included electronic mail, the Web, hunt engines and a listserv ( email treatment forum ) . An online questionnaire which measured HIV cognition degrees of scholars involved was implemented before and after the intercession. A comparative analysis of the informations on scholars HIV cognition degrees showed an addition of 20.9 % for SA and 17.4 % for Irish scholars. Further analysis revealed an addition of 26.1 % for SA and 23.2 % for Irish scholars in the usage of ICTs. The minimum difference between the two groups reflected that the Irish scholars had better IT skills than their opposite numbers based on their old exposure to ICTs. There were two inquiries in the post-questionnaires that scholars completed after the programme intercession which focused on bridging socio-economic and cultural divides. Both the Irish and South African scholars scored more than 50 % on bridging the cultural barriers. These consequences were supported by qualitative analysis where both SA and Irish scholars made self-generated remarks on get the better ofing cultural barriers. During the collaborative stage the scholars developed HIV booklets in group work as a merchandise of their HIV cognition consumption during the Collaborative eLearning Project. All the groups submitted booklets and received base on balls Markss. The scholars reported the collaborative group work and interaction as the high spot of the programme intercession where 67 % of the SA and 85 % of the Irish scholars mentioned how much they enjoyed and benefited from the intercession. An Irish scholar said â€Å" I greatly enjoyed the undertaking. It opened my eyes to the universe ‘s jobs with AIDS/HIV. I besides learned a batch about the south African civilization and people through speech production with my spouses through electronic mail. † A South African scholar commented â€Å" I enjoyed it really much, it was merriment I liked being portion of this undertaking. I learned more about computing machines and to populate a healthy life style. When I grow up and run into person I will be faithful to him and condomise. † The two groups were guided through the HIV/AIDS eLearning Undertaking by pedagogues who submitted regular milepost studies. For the pedagogues it was the first clip that they were exposed to eLearning and it was a learning procedure with many challenges for them every bit good. The Irish pedagogue mentioned in his concluding study â€Å" I would extremely urge the coaction stage as it allows a existent dimension to the undertaking and sets it apart from other topics a pupil might take at school. † A concluding word from the South African pedagogue was â€Å" my scholars afterwards excelled in Life Orientation appraisals where they were tested on gender and HIV/AIDS and I attribute it to the HIV/AIDS eLearning Undertaking. † Suggested HIV intercessions for the drawn-out undertaking Based on the successful execution of the 2008-2010 Zisukhanyo Schools Project, the undermentioned recommendations are made for the extension of the undertaking: Settings attack: The drawn-out undertaking insofar as it relates to the HIV and AIDS intercessions, will be managed harmonizing to a wellness publicity scenes attack. A settings attack for schools is selected as a school is considered a little community with its ain civilization and is a wellness advancing environment in its ain right ( Naidoo A ; Wills, 2009 ) . A holistic bottom-up authorization and educational attack will be followed. The intercession aims to systematically consequence alterations in wellness and societal wellbeing for the whole community based on participative planning. A Highly positive societal and wellness instruction activities will authorise scholars to take control over their lives.A Empowerment of scholars as persons and as a group intends to ruffle alteration throughout the school setting.A Outcomes include: Improved self esteem among scholars, moving as agents to act upon the community ; Development of HIV cognition, accomplishments and assurance among scholars ; A supportive and caring community ; School community influenced to take healthy life styles. Interventions are: HIV Prevention and Education Events: These are suggested to be continued on three selected yearss during the class of a twelvemonth at each school as they are the chief channels to raise consciousness on HIV and AIDS. Based on the aims of wellness publicity, extra efforts will be made to authorise the school community to develop HIV cognition, accomplishments and assurance to better their wellness ( Naidoo A ; Wills, 2009 ) . In a societal context, self-pride will be developed through assorted group