The characteristics between management and leadership

The characteristics between management and leadership This assignment is initially discussing about the characteristic difference between management and leadership, how their skills are engaged in an organisation including with their roles and responsibilities. Then the discussions follows to the main objectives of this assignment, those are (i) Identifying and evaluating the personal and professional skills which are required for a successful manager and evaluating how he/she meets the organisational or personal goals; importantly covering the key managerial/leadership skills such as time management, running meetings, making presentations, stress management, etc. (ii) Providing a range of suitable practical methods for developing or improving those skills (iii) Identifying preferred learning style by using an effective personal audit in order to develop managerial/leadership skills (iv) Developing a workable development plan in order to develop or improve those skills to become an effective manager according to SMART and SWOT analysis (v) Reviewing/monitoring process and feedback what I have undertaken in order to achieve those skills and finally (vi) Concluding how/what I have learned from my analysis and how I can use this similar approach for future development. 1.1 Manager The Manager plays a vital role in order to achieve and improve the productivity and organizational objectives. He/She is responsible for managing, planning, distributing and monitoring the work of their employees, achieving the effective utilization of the organization resources and brings the employees objectives along with the organization objectives. Good managers are born and not made. Managers are autocratic in nature, they do the right things to avoid risk and they formulate the policies/ systems to consistent manner; also they are rigid with their subordinates (Hollingsworth, 1999). Managers mainly rely on strategy, structure and systems (Watson, 1983). 1.2 Leader Leaders are those who involved in the process of setting a new direction or vision for their group to follow and motivating them by satisfying their basic need in order to achieve the common organization goal, it is the process of influencing the performance of the employee by respecting their freedom towards the group goals. Good leaders are made and not born. Leaders are democratic in nature, they do the things right and they wont formulate the policy they use to predict with set examples; also they like risks and flexible with the other group members (Hollingsworth, 1999). Leaders mainly rely on style, staff, skills and shared goals (Watson, 1983). 2.0 Outcome 1 Methods to improve Personal and Professional skills This part of the assignment mainly identifies and evaluates the importance of personal and professional skills which are required for a successful manager and how he/she meets the organisational or personal goals; importantly covering the key managerial skills such as time management, running meetings, making presentations, stress management, etc. In addition, it provides a range of suitable practical methods for developing or improving those skills. 2.1 Skills for successful manager and its importance The managers important role in any organization or workplace is that to manage the people/worker/subordinates in order to meet the organization objective or goal and also promote positive employee motivation and employee morale. The mangers activities are very complex and varied because they have to coordinate with all the organization resource such as human resource, material resource, financial resource and informational resource in order to achieve the overall organization goal (Pride, Hughes and Kapoor, 2008, P187). The role of the manger is very crucial as they have to deal or handle various people. Therefore, the successful manager must have the personal and professional skills which are very essential and listed in page-**; and utilize them in a proper way, so that they can perform their duties and activities efficiently. Personal skills are his/her own development skills in order to achieve his/her career goals in life and it can be continuously developed on day to day basis; For example, wants to become a manager. Professional skills are working environment skills in order to achieve organisation goals and it can be developed and utilized whenever the opportunity arises in the working environment; For example, becoming an effective manager. In practical, the effective manager must have and develop the both skills in order to achieve his/her goals as well as the organisation goals. To be an effective manager at all level of organisation (i.e lower, medium and top level), they need to possess combination of all the skills listed above. Among these skills, the first four are the very important skills to become a successful manager. This part of assignment evaluates how these skills are important and providing a range of best suitable methods for developing or improving these skills, which enables me to meet both organisational and own goals and objectives. 