Author: PAPERLINK

DIFFICULT CONVERSATIONS

Emotional Intelligence Has 12 Elements. Which Do You Need to Work On? by Daniel Goleman and Richard E. Boyatzis

February 06, 2017

Esther is a well-liked manager of a small team. Kind and respectful, she is sensitive

to the needs of others. She is a problem solver; she tends to see setbacks as

opportunities. She’s always engaged and is a source of calm to her colleagues. Her

manager feels lucky to have such an easy direct report to work with and often

compliments Esther on her high levels of emotional intelligence, or EI. And Esther

indeed counts EI as one of her strengths; she’s grateful for at least one thing she

doesn’t have to work on as part of her leadership development. It’s strange, though

— even with her positive outlook, Esther is starting to feel stuck in her career. She

just hasn’t been able to demonstrate the kind of performance her company is

looking for. So much for emotional intelligence, she’s starting to think.

The trap that has ensnared Esther and her manager is a common one: They are

defining emotional intelligence much too narrowly. Because they’re focusing only

on Esther’s sociability, sensitivity, and likability, they’re missing critical elements

of emotional intelligence that could make her a stronger, more effective leader.

A recent HBR article highlights the skills that a kind, positive manager like Esther

might lack: the ability to deliver difficult feedback to employees, the courage to

ruffle feathers and drive change, the creativity to think outside the box. But these

gaps aren’t a result of Esther’s emotional intelligence; they’re simply evidence that

her EI skills are uneven. In the model of EI and leadership excellence that we have

developed over 30 years of studying the strengths of outstanding leaders, we’ve

found that having a well-balanced array of specific EI capabilities actually prepares

a leader for exactly these kinds of tough challenges.

There are many models of emotional intelligence, each with its own set of abilities;

they are often lumped together as “EQ” in the popular vernacular. We prefer “EI,”

which we define as comprising four domains: self-awareness, self-management,

social awareness, and relationship management. Nested within each domain are

twelve EI competencies, learned and learnable capabilities that allow outstanding

performance at work or as a leader (see the image below). These include areas in

which Esther is clearly strong: empathy, positive outlook, and self-control. But

they also include crucial abilities such as achievement, influence, conflict

management, teamwork and inspirational leadership. These skills require just as

much engagement with emotions as the first set, and should be just as much a part

of any aspiring leader’s development priorities.

Find this and other HBR graphics in our Visual Library

For example, if Esther had strength in conflict management, she would be skilled in

giving people unpleasant feedback. And if she were more inclined to influence, she

would want to provide that difficult feedback as a way to lead her direct reports

and help them grow. Say, for example, that Esther has a peer who is overbearing

and abrasive. Rather than smoothing over every interaction, with a broader

balance of EI skills she could bring up the issue to her colleague directly, drawing

on emotional self-control to keep her own reactivity at bay while telling him what,

specifically, does not work in his style. Bringing simmering issues to the surface

goes to the core of conflict management. Esther could also draw on influence

strategy to explain to her colleague that she wants to see him succeed, and that if

he monitored how his style impacted those around him he would understand

how a change would help everyone.

Similarly, if Esther had developed her inspirational leadership competence, she

would be more successful at driving change. A leader with this strength can

articulate a vision or mission that resonates emotionally with both themselves and

those they lead, which is a key ingredient in marshaling the motivation essential

for going in a new direction. Indeed, several studies have found a strong

association between EI, driving change, and visionary leadership.

In order to excel, leaders need to develop a balance of strengths across the suite of

EI competencies. When they do that, excellent business results follow.

How can you tell where your EI needs improvement — especially if you feel that

it’s strong in some areas?

Simply reviewing the 12 competencies in your mind can give you a sense of where

you might need some development. There are a number of formal models of EI,

and many of them come with their own assessment tools. When choosing a tool to

use, consider how well it predicts leadership outcomes. Some assess how you see

yourself; these correlate highly with personality tests, which also tap into a

person’s “self-schema.” Others, like that of Yale University president Peter Salovey

and his colleagues, define EI as an ability; their test, the MSCEIT (a commercially

available product), correlates more highly with IQ than any other EI test.

We recommend comprehensive 360-degree assessments, which collect both self-

ratings and the views of others who know you well. This external feedback is

particularly helpful for evaluating all areas of EI, including self-awareness (how

would you know that you are not self-aware?). You can get a rough gauge of where

your strengths and weaknesses lie by asking those who work with you to give you

feedback. The more people you ask, the better a picture you get.

Formal 360-degree assessments, which incorporate systematic, anonymous

observations of your behavior by people who work with you, have been found to

not correlate well with IQ or personality, but they are the best predictors of a

leader’s effectiveness, actual business performance, engagement, and job (and life)

satisfaction. Into this category fall our own model and the Emotional and Social

Competency Inventory, or ESCI 360, a commercially available assessment we

developed with Korn Ferry Hay Group to gauge the 12 EI competencies, which rely

on how others rate observable behaviors in evaluating a leader. The larger the gap

between a leader’s self-ratings and how others see them, research finds, the fewer

EI strengths the leader actually shows, and the poorer the business results.

