Orgninzational behaviour Leadership paper Research

Orgninzational behaviour Leadership - Research Paper Example I will use my motivational skills to extract the best from them to prove my competency. I will use my full intelligence and innovativeness to make each employee contribute the best to the company, happily. I will use my responsibility as a leader to make life easier for the people working under me and make them achieve new heights in their career at the same time. To be a leader is to be responsible. To be responsible for our own life and all others following us is no easy task. As an IT project manager in the banking sector and the only female to occupy the position in my team, I look forward to a bright future. My aim is to serve as a leader capable of creating a difference. I hope to put my business management skills to their best use and explore versatile fields in the future ending up as a project manager in a couple of years. I constantly keep updating my educational qualifications and developing my interpersonal skills to do the same effectively. There are so many things emplo yees expect from their leaders. Honesty and transparency are the basic foundation of good leadership. Competence and empathy are the best adornments for any leader. A caring leader not capable of inspiring the team to achieve the target will be of little use to the company as well as the employees. Similarly, a demanding one who does not care about his follower’s situation cannot create a trustworthy team. ... Being an example of what you want your followers to be is the first step towards successful leadership. The second step is motivating them or luring them with the benefits of being competent and perfect. The third step is to help them achieve the same by eliminating any problems they have. The main challenge is to win the trust of the employees and manage time effectively. So many followers doubt the leaders who take extra care with them. It is the leader's duty to make them understand their well being is as important as achieving target. Managing time to set everybody's problem right might be an issue at first. But, it can be managed easily with the help of the other team members. The very fact that the leader is caring more will extract more sincerity from the employee’s side, making them solve their problems themselves. The main impact a woman leader creates in a work place in general is a surprise. One female leadership inspires many more women to come up successfully in t heir career rather than get satisfied with the position they are currently in. There is a general belief that good deeds go unrewarded and only power can help gain respect and influence. Proving power can be used to help people in productive ways is the major fact I wish to establish. There are several tools to do the same. Intelligence, empathy and competence are the most important of all. Any grim situation can be turned into a favourable one if a person is calm and creative enough to analyze the pitfall in it. Good leadership can simply make or break an organization. There are five practices necessary for exemplary leadership which can transform any worst team into star performers. They are communication, honesty and integrity, creativity and innovation and

Power subsystem Microsatellite

Power subsystem Microsatellite This subsystem is responsible for supplying power to the entire satellite, converting solar cell energy to on-board battery energy, and distributing power to various other subsystems. The power subsystem of the microsatellite is designed for a remote sensing mission to carry out on sun-synchronous orbits at 700 km altitude at an inclination of 98.19 degrees. The payload of the microsatellite includes a multispectral remote sensing camera which takes picture of polar region in a visible spectrum and a surrey GPS receiver especially designed for low earth orbit. Microsatellite payload weighs 5 kg and with a mean power consumption of 9W. Sub-system power budget is estimated according to the payload power requirement with 15 percent margin. Total estimated power requirement for the microsatellite is 70W. Microsatellite subsystem Power Allocation :- End Of Life Estimated Microsatellite Power 70 W Subsystem % of Operating Power Power (W) Payload 15 10.5 LSTS Bus Propulsion 0 0 Thermal Control 10 7 Attitude Control 15 10.5 Power 15 10.5 Communications 20 14 C D Handling 10 7 Structure 0 0 Margin 15 10.5 Total 100 70 The power subsystem of the microsatellite is designed for Low Earth Orbit for five years period. The power estimated for subsystem has a 15% contingency margin. Primary power source for the satellite is the solar array that is body mounted on the microsatellite. The satellite is in near polar sun-synchronous orbit at an altitude of 700 km, total orbital period of the satellite is 98.77 min. The microsatellite experience eclipse for about 35.29 min. Solar array for the microsatellite is designed according to the mission requirement. Batteries are secondary power source during the eclipse when no sun light is available. The selection of the solar cell and batteries are made according to power required end of life of the satellite and trade study between different solar cell and batteries but decision is made to satisfy the estimated mass size and power budget of the satellite. As the satellite is a cube shaped and spins stabilized body mounted solar panels to places on all the four sid es of the satellite for a uninterrupted supply of power to the subsystems. Altitude 700.00 km Earths Radius 6,378.00 km Total Power Requirement (const. day and night) 70.00 Watts Earths Gravitational Constant 3,98,600.00 km2/s2 Power transfer efficiencies:- Xd 0.85 Xe 0.75 Inherent Degradation Id 0.80 Worst Case(ÃŽ ¸ deg) 23.00 (deg) Mission Life (yrs) 5.00 (Yrs) Life time Degradation (Ld) 0.98 Angle ÃŽ ± (rad) 1.12 (rad) Angle ÃŽ ± (deg) 64.30 (deg) Orbital Peroid (P) (sec) 5,926.21 (sec) Maximum Eclipse Peroid (Tn) (sec) 2,117.08 (sec) Minimum Power Sunlight (Td) (sec) 3,809.12 (Sec) Average Solar array power (Psa) (W) 134.23 W Multijunction Solar (GainP/GaAs) Po 301.00 W/m2 BOL Power (Pbol) 221.66 W/m2 EOL Power Requirement (Peol) 216.17 W/m2 Solar array Area (m2) 0.62 m2 Mass of Solar Array (kg) 3.36 kg Solar array weight ( body mounted so Msa x 4 ) 13.42 kg The primary power source of the microsatellite is chosen to be Multijunction Solar cells (GainP/GaAs). These solar cells have an efficiency of 23 percent and most advanced for their category. The required solar panel area of the microsatellite to sufficiently support the power requirement of the microsatellite subsystem is 0.62 m2 but for a body mounted microsatellite, all the four faces of the cube shaped satellite will have the following area. The estimated weight of the solar panels is 3.4 kg and the total weight of all the panels on the satellite is 13.5 kg. The main advantage of the body mounted