2.1a Evaluation and Methods to develop Time management Time management skill is one of the valuable assets for manager, and it helps how the valuable time is effectively utilized/ managed in order to meet the goals. As time costs money, it is lost and not recoverable if the time is wasted. Therefore successful manager must find every opportunity to save time in order to improve productivity/profit by analysing workload and understanding subordinates capability, controlling time wasting activities, etc. The key elements to the effective time saving/managing skills are listed below: Define the goals to meet the deadline Budget the man-hour or cost Plan and schedule the workload Provide marginal budget for unforeseen workload or changes Prioritize and organise accordingly Distribute the workload to subordinates Review and track the planned task Use and maintain time management log for daily or weekly Control the wastage time and use effectively Guide/encourage the subordinate to improve production Above listed elements of time management skill can be achieved by set of workable practical methods such as procedures, policies, spreadsheets, checklists, etc. For example, Gantt chart for planning and scheduling, time log sheet for consumed budget hour and to estimate balance hour respective to task, Weekly progress report for reviewing/tracking the planned task, etc. As I want to become a manager, I need to develop or improve time management skill. Though majority of this skill and key elements can be developed while working as manager, I have developed lots of key elements of time managing skill while studying this course, in order to achieve the course outcome. For example, time log sheet enabled me to maintain and review how I am spending daily hours (see appendix-**), Gantt chart for assignment work (see appendix-**), etc. 2.1b Running meeting Organising meeting skill is one of the vital skills for the manager, and it helps to get collective decision-making, better focused discussion, to improve the productivity, to motivate the employee, etc to build an effective organisation. Importantly it is a best place to communicate the management/project objectives to team-worker or other discipline employee, to reward the performer, etc (Pocket, 2006, P47-69). The key elements for the effective running meeting skills are listed below: Defining the purpose of meetings Prepare agenda (meeting time, place, chairperson, attendees) Circulate agenda and Invite the participants in advance Welcome the participants with refreshments Clear and focused discussion by using visual aids Encourage group discussion Take notes for agreed outcomes/ actions/ responsibilities Review past meeting outcomes Control and avoid repeated discussion Encourage feedback/idea and questionnaire session Prepare minutes of meeting and circulate Therefore above mentioned components of meeting running skill can be achieved by set of workable practical methods such as procedures, agenda, minutes of meeting, forum, meeting templates, spreadsheets, etc. Though the key elements of this skill can be developed when the opportunity arises probably while working as manager, I have developed lots of key elements of running meeting skill while studying Strategic management course in order to achieve the group task as a chair person for SILVER SPOON group. For example, agenda sheet enabled me to invite participants and define the meeting perspective, venue and time (see appendix-**) and Minutes of meeting enabled to confirm the action plan to group member (see appendix-**), etc. 2.1c Making presentation Presentation skill is one of the important skills for a successful manager in many aspects of their work, and to communicate efficiently in a group of audience. The most important factors to consider in presentations are audience attitudes, actions, needs and responsibilities throughout the presentation. This enables the audience or subordinates in many ways such as time saving or effort, make money, help to take advantage of opportunities, make them more popular and famous, and increase their curiosity and enjoyment (Suzy, 2008, P6-10). The great presentation is a process and combination of the following key elements: Think and research on the topic before presentation Organize the content with introduction, body and conclusion Attract the audience by eye contact, posture, movement, gesture, etc Interact the audience to think, not only listen Deliver the presentation with confidence Use visual aids effectively Overcome presentation nerves and avoid vague language Effective communication skill by oral/written/drawing Keep it short and simple (KISS) Capability of answering the audience questions Therefore above mentioned key elements of presentation can be achieved by set of workable practical methods such as Power-point slides, handouts, seminars, etc. As manager gives presentation in various groups meeting with subordinates/supervisor/ clients, using techniques should be graspable/ understandable by audience. Actually these above mentioned key elements can be developed while working or when the opportunity arises. Though I have gained bit of presentation skill in Strategic management course when presenting SIVLER SPOON group task, I must need to develop this skill, where I have lot of scopes to improve. 