These assessments are critical to a full evaluation of your EI, but

even understanding that these 12 competencies are all a part of your emotional

intelligence is an important first step in addressing areas where your EI is at its

weakest. Coaching is the most effective method for improving in areas of EI deficit.

Having expert support during your ups and downs as you practice operating in a

new way is invaluable.

Even people with many apparent leadership strengths can stand to better

understand those areas of EI where we have room to grow. Don’t shortchange your

development as a leader by assuming that EI is all about being sweet and chipper,

or that your EI is perfect if you are — or, even worse, assume that EI can’t help you

excel in your career.

Daniel Goleman, best known for his writing on emotional intelligence, is Co-Director of the

Consortium for Research on Emotional Intelligence in Organizations at Rutgers University. His latest book

is Building Blocks of Emotional Intelligence, a 12-primer set on each of the emotional intelligence

competencies, and he offers training on the competencies through an online learning platform, Emotional

Intelligence Training Programs. His other books include Primal Leadership: Unleashing the Power of

Emotional Intelligence and Altered Traits: Science Reveals How Meditation Changes Your Mind, Brain, and

Body.

Richard E. Boyatzis is a Professor in the Departments of Organizational Behavior, Psychology, and

Cognitive Science at the Weatherhead School of Management and Distinguished University Professor at

Case Western Reserve University. He is a cofounder of the Coaching Research Lab and coauthor of

Helping People Change (Harvard Business Review Press, 2019).

Related Topics: Emotional Intelligence | Influence | Psychology

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Atul Mishra a month ago

Good and important course to build skill. And for to do better in day to day work

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6/3/22, 11:58 AM What is the difference between mission, vision and values statements?

https://www.shrm.org/resourcesandtools/tools-and-samples/hr-qa/pages/isthereadifferencebetweenacompany’smission,visionandvaluestatements.aspx 1/2

What is the di�erence between mission, vision and values statements?

Each statement may be part of the strategic planning process but have a di�erent objective. These statements may be written for

organizations or for individual departments.

A mission statement is a concise explanation of the organization’s reason for existence. It describes the organization’s purpose and its

overall intention. The mission statement supports the vision and serves to communicate purpose and direction to employees, customers,

vendors and other stakeholders. See SHRM’s Company Mission Statement Examples (www.shrm.org/resourcesandtools/tools-and-

samples/policies/pages/missionstatementgeneral.aspx) for a variety of samples. Questions to consider when drafting mission statements

could include:

What is our organization’s purpose?

Why does our organization exist?

A vision statement looks forward and creates a mental image of the ideal state that the organization wishes to achieve. It is inspirational

and aspirational and should challenge employees. Questions to consider when drafting vision statements might include:

What problem are we seeking to solve?

Where are we headed?

If we achieved all strategic goals, what would we look like 10 years from now?

A values statement lists the core principles that guide and direct the organization and its culture. In a values-led organization, the values

create a moral compass for the organization and its employees. It guides decision-making and establishes a standard against which actions

can be assessed. These core values are an internalized framework that is shared and acted on by leadership. When drafting values

statements, questions to consider might include:

What values are unique to our organization?

What values should guide the operations of our company?

What conduct should our employees uphold?

In conjunction with a values statement, a code of ethics puts those values into practice. It outlines the procedures in place to ensure the

organization’s values are upheld. Questions to consider when creating codes of ethics might include:

What are common ethical issues in our industry?

What should someone do if he or she sees a violation of our values?

Management cannot create a new values statement or ethics code and expect immediate change. For an organization to have an e�ective

values statement, it must fully embrace its values and ethics at all levels of the company and use them daily to guide its attitudes, actions

and decision-making. Refer to What does it mean to be a values-based organization? (www.shrm.org/ResourcesAndTools/tools-and-

samples/hr-qa/Pages/whatdoesitmeantobeavalues-basedorganization.aspx) for more information.

Fe ed

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6/3/22, 11:58 AM What is the difference between mission, vision and values statements?

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PSYCHOLOGY

Social Intelligence and the Biology of Leadership by Daniel Goleman and Richard E. Boyatzis

From the September 2008 Issue

I n 1998, one of us, Daniel Goleman, published in these pages his first article on

emotional intelligence and leadership. The response to “What Makes a

Leader?” was enthusiastic. People throughout and beyond the business

community started talking about the vital role that empathy and self-

knowledge play in effective leadership. The concept of emotional intelligence

continues to occupy a prominent space in the leadership literature and in everyday

coaching practices. But in the past five years, research in the emerging field of

social neuroscience—the study of what happens in the brain while people interact

—is beginning to reveal subtle new truths about what makes a good leader.

