Nottinghamshire, stakeholders and life skills
Nottinghamshire - An English County
Nottinghamshire (pronounced /ˈnɒtɪŋəmʃər/ or /ˈnɒtɪŋəmʃɪər/; abbreviated Notts) is an English county in the East Midlands, which borders South Yorkshire, Lincolnshire, Leicestershire and Derbyshire. The county town is traditionally Nottingham, though the council is now based in West Bridgford, a suburb of Greater Nottingham (at a site facing Nottingham City over the River Trent).
The districts of Nottinghamshire are Ashfield, Bassetlaw, Broxtowe, Gedling, Mansfield, Newark and Sherwood, and Rushcliffe. The City of Nottingham was administratively part of Nottinghamshire between 1974 and 1998 but is now a unitary authority although it remains part of the historic and ceremonial county.
As of 2006 the county is estimated to have a population of just over one million. Over half of the population of the county live in the conurbation of Greater Nottingham which also spreads into Derbyshire. The conurbation has a population of about 650,000, though less than half live within the city boundaries.
Stakeholder
A corporate stakeholder is a party that can affect or be affected by the actions of the business as a whole. The stakeholder concept was first used in a 1963 internal memorandum at the Stanford Research institute. It defined stakeholders as "those groups without whose support the organization would cease to exist." The theory was later developed and championed by R. Edward Freeman in the 1980s. Since then it has gained wide acceptance in business practice and in theorizing relating to strategic management, corporate governance, business purpose and corporate social responsibility (CSR).
The term has been broadened to include anyone who has an interest in a matter.
Life Skills
Life skills have been defined by the World Health Organization (WHO) as "abilities for adaptive and positive behavior that enable individuals to deal effectively with the demands and challenges of everyday life".
They represent the psycho-social skills that determine valued behaviour and include reflective skills such as problem-solving and critical thinking, to personal skills such as self-awareness, and to interpersonal skills. Practicing life skills leads to qualities such as self-esteem, sociability and tolerance, to action competencies to take action and generate change, and to capabilities to have the freedom to decide what to do and who to be. Life skills are thus distinctly different from physical or perceptual motor skills, such as practical or health skills, as well as from livelihood skills, such as crafts, money management and entrepreneurial skills . Health and livelihood education however, can be designed to be complementary to life skills education, and vice versa.