2.1d Stress management Stress is one of the persons reactions of the body and mind to change. It is very important for everyone to manage and control the stress, to become healthier and happier. Effected stress produces physiological, psychological, stress related issues on him/her. Manager has high chances of developing stress due to various demands such as task demands, Role demands, Interpersonal demands and Organisational structure. Though it can not be fully avoidable, but it can be manageable by using effective stress management skill (Robbins and Decenzo, 2008, P206). Overstress resulting to decrease the productivity, decrease profit, leading to mistake, etc. Therefore, it is mandatory for manager to have stress management skill in order to avoid stress related problems; that is control or manage the stress by using time management, running meeting, making presentation skills. The stress management skill is the combination of following key elements (Cartwright and Cooper, 1997, P416): Recognise, anticipate, monitor and regulate stressors Redesign the task or work environment Establish flexible work schedules Encourage participative management Include employees in career development Build a good and supportive team Establish fair employment policies Find alternative routes/solutions Actually this is the follow-up skill of Time management, Running meeting and Making presentation. So, the above mentioned key elements of stress management skill can be achieved by using same set of workable practical methods, which used in others. Actually these above mentioned key elements can be developed while working as manager. So I am looking chance for developing this skill. I also feel that, with remarkable development of other managerial/leadership key skills, I can easily develop the stress management skill. Outcome 2 Personal skills audit 3.1 Preferred learning style As I want to become a more effective manager, I need to learn several skills which are listed in page-**. This part of assignment examines my learning style by undertaking personal skill audit, which helped me to identify my current possessing skills, knowledge, abilities, values and preferred learning style along with my strengths and weaknesses in order to achieve my effective manager goal. Appendix-** illustrates the Learning style questionnaire (LSQ) with my answer, and its result proves shows that my preferred learning style is PRAGMATIST. 3.2 Strengths and weaknesses As I am PRAGMATIST, my learning style strengths and weaknesses are listed below: Strengths: Tries to put own ideas, theories and techniques into workplace Innovative and experimental Analyse and evaluate with various options Set targets, and tries to achieve them Works well independently Weaknesses: Acts without caution end up with negative outcome Task oriented rather than people oriented Undervalues personal feelings Is impatient and needs full control Likes to work independently Referenced from Week-1 hand outs and (Honey and Mumford, 1992) 3.3 How it affects my skills development As I audited and analysed my strengths and weaknesses of my learning style, below discussion reveals that how it will affect and how to overcome in order develop the four key skills for an effective manager. For example, Time management: As I am pragmatist, my planning/target may fail due to without taking any caution or overriding the task to others or effectively not using the source, which clearly affect my performance. However as strength I set/try to achieve the target with ideas, techniques and options, so I try to plan the task with right person/man-hour. Also assigning right task to right person and monitoring frequently enables to track and avoid last minute problems. Stress management: As I am pragmatist, giving more importance to the task rather than people or their feelings, may results to generate huge stress due to poor quality/inefficient project outcome. However as strength I take opportunity to experiment and evaluate with various options, so I try to encourage/educate the subordinates in order to meet the task. Further more, frequently reviewing the task progress and rewarding person enables to avoid workplace stress. Outcome 3 Personal development plan 4.1 SMART analysis Objectives and goals are widely used in planning and design. It is a composite statement of the end target, to be attained within the specified time and schedule. SMART is one of the key methods to create an effective objective or goal. So, the SMART objectives are: Specific : Objectives should be well defined and clearly state that what is to be achieved Measurable : Objectives needs to be quantifiable in order to measure or monitor the goal process and confirm whether it is in favourable condition. Performance could be quantitative and qualitative measure that allows us to make changes if anything goes wrong during the process and stay on track to meet the targets Achievable : Objective is within the capability and ability to reach the most desirable target. Also it must be realistic and appropriate for the business or activity Relevant : Objective should be specific and must relate to the short or long term business target Time defined : The end result should be accomplished with in the targeted deadline (Mike, 2008, P**) 4.2 SWOT analysis SWOT analysis is one of the powerful tools to analyse the personal strengths, weaknesses, opportunities and threats. This process enables to improve the strength, overcome/minimise the weakness/gaps as well as taking the greatest opportunities that are available. Appendix-** explores my SWOT analysis for my personal development and it is in Edexcel level 7 format. 