The salient discovery is that certain things leaders do—specifically, exhibit empathy

and become attuned to others’ moods—literally affect both their own brain

chemistry and that of their followers. Indeed, researchers have found that the

leader-follower dynamic is not a case of two (or more) independent brains reacting

consciously or unconsciously to each other. Rather, the individual minds become,

in a sense, fused into a single system. We believe that great leaders are those whose

behavior powerfully leverages the system of brain interconnectedness. We place

them on the opposite end of the neural continuum from people with serious social

disorders, such as autism or Asperger’s syndrome, that are characterized by

underdevelopment in the areas of the brain associated with social interactions. If

we are correct, it follows that a potent way of becoming a better leader is to find

authentic contexts in which to learn the kinds of social behavior that reinforce the

brain’s social circuitry. Leading effectively is, in other words, less about mastering

situations—or even mastering social skill sets—than about developing a genuine

interest in and talent for fostering positive feelings in the people whose

cooperation and support you need.

The notion that effective leadership is about having powerful social circuits in the

brain has prompted us to extend our concept of emotional intelligence, which we

had grounded in theories of individual psychology. A more relationship-based

construct for assessing leadership is social intelligence, which we define as a set of

interpersonal competencies built on specific neural circuits (and related endocrine

systems) that inspire others to be effective.

 PLAY 10:15

Do Women Have Stronger Social Circuits? People often ask whether gender

differences factor into the social

intelligence skills needed for

outstanding leadership. The answer

is yes and no. It’s true that women

tend, on average, to be better than

men at immediately sensing other

people’s emotions, whereas men tend

to have more social confidence, at

least in work settings. However,

gender differences in social

intelligence that are dramatic in the

general population are all but absent

among the most successful leaders.

When the University of Toledo’s

Margaret Hopkins studied several

hundred executives from a major

bank, she found gender differences

The idea that leaders need social skills is not new, of course. In 1920, Columbia

University psychologist Edward Thorndike pointed out that “the best mechanic in

a factory may fail as a foreman for lack of social intelligence.” More recently, our

colleague Claudio Fernández-Aráoz found in an analysis of new C-level executives

that those who had been hired for their self-discipline, drive, and intellect were

sometimes later fired for lacking basic social skills. In other words, the people

Fernández-Aráoz studied had smarts in spades, but their inability to get along

socially on the job was professionally self-defeating.

What’s new about our definition of social

intelligence is its biological

underpinning, which we will explore in

the following pages. Drawing on the

work of neuroscientists, our own

research and consulting endeavors, and

the findings of researchers affiliated with

the Consortium for Research on

Emotional Intelligence in Organizations,

we will show you how to translate newly

acquired knowledge about mirror

neurons, spindle cells, and oscillators

into practical, socially intelligent

behaviors that can reinforce the neural

links between you and your followers.

Followers Mirror Their Leaders —Literally

in social intelligence in the overall

group but not between the most

effective men and the most effective

women. Ruth Malloy of the Hay

Group uncovered a similar pattern in

her study of CEOs of international

companies. Gender, clearly, is not

neural destiny.

Perhaps the most stunning recent

discovery in behavioral neuroscience is

the identification of mirror neurons in

widely dispersed areas of the brain.

Italian neuroscientists found them by

accident while monitoring a particular

cell in a monkey’s brain that fired only

when the monkey raised its arm. One day

a lab assistant lifted an ice cream cone to

his own mouth and triggered a reaction

in the monkey’s cell. It was the first evidence that the brain is peppered with

neurons that mimic, or mirror, what another being does. This previously unknown

class of brain cells operates as neural Wi-Fi, allowing us to navigate

The post Briefly describe Emotional Intelligence and Social Intelligence. Explain why having a strong emotional intelligence and social intelligence is important if y appeared first on College Pal. Visit us at College Pal – Connecting to a pal for your paper

5: CELLS

Suzanne Wakim & Mandeep Grewal Butte College

1

CHAPTER OVERVIEW

5: CELLS This chapter outlines the discovery of cells and cell theory. It identifies ways in which all cells are alike and ways in which they vary. The chapter describes in detail important cell structures and their functions; and it explains how cells obtain energy, grow, and divide.

5.1: Case Study: The Importance of Cells 5.2: Discovery of Cells and Cell Theory 5.3: Variation in Cells 5.4: Plasma Membrane 5.5: Cytoplasm and Cytoskeleton 5.6: Cell Organelles 5.7: Cell Transport 5.8: Active Transport and Homeostasis 5.9: Cellular Respiration 5.10: Fermentation 5.11: Case Study Conclusion: Tired and Chapter Summary

This page titled 5: Cells is shared under a CK-12 license and was authored, remixed, and/or curated by Suzanne Wakim & Mandeep Grewal via source content that was edited to the style and standards of the LibreTexts platform.

