tag:blogger.com,1999:blog-88007712474575134422024-03-08T05:57:05.679-08:00Essay writing for mbaRonald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.comBlogger146125tag:blogger.com,1999:blog-8800771247457513442.post-91433836482545164572020-09-02T08:50:00.001-07:002020-09-02T08:50:09.116-07:00Power Factor Correction Using Boost Converter Technique Engineering EssayIn any setting the standards of relationship working with kids, youthful grown-ups and grown-ups are the equivalent. It is significant I fabricate I a relationship with them so they feel good in my organization. This relationship extra time will permit them to confide in me and support powerful correspondence. While building this relationship it is imperative to recollect things that are critical to them as people on an individual level, their family life or a leisure activity they appreciate. This will give them that I have set aside some effort to hear them out. A few elements I manage without pondering while others require somewhat more exertion on my part. Powerful correspondence occurs from numerous points of view and is a key factor to creating associations with youngsters and grown-ups. To fabricate a constructive relationship I should show regard, I ought to effectively tune in to peopleââ¬â¢s conclusions. I additionally need to show thought and set aside some effort to comprehend that issues outside school are happening in their life, this could influence their conduct or that they are carrying on of character. We will compose a custom article test on Clarify the standards of relationship working with kids, youthful grown-ups and grown-ups or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page At the point when I am offering data to others I have to guarantee that I am sure about key focuses. This is significant with kids who battle to keep up data and consideration. By keeping up a comical inclination where conceivable can urge a person to unwind and ease pressure, particularly in the event that they are having a troublesome home life or encountering a difficult time of their life. On the off chance that they are encountering a troublesome time it is essential to be accommodating. I should likewise recall that various foundations and societies will have various perspectives and points of view on issues, qualities and convictions. I should be aware of these consistently. Correspondence can breakdown from multiple points of view, maintaining a strategic distance from somebody can prompt doubt, which thus ruins the relationship that has required such a great amount of work to manufacture. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-23438372023254610182020-08-22T15:08:00.001-07:002020-08-22T15:08:37.921-07:00Free Essays on George Washington As A Military LeaderGeorge Washington was conceived on his fatherââ¬â¢s home in Westmoreland County, Virginia, on February 22, 1732. He was the oldest child of a wealthy Virginia rancher, Augustine Washington, by his subsequent spouse, Mary Ball. The Washington family was slid from two siblings, John and Lawrence Washington, who emigrated from Britain to Virginia in 1657. The familyââ¬â¢s ascend to unassuming riches in three ages was the aftereffect of consistent application to cultivating, land purchasing, and advancement of nearby businesses. Youthful George appears to have gotten the greater part of his tutoring from his dad and, after the fatherââ¬â¢s demise in 1743, from his senior relative Lawrence. The kid had an enjoying for arithmetic, and he applied it to securing an information on studying, which was a aptitude extraordinarily sought after in a nation where individuals were looking for new terrains in the West. For the Virginians of that time the West implied essentially the upper Ohio River valley. For an incredible duration, George Washington kept up an unmistakable fascination for the improvement of these western grounds, and every once in a while he obtained properties there. George grew up to be a tall, solid youngster, who exceeded expectations in outside interests, enjoyed music and dramatic exhibitions, and was a play cumbersome with young ladies yet attached to moving. His main impetus was the desire to pick up riches and greatness and to progress admirably whatever he set his hand to. George Washington was the primary leader of the United States and one of the most significant pioneers in United States history. His job in picking up freedom for the American settlements and later in bringing together them under the new U.S. national government can't be overestimated. Working against incredible challenges, he made the Continental Armed force, which battled and won the American Revolution out of what was minimal more than an furnished horde. Following an eight-year battle, his plan for triumph carried last thrashing to the English at Yorktown, Virginia, and power... Free Essays on George Washington As A Military Leader Free Essays on George Washington As A Military Leader George Washington was conceived on his fatherââ¬â¢s domain in Westmoreland County, Virginia, on February 22, 1732. He was the oldest child of a wealthy Virginia rancher, Augustine Washington, by his subsequent spouse, Mary Ball. The Washington family was slid from two siblings, John and Lawrence Washington, who emigrated from Britain to Virginia in 1657. The familyââ¬â¢s ascend to unassuming riches in three ages was the aftereffect of consistent application to cultivating, land purchasing, and improvement of neighborhood businesses. Youthful George appears to have gotten the greater part of his tutoring from his dad and, after the fatherââ¬â¢s demise in 1743, from his senior relative Lawrence. The kid had an enjoying for arithmetic, and he applied it to obtaining an information on looking over, which was a ability enormously sought after in a nation where individuals were