activities to enable scholars to do independent determinations for positive wellness action ( Wallerstein, 2002 ) . As a personal resource, empowerment develops power and assurance in persons for proactive stairss towards personal wellbeing ( Ottawa Charter, 1986 ) . The other intercessions listed below are introduced to back up this intercession. Peer Educators ‘ Course: Different customised equal pedagogues ‘ classs are suggested for pedagogues, parents and scholars. Our current class for pedagogues has been modified for community members and will be more suited for presentation to parents. A customised class will be developed and presented to youth leaders as a continuance of an overarching subject to develop young person leaders in an HIV context. The primary focal point will be pedagogues and scholars with some for parents during the complete undertaking rhythm. These classs intend to lend to the cognition, accomplishments and assurance of participants to move within the school community as agents to reassign HIV cognition, create supportive environments for larning and engagement – taking to swear, authorization and community spirit. HIV/AIDS eLearning Undertaking: A research survey will predate the first Extended Zisukhanyo Schools Project eLearning to compare schoolroom larning to eLearning, organizing portion of the initial Zisukhanyo Schools Project 2008-2010 between SA/Irish eLearning scheduled to get down in May 2010. Funders: Protea Schools Development Project ( eLearning constituent ) ; MRC, WCED and SA Dept of Treasury ( schoolroom constituent ) . Two suggestions for eLearning are proposed: That the South African schools participate in the eLearning intercession as a group ( 8 schools each in their second undertaking twelvemonth ) . These intercessions should non take topographic point until all the schools have computing machine labs and received computing machine literacy preparation. Alternatively one of the first eight schools participates in their second undertaking twelvemonth with an Irish school ; and one of the following eight schools participates in their second undertaking twelvemonth with an Irish school. The specific intercession will be implemented harmonizing to the discretion of the funder. The budget below is presented in one-year format. Proposed budget Year 1 – 2010 8 schools MRC Funder Project direction, disposal, scientists R 300A 000,00 R 300A 000,00 1 ) HIV Peer Educators ‘ Course ( 1 for pedagogues and 1 for scholars @ 40 participants each ) Peer Education class, statistical analysis, study authorship, refreshments R 296A 254,84 Development of scholars Peer Education stuff R 78A 000,00 Travel of pedagogues and scholars to peer instruction class R 43A 200,00 2 ) HIV Prevention and Education events ( 3 events for 8 schools ) HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff R 30A 000,00 Guidance to radio Stationss A ; function theoretical account in colloquialising research content R 16A 084,54 1 hr programme for broadcasts before events – Radio Stations R 40A 000,00 R 83A 490,00 Outside broadcast on yearss of events – Radio Station Engagement of the function theoretical account R 183A 678,00 Development A ; printing of difficult transcript resources for events R 20A 000,00 R 24A 000,00 Traveling R 20A 000,00 R 20A 000,00 Repackaging of all broadcasts into podcasts and composing articles for online publication R 5A 000,00 R 10A 235,00 Telephone connectivity R 33A 396,00 Refreshments – parents and pedagogues R 36A 000,00 Statistical analysis and concluding year-end study R 83A 490,00 Entire R 509A 084,54 R 1A 113A 743,84 MRC fiscal disposal levy @ 15 % R 167A 061,58 Grand sum R 509A 084,54 R 1A 280A 805,42 Percentage part by each spouse 31.37 % 68.63 % Year 2 – 2011 16 schools MRC Funder Project direction, disposal, scientists R 350A 000,00 R 350A 000,00 1 ) HIV Peer Educators ‘ Course ( 1 for pedagogues, 1 for parents and 2 for scholars @ 40 participants each ) Peer Education class, statistical analysis, study authorship, refreshments R 681A 386,13 Travel of pedagogues and scholars to peer instruction class R 99A 360,00 2 ) HIV Prevention and Education events ( 3 events for 16 schools ) HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff R 69A 000,00 Guidance to radio Stationss A ; function theoretical account in colloquialising research content R 36A 994,44 2 hr programme for broadcasts before events – Radio Stations R 92A 000,00 R 192A 027,00 Outside broadcast on yearss of events – Radio Station Engagement of the function theoretical account R 422A 459,40 Development A ; printing of difficult transcript resources for events R 46A 000,00 