solar panels is such that they have more life expectancy as they are not exposed to radiation for a long time, but it is compensated with the additional weight of the solar panels. The primary power source should be able to generate 135 Watts of power to sustain the power requirement of the subsystems as well as enough to charge the batteries as they are the secondary power source of the mission. For Given Ni H cell Assuming Data for 700 km altitude Energy Density 100.00 W.h/kg DOD 1.60 0.27 log10 [cycles] Power during Eclipse 70.00 W Altitude 700.00 km Battery Voltage 28.00 Volts Xb-l 0.90 No .of eclipes per day 15.00 5 year Mission Orbital Peroid (P) (sec) 5,926.21 Sec Time of Night (Tn) (sec) 2,117.08 Sec Eb (energy supplied during eclipse) (W.h) 45.74 W.h Cycles 26,607.25 Depth Of Discharge (DOD) 0.41 1a)Ebcap (energy battery capacity required) (W.h) 112.87 W.h 1b) Battery Capacity (A.h)(assuming voltage is 28 v) 4.03 A.h 2. Total Battery Mass (kg) 1.13 Kg The secondary power source is required to generate power during eclipse in the orbit to sustain microsatellite subsystems. The secondary power source for the mission is chosen to be NiH batteries as they are good for long cycle life and they have advantage of mass and volume over most of the current batteries available. They have good specific energy density of 50 W.hr/kg. The main advantage of these batteries is such that they are widely used in space mission and constantly updated with new technologies. They have depth of discharge of 40% that is good for this kind of mission. Total secondary power source weight is 2.3 kg. (((((((((( References SMAD and System Integration Aegis)))))))) Communication subsystem The communications subsystem is the lead for the interface between the satellites and the ground stations. The communications subsystem helps in demodulating the received uplink signals and transmitting downlink signals .The subsystem also helps us to maintain a track over the satellite by transmitting received range tones and by acting as logic between receive and transmitted signals. Data Rate The remote sensing microsatellite is designed for a Low Earth orbit at an altitude of 700 km. The payload of the satellite is a multispectral camera that takes picture of the poles in visible spectrum. The 20 degrees minimum elevation angle and a resolution of 50 is assumed for the satellite and the data rate is calculated for the satellite. Altitude (km) 700.00 Radius of Earth (km) 6378.14 Orbit Peroid (mins) 98.77 Ground Velocity ( km/s) 6.76 Node Shift (∆L = S) (deg) 24.76 ÃŽ µ (deg) 20.00 ÃŽ · (deg) 57.86 Zc 27818.52 Za 133.06 Z 3701467.63 DR (Visible)(bps) 37014676.33 Maximum Time in View (min) 6.66 The data rate calculated is 37Mbps adding 10 percent margin data required to send back to ground station is estimated to 40Mbps. Band Link Technology For the current microsatellite mission an S-Band telecommunication system is researched, analyzed, and chosen as the best system for establishing communication between satellite and the ground station. Application Specifications Downlink Rate Max 2.5Mbps Power RF Output .4W Power Consumption 3.4W Weight 420g Volume 190X135X22 mm3 The table above shows the specification if the Surrey Satellite S band communication system transmitter details. This has an advantage of low mass, power and data rate which completely satisfy the mission constrains. The above transmitter system also has a S-Band antenna for this transmitter which has specifications as follows.(((((((((((((((((((memo com2 // surrey satellite)))) Specifications Number of Antennas Needed 4 3dB Beamwidth  ± 35 ° Weight 80g Volume 82X82X20 mm3 Link Budget Link budget for the system S band communication system is designed considering the factor to transmitting the data rate of 40Mps within 6.5mins or 400 sec. The link budget is a process of accounting all the possible gains and losses during transmitting and receiving the signals from transmitter to receiver. The equations below are used to determine link budget: Total spacecraft received power (uplink budget) Uplink Signal to Noise ratio (Will help determine probability of bit error) Total Ground Station received Power (downlink budget) Downlink Signal to Noise ratio (Will help determine probability of bit error) 2.4.1 Slant Range The Slant range was calculated as follows for a 5 degree elevation angle. 2.4.2 Attenuation of the Signal The biggest contributor to the attenuation of the signal is free space loss. There are many other losses such as cable loss, polarization loss, cloud, rain, etc. The frequency used for the S-Band calculation is 2.2GHz. Atmospheric loss is caused by absorption due to such factors as oxygen and water vapor in the atmosphere. Atmospheric, rain, clouds and ionosphere scintillation were assumed to be 0.5dB for 2.2GHz. Further investigation into these effects needs to be completed next semester. With X-Band the total loss due to these factors was calculated to be 0.76dB. S-Band is expected to have a much lower loss. Polarization loss was estimated from [9] 2.4.3 Calculating EIRP There will be passive losses in the equipment such as losses in the coax cables. This number was used from the previous year. Power transmitted was obtained from the specification on the Surrey transmitter as 0.4 Watts. Looking at the Co-Polar gain on Figure 2 it is seen that there is a gain of at least 0dB for angles between +/- 70 °. 2.4.4 Ground Station Antenna Gain Using an antenna that is 4.5m in diameter with efficiency of 0.55 the gain is calculated as follows: 2.4.5 Signal to Noise Calculation The signal to noise ratio will determine the Bit Error Rate (BER), as determined from the following graph [8]. From this graph it can be seen that to obtain a Bit Error Rate of 10-5 which is typical of space missions, a signal to noise ratio of 4.4 dB is needed. The Link Budget calculations will determine if the system will meet the 4.4 dB of signal to noise ratio at the ground station. System Noise is a function of temperature and was determined from table 13-25 [2]. 4.8dB is above the minimum 4.4dB theoretical signal to noise ratio required. This leaves only a 0.4dB margin which needs to be approved upon. The output RF power could easily be increased from 0.4Watts by using an amplifier, but would be at the expense of the satellite power budget. The Surrey Satellite equipment is a viable solution. Thermal Subsystem The thermal control subsystem is the integral part of the satellite design. It helps out all the components that are exposed to thermal environment are not affected badly. Thermal control subsystem accomplish safe working of all the satellite subsystems and their components by constituting a thermal model.The following process includes inputs from different subsystem of the satellite by identifying the thermal loads that will acting on them during the mission lifetime as well as their operating tempertature for the smooth running of the mission. Thermal Loads The satellite experience or exposed to thermal enviroment during gound testing, transportation, launch , orbit transfer and operational orbits. The thermal environment concerned is during its operation in space. There are four main loads acts on the satellite during its mission.