looking for new grounds in the West. For the Virginians of that time the West implied mostly the upper Ohio River valley. For an amazing duration, George Washington kept up a distinct fascination for the improvement of these western terrains, and now and again he procured properties there. George grew up to be a tall, solid youngster, who exceeded expectations in open air interests, enjoyed music and showy exhibitions, and was a play cumbersome with young ladies however partial to moving. His main impetus was the aspiration to pick up riches and greatness and to progress admirably whatever he set his hand to. George Washington was the principal leader of the United States and one of the most significant pioneers in United States history. His job in picking up autonomy for the American settlements and later in bringing together them under the new U.S. government can't be overestimated. Working against extraordinary troubles, he made the Continental Armed force, which battled and won the American Revolution out of what was minimal more than an outfitted crowd. Following an eight-year battle, his structure for triumph carried last destruction to the English at Yorktown, Virginia, and power... Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-63838605379670871372020-08-21T12:50:00.001-07:002020-08-21T12:50:15.226-07:00The Economical Environment of SenegalThe Economical Environment of Senegal Capital: Dakar Official language: French Territory : 196,723 kmsq. Populace: 13,711,597 (2009) approx Cash : CFA franc Head administrator: Souleymane Ndiaye President: Abdouyale Wade The territory that today is Senegal used to be a piece of the West African Empire of Mali, Ghana, and Tekrur. The nation takes its name from the waterway that runs along its northern and eastern outskirts, shaping the wilderness with Mauritania and Mali. A wonderful historical background from the Wolof individuals expresses that the name gets from the nearby termà Sunugal,à meaning our burrow kayak (everybody is in a comparable situation). The Republic of Senegal got autonomous in 1960 following three centuries ofà French frontier rule. Dakar, the capital since freedom in 1960, lies on the Cap Vert landmass, the most westerly point in Africa. Prior to freedom, Dakar was the capital of French West Africa , which included nine French-speaking West African states. Albeit dominatingly Muslim, Senegal is a lenient common express, whose people groups have lived respectively calmly for a few ages and have blended somewhat. Islam is a potential binding together factor. Wolof is the nation al language. Autonomous from France in 1960, Senegal got together with The Gambia to frame the ostensible confederation of Senegambia in 1982. In any case, the imagined combination of the two nations was rarely done, and the association was disintegrated in 1989. In spite of harmony talks, a southern dissident gathering inconsistently has conflicted with government powers since 1982. Senegal has a long history of taking an interest in worldwide peacekeeping. PESTEL ANALYSIS OF SENEGAL World of politics influencing Senegal These are the way and to what degree an administration mediates in the economy. In particular, political components incorporate regions, for example, charge arrangement, work law, natural law, exchange limitations, levies, and political security. It will additionally delineate how political variables shape the work after Senegal in advertise development in Senegal after advancement 1945? Its by Pointing out the political factors as a key component in the advancement of the work advertise since 1945. The adjustment in the work showcase is been for the most part molded by political factors as represented by four cases: The Union establishment : 1946 to 1956 The loi-framework :1956 to 1960 The early post freedom State approach: 1960 to 1980 The post independance State approach at the modification basic time: 1980 to 2000 The association establishment: 1946 to 1956 This strategy which influences the political components of Senegal comprises of 2 key issues- The absorptions constitution received in 1946. The augmentation of the speculation approach through the appropriation of the FIDES (Funds venture improvement economy society) The loi-framework : 1956 to 1960 A metropolitan France reaction to the developing kindness for decolonization in the universal network. It presented the breakdown of the French west organization and the extreme decrease of mechanical speculation. The significant outcome was the loss of significant markets for example guinea, Soudan and ivory coast and the expanding obsolescene of creation offices. The post independance State approach at the modification basic time: 1980 to 2000 The financial emergency that started in 1968, , just as the impacts of quick populace development and quickened urbanization profoundly aggravated the issue of an oversupply of jobless and underemployed specialists. The selection of basic change strategies prompted the withdrawl of the state from the work showcase in 1980. Accordingly we reason that the adjustment in the work advertise was controlled by political factors just as monetary elements. Financial condition influencing Senegal- It incorporates financial development, loan fees, trade rates and the swelling rate. Financial components incorporates tending to the fundamental issues experienced by Senegals economy: absence of differentiated yield, the wastefulness of ventures, the job of state in monetary action, and the over the top development of household shopper request. These issues have been somewhat tended to by programs concentrating on nourishment independence, angling, and the travel industry, and by reinforcing exceptional yield exercises. Undertakings, for example, the Manantali water system venture, the phosphate-to-manure recuperation venture, and the trawler