5.1.1 https://bio.libretexts.org/@go/page/17026

5.1: CASE STUDY: THE IMPORTANCE OF CELLS

CASE STUDY: MORE THAN JUST TIRED We all get tired sometimes, especially if we have been doing a lot of physical activity. But for Jasmin, a 34-year-old former high school track star who is now a recreational runner, her tiredness was going far beyond what she thought should be normal for someone who is generally in good physical shape. She was experiencing extreme fatigue after her runs, as well as muscle cramping, spasms, and an unusual sense of heaviness in her legs. At first, she chalked it up to getting older, but her exhaustion and pain worsened to the point where this former athlete could no longer run for more than a few minutes at a time. She also began to experience other unusual symptoms, such as blurry vision and vomiting for no apparent reason.

Figure : Exhausted

Concerned, she went to her doctor. Her doctor ran many tests and consulted with several specialists. After several months, Jasmin is finally diagnosed with a mitochondrial disease. Jasmin is surprised. She has an 8- year-old niece with a mitochondrial disease, but her niece’s symptoms started when she was very young, and included seizures and learning disabilities. How can Jasmin have the same disease but different symptoms? Why did she not have problems until adulthood while her niece had symptoms at an early age? And what are mitochondria anyway?

CHAPTER OVERVIEW: CELLS As you will learn in this chapter, mitochondria are important structures within our cells. This chapter will describe cells, which are the basic unit of structure and function in all living organisms. Specifically, you will learn:

How cells were discovered, their common structures, and the principles of cell theory. The importance of size and shape in the functions of cells. The differences between eukaryotic cells (such as those in humans and other animals) and prokaryotic cells (such as bacteria). The structures and functions of parts of cells including mitochondria, the plasma membrane, cytoplasm, cytoskeleton, nucleus, ribosomes, Golgi apparatus, endoplasmic reticulum, vesicles, and vacuoles. How the processes of passive and active transport move substances into and out of cells and help maintain homeostasis. How organisms obtain the energy needed for life, including how the sugar glucose is broken down to produce ATP through the processes of aerobic cellular respiration and anaerobic respiration.

As you read this chapter, think about the following questions related to Jasmin’s disease:

1. What are mitochondria? What is their structure, function, and where did they come from during evolution?

2. Why are fatigue and “exercise intolerance,” such as Jasmin’s extreme exhaustion after running, common symptoms of mitochondrial diseases?

3. Why do you think Jasmin has symptoms that affect so many different parts of her body including her legs, eyes, and digestive system?

ATTRIBUTIONS 1. Tired by Dace Kiršpile licensed CC BY 2.0 via Flickr 2. Text adapted from Human Biology by CK-12 licensed CC BY-NC 3.0

This page titled 5.1: Case Study: The Importance of Cells is shared under a CK-12 license and was authored, remixed, and/or curated by Suzanne Wakim & Mandeep Grewal via source content that was edited to the style and standards of the LibreTexts platform.

5.1.1

5.2.1 https://bio.libretexts.org/@go/page/16740

5.2: DISCOVERY OF CELLS AND CELL THEORY

What is this incredible object? Would it surprise you to learn that it is a human cell? The cell is actually too small to see with the unaided eye. It is visible here in such detail because it is being viewed with a very powerful microscope. Cells may be small in size, but they are extremely important for life. Like all other living things, you are made of cells. Cells are the basis of life, and without cells, life as we know it would not exist. You will learn more about these amazing building blocks of life when you read this section.

Figure : Healthy human T-cell

If you look at a living matter with a microscope — even a simple light microscope — you will see that it consists of cells. Cells are the basic units of the structure and function of living things. They are the smallest units that can carry out the processes of life. All organisms are made up of one or more cells, and all cells have many of the same structures and carry out the same basic life processes. Knowing the structure of cells and the processes they carry out is necessary to understanding life itself.

DISCOVERY OF CELLS The first time the word cell was used to refer to these tiny units of life was in 1665 by a British scientist named Robert Hooke. Hooke was one of the earliest scientists to study living things under a microscope. The microscopes of his day were not very strong, but Hooke was still able to make an important discovery. When he looked at a thin slice of cork under his microscope, he was surprised to see what looked like a honeycomb. Hooke made the drawing in the figure below to show what he saw. As you can see, the cork was made up of many tiny units, which Hooke called cells.

Soon after Robert Hooke discovered cells in cork, Anton van Leeuwenhoek in Holland made other important discoveries using a microscope. Leeuwenhoek made his own microscope lenses, and he was so good at it that his microscope was more powerful than other microscopes of his day. In fact, Leeuwenhoek’s microscope was almost as strong as modern light microscopes. Using his microscope, Leeuwenhoek was the first person to observe human cells and bacteria.

Figure : Robert Hooke sketched these cork cells as they appeared under a simple light microscope.