(smad) Direct Solar Radiation: The main source of direct solar radiation is the Sun. It is major source of environmental heating on the satellite, it is a stable energy source and it constant to the fraction of second. The intensity of the sunlight on the earths mean distance of 1 Astronomical unit (AU) is 1367 W/m2. Earths Albedo: Albedo is the reflected sunlight reflected from earth . It is highly as it is the fraction of incident sunlight that is refected back to space. Refletivity increases over land rather than in oceans. Reflectitivy increases with decreasing local solar -elevation angle. Earths Infrared Energy: It is also refereed as blackbody radiation, all incident sunlight do not reflected back as abledo rather earth absorbs it and re-emit it as IR (infrared Energy ) or blackbody radiation. Free Molecular heating: This load is result of the bombardment of the individual molecules present in outer reaches of the atmosphere. It affects during the launch ascent of the satellite. The thermal control susbsystem is designed for a sun synchronous Low Earth Orbit at an altitutde of 700km and at an inclination of 98.19 degrees.The main aspect in designing the thermal control system is to first define the worst case hot (maximum loads) and worst case cold (minimum loads ) acting on the satellite in the orbit and the opertonal temperature operational and survival temperature of each component installted

when sports were just games :: essays research papers

When Sports were just Games   Ã‚  Ã‚  Ã‚  Ã‚  I grew up in front of the T.V. watching bone-crunching hits and massive home runs in old Cleveland Municipal Stadium. I saw the last game the Browns played there and I started bawling like a blubbering idiot when they left the field. Back then sports were much more simple. The games were played for fun. There were no high-school kids bringing down the quality of NBA games, There weren’t any greedy me-first 19 year olds trying to sue their way into the NFL. Nor were there any teams spending 190 million dollars to buy a World Series like the Yankees. But when the 1995 NFL season ended I was finally introduced to the most horrid part of sports... economics.   Ã‚  Ã‚  Ã‚  Ã‚  Economics ruined my favorite game and economics had taken away my favorite team. The Browns weren’t just my team, they were Cleveland’s team. They were taken from us because Art Modell couldn’t force the taxpayers to build him a stadium. He had enough money to help Cleveland build a football stadium we could be proud of, but he’d rather make money. Never mind the rich tradition of football we have in Cleveland. Never mind the fact that we were a playoff team the year before. The new stadium was going to cost him money. That’s when I realized that allegiances and loyalty don’t matter to owners or players. The only thing that matters to guys like Modell is the almighty dollar.   Ã‚  Ã‚  Ã‚  Ã‚  Football is not the only sports that has been ruined by recent economic changes. Baseball has had its own struggles with economics. It starts with the large gaps between large and small market teams. While some small market teams like the Florida Marlins, Oakland A’s and the Kansas City Royals have been able to perform well, most like the Devil Rays and Pirates stink. The most telling statistic that shows this gap is that the Yankees have a 190 million dollar payroll. That is a full 40 million above the team in second. The team with the lowest payroll is the Tampa Bay Devil Rays at 20 million dollars. That is a full 5.2 million dollars less than Alex Rodriguez! One player makes more than 25 players! It is also $170 million dollars lower than the Yankees. So what does baseball’s Commissioner, Bud Selig, do about this problem? He doesn’t propose some sort of salary cap like the NFL, he says that the MLB needs contraction.

General Certificate of Education Ordinary Level

READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. Do not use staples, paper clips, highlighters, glue or correction fluid. NB: Remember that Section 1 and Section 2 of this paper are worth the same number of marks, so you should divide your time carefully between them. Answer both Section 1 and Section 2. At the end of the examination, fasten all your work securely together.This document consists of 3 printed pages and 1 blank page. DC (CW) 45353/2  © UCLES 2012 [Turn over 2 Section 1: Directed Writing You are advised to write between 200 and 300 words. Total marks for this part: 30. Task Your best friend, who is a popular member of your class and the captain of the sports club, is leaving your school to move overseas. On your friend’s last day at school you have been asked by your t eacher, Mr. Johnson, to make a speech to your classmates wishing your friend goodbye and good luck.Write your speech. You must include the following: †¢ †¢ †¢ the name of your riend and where your friend is going why your friend is moving what you and your classmates will miss about your friend. Cover all three points above in detail. You should make sure your speech is friendly and contains wishes for a successful future. Start your speech, ‘Mr. Johnson and friends†¦Ã¢â‚¬â„¢  © UCLES 2012 1123/11/M/J/12 3 Section 2: Creative Writing Begin your answer on a fresh page. Write on one of the following topics. At the head of your essay put the number of the topic you have chosen. You are advised to write between 350 and 500 words.Total marks for this part: 30. 1 Describe some of the different members of the crowd present at an entertainment event. (Remember that you are describing the people and not telling the story of the event. ) 2 ‘Young people shoul d obey their elders without question. ’ What is your view? 3 Write a story which includes the sentence: ‘You want me to lead the group but I don’t think I have the right qualities. ’ 4 Promises. 5 Write about an occasion when a group of neighbours turned against a local official.  © UCLES 2012 1123/11/M/J/12 4 BLANK PAGEPermission to reproduce items where third-party owned material protected by copyright is included has been sought and cleared where possible. Every reasonable effort has been made by the publisher (UCLES) to trace copyright holders, but if any items requiring clearance have unwittingly been included, the publisher will be pleased to make amends at the earliest possible opportunity. University of Cambridge International Examinations is part of the Cambridge Assessment Group. Cambridge Assessment is the brand name of University of Cambridge Local Examinations Syndicate (UCLES), which is itself a department of the University of Cambridge.