R 55A 200,00 Traveling R 46A 000,00 R 46A 000,00 Repackaging of all broadcasts into podcasts and composing articles for online publication R 11A 500,00 R 23A 540,50 Telephone connectivity R 76A 810,80 Refreshments – parents and pedagogues R 82A 800,00 Statistical analysis and concluding year-end study R 192A 027,00 3 ) Collaborative HIV eLearning Undertaking Project direction, disposal, portal development R 300A 000,00 Revision and updating of HIV content in educational faculties, appraisal A ; activities R 89A 700,00 Graphic art and development of synergistic apps, treatment platform R 44A 806,30 Web development + portal license part R 125A 000,00 R 57A 500,00 Customised Jerseies R 33A 284,68 R 16A 642,34 Statistical analysis of questionnaires R 48A 006,76 R 24A 003,38 Evaluation of scholar remarks, pedagogues studies and concluding study R 76A 810,80 R 38A 405,40 Orientation session for SA scholars R 32A 004,50 R 16A 002,25 Entire R 1A 266A 601,18 R 2A 508A 670,50 MRC fiscal disposal levy @ 15 % R 376A 300,58 Grand sum R 1A 266A 601,18 R 2A 884A 971,08 Percentage part by each spouse 33.55 % 66.45 % Year 3 – 2012 16 schools MRC Funder Project direction, disposal, scientists R 402A 500,00 R 402A 500,00 1 ) HIV Peer Educators ‘ Course ( 2 for pedagogues, 1 for parents and 1 for scholars @ 40 participants each ) Peer Education class, statistical analysis, study authorship, refreshments R 783A 594,05 Travel of pedagogues and scholars to peer instruction class R 114A 264,00 2 ) HIV Prevention and Education events ( 3 events for 16 schools ) HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff R 79A 350,00 Guidance to radio Stationss A ; function theoretical account in colloquialising research content R 42A 543,61 2 hr programme for broadcasts before events – Radio Stations R 105A 800,00 R 220A 831,05 Outside broadcast on yearss of events – Radio Station Engagement of the function theoretical account R 485A 828,31 Development A ; printing of difficult transcript resources for events R 52A 900,00 R 63A 480,00 Traveling R 52A 900,00 R 52A 900,00 Repackaging of all broadcasts into podcasts and composing articles for online publication R 13A 225,00 R 27A 071,58 Telephone connectivity R 88A 332,42 Refreshments – parents and pedagogues R 95A 220,00 Statistical analysis and concluding year-end study R 220A 831,05 3 ) Collaborative HIV eLearning Undertaking Project direction, disposal, portal development R 345A 000,00 Revision and updating of HIV content in educational faculties, appraisal A ; activities R 103A 155,00 Graphic art and development of synergistic apps, treatment platform R 51A 527,25 Web development + portal license part R 143A 750,00 R 66A 125,00 Customised Jerseies R 38A 277,38 R 19A 138,69 Statistical analysis of questionnaires R 55A 207,77 R 27A 603,89 Evaluation of scholar remarks, pedagogues studies and concluding study R 88A 332,42 R 44A 166,21 Orientation session for SA scholars R 36A 805,18 R 18A 402,59 Entire R 1A 456A 591,36 R 2A 884A 971,08 MRC fiscal disposal levy @ 15 % R 432A 745,66 Grand sum R 1A 456A 591,36 R 3A 317A 716,74 Percentage part by each spouse 33.55 % 66.45 % Year 4 – 2013 8 schools MRC Funder Project direction, disposal, scientists R 462A 875,00 R 462A 875,00 1 ) HIV Peer Educators ‘ Course ( 1 for pedagogues and 1 for scholars @ 40 participants each ) Peer Education class, statistical analysis, study authorship, refreshments R 450A 566,58 Travel of pedagogues and scholars to peer instruction class R 65A 701,80 2 ) HIV Prevention and Education events ( 3 events for 8 schools ) HIV activities aligned to the SA course of study, presentation, address, parents ‘ stuff R 45A 626,25 Guidance to radio Stationss A ; function theoretical account in colloquialising research content R 24A 462,57 1 hr programme for broadcasts before events – Radio Stations R 60A 835,00 R 126A 977,85 Outside broadcast on yearss of events – Radio Station Engagement of the function theoretical account R 279A 351,28 Development A ; printing of difficult transcript resources for events R 30A 417,50 R 36A 501,00 Traveling R 30A 417,50 R 30A 417,50 Repackaging of all broadcasts into podcasts and composing articles for online publication R 7A 604,38 R 15A 566,16 Telephone connectivity R 50A 791,14 Refreshments – parents and pedagogues R 54A 751,50 Statistical analysis and concluding year-end study R 126A 977,85 Entire R 662A 238,20 R 1A 700A 477,66 MRC fiscal disposal levy @ 15 % R 255A 071,65 Grand sum R 662A 238,20 R 1A 955A 549,31 Percentage part by each spouse 28.03 % 71.97 % How to cite Web And Media Technologies Platform Health And Social Care Essay, Essay examples