CELL THEORY By the early 1800s, scientists had observed the cells of many different organisms. These observations led two German scientists, named Theodor Schwann and Matthias Jakob Schleiden, to propose that cells are the basic building blocks of all living things. Around 1850, a German doctor named Rudolf Virchow was studying cells under a microscope when he happened to see them dividing and forming new cells. He realized that living cells produce new cells through division. Based on this realization, Virchow proposed that living cells arise only from other living cells.

The ideas of all three scientists — Schwann, Schleiden, and Virchow — led to cell theory, which is one of the fundamental theories unifying all of biology. Cell theory states that:

All organisms are made of one or more cells. All the life functions of organisms occur within cells. All cells come from already existing cells.

SEEING INSIDE CELLS Starting with Robert Hooke in the 1600s, the microscope opened up an amazing new world — the world of life at the level of the cell. As microscopes continued to improve, more discoveries were made about the cells of living things. However, by the late 1800s, light microscopes had reached their limit. Objects much smaller than cells, including the structures inside cells, were too small to be seen with even the strongest light microscope.

Then, in the 1950s, a new type of the microscope was invented. Called the electron microscope, it used a beam of electrons instead of light to observe extremely small objects. With an electron microscope, scientists could finally see the tiny structures inside cells. In fact, they could even see individual molecules and atoms. The electron microscope had a huge impact on biology. It allowed scientists to study organisms at the level of their molecules and led to the emergence of the field of cell biology. With the electron microscope, many more cell discoveries were made. Figure

shows how the cell structures called organelles appear when scanned by an electron microscope.

 A BIG BLUE CELL

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5.2.2 https://bio.libretexts.org/@go/page/16740

Figure : An electron microscope produced this image of the structures inside a cell.

STRUCTURES SHARED BY ALL CELLS Although cells are diverse, all cells have certain parts in common. These parts include a plasma membrane, cytoplasm, ribosomes, and DNA.

1. The plasma membrane (also called the cell membrane) is a thin coat of phospholipids that surrounds a cell. It forms the physical boundary between the cell and its environment, so you can think of it as the “skin” of the cell.

2. Cytoplasm refers to all of the cellular material inside the plasma membrane. The Cytoplasm is made up of a watery substance called cytosol and contains other cell structures such as ribosomes.

3. Ribosomes are structures in the cytoplasm where proteins are made. 4. DNA is a nucleic acid found in cells. It contains the genetic

instructions that cells need to make proteins.

These parts are common to all cells, from organisms as different as bacteria and human beings. How did all known organisms come to have such similar cells? The similarities show that all life on Earth has a common evolutionary history.

REVIEW 1. Describe cells. 2. Explain how cells were discovered. 3. Outline how cell theory developed. 4. Identify structures shared by all cells. 5. True or False. Cork is not a living organism. 6. True or False. Some organisms are made of only one cell. 7. True or False. Ribosomes are found outside of the cytoplasm of a cell.

8. Proteins are made on _____________ . 9. What are the differences between a light microscope and an electron

microscope? 10. The first microscopes were made around

A. 1965 B. 1665 C. 1950 D. 1776

11. Which of these scientists made each of the following discoveries? (Anton van Leeuwenhoek; Robert Hooke; Rudolf Virchow) A. Observed some of the first cells and first used the term “cell” B. Observed the first human cells C. Observed cells dividing

12. Robert Hooke sketched what looked like honeycombs, or repeated circular or square units when he observed plant cells under a microscope.

A. What is each unit? B. Of the shared parts of all cells, what makes up the outer surface of

each unit? C. Of the shared parts of all cells, what makes up the inside of each

unit?

EXPLORE MORE https://bio.libretexts.org/link?16740#Explore_More

ATTRIBUTIONS 1. Healthy human T-cell by NIAID Flickr’s photostream, public domain

via Wikimedia Commons 2. Cork Micrograph by Robert Hook, public domain via Wikimedia

Commons 3. Chlamydomonas by Dartmouth Electron Microscope Facility,

Dartmouth College, released into the public domain via Wikimedia Commons

4. Text adapted from Human Biology by CK-12 licensed CC BY-NC 3.0

This page titled 5.2: Discovery of Cells and Cell Theory is shared under a CK-12 license and was authored, remixed, and/or curated by Suzanne Wakim & Mandeep Grewal via source content that was edited to the style and standards of the LibreTexts platform.

5.2.3

5.3.1 https://bio.libretexts.org/@go/page/16741

5.3: VARIATION IN CELLS

Figure shows a bacterial cell (colored green) attacking human red blood cells. The bacterium causes a disease called relapsing fever. The bacterial and human cells look very different in size and shape. Although all living cells have certain things in common — such as a plasma membrane and cytoplasm — different types of cells, even within the same organism, may have their own unique structures and functions. Cells with different functions generally have different shapes that suit them for their particular job. Cells vary not only in shape but also in size, as this example shows. In most organisms, however, even the largest cells are no bigger than the period at the end of this sentence. Why are cells so small?