Communication in Social Work Practice Essay

1 Social Work Theory & Practice. The Importance of Communication Skills in Social Work Practice. Introduction. Social work is a professional activity. Implicit in its practice are ethical principles, which prescribe the professional responsibility of the social worker. The primary objective of the code of ethics is to make implicit principles explicit for the protection of clients. (BASW, 1976). According to Thompson (2000) Social work involves working with some of the most disadvantaged sections of the community and with people who, for a variety of reasons, are experiencing major problems and distress, often with unmet needs and other difficulties that may at times seem intractable. Lishman (1994) purports a broader definition of Social Work, which involves entering into the lives of people who are in distress, conflict or 2 trouble. To do this requires not only technical competence but also qualities of integrity, genuineness and self-awareness. The Central Council for Education and Training in Social work (United Kingdom) has also set out core skills and characteristics for Social work outlined as follows; The importance of being able to communicate and engage, To be able to promote and enable, To achieve success in planning and accessing information, Intervening appropriately and providing services when necessary, Working competently with other organisations, Developing overall professional competence. So not only do social works need to adhere to ethics and values, they must also look inside themselves as people and seek out the skills necessary to work with various client groups and organisations. As mentioned, communication skills are vitally important, along with listening and analytical skills. Look more:  social process theories essay But it is also very important that the social worker be aware of him/herself, of 3 handing feelings or emotions that may arise through this line of work. Reflection is an important aspect, as well as creativity, sensitivity and humility. A major step forward in contemporary practice was the development of a Code of Ethics (1995), which further defined social work as: „ The primary focus of social work is working with individuals, families, and groups within their social context. Through the training, knowledge and skills which support a high standard of professionalism, the social work task is to facilitate and enable clients to identify options and make decisions for themselves so that they may develop strategies to effect improvement in the quality of their lives. Social work also focuses on issues of social policy, social administration and social justice and the betterment of society as a whole‟ (IASW, 1995: 1). Effective social work requires a multitude of interconnecting knowledge and skills backed up by the values, which underpin 4 good social work practice. To be able to provide a good service the social worker needs to be able to refer to, or call upon a wide body of knowledge. This knowledge base is quite extensive and detailed, as Thompson (2000,p73) points out, â€Å"practitioners are not realistically expected to know all of this knowledge base.† However a certain level of knowledge is essential, for example knowledge of the basics, things such as relevant legislation, theories and techniques involved in a particular case. Knowledge of society and the social processes and institutions is also crucial to the role of a social worker, as these are the very fabric of the profession. No amount of knowledge, on its own, at least, can be effective without the possession of skills to act upon it. Thompson (2000,p82) defines a skill as â€Å"the ability to carry out a particular activity effectively and consistently over a period of time.† The skills with which a social worker is armed must be used in conjunction with the knowledge base to reflect the values, principles, and beliefs associated with the profession. There is a wide range of skills involved in high quality social work from basic communication skills to analytical, presentational, and management skills. Because of the often-sensitive nature of 5 situations social workers can find themselves in, the ability to be patient and understanding is important. Working with children and families is one of the largest areas covered by social work. Insofar as a social worker may be dealing with an individual client, that client’s place in the family can be of critical importance to any assessment. When working with families it is important not to try to mirror one’s ideas of how a family functions. The challenge for the social worker when working with a family is not to generalise but to try to understand â€Å"how does this family work?† Coulshed et al (1998,p171). When dealing with a family it is very important to remain impartial, to take the time to listen to everyone’s point of view. This approach is more likely to â€Å"encourage discussion and sharing in which the worker is free to engage and disengage when the need arises,† Coulshed et al (1998,p175). Another area which social workers are involved is with groups. This is somewhat different to the family situation. It also shares things in common with community work. The role of a social worker as a facilitator or leader of a group has many levels. At different stages the worker has to be â€Å"central, pivotal, peripheral, 6 and central once again,† Coulshed et al (1998,p198). The various stages of group development and the content of the stages outlined by Tuchman and Jensen, in Coulshed et al (1998,p198) names these stages as â€Å"forming, storming, norming, performing and adjourning.† The role and tasks of the social worker are to help get group members involved and to encourage the development of a group bond. In the process of doing this s/he must be alert to isolated members, dominant members and conflict within the group, to develop positively the dynamics of the group and achieve a desired outcome, while meeting the needs of all the group members impartially and without bias. Community social work requires the social worker to develop a more flexible approach requiring such skills as recognising and validating skills and interventions. Traditional social work skills may need to be adapted to fit into the community context. Network building can also be a part of the process for a social worker, for example, to bring a group of people together who have similar concerns but are not in a position to facilitate this formation themselves. 7 In each of the above scenarios, the social worker must adapt to the different settings and the number of individuals that may be present and therefore use the most effective form of communication and tools necessary to communicate at different levels, whether that involves one person, several people or a large group. Effective Communication. Effective communication is an essential component of traditional social work activities e.g. providing basic care, giving advice, making assessments, counselling, writing reports and acting as client’s advocates. It is equally necessary for social workers to have effective communication skills if they are to promote self-help and empowerment. Verbal communication is what we say and includes questioning, reflection, focusing, summarising, challenging and confrontation. Verbal communication involves the use of language. The skills involved in engaging, listening, negotiating and challenging are equally relevant to communication in work groups and multi-disciplinary teams. Any commitment to the empowerment of social work clients is meaningless if their 8 views are neither sought nor taken into account. Silverman (1969) emphasises