4.3 Personal development plan (PDP) Planning is a logical component of the management process. PDP is an ongoing process throughout our life, which helps to manage/develop any individual skills through the process of self learning, reflection and structure on how to achieve their target/goal. In order to become a successful manager, I must have to plan and define the effective objective by using SMART analysis in order to accomplish the target within the scheduled time. Also I have to assess/examine my strengths and weakness by SWOT analysis in order to develop 4 managerial key skills listed in Outcome 1. From outcome-2, I established my learning style is PRAGMATIST using personal skills audit with my learning strengths and weaknesses. As I have analysed myself thoroughly, my PDP for achieving 4 effective managerial key skills are explored in the appendix-**. In that exploring process, my PDP mainly intended to help the following: Improve my personal and professional managerial skill Identify and develop my transferable skill Focus my thinking and plan forward and set realistic targets Articulate my personal goal and objective Evaluate progress towards the achievement Conclusion This assignment work helped me to understand the personal/professional skills for an effective manager and its importance, analyse suitable workable methods for developing these skills, identifying my learning skills with learning strengths and weaknesses, developing a personal development plan by SMART and SWOT analysis, Monitoring and feedback undertaken, etc. Especially, I gained thorough understanding of 4 Key skills in addition to other skills for an effective manager. From this overall task, I have developed a skill that how to set the target, analysing pros and cons, prepare a planning/route and schedule (viable and time), budgeting, analysing strength and weakness, monitoring and reflecting, scope for efficiency/improvisation, and finally meet the target. By using this PDP and methods, it could be very grateful to succeed in my academic career and also it helps me to efficiently utilize these skills in my future employment in order to make a successful and imaginative organis ation. Conclusion Professional development is very important for every professional, irrespective of their employment. It plays a vital role in order to step up their career ladder. For every business and organization, this advanced professional development program boost up their employees personal and professional managerial/leadership skills and knowledge in order to achieve their business objective and improve the productivity. If the managements are lack in those skills and knowledge then they wont be resisting in the Industrial market. The objectives of this assignment are mainly focused on how to improve the managerial/leadership skills including time management, running meetings, making presentation and stress management and these are very important skills for managers/leaders. This assignment works on to identify and evaluate the strategy or method for developing the personal and professional managerial /leadership skills as listed above. Also this covers the learning strategies and styles whi ch will be very useful for me to build my positive skills and to overcome my weaknesses in order to improve my skills and knowledge. By using this development plan and method, it could be very grateful to succeed at my university and also it helps me to utilize these skills in my future employment in order to make an effective and imaginative organization. foster (Word Count: 200) Appendices Appendix 1 Appendix 2 Bibliography using Harvard Referencing System Textbook Reference: Web Reference Personal / Professional skills Why it is necessary Time management It is cost effective and non recoverable Helps to plan, prioritize, organise, schedule and budget the work Organising meeting It is vital to get the solution from group or to improve the productivity or to motivate the employee Helps to discuss/convey the message among the group such as work plan, progress, new awards, etc Presentation To convey key points or improve delivery style Effective visual aid Stress management To analyse and reduce stress developed in job/ life To improve or control physical/emotional situation Self-awareness and self-management Effective communication To communicate clearly and correctly by written or oral or sketch, etc Map out the ideas/objective thinking in a proper way Problem solving and Decision making To provide/decide best or lesson learnt solution, when the problem arises in workplace or subordinate Performance management To conduct appraisals and guide subordinates for their career development Maintain a performance record of subordinate for easy access and feedback Recognise and encourage the top performers Team development Motivation To motivate/encourage the team towards project/organisation goal by monitoring progress Observing skill To listen/observe what is happening in the group Thoroughly understanding the situation and problem Well as I begin I would like to remember you one point that no one can withstand in the market of an organization when the people lack certain skills and knowledge. In order to ensure for proper skills and knowledge a proper idea about the development of their skills are briefed in this report. Keeping in mind, the four skills developed in this report were time management, stress management, running meeting, and group discussion. Not only the skills but also the learning styles were discussed. What are the techniques and objectives to meet the desired characteristics? How to improve the management skills for the effective leadership? The main concept of learning is mentioned clearly in this report which may be useful in the future requirements for an organization to be effective and imaginative.