Figure : Bacterial cell attacking a human red blood cell

EXPLAINING CELL SIZE

Figure : Surface Area to Volume Comparison. A larger cube has a smaller surface area (SA) to volume (V) ratio than a smaller cube. This also holds true for cells and limits how large they can be.

Table : Characteristics of small and large cubes Characteristic Small Cube Large Cube

sides (S) Surface Area (SA)

Volume (V) SA:V

Most organisms, even very large ones, have microscopic cells. Why don’t cells get bigger instead of remaining tiny and multiplying? What limits cell size?

The answers to these questions are clear once you know how a cell functions. To carry out life processes, a cell must be able to quickly pass substances into and out of the cell. For example, it must be able to pass nutrients and oxygen into the cell and waste products out of the cell. Anything that enters or leaves a cell must cross its outer surface. It is this need to pass substances across the surface that limits how large a cell can be.

Look at the two cubes in Figure . As this figure and table show, a larger cube has less surface area relative to its volume than a smaller cube. This relationship also applies to cells; a larger cell has less surface area relative to its volume than a smaller cell. A cell with a larger volume also needs more nutrients and oxygen and produces more wastes. Because all of these substances must pass through the surface of the cell, a cell with a large volume will not have enough surface area to allow it to meet its needs. The larger the cell is, the smaller its ratio of surface area to volume, and the harder it will be for the cell to get rid of its wastes and take in necessary substances. This is what limits the size of the cell.

CELL FORM AND FUNCTION

Figure : Human nerve cell Figure : Human sperm cells

Figure : Human white blood cell

Cells with different functions often have different shapes. The cells in Figure – Figure are just a few examples of the many different shapes that human cells may have. Each type of cell in the figure has characteristics that help it do its job. For example, the job of the nerve cell is to carry messages to other cells. The nerve cell has many long extensions that reach out in all directions, allowing it to pass messages to many other cells at once. Do you see the tail of each tiny sperm cell? Its tail helps a sperm cell “swim” through fluids in the female reproductive tract in order to reach an egg cell. The white blood cell has the job of destroying bacteria and other pathogens. Figure shows the large white blood cell (in yellow) engulfing and destroying bacteria (in orange).

CELLS WITH AND WITHOUT A NUCLEUS There is a basic cell structure that is present in many but not all living cells: the nucleus. The nucleus of a cell is a structure in the cytoplasm that is surrounded by a membrane (the nuclear membrane) and contains DNA. Based on whether or not they have a nucleus, there are two basic types of cells: prokaryotic cells and eukaryotic cells.

PROKARYOTIC CELLS Prokaryotic cells are cells without a nucleus. The DNA in prokaryotic cells is in the cytoplasm rather than enclosed within a nuclear membrane. Prokaryotic cells are found in single-celled organisms, such as the bacterium represented by the model below. Organisms with prokaryotic

 BACTERIA ATTACK!

5.3.1

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5.3.2

5.3.1

1cm 3cm

6 = 6 × = 6cS2 12 m2 6 = 6 × = 54cS2 32

m2

= = 1cS3 13 m3 = = 27cS3 33

m3

SA/V = 6/1 = 6 SA/V = 54/27 = 2

5.3.2

5.3.3 5.3.4

5.3.5

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5.3.2 https://bio.libretexts.org/@go/page/16741

Figure : Prokaryotic Cell. This diagram shows the s

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“Sports Outreach for At-Risk Youth in Chicago”

Micheaux Hollingswoth

SMGT 504

Liberty University

August 25, 2024

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Introduction: Sport is a catch that unites people in the context of an ever-growing global

Human Diversity. This outreach plan targets youth who are at risk and are living in the urban

cities of Chicago, Illinois. Such young people who are so vulnerable to the prevailing socio-

economic conditions in any society are in desperate need of proper channeling in the right

direction (Westerbeek & Karg, 2022). This group will be able to experience physical activity

through sport, social inclusion, and self-development and should, therefore, be targeted by a

wide-ranging and extensive sports engagement initiative.

Target Population: It is the target audience of the sports outreach plan that will be implemented

to the youths at risk between the age of 12-18 years residing within Chicago’s urban setting.

These youth are usually from low socio-economic backgrounds; some are even exposed to a lot

of crime, and most have poor education and no positive male or female role models (Rabinovitz

et al.,2020). Most of them are kids raised by single parents or have been brought up in homes

where they witnessed the effects of substance use and gangsterism. They tend to lead to

hopelessness and thus increase the chances of adopting risky behaviors.