the importance of a non-judgemental approach. There are three main areas of knowledge and experience were valued by clients are outlined by Rees and Wallace (1982), cited in Lishman (1994) Client’s valued workers who had enough experience of life to listen non-judgementally to what they had to say, Client’s valued workers who had enough life experience to understand client’s problems from their own experience, Clients appreciated specialised knowledge and training. Kinds of Communication. Symbolic communication. Symbolic communication involves behaviour, actions or communications, which represent or denote something else. As social workers we need to be aware of the potential meaning of 9 our representation, actions and aspects of our working environment. For example, punctuality, dress and layout of the consultation room are all important aspects of symbolic communication. Proximity needs to be considered in relation to orientation. Sommer and Cook (1968) explored different seating positions and found evidence which suggested that sitting alongside a person implies cooperation, opposite a person competition and at right angles to each other equality of status. Thus sitting behind a des, directly opposite a client, has distancing and power implications but also may be confrontational. Although, There are no fixed rules about posture; being too relaxed may convey power and inattentiveness, being too rigid, tension, anxiety and authority. As social workers we need to be aware of such subliminal reinforcement and to use it discriminatingly. Non-verbal communication. Non-verbal communication outlined by Sutton (1979) suggests that while spoken communication is concerned mainly with 10 information giving, non-verbal communication is the ‘music behind the words’ conveying feelings or attitudes. Understanding people or social perception is concerned with the way in which people form impressions of others and make inferences about the causes of their behaviour to enable them to predict and control their own social reality, understanding the causes and motives behind behaviour is Nonverbal Communication or NVB. Nonverbal communication NVB is the way in which people communicate intentionally or unintentionally without the use of words. Expressions, gestures, posture, touch, personal space, eye contact and tone of voice are used to express emotions, convey attitudes, regulate and control speech and communicate personal characteristics. NVB are examined in two ways: Information processing – how do people interpret nonverbal cues? What kinds of inferences do we make about people’s intentions based on these cues, Impression management. Michael Argyle (1988) suggested that NVB is important for: Expressing emotion, Conveying attitudes, 11 Communicating one’s personality traits, Facilitating verbal communications. Patterson (1983) suggests that NVB serve a number of particular functions in social interactions including: Expressing intimacy, Regulating the course of interactions, Exercising social control and dominance. Druckman (1982) outlined five principal uses to which NVB is usually put: To communicate pre-articulated feelings, feelings that cannot be put into words, To provide cues to information processing enabling us to guess at what another person is thinking or feeling, To serve as emphases in persuasive appeals to enhance our success at persuading others, To facilitate deception, To convey subtle messages. 12 The characteristics of NVB were outlined by Dittman (1984). There are users and sources of NVB, nonverbal behaviours are sent by encoders and received by decoders through a variety of different channels. Channels of nonverbal communication include facial expression, eye contact, gestures, touch, paralanguage or nonverbal elements of speech and spatial behaviour. A number of channels are used simultaneously to send a particular emotional message. Behaviours sent are intentionally controlled while behaviours may be received with different levels of awareness. Some messages are received in full awareness and as intended by the sender, whereas other messages are deliberately kept out of full awareness and may distort the intention of the sender. A number of different categories of NVB exist according to Ekman and Friesen (1969): – Emblems – these are movements that are communicative substitutes for words i.e. Handshaking. – Illustrators – these are movements that accompany speech and accent i.e. rapping a table. – Regulators – these are movements that maintain or signal a change in the speaker/ listener roles i.e. Head nods. 13 – Affect displays – these are facial expressions that are used to convey emotions – Adapters – these are self and object manipulations, which relate to an individual emotional, need or state. Mehrabian (1972) suggested that NVB’s were important for indicating a person’s social orientation. Social orientation can be summarised in terms of dimensions; each dimension reveals some aspect of a person’s intention and motivation for interacting. According to Cook (1968) NVB are used to gain fuller descriptions of individuals when little information is available which we use to fill in the missing information about people, and guide our behaviour while interacting. One further way of determining what people think and feel is to try to provide explanations for why they behave in particular ways to reveal the motives and intentions behind their actions. This process is referred to as ‘Casual Attribution’ and is concerned with understanding the reasons behind the behaviour of others. NVB are intended to provide us with clues to how a person feels, enabling us to predict and control our interactions with them. When information is missing implicit personality theories are used to fill in the gaps in our knowledge about a person. 14 Verbal communication. Language consists of symbols that convey meaning, rules for combining those symbols that can be used to generate an infinite variety of messages. People use spoken sound and written words to represent objects, actions, events and ideas, and can be combined in an infinite variety of ways to generate an endless array of novel messages. Written reports and records. According to Lishman (1994) skilled are learned in action, with practise and feedback, written reports and concise record keeping enable the aforementioned to happen. Hargie (1986) acknowledges criticism that social work records and reports are often ‘lengthy, rambling and anecdotal’ and suggests ‘written reports should be clear, concise and concentrate’ on the important features of the case. O’Hagan (1986) calls recording ‘a crucial learning tool’. He argues that after a crisis, detailed scrutiny is 15 essential. Such recoding facilitates learning and self-awareness by a review of the behaviour, feelings, and interactions of all participants including the worker. Doel and Lawson (1986) found that once workers had developed ‘an interactive recording style, using interview time to record the work, the quantity of written material was reduced because it becomes more focused. The South Eastern Health Board (1988) suggest that record keeping and good recording techniques are of vital importance in maintaining good housekeeping practice, facilitating accountability and maintaining the utmost confidentiality. Under the Freedom of Information Act 1997 asserts that the client can request to access to view/ copy their records at a later date. Therefore it is vitally important that all written records be update and regularly reviewed. However there are exemptions to the above, which are also included in the FOI Act provisions. According to the United Kingdom Central Council for Nursing, Midwifery and Health visiting (1993) the purpose of written records is to: To provide an accurate, current, comprehensive and concise information on the client from the initial assessment onwards, 16 including a record of any factors (physical, psychological or social) that appear to affect the client, To facilitate continuity, To provide a record of any problems that may arise and the response taken, To provide evidence of continuing assessments, To record the chronology of events and the reasons for any decisions may, To provide a baseline record against which improvement can be judged, To improve communication between all members of the healthcare team. Lishman (1994) suggests that statements made by the client during interview and subsequent assessments should include the client’s statements. There is also a legal obligation by social workers to maintain written records, the onus being on good practice by practitioners. The role of communication. 