Leadership Theory Essay Example For Students

Leadership Theory Essay According to Nathan F. Iannone, leadership can be defined as the art ofinfluencing, directing, guiding, and controlling others in such a way as toobtain their willing obedience, confidence, respect and loyal cooperation inaccomplishment of an objective. Leaders are not bornsure there are somegifts-traits-attributes, natural endowments that affect relative abilitiesbutthey are not born, they are made. Any reasonably intelligent person with enoughforcefulness to develop his/her ability to inspire others to follow him can earnleadership status. Remember that we have both formal and informal leaders. Being a Captain /Sergeant doesnt make you a leader! Classic LeadershipTheory: Common Traits of Leaders. Booher and Watson refer to classic leadershiptheory because it describes an approach to understanding leadership that by andlarge is out of style. Nonetheless it is clear that one can learn a great dealby studying the important personal ingredients in the leadership equation. Studying the traits of great leaders became unpopular because it was and isassociated with the great man theory of leadership. This approach wasespoused in the 19th. and early 20th. Centuries, and asserted the leadershipqualities are largely inherited. This was called trait theory. Researcherssuch as Mann and Stodgill found no consistent correlate between particulartraits and leadership. Later research, particularly more recent and moresophisticated work has found a consistent and strong relationship betweencertain traits and leadership. Possessing these core traits simply makes it morelikely that a person will take the appropriate action leading to leadershipsuccess. Overhead #2 The Art of Leadership. What is the nature of leadership,leadership is an art! As with any form of artistic expression, painting, music,leadership is an art form in that it: ? Is an expression of theindividual within the social and environmental context. ? Reflects theindividuals personality. ? Can be easier to demonstrate and developwhen one has a talent for it. ? Can be learned-you may have a talent forit, you may not, either way, anyone can still become an effective leader. ? Is greatly enhanced through a disciplined regimen of learning andfeedback. Through science, we can study the elements of leadership and providevaluable understanding into its nature. This enables us to determine where tofocus our leadership skills and abilities, as well as measure to some extent,our effectiveness. However, the act of leading itself is largely unscientificand is far more akin to practicing an art form than studying scientificvariables. Understanding both facets of leadership is crucial to yourdevelopment as a leader. For you as a leader, remember that leadership is anart; your leadership is always a work in progress. OH #3 Leadership Styles. Manypeople believe that there is one type of leadership that is most effective, andif they can only develop that style, they would be effective as a leader. Someleaders have one style, and honestly believe that it is best to stick with whatcomes naturally. As with any art form, one has a number of tools at onesdisposal. In leade rship, these tools are different leadership styles. Althoughcertain situations call for specific styles, most situations call for acombination of styles. The four general styles of leadership are: 1. Autocratic. 2. Participative. 3. Laissez-faire. 4. Variable. Autocratic also known asauthoritarian leadership is rule by authority. As a manager or supervisor, aperson is endowed with a level of authority, which is expected to be obeyed. Anautocratic leader rests on this fact, expecting his subordinates to comply. Participative leadership is often referred to as democratic although democraticprocesses (voting etc.) need not be present to constitute participativeleadership. Laissez-faire leadership (really non-leadership) is a hands offapproach. If the groups goals are being accomplished under the management ofa LF leader, it is because the group members are self-motivated, demonstrateeffective teamwork, and exhibit expertise in their field. Variable leadership, aprecursor to situational leadership draws from a combination of the abovestyles. Whether this form of leadership is effective depends on how each styleis applied at what time. The styles of leadership help us understand how peoplego about practicing the art, the question how does our individual traits affectour ability to do so? OH #4 Leadership Traits. Traits can be described as ourgeneral orientation (paradigm) toward people and things. Regrettably we tend toview ourselves, as the way