Difference Between Leadership and Management Essay Example for Free

Difference Between Leadership and Management Essay The difference between leadership and management is an interesting and often, misunderstood difference in sport and in society as well. First the definition of each of these terms needs to be examined and analyzed before the difference can be determined. According to www.dictionary .com, the definition of a manager is someone that has control or direction of something (institution.) Dictionary.com gives this definition for a leader: is a person that leads; lead is defined as going before to show the way; conduct or escort. From the definitions, there is a similarity but a big difference as well. In a sports setting, the manager’s mission is to establish a mission and have his workers/employees make the vision come to life the best they can while spending the least amount of money. The way this is operated and conducted is vital to the success of the sports program/organization and is dependent on the manager. For the most part, according to our module lecture, managers, â€Å"define,† some organizations by their â€Å"short-term† and â€Å"long-term† planning. Management is not only responsible for making sure everything they need done is taken care of, they are also liable for the continued success and growth of their organization. Managers are accountable for so much of the success, operation and mishaps that occur with an organization. Overall, management is an occupation. Leadership is a trait that every manager has to obtain, but leadership is also still a trait. Like our lecture explains, leadership is a behavioral process. It is something that has to be developed and is actually only visible in select figures in the sports industry.

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Schroeder 1 Hunter Schroeder Ms. Caturano Honors English 9 January 2013 Independent Reading: Connections Connection: Going to Extremes For Love The Hunger Games is set in world called Panem that was once America, before the Capitol was overcome in some unexplained, apocalyptic war. As punishment for that aggression, the remains were divided into 12 districts. Every year each district has to send one boy and one girl between 12 and 18 years old, chosen by lottery, to compete in a nationally televised event called â€Å"the Hunger Games.† The purpose of this is to create a mass killing spree with only one survivor. What really twists this storyline is when two tributes from the same district fall in love and fight to protect each other until they are the last ones left in the games. The two go to extreme measures to keep one another out of danger. â€Å"You're still trying to protect me. Real or not real," he whispers. "Real," I answer. "Because that's what you and I do, protect each other† (Suzanne Collins, The Hunger Games). Because the hunger games is such a gruesome event, the things Katniss and Peeta did for each other aren't typical things couples would give up for eachother. These two would share supplies and weapons along with going as far as killing off an attacking enemy. Seeing how far Katniss and Peeta were willing to go to be with each other gave me a better understanding of why Romeo and Juliet fought to never let anything get in between them. Even though Romeo is a Montague and Juliet is a Capulet and the two families have an ancient rivalry they did not let that stand in the way of being with each other. â€Å"O Romeo, Romeo! Wherefore art thou Romeo? Deny thy father and refuse thy name! Or, if thou wilt not, be but sworn my love, ... ...ena. â€Å"You love me. Real or not real?" I tell him, "Real.† (Suzanne Collins, The Hunger Games). Even though Katniss and Peeta are so young, they truly believe that they are in love. This changes my opinion of Romeo and Juliet and leads me to believe that they really could have been in love so young. Romeo and Juliet were a mere 13 and 14 when they claimed to fall madly in love and get married, but this was around the normal marrying age for that time period. â€Å"But, soft! what light through yonder window breaks? It is the east, and Juliet is the sun† (Shakespeare, Romeo and Juliet). In this time period, young people were very romantically mature and knew about love and did not just marry anyone because there was no such thing as divorce. This makes me think that Romeo and Juliet may have been in love and people were just very critical because the were of rival families.

‘Minority’ †Unseen poem analysis Essay

Minority is a poem about feeling displaced and rejected from society. It conveys to the reader how helpful literature can be in voicing important opinions to society. The poem communicates the idea of exclusion and the feeling of being unwanted to the reader through meaningful lexical choices and imagery. Dharker begins with the line â€Å"I was born a foreigner.† It is impossible to be born a foreigner, as everybody is born somewhere. However, this line helps to convey to the reader straight away that the persona does not belong and faces prejudice even from the country they were born in due to being the child of an immigrant. In addition to this, throughout the poem, the persona rarely addresses other people, only sometimes referring to the reader as â€Å"you.† There is repetition of the personal pronoun â€Å"I† throughout suggests that the persona is alone as they do not have anybody else to refer to. This could also suggest how the poet feels she is alone in her thoughts about this subject. The speaker also uses sensory imagery in order to convey their feelings of being foreign. It is stated that they are â€Å"like food cooked in milk of coconut† and there is an â€Å"unexpected aftertaste.† The use of this simile expresses to the reader that the persona is not what people expect in their country just as an â€Å"unexpected aftertaste† is not what would be expected from a cultures stereotypical meal. The following stanza speaks about the language barriers between the persona and the people in the society around them. It is stated that â€Å"words tumble over, a cunning tripwire on the tongue.† This could be referring to how the persona’s unusual accent may be heard significantly when they say some words. The use of the word â€Å"cunning† suggests that the language that the person is trying to speak is tricking them. This use of anthropomorphism when describing the â€Å"tripwire† suggests that it is not just society that makes her feel like an outcast, but the language she must speak. The poet then goes on to write about how writing has no judgement and will accept her. She writes that she scratches on the â€Å"growing scab of black on white.† By comparing the prejudice to a scab, she is suggesting that there is a wound that she can heal by putting pen to paper; â€Å"black on white.† She then states that â€Å"a page doesn’t fight back.† This conveys a strong message to the reader that poetry does not judge and she can convey a message more effectively through this than speaking due to her place in society as a â€Å"minority.† Dharker also uses manichean imagery to emphasise her emotion towards the subject of the poem. She writes â€Å"so I scratch, scratch through the night.† The fact that the speaker works on this â€Å"through the night† suggests that the problem is keeping the persona awake. The use of â€Å"the night† creates a dark atmosphere and a dismal but strong tone as the reader feels as though the persona works extremely hard for their rights and wants them so much that they will stay up all night formulating their feelings into words that can convey a message.

Cyp Core 3.1 - 1637 Words

CYP Core 3.1: 2.3 Explain how theories of development and framework to support development influence current practices. There have been many theories on how children develop and learn, some of the theorists who influence the educators of today on how to best teach children. Jean Piaget Cognitive Piaget studied the thinking and logic of children and he believed that children had different logic to adults. Piaget started his theory by observing and studying his own children and concluded that children learn and build their ideas on what they see and experience, not by what they are taught. The more the children see and gain in experience the more their schemas would change and develop as they add new information. This is known†¦show more content†¦Children will continue with the pattern of behaviour depending on the type of response they get. For example, if they get positive reinforcement they will continue as they are getting positive attention which in turns makes them feel good about themselves, which feeds their self esteem, ego and ‘vice versa’ for negative reinforcement. (See Skinner) John B Watson Behaviourist Watson’s theory was based on the ideas of classical conditioning of Ivan Pavlov who used animals for research and believed that they could be taught anything by watching and copying others. Watson further developed the theory applying it on people’s behaviour, based on the conditioning and training of behaviour and on the belief that anyone could be taught anything as we are all born with the same abilities, disregarding feelings and emotions. Watson believed that we are all born with blank minds, environment determines our behaviour, and behaviour is the result of stimulus and responses. In my setting a SEN school, Watson’s theory is very evident in current practice. 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