17 Communication is a crucial aspect of organising; each and every interaction between the people who constitute the organisation is communication. Communication will be more likely to be good if it has been worked at constantly and not only in emergencies. McKenna (1991) suggests that communication is not simply a matter of sending messages to and from between individuals and groups. It involves being aware of and understanding the experience of other people. This means knowing about the work they do and their perception of their situation. According to McKenna (1991) good horizontal communication between managers and vertical communication between managers and their work force are essential if role and job conflicts is to be avoided. It therefore appears that while managers at top and line management levels sees themselves as doing a good job in communicating with their immediate subordinates, those subordinates do not feel this is the case. Effective communication must be two-way. It must run from top to bottom and bottom to top – vertical communication, and it must flow to and from between people at the same level within the organisation – horizontal communication. The so-called ordinary members control much of what happens to horizontal 18 communication. This is communication between people on the same hierarchical level in an organisation and involves communication between colleague such has team leaders, or team members. Dutfield and Eling (1990) note that effective communication between people involves skills in: Eliciting information, Presenting information, Managing the emotional content of the encounters. Skills in eliciting information: Questions are the most obvious way of eliciting information in any situation but they may be formulated in a number of ways: Open questions – give the other person an opportunity to put forward their point of view without constraints, Closed questions are more focused and usually allow a simple yes or no type answers, Specific questions – focus on facts. The second step in effective presentation of information involves checking that the information has been received and understood, 19 an opportunity is given to ask questions, having a discussion, feedback and asking questions. Dutfield and Eling suggest that managing the emotional reactions of people in formal or informal interviews and at meetings. Emotions enter in when the person gets personally involved. This means that the core part of our self-concept appears to be under attack. We react defensively. Emotional reactions are themselves information and as such they take up part of our information processing capacity. For these reasons the skilful handling of the emotional content of communication is important in order to ensure that conflict and ill will does not result through misunderstandings. The main skills in managing the emotional content of face-to-face meetings are; Preparing well in advance for interviews, Being aware of one’s opinions and prejudices, Clarifying the nature of the problem in behavioural terms – this involves separating fact from opinion, Setting up a suitable place and sufficient time for the interview, 20 Using skills in eliciting information to get the other person’s views, Acknowledge the other person’s emotional investment in the situation, Stay task focused, Decide a plan of action for the future with the person once the emotional content has been dealt with, Follow up the meeting with a memo summarising the agreement reached, Arrange a follow up meeting to review the situation. Managing negotiation by Rackham and Carlisle (1978): Because people perceive situations differently their realities differ, the need to negotiate is a constant part of social life. The approaches to negotiation are as follows: Distributive bargaining – a win/lose position. Underlying this approach is the idea that resources are finite and that each side tries to maximise the gains for itself leaving the other side to settle for less. Win/lose strategies may give short-term gains but are usually less effective in the long term; 21 parties involved in the negotiation are usually involved in a long-term relationship with each other. Integrative bargaining – win/win approaches aims to solve problems in such a way that both sides gain something that they want. Win/win approaches to negotiating are recommended when the parties concerned will have to live and work together over the long term. Lose/lose bargaining – in this situation conflict between the parties is likely to be personalised, parties would rather paralyse or destroy the organisation rather than reach an agreement. Approaches to negotiation make the following assumptions about human psychology: People are rational decision-makers at all times, People have unlimited information processing capacity which allows them to take into account all possible alternatives and all possible outcomes, People possess and understand all relevant information. Thus it is an important part of the process of negotiating successfully to: 22 Supply all relevant information, Ensure that its implications are clear to all concerned, Give time for the information to be considered, Be open to a reconsideration of the information in the light of other points of view, Be willing to raise disagreements in a constructive and non-combatitive manner. Rackham and Carlisle (1978) defined the skilled negotiator as a person who as the ability to achieve an outcome with which participants were satisfied. Skilled negotiators: Use their social networks to get their message through to the other side through different people, Repeat their main theme so that it becomes clear and people can consider its implications, Label their actions themselves so that they cannot be mislabelled by others, Test their understanding of what others are saying to them by summarizing and restating the content back to the other side, 23 Show that they are attending and listening to the other side by asking questions about their proposals, Do not disagree outright but probe the implications, Avoid making a proposal at a time when it will be rejected, When a proposal is on the table from the other side, it should be examined and allowed to wind down before an alternative is put forward, Know that a counter proposal has the best chance of being accepted as a way out of a problem acknowledged by both sides, Don’t waste time, Never personalize difficulties in the process, Are not afraid to disagree, but avoid provocation when doing so. Building and maintaining client-worker relationship. In order for it to be possible to engage with a client, the worker needs to show warmth, empathy, active listening and a non- 24 judgemental approach. Lishman (1994) outlines other core conditions or characteristics found necessary to build and maintain a client-worker relationship. Genuineness is one of the core conditions or characteristics found to be necessary for a counsellor or therapist to help clients effectively – Truax and Carkhuff (1957). They define genuineness as involving the worker in ‘direct personal encounter with the client, meeting him/ her on a person-to –person basis. Warmth/ non-possessive warmth also termed unconditional positive regard is another attribute found by Rogers and the client-centred school 1957 to be a core condition for helping. Warmth is linked with acceptance and conveys respect. It involves the worker accepting the clients experience as part of that person, and can be thought of as a physical way of showing caring and understanding, and is mainly expressed non-verbally. Mehrabian (1972) uses the term to describe a group on non-verbal behaviours conveying, warmth, affiliation and liking. Mehrabian includes physical proximity, leaning and turning towards the client, sitting in a relaxed position, maintaining eye contact and smiling. 