Application Form Template (Sainsburys)

|Application Form | |THE INFORMATION YOU SUPPLY ON THIS FORM WILL BE TREATED IN CONFIDENCE. | |Please note that the closing date for this job vacancy is Monday 30th April 2013. apply for this post please accompany this | |application form with your curriculum vitae and a cover letter. | |We will require you to be available on 1st May 2013 for interviews. | |Section 1 Personal details | Title: | |Last Name: | | |First Names: | | |Address: | | | | | | | | Postcode: | | | | |Home Telephone Number: | | |Mobile Telephone Number: | | |E-mail address: | | |Are you eligible to work in the UK? Yes | |No | | |Do you hold a full UK driving licence? |Yes | |No | | | | |If yes, Do you have any points or convictions etc? : | | | | | | |Section 2 Rehabilitation of Offenders Act | |Have you ever been convicted of a criminal offence? |Yes | |No | | |Have you any prosecutions pending? |Yes | |No | | If yes, please give details / dates of offence(s) and sentence: | | | |Section 3 Health | |Nu mber of days absent in the last 2 years: | | |Please state number of times in the last 2 years: | | | |Are you registered disabled? |YES No | |If yes please provide your disability number and details: | | | | | |Section 4 Education | Date From |Date To |Name of School |Examinations taken and Qualifications Gained (Specify Grades) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 5 Employment Record |Please list chronologically, starting with current or last employer |Name and Address of Employer |Date From: |Date To: |Job Title/Job Function/ Responsibilities: |Salary and Reason for | | | | | |Leaving | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Section 6 References | Please give the names and addresses of your two most recent employers (if applicable). If you are unable to do this, please clearly outline who your referees are. | |(NB. References will only be taken if you commence employment with us) | |Reference 1 | |Reference 2 | |Name: | |Name: | | Their Position (job | |Their Position (job title): | | |title): | | | | |Work Relationship: | |Work Relationship: | | |Organisation: | |Organisation: | | |Dates Employed: |From: |To: |Dates Employed: |From: |To: | Address: | |Address: | | | | | | | | | | | | | | | | | |Postcode | |Postcode | | |Telephone No: | |Telephone No: | | |E-mail: | |E-mail: | | Section 7 Declaration | | | |I confirm that the information provided in this application and within my Curriculum Vitae is both truthful and accurate. I have omitted no facts that could affect | |my employment. I u nderstand that any false misleading statements could place any subsequent employment in jeopardy. I understand that any employment entered into is| |subject to documentary evidence of my right to work in the UK and satisfactory references. I expressly consent to personal data contained within this form being | |recorded for the purposes of assessing suitability for the post and may form the basis of any subsequent personnel file. | |Signed: | |Date: | | | | | |White Rose undertakes that it will treat any personal information that you provide to us, or that we obtain from you, in accordance with the requirements of the | |Data Protection Act 1998. After initial assessment, White Rose may keep your details on file pending suitable opportunities that may arise in the future. Please | |tick if you do not wish us to hold your details. | |Section 8 Recruitment Monitoring Form | | | |This sheet will be separated from your application form upon receipt and does not form part of the selec tion process.It will be retained by the Human Resources | |purely for monitoring purposes. | |Application for the post of: | | |To help us ensure that our Equal Opportunities Policy is fully and fairly implemented please COMPLETE THIS SECTION OF THE APPLICATION FORM. | |What is your Ethnic Group? | |Choose ONE section from A to E, and then tick the appropriate box to indicate your cultural background. | |A. White | |D. Black or Black British | | |White UK | |Black Caribbean | |Irish | |Black African | | |White non-UK | |Any other Black background | | | | |(please give details): | | |Any other White background | | | | |(please give details): | | | | | | |B. 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International Journal of Technology Management and Sustainable Development

The last decade has witnessed the emergence of an array of increasingly vibrant movements to harness science and technology (S&T) in the quest for a transition toward sustainability. These movements take as their point of departure a widely shared view that the challenge of sustainable development is the reconciliation of society's development goals with the planet's environmental limits over the long term. In seeking to help meet this sustainability challenge, the multiple movements to harness science and technology for sustainability focus on the dynamic interactions between nature and society, with equal attention to how social change shapes the environment and how environmental change shapes society. These movements seek to address the essential complexity of those interactions, recognizing that understanding the individual components of nature society systems provides insufficient understanding about the behaviour of the systems themselves. They are problem driven, with the goal of creating and applying knowledge in support of decision making for sustainable development. Finally, they are grounded in the belief that for such knowledge to be truly useful it generally needs to be â€Å"coproduced† through close collaboration between scholars and practitioners. The