modernization program are instances of what Senegal is doing inside this approach structure. In the zone of assembling, limit use improvement, gear modernization, and low-capital creation are underlined. Since 1994, the administration has gained ground in privatizing state-claimed ventures, lessening work expenses to improve intensity in the assembling division, and changing exchange by disposing of fare appropriations and exp elling limitations on certain key imports. Private monetary incomes represented generally 82% of (GDP) in 1999, yet exchange advancement had not advanced as much as arranged. Social condition It incorporates the social viewpoints and incorporates wellbeing cognizance, populace development rate, age dispersion, vocation mentalities and accentuation on security. The key issue is protected activity of the supplies. It additionally comprises of 1) Symbol definition: The general public truly which was sorted out into a pecking order of standings, an unbending structure where relatives of imperial lines and nobles governed over craftsman ranks and slaves. After autonomy, another arrangement of status measures developed. New methods for accomplishing riches, influence, and status were presented through the market economy and the improvement of the training framework. 2) Symbol of social separation During the pioneer period, almost all the benefits created by the biggest firms went to outsiders and the neighborhood respectability. The nationalization programs drove by the administration after autonomy supported few residents who went into another opposition for status and force. 3) Social Welfare and change programs: Poor financial administration has prompted the mediation of the International Monetary Fund and the World Bank in State projects and arrangements. Two many years of basic alteration programs have diminished government spending in all open area exercises, including social administrations. Urban and rustic occupants have embraced innovative endurance systems, that have helped them adapt to troublesome occasions. 4) Infant rate-People esteem youngsters significantly. A youngster is viewed as neighborhood property, thus kid care obligations are shared.à Abandonment of newborn children is uncommon, and the quality of family bonds restricts the requirement for institutional consideration of vagrants. 5) Child raising and instruction: By the time a youngster is five or six years old, the person is shown acceptable qualities and behavior. A kid ought to welcome older folks, help guardians with family unit errands, keep away from foul language, and tune in to the insight of seniors. In their initial years, young men and young ladies play together. As they develop more seasoned, sex jobs become all the more forcefully characterized, with the young ladies staying more with their moms to learn family tasks. Mechanical ENVIRONMENT: It incorporates mechanical perspectives, for example, RD action, computerization, innovation motivating forces and the pace of innovative change. They can decide hindrances to passage, least proficient creation level and impact redistributing choices. Moreover, mechanical movements can influence costs, quality and prompts development. The African Regional Center for Technology, with 30 part states, has its central command in Dakar. Most research offices in Senegal manage agrarian subjects. Dakar has habitats for mining and clinical research and an examination foundation on African nourishment and sustenance issues. An organization of research for oils and oilseeds is at Bambey. The Senegalese Institute of Agricultural Research, with home office at Dakar, works a national focus of agronomical research at Bambey, a national lab of domesticated animals and veterinary research at Dakar, an oceanographic focus at Dakar, and various other specialized offices all through the nation. The University Cheikh Anta Diop at Dakar, established in 1949, has resources of medication and drug store and of sciences, and research foundations in psychopathology, uncleanliness, pediatrics, sustainable power source, applied tropical medication, applied arithmetic, wellbeing and advancement, natural science, adontology and stomatology, applied atomic innovation, and the educating of science, material science, and innovation. The University of Saint Louis has an applied arithmetic unit. Different offices for logical preparing incorporate a polytechnic school; a universal school of sciences and veterinary medication, speaking to 13 French-talking nations, at Dakar; and an organization of nourishing innovation at Dakar. In 1987-97, science and building understudies represented 21% of school and college enlistments. In a similar period, four professionals and three researchers and designers for each million individuals were occupied with innovative work. Biological/ENVIRONMENTAL FACTORS- Societies are very various in moral lessons or convictions and fluctuate in numerous biological viewpoints like atmosphere, topography, populace size, and social association. The Wolof culture is an African clan situated between the northwestern territories of the Senegal and Gambia streams. This whole territory has a tropical atmosphere and a level scene. The atmosphere is normally dry and the Wolof individuals by and large rely upon wells for their water needs other than agribusiness. The Wolof individuals are a predominant gathering in Senegal. Most of the Wolof is Muslim and is exceptionally strict. They are provincial residents and every town may comprise of somewhere in the range of 50 to 150 individuals. Albeit French is the fundamental language spoken in Senegal, the Wolof language is very famous. The division of work depends on societal position and sex. The Wolof perceives the patrilineage plummet among towns. The Wolof authoritative structure is portrayed by two-sided plum