25 Acceptance and a non-judgemental approach. Lishman (1994) sees acceptance as a preparedness to try to understand a client’s subjective world, without conveying rejection or disapproval. Encouragement and approval – in the social learning theory terms, conveying approval is giving positive reinforcement, defined by Sutton (1979) as encouraging the repetition of good behaviour. Positive reinforcements include tangible rewards, such as thanks, praise or appreciation. At the same time traditional social work values proposed by Biestek (1965) of acceptance and non-judgemental attitudes, have been interpreted to mean not only that workers should refrain from conveying their disapproval to clients, but also their approval. Empathy – is another core condition or characteristic found to be necessary for a counsellor or therapist to help their clients effectively Truax and Carkhuff (1957). Empathic responses can help a client to make sense of what may feel a jumble of thoughts and feelings. The client may be reassured that there is some meaning in what as felt incoherent and irrational. Empathic responses can help to validate and confirm client’s perceptions, which previously 26 have been ignored, disqualified or disconfirmed. While this cannot heal or solve the past hurt it may reduce its power in the present by helping the client to recognise the hurt and live with it, and perhaps ‘lay it to rest’ and move on. Responsiveness and sensitivity – according to Mehrabian (1972) responsiveness can be conveyed non-verbally and verbally. He found that it was communicated non-verbally by movement; head nods, leg and foot movements, by facial expressions; through pleasantness and changes in expression. Conclusion. The final requirement according to Lishman (1994) for effective communication is the worker’s self-awareness. Communication, verbal, non-verbal or symbolic, is about our use of self. In order to communicate effectively we have to be aware of what we are doing, why we are doing it, how we are presenting ourselves to our clients and, on the basis of this self-knowledge or awareness, what changes in our communication are needed if we are to be more effective. Skilled and effective communication is not a static state. 27 It will always involve change and development and consolidation, learning from our past behaviour and from our mistakes. Writers such as Sheldon (1977) and Fischer (1978) argue that social workers should concern themselves with the evaluation of the effectiveness of their intervention. They stress the importance of, thinking about the ends of work, not just the means of goals and outcomes; setting specific goals to avoid a double agenda, diffusion of goals, inactivity and lack of change, and failure to offer what the client wanted; developing and definiting intervention skills for problem-solving and change. The skills involved in attending and listening, engaging and relating, giving and getting information, negotiating agreements or contracts and helping people to make changes in their attitudes, beliefs or behaviour are relevant to social work in all contexts. Each context will influence the way in which communication occurs, both enhancing and encouraging the use of some skills and constraining or limiting the use of others. Lishman (1994) also suggests that attending – being punctual is an indication to our clients of attentiveness. Listening and an 28 empathic response are important components in enabling the client to feel that such emotions can be accepted, expressed and lived with and do not have to be hidden or feared. Such acceptance may be the staring-point for a client to learn to live with and manage previously disabling emotions. Social workers have to begin from a value base, which entails basic respect for all human beings. Social work as to start from humanistic principles or values about the worth and dignity of each individual. Bibliography. Argyle, M. 1988 Bodily Communication (2nd ed) London: Methuen. Biestek, F.P. 1965 The Casework Relationship, London, Unwin University Books. Coulshed, V. & Orme, J. (1998) Social Work (An Introduction) 3thed. Macmillan. 29 Cook, M. 1968 Studies of Orientation and Proximity, Oxford, Institute of Experimental Psychology. Doel, M. and Lawson, B. 1986 ‘Open Records: The Clients Right to Partnership’ , British Journal of Social Work, vol.16. Pp. 407. Dittman, L. 1984 The infants we care for. Washington: National Association for the Education of Young Children. Druckman, D. 1982 Non Verbal Communication Survey, Theory and Research. Beverly Hills: Sage Publications. Ekman, P. & Friesan, W.V. 1968 ‘Non-verbal Communication in Psychological Research’, in J.M. Schlien Research in Psychotherapy Washington: American Psychological Research. Fisher, J. 1978 Effective Casework: An Electric Approach, New York. McGraw-Hill. 30 Hargie, O. 1986 A Handbook of Communication Skil ls, London and Sydney, Croom Helm. Lishman, J. 1994 Communication in Social Work Macmillan Press: London. Patterson, M. 1983 Non Verbal Behaviour. New York: Springer. Mehrebian, A. 1972 Non-Verbal Communication, Alberta, Aldine. Mc Kenna, E.F. 1991 Managerial Leadership – emergent trends: University of East London. O’Hagan, K. 1986 Crisis Intervention in Social Services, Basingstoke, Macmillan. Silverman, P.R. 1969 ‘The Client Who Drops Out: A Study of Spoiled Helping Relationships’, Brandais University PHD Thesis. 31 Sheldon, B. 1977 ‘Do You Know Where You Are Going?’ , Community Care, 8th June 1977. Sommer, R. 1965 ‘Further Studies of Small Group Ecology’, Sociometry, vol.28, pp. 337. South Eastern Health Board, September 22nd 1998, Record keeping in the freedom of information environment. Sutton, C. 1979 Psychology for Social Workers and Counsellors, London, Routledge and Kegan Paul, Library of Social Work. Thompson, N. (2000) Understanding Social Work. Palgrave. Traux, C.B. and Carkhuff, R.R. 1957 ‘Towards Effective Counselling and Psychotherapy’, Journal of Counselling Psychology, vol.28. Rackham, N. & Carlisle, J. 1978 The Effective Negotiator – Part 1. The behaviour of successful negotiators. Journal of European Industrial Training, 2. 32 United Kingdom Central council for Nursing, Midwifery and Health Visiting, 1993 Standards for Records and Record Keeping, London UKCC. Wallace, A. and Rees, S. 1988 ‘The Priority of Client Evaluations’, in Lishman 1988. http://iasw.eire.org/ethics.htm http://www.arcaf.net/social_work_proceedings/ 33 Retrieved from â€Å"http://www.socialwork.ie/socialwork/wiki/index.php/Communication_in_Social_Work_Practice_-_Essay† Personal tools