Geographic Location: The target population of this outreach plan is the inner-city communities

of the city of Chicago, Illinois. This area is crowded and populated, has poor recreational

amenities, and a scarcity of appropriate programs for children out of school. The region is also

characterized by socioeconomic inequalities where a big percentage of the population becomes

relativity poor or even lives below the poverty line (Wheeler, 2021). However, the community is

characterized, among other things, by the following factors: cultural diversity and a strong spirit

of perceiving hardship. Regarding this area, the goal of the sports outreach plan is to bring

meaningful activities to at-risk youths that would build up their confidence and skills in life.

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Why This Group: This is especially so because the at-risk youths from the urban areas form

part of the most vulnerable but are rarely considered in issues of community development.

Working with this group through sport presents a good chance to intervene and meet their needs

(Brady et al., 2020). Sport may be used as a medium of change for these young individuals and

turn them into disciplined personalities with a sense of belonging. It may also be an opportunity

for them to be diverted from the vices that they are likely to engage themselves in, such as

joining gangsters or taking to substance abuse. Engaging in organized sports makes it possible

for these youth to acquire attributes that are important in life, for instance, discipline, leadership

skills, and determination. This population has been selected because vulnerable youths in cities

are vulnerable to poor returns in poverty, crimes, and social and economic marginalization. The

lack of organized, constructive activities tends to expose them to making wrong decisions in life,

including using substances and joining gangs (Njeru, 2022). Sport presents an alternative model,

one that, while it may not result in a physical change in the way they look, benefits the individual

in giving structure to one’s life and building self-esteem.

Benefits of Sport: Sports can hugely impact this group through the following ways: promoting

good health, a healthy mind, and a healthy nation, and lastly, teaching core values (OÕNeill,

2021). It provides a route to higher achievement in school, associated with proper social

relations, and individual development.

Biblical Support: Matthew 25:40 supports the idea of helping those vulnerable individuals,

which is the key principle of this sport outreach (Matthews, 2023). Also, Paul’s message 1

Corinthians 9:24-27 points to the aspect of discipline that can be developed through sport.

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Application of Scripture: Getting at-risk youth involved through sport is a form of serving,

which is a Biblical form of love. This outreach offers an expression of love practically; builds up

the youth in physical, emotional, and the hardest of all – the Spiritual aspect.

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References

Brady, B., Chaskin, R. J., & McGregor, C. (2020). Promoting civic and political engagement

among marginalized urban youth in three cities: Strategies and challenges. Children and

Youth Services Review, 116, 105184. https://doi.org/10.1016/j.childyouth.2020.105184

Matthews, A. D. (2023). Inclusive guidelines for youth sport stakeholders: A content analysis of

US sport national governing body websites [Doctoral dissertation, Michigan State

University]. ProQuest Dissertations Publishing.

https://www.proquest.com/openview/a982160c4a95f668df6010ec27a8a16d/1?pq-

origsite=gscholar&cbl=18750&diss=y

Njeru, M. (2022). The influence of urban criminal gangs on the socio-economic livelihoods of

former female gang members: The case of Gaza criminal gang in Nairobi County, Kenya

[Doctoral dissertation, University of Nairobi]. University of Nairobi Digital Repository.

http://erepository.uonbi.ac.ke/handle/11295/163473

O’Neill, D. F. (2021). Survival of the fit: How physical education ensures academic

achievement and a healthy life. Teachers College Press.

https://books.google.com.pk/books?hl=en&lr=&id=QbQWEAAAQBAJ&oi=fnd&pg=PP

1&dq=Sport+can+hugely+impact+this+group+through+the+following+ways+promoting

+good+health,+a+healthy+mind,+and+a+healthy+nation,+and+lastly+teaching+core+val

ues&ots=DekSYkQmQg&sig=Wh6xirH0eCZtWwdxazSUyy3927Q&redir_esc=y#v=one

page&q&f=false

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Rabinovitz, S., Schneir, A., & Warf, C. (2020). Homeless adolescents: Identification, outreach,

engagement, housing, and stabilization. In Clinical care for homeless, runaway and

refugee youth (pp. 45-68). Springer, Cham. https://doi.org/10.1007/978-3-030-40675-2_4

Westerbeek, H., & Karg, A. (2022). International sports business: Current issues, future

directions. Routledge. https://doi.org/10.4324/9780429316043

Wheeler, J. (2021). “How much is not enough?”: Public library outreach to “disadvantaged”

communities in the war on poverty. The Library Quarterly, 91(2), 190-208.

https://doi.org/10.1086/713043

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Sports Outreach Plan: Mission and Vision Assignment

Micheaux Hollingsworth

SMGT 504

Liberty University

September 1, 2024

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Abstract

This sports outreach plan is for underprivileged children, which seeks to provide a program

geared toward boost up success and happiness by way of sports and exercise. The mission

focuses on fostering togetherness, organizational culture, and learning while the vision aims at

every youth, poor or rich to be both a successful athlete and learner. The business plan provides

for a low-tiled organizational structure, a human resource management plan that encourages

volunteers, and a multidimensional approach to the funding of the organization which will

include grants, individual donations, and fund raising activities within the community. The above

strategic plan will help the organisation to accomplish the goal of transforming young lives

through sporting activities in a strategic manner.