met. The Wolof Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-59918397504532020792020-05-26T22:15:00.001-07:002020-05-26T22:15:03.941-07:00How to Write Politically Persuasive Essay TopicsHow to Write Politically Persuasive Essay TopicsPolitical persuasion is a very delicate affair; it requires you to deal with the reader very carefully. Some concepts which you would have to make use of are different from others.You must be able to hit on each and every point of the body. The short letter should be written well and concisely to catch the reader's attention. The best way to hit the point that you are trying to make is to pick up some of the most salient points that the reader may be thinking.It is best to write each and every point in a persuasive essay topics using the latest technologies. Your point must be conveyed in a very short line, without losing the readers' interest.In writing persuasive essay topics for the political persuasion, you must also make use of the latest technology. You can use articles, articles of news, web content and other such articles to give more impact to your piece. In addition, it would be beneficial to create news items or articles whic h are related to your topic. These will increase the exposure to your pieces and you will end up in attracting more people.Although political, persuasive essay topics are considered quite impressive, it is always important to ensure that the arguments in your essay are accurate. You must do the homework in order to check on the accuracy of your ideas. If you are not aware of the current issues then do not hesitate to read articles and opinion pieces.Writing persuasive essay topics does not mean that you will be seen to be politic, even if you are making use of the right concepts. Try not to glorify the nation. You must also not use one single idea to represent your entire argument.Since the use of the computer is so easy today, it is definitely possible to create persuasive essay topics with the use of the internet. There are several websites which offer you all types of online tutoring services. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-89289008721955261172020-05-16T06:41:00.001-07:002020-05-16T06:41:03.889-07:00Analysis Of The Of A Fragile Wavering Candle Light Sebastian Hurd Candidate no.:4250 IGCSE Reading Coursework SEC Compare and contrast the ways in which ââ¬ËDisabledââ¬â¢ and ââ¬ËOut,Out-ââ¬Ë focus on youth and death. ââ¬ËOut, out, brief candle! Lifeââ¬â¢s but a walking shadow, a poor player that struts and frets his hour upon the stage, and then is heard no moreââ¬â¢. This image in Shakespeareââ¬â¢s Macbeth of a fragile wavering candle light is a metaphor for how fragile and brief the free spirit of life is. ââ¬ËOut, Out-ââ¬Ë is a poem by Robert Frost that describes the accumulation of events that leads to the death of a young boy that has lost his life under unfortunate circumstances. Additionally, ââ¬ËDisabledââ¬â¢ by Wilfred Owen describes a wounded soldierââ¬â¢s life that had drastically changed as of a result of theâ⬠¦show more contentâ⬠¦Brevity and fragility is shown through how this form reflects that the boyââ¬â¢s life ends after a short read for the reader and how it ended very bluntly. This shows us that the boyââ¬â¢s life is short whereas death is unexpected for him as it is sudden and quickly over. The use of setting emphasises this idea. The ââ¬Ësunset far into Vermontââ¬â¢ where the poem is set is timeless unlike the short and blunt life of the boy. The reader may see the scenery as a sign of the prospect of life but this idea is quickly diminished. Furthermore, the repetition of conjunctions at the beginning of the eighth to tenth line such as ââ¬Ëandââ¬â¢ and ââ¬Ëasââ¬â¢ shows the routine of the boyââ¬â¢s life and that he knows what is expected of him. It is as if there he has memorised his list of chores and he is reading them off in his head. Fragility is shown through how his death is unsuspected and how abruptly it came on him despite it seeming he had experience and is accustomed to his job. ââ¬ËDisabledââ¬â¢, however, uses stanzas which are very similar in size that switch from his experiences before and after the war. This use of this regular form reflects brevity and fragility as it shows the contrast of his former happy life to his ââ¬Ëdarkââ¬â¢, ââ¬Ëgreyââ¬â¢ new life. This allows the reader to compare and contrast his life before and after the war which in the course of the soldierââ¬â¢s life is very brief. After the war, the soldier looks Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-64096801755632525062020-05-06T17:33:00.001-07:002020-05-06T17:33:09.036-07:00Essay GIG The Book to Help Decide Your Major - 1314 Words You are a freshman entering college with wide eyes and a bright smile, curious to the intricacies of the new world by which you seem to be encompassed. Upon entering your first day of your first English class, the teacher holds up a piece of literature encased in lively yellow binding. It is a book that is used as required reading material for that class. The first thing that you note is that the book looks far less intimidating than some of the other published documents you are forced to acquire during your first semester at the university. And, unlike the others, this one will be of some use to you later on in life. It can provide you a sense of direction in your current stint of utter confusion. This book is known as GIG. More thanâ⬠¦show more contentâ⬠¦That, in turn, will give you a broader collection of options to consider. Ergo, your major search should become easier. When thinking of the chapters to include in my new version of GIG, I had to keep two main areas of focu s in mind. I had to include chapters that seem to be relevant to the reader in some aspect while also captivating the readerââ¬â¢s attention. It is hard to find that balance