people ought to be. That is problematic. This clo udsour judgment of ourselves and others, hindering our ability to ascertainweaknesses, and objectively evaluate and develop upon our strengths. Traits aresuch a fundamental aspect of our personalities that they lead us to displayconsistent behavior across different situations. (Each of us can be described interms of our personal traits.) There are certain traits that are associated witheffective leadership. They are so critical, yet difficult to pinpoint, that forcenturies, volumes have been written in an effort to define and describe them. Alexander the Great EssayThe third quadrant describes that which is neither known to us that we hide orkeep private from others. Keeping things private is both expected and necessaryOH #10 E-Cubed. Lets talk about how all these traits and principles fittogether. First, we propose that integrity of character and moral courage arethe foundation or basis of principled leadership. After the foundation ofintegrity and courage, we turn to what is called e-cubed which describessome leadership fundamentals. Extraordinary leaders enable their followers. Thatis, they set them up for success by ensuring that they have the rightexperiences, skills and resources. They also actively remove obstacles orbarriers to success. In order to enable their people, leaders must beprofessionally competent, have the smarts to make right decisions, and have athrough knowledge of the strengths, limitations, and preferences of theirfollowers. Extraordinary leaders empower their followers. In other words theysha re information, power, and authority to make decisions and take action. Howdo these traits and principles come into this? Emotionally stable leaders do notallow their strong desire to lead to lure them into hoarding power, actingcapriciously, developing cliques or playing favorites. These leaders understandthat sharing information and power leads to better performance and moremotivated followers. Extraordinary leaders energize their followers. They excitetheir followers by challenging them to met difficult goals, expressingconfidence in their ability to meet the goal, and setting the example by theirown enthusiasm, energy, and hard work toward the goal. OH #11 When Do You KnowYou Are a Great Leader? If people continue to write about your effectiveleadership 50 years after your death, thats a pretty good sign that you werea great leader. For everyone else, its very difficult to tell. Some of us,whom have adoring followers, have failing organizations. Some of us who havesuccessful org anizations have burnt out and bitter followers. Few of us haveboth for a sustained period of time. When we do, it is easy to become with ourleadership qualities. We suggest we should seek to raise our art to an evenhigher form, constantly seeking to become, and help others become, betterleaders. With this view, we never become so enamored with ourselves that we say,Yeah, I am a great leader. Instead, one recognizes that many factorscontribute to leadership success, No small measure of our success is due theefforts, smarts, and tenacity of our followers. And, as the environment in whichwe do business change, so too must our leadership skills grow and expand. ThreeLessons in Leadership: People from top to bottom in most organizations exerciseleadership. It does not require charisma; it is not mystical or mysterious. Whatis Leadership? Leadership is the process of giving meaningful direction tocollective efforts. ? Giving meaning. ? Setting a direction? Willing support and cooperation. Leadership vs. Management: ?Planning vs. Setting a Direction ? Organizing and staffing vs.. AligningPeople ? Controlling and problem Solving vs. Motivating People. ThreeLessons in Leadership or 3Es ? Envisioning. ? Energizing. ? Enabling. The Three Es of Leadership. ? Articulating aCompelling Vision. Set the direction. ? Setting High Expectations. Encourage excellence. ? Modeling Consistent Behavior Walk the talk. TheThree Es of Leadership. Energizing: Demonstrating Personal Excitement:Enthusiasm is contagious. Expressing Personal Confidence: Confidence inspires. Seeking, Finding, and Using Success: Celebrate and leverage success Enabling. Expressing Personal Support: back people up. Empathizing: Understand othersfeelings. Expressing Confidence in People: believe in them and they willbelieve. Leadership Competencies: ? Action oriented. ? Buildingteam spirit. ? Command skills. ? Ethics and integrity. ?Interpersonal savvy. ? Managing vision and purpose. ? Motivatingand inspiring others. ? Problem solving and decision quality. ?Results orientation. ? Strategic agility.