research and applications program that has begun to emerge from these movements has been called sustainability science by the National Research Council. This Special Feature high-lights this emerging program and some of the new results it is beginning to produce. The need for sustainable development initiatives to mobilize appropriate science and technology has long been recognized. Early research on sustainable yield management of renewable resources provided the foundation for the International Union for the Conservation of Nature's seminal World Conservation Strategy, published in 1980. The case for making appropriate research and development (R&D) an integral component of sustainable development strategies was broadened by a number of international scientific organizations during the mid-1980s, promoted by the Brundtland Commission's report Our Common Future in 1987, and enshrined in the Agenda 21 action plan that emerged from the United Nations Conference on Environment and Development in 1992. Over the succeeding decade, the discussion of how S&T could contribute more effectively to sustainability intensified, involving numerous researchers, practitioners, scientific academies, and development rganizations from around the world. By the time of the World Summit on Sustainable Development, held in Johannesburg in 2002, a broadly based consensus had begun to take shape on the most important ways in which S&T has already contributed to sustainability, on what new R&D is most important, and on what stands in the way of getting it done. Many of the most valuable contributions of S&T to sustainable development predate the term itself. These range from the â€Å"mundane technologies† that have improved delivery of basic needs for sanitation and cooking, through the yield enhancing, land saving accomplishments of the international agricultural research system, to the fundamental scholarship of geographers and anthropologists on nature society interactions. In more recent times, a host of R&D efforts explicitly aimed at promoting sustainability have been launched. These extend from a rich tradition of work on energy systems and ecosystem resilience to new initiatives in industrial ecology and earth system complexity. A feel for the breadth and scope of relevant R&D now underway around the world is suggested by the rapidly growing list of entries on the virtual â€Å"Forum on Science and Technology for Sustainability†. However, much remains to be done. Perhaps the strongest message to emerge from dialogues induced by the Johannesburg Summit was that the research community needs to complement its historic role in identifying problems of sustainability with a greater willingness to join with the development and other communities to work on practical solutions to those problems. This means bringing our S&T to bear on the highest-priority goals of a sustainability transition, with those goals defined not by scientists alone but rather through a dialogue between scientists and the people engaged in the practice of â€Å"meeting human needs while conserving the earth's life support systems and reducing hunger and poverty†. At the international level, the Johannesburg Summit, building on the United Nations Millennium Declaration, has defined these priorities in terms of the so-called â€Å"WEHAB† targets for water, energy, health, agriculture, and biodiversity. A more systematic study of internationally sanctioned goals and targets for a sustainability transition, together with an evaluation of the state of reporting and assessment on progress in attaining those goals, is provided by Parris and Kates in their contribution to this Special Feature. As important as this international consensus on goals and targets may be for targeting problem-driven research in support of a sustainability transition, however, it is not sufficient. A joint workshop held by the International Council for Sciences, the Third World Academy of Science, and the Initiative on Science and Technology for Sustainability concluded that â€Å"agenda setting at the global, continental, and even national scale will miss a lot of the most important needs. The transcendent challenge is to help promote the relatively `local' (place- or enterprise-based) dialogues from which meaningful priorities can emerge, and to put in place the local support systems that will allow those priorities to be implemented†. Where such systems exist, the production of usable, place-based knowledge for promoting sustainability has been impressive indeed. The commitment of sustainability science to problem-driven agenda setting does not mean that it has been confined to â€Å"applied† research. Indeed, pursuit of practical solutions to the pressing challenges of sustainability has driven the field to tackle an array of fundamental questions. The Friibergh Workshop on Sustainability Science identified a half-dozen such core conceptual questions that have been further developed through the virtual Forum on Science and Technology for Sustainability and are beginning to appear in the context of emerging agendas in other more established fields, such as global environmental change. Examples of the new sorts of research now beginning to emerge on several of those core questions are reported elsewhere in this Special Feature: Kates and Parris on â€Å"How are long-term trends in environment and development reshaping nature–society interactions in ways relevant to sustainability†; Turner et al. on â€Å"What determines the vulnerability or resilience of the nature–society systems in particular kinds of places and for particular types of ecosystems and human livelihoods? ; and Cash et al. on â€Å"How can today's relatively independent activities of research planning, observation, assessment, and decision support be better integrated into systems for adaptive management and societal learning? † The sustainability science program is also beginning to address a range of fundamental observational and methodological challenges. For example, H.  