Mission Statement

The purpose of our organization is to provide underprivileged young people with an

opportunity to improve their physical fitness and mental well-being through sports and physical

activities (Belcher et al., 2021). Our programs are affordable and as inclusive as possible, to help

participants develop comradeship, discipline, teamwork as well as leadership qualities necessary

to achieve in life and sports.

Vision Statement

Our vision is to create a world where each youth, regardless of socioeconomic status, can

exercise, discover himself, and succeed as an athlete and a learner besides the field (Woolcock,

2021). Our vision is to strive for unity, supportiveness, acceptance, and understanding in a

healthy environment to show that sports can change lives.

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Organizational Structure

To fulfill this mission and vision, our organization will have a flat structure to allow for

better and direct communication between members of the organization. The top management

will consist of an Executive Director, who will be responsible for providing vision and

overseeing the execution of operations in line with the main objective of the organization.

Reporting to the Executive Director will be a Program Manager who will be in charge of

overseeing the implementation of the sports programs on a day-to-day basis (Lussier & Kimball,

2024). A Community Outreach Coordinator will identify and foster meaningful relationships

with local schools, community centers, and other stakeholders, while a Volunteer Coordinator

will develop a pool of qualified and competent volunteers to support the programs of the

organization. Moreover, a Fundraising and Development Manager will pursue funding from

different sources for the organization, and a Communications and Marketing Specialist will

handle publicity about the organization and its activities (Suh et al.,2021). A key component of

this work will be the development of relationships with coaches and mentors, who will directly

be involved in the training and support of youth participants, including both sports skills and

character development.

Staffing Plan

The initial staffing plan will involve extensive use of volunteers especially in coaching

and mentoring positions. The paid positions are the Executive Director, Program Manager, and

Fundraising Manager; other positions will be created depending on the growth rate of the

organization and the availability of funds. The volunteers will be sourced from the community

and comprised of trainers with knowledge of different sporting disciplines and trainers of life

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skills (Mxekezo-Lallie, 2021). Employment will be kept limited at the start, but will be gradually

increased; for example, the Executive Director is paid and other workers like a Program and

Fundraising Manager will work part-time at the beginning of the programs, although they may

eventually become paid.

Funding Plan

Regarding the funding for our Sports Outreach organization, we will seek a diversity of

sources to ensure that the organization becomes sustainable and can expand its operations. This

strategy will involve seeking grants from the local, state, and national departments of youth

development, sports, and community health. It will be also important to establish a donor base

since we will target individuals and companies that share our vision and goals (Kouamé et al.,

2022). Annually charity runs, sports tournaments, and galas will be organized to fundraise and

increase community participation. Furthermore, local businesses, schools, and sports

organizations will be joined to share resources and funding for the common goal. Corporations

will also continue to focus on sponsoring this agency as most companies are looking forward to

investing in programs that support the community and young people.

Conclusion

When directed at these key components, our proposed Sports Outreach Plan is for

establishing a strong and effective organization that will transform underprivileged youths’ lives

through sports. This outline will serve as a roadmap for designing and implementing lasting and

competent programs, acquiring relevant resources, and forging unrelenting community

engagement efforts to positively impact clients’ lives.

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References

Belcher, B. R., Zink, J., Azad, A., Campbell, C. E., Chakravartti, S. P., & Herting, M. M. (2021).

The roles of physical activity, exercise, and fitness in promoting resilience during

adolescence: effects on mental well-being and brain development. Biological psychiatry:

Cognitive neuroscience and neuroimaging, 6(2), 225-237.

https://www.sciencedirect.com/science/article/abs/pii/S2451902220302408

Kouamé, S., Hafsi, T., Oliver, D., & Langley, A. (2022). Creating and sustaining stakeholder

emotional resonance with organizational identity in social mission-driven

organizations. Academy of Management Journal, 65(6), 1864-1893.

https://journals.aom.org/doi/abs/10.5465/amj.2018.1143

Lussier, R. N., & Kimball, D. C. (2024). Applied sports management skills. Human Kinetics.

https://books.google.com.pk/books?hl=en&lr=&id=a57eEAAAQBAJ&oi=fnd&pg=PR1

&dq=Reporting+to+the+Executive+Director+will+be+a+Program+Manager+who+will+

be+in+charge+of+overseeing+the+implementation+of+the+sports+programs+on+a+day-

to-

day+basis&ots=YAtnMCnbKP&sig=sVvAWTIXLtooeX9nS0d08QHmzxE&redir_esc=y

#v=onepage&q&f=false

Mxekezo-Lallie, K. B. (2021). The influence of volunteering in sport for development sector on

career advancement: a case study in southern Africa. University of Johannesburg (South

Africa).