25 Pairs of Compound Nouns and Verb Phrases Ending in Out

25 Pairs of Compound Nouns and Verb Phrases Ending in Out 25 Pairs of Compound Nouns and Verb Phrases Ending in Out 25 Pairs of Compound Nouns and Verb Phrases Ending in Out By Mark Nichol Numerous idioms ending with the word out exist, but only a select group serve (in open form) both as verb phrases and (in hyphenated or closed form) as compound nouns; â€Å"tune out,† for example, describes the act of ignoring sensory stimuli, but one does not refer to a tune-out as an instance of such behavior, though one can, for example, either bail out or experience a bailout. These pairs, and their meanings (with occasional divergence of meaning between a verb phrase and the similar-looking compound noun- and sometimes one form applies only to one or some but not all senses of the other), are listed below. 1a. bail out: scoop water out of a leaking boat, parachute from an aircraft, depart from a difficult situation, or provide financial assistance to a person or a company 1b. bailout: financial assistance to a company 2a. black out: lose consciousness 2b. blackout: a loss of consciousness, or a power outage 3a. blow out: extinguish or cause loss of air 3b. blowout: a sudden loss of air from a tire, a large celebration, or a decisive victory in sports 4a. break out: develop a rash or similar condition or suddenly perspire, or escape from a condition (such as spate of bad luck) or a situation (such as confinement) 4b. breakout: an escape, especially from jail, or an adjective referring to a sudden comparative success 5a. burn out: suffer from stress exhaustion 5b. burnout: the condition of being exhausted by stress, or a person suffering this condition, or a period during which a jet or rocket engine stops working because it is deprived of fuel 6a. call out: announce, summon to act, challenge someone to a duel, or announce a labor strike 6b. callout: an instance of calling out, or a detail or excerpt adjacent to an article or image in a print or online publication or a reference to another piece of content 7a. camp out: go on a camping trip 7b. campout: a camping trip 8a. carry out: bring something outside, or accomplish, execute, or continue to conclusion 8b. carryout: food prepared in a restaurant to be delivered to or taken by customers to eat elsewhere, or a restaurant that prepares carryout 9a. cash out: convert noncash assets to cash 9b. cash-out: an act of converting noncash assets to cash 10a. check out: investigate or look at, pay for goods in a store, or leave a place of lodging; also, slang for die or that refers to ceasing to pay attention or make an effort 10b. checkout: the location for paying for goods in a store, or leaving a place of lodging or the deadline for doing so 11a. clean out: dispose of unwanted items, or use up all available funds or steal all items available 11b. cleanout: an act of cleaning out or disposing of unwanted items, or a covered opening for cleaning out an enclosed space 12a. close out: dispose of or sell, or conclude or discontinue, or exclude or preclude 12b. closeout: a sale to clear inventory or before closing a store, or a product being sold at such a sale 13a. cook out: dissipate by cooking (as in alcohol in cooking wine) 13b. cookout: preparation and serving of a meal outdoors 14a. cop out: avoid or neglect 14b. copout: an act of avoidance or neglect 15a. cross out: mark a line or X through a mistake 15b. crossout: an act of marking a mistake 16a. cut out: form a shape from a piece of something by cutting from a larger piece, defraud or deprive, erode or put an end to, disconnect or cause to no longer operate, or leave quickly or take the place of or separate, or used in the phrase â€Å"(one) has/have (one’s) work cut out for (one)† to express that someone has a difficult task to complete 16b. cutout: a piece of something cut out from a larger piece 17a. die out: become extinct 17b. die-out: an instance of extinction 18a. drop out: cease enrollment at or participation in something 18b. dropout: on who ceases enrollment at or participation in something 19a. fall out: plunge from an enclosed object or space into the open 19b. fallout: bad effect or result, or radioactive particles from a nuclear explosion that fall through the atmosphere 20a. gross out: disgust, insult, or offend with something unpleasant 20b. gross-out: something disgusting, or an instance of being disgusted 21a. knock out: render unconscious with a blow 21b. knockout: a blow that renders the victim unconscious, or slang for a particularly attractive woman 22a. roll out: introduce or release a product or service, or, as a quarterback, run to either side to complete a play 22b. rollout: an introduction or release of a product or service, or a football play in which the quarterback moves to either side before passing the ball or running with it 23a. shoot out: eject from something 23b. shootout: a gun battle, or a conflict 24a. time out: run out of time 24b. time-out: in sports, a pause in a game called by one of the teams or, when a game is televised, by the network for a commercial; also, a period during which a misbehaving child is isolated 25a. turn out: attend an event, or said in reference to the result of an action 25b. turnout: the number of people who attend an event, or a space for vehicles to pull off to the side of the road, a clearing out or a yield, or a set of equipment or a manner of dress (also, in British English, a labor strike or a striker) Want to improve your English in five minutes a day? 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Information Technology in Organizational Development essays

Information Technology in Organizational Development essays Employee attitudes toward computer technology change over time. As computer technology becomes increasingly more prevalent throughout society and throughout the educational process, appreciative and critical attitudes toward the technology have changed. Understanding these attitudes can help organizations develop appropriate strategies to improve organizational effectiveness. With the extensive adoption of information and communication technologies, organizations are changing in many areas such as research, communication, collaboration and work. This paper will describe organizational development and discuss the impact that technological advancements can help in achieving organizational goals in a more efficient manner. The term "organizational development"(OD) refers to the process of growth which improves the effectiveness of an organization by changing the way it is structured, by modifying the behavior of its employees, or by altering the technology that is used to get the work done.. The process is carefully planned and implemented to benefit the organization, its employees, and its stakeholders. The organization may be an entire company, public agency, non-profit organization, volunteer group - or a smaller part of a larger organization. The change process supports the improvement of the organization or group as a whole. The client and consultant work together to gather data, define issues and determine a suitable course of action. The organization is assessed to create an understanding of the current situation and to identify opportunities for change that will meet business objectives. The way in which people communicate and work together are addressed concurrently with technical or procedur al issues that need resolution. The steps involved in a typical organizational development process are illustrated below: There are many reasons why a program might need to change its structure or operation. For example, the most common ...