J. Schellnhuber and his colleagues at the Potsdam Institute for Climate Impact Research have developed innovative new answers to the question â€Å"How can the dynamic interactions between nature and society—including lags and inertia—be better incorporated in emerging models and conceptualizations that integrate the Earth system, human development, and sustainability. Wolfgang Lucht, writing in the IHDP Update, summarizes current work on answering â€Å"How can today's operational systems for monitoring and reporting on environmental and social conditions be integrated or extended to provide more useful guidance for efforts to navigate a transition toward sustainability and a number of groups are calling for re-examination of national and international social account measures to include sustainability considerations. Activities to advance the sustainability science program are moving forward on a number of fronts and at scales from the global to the local. One of the more up-to-date lists of programs and projects is maintained on the Forum on Science and Technology for Sustainability. As an indication of the range of activities underway internationally, the International Council for Science, Third World Academy of Sciences, Initiative on Science and Technology for Sustainability, and other organizations have formed a Consortium for promoting a coordinated international program of research, capacity building, and applications. The Earth System Science Partnership of the Global Environmental Change Programmes has launched a series of â€Å"Joint Projects on Sustainability† focused on problems of food security, water, and carbon management. An increasing number of international science assessments for environmental protection (e. g. , the Intergovernmental Panel on Climate Change and Millennium Ecosystem Assessments) are incorporating sustainability concerns. And a rapidly expanding set of multi-stakeholder â€Å"Partnerships for Sustainable Development† are developing in the wake of the Johannesburg Summit. An even greater variety of S&T-based efforts are underway at the local, regional, and national levels around the world. The research products of some of these efforts are beginning to appear in the published literature, although many of the relatively local results remain largely unknown beyond their places of origin and application. Sustainability science is not yet an autonomous field or discipline, but rather a vibrant arena that is bringing together scholarship and practice, global and local perspectives from north and south, and disciplines across the natural and social sciences, engineering, and medicine. Its scope of core questions, criteria for quality control and membership are consequently in substantial flux and may be expected to remain so for some time. Nonetheless, as the papers included in this Special Feature are meant to suggest, something different is surely â€Å"in the air,† something that is intellectually exciting, practically compelling, and might as well be called â€Å"sustainability science. †

Music Therapy Association ( 2013 ) - 1555 Words

American music therapy association (2013) defined as a clinical and evidence-based use of music interventions to help individuals archive their goals between a therapeutic relationship by a credentialed professional who has completed an approved music therapy program. Music therapy is an upcoming health profession. It involves the use of sound wave that penetrate through the soul and mind to heal, repair and improve the overall emotional well-being. It can be by playing a music instrument, singing out loud, listening to music and so on. Music therapy is very diverse, Music therapy in an ancient type of healing medium. It was used by the Egyptians, Chinese, Indians, Romans and the Greece before being introduced in the United States late†¦show more content†¦It is amazing that music influences the body and brain in numerous effective way we never knew about. In some Brainwaves studies, research has demonstrated that music with a solid beat can fortify brainwaves to reverb erate in a state of harmony with the beat and with speedier beats bringing more shaper fixation and more alert thinking, and a slower rhythm advancing a calm, reflective state. Furthermore, the changes in brainwave activity levels that music can bring can also enable the brain to shift speeds more easily on its own as needed, and which means that music can bring lasting benefits to your state of mind, even after you have stopped listening (Scott Elizabeth, 2015). In breathing and heart rate: with modifications in brainwaves comes changes in other real capacities. Those represented by the autonomic sensory system, for example, breathing and heart rate can likewise be modified by the progressions music can bring. This can means slower breathing, slower heart rate, and an enactment of the unwinding reaction, also in addition to other things. This is the reason music and music treatment can check or keep the harming impacts of endless anxiety, extraordinarily advancing unwinding, as wel l as wellbeing. In the perspective aspects, music can likewise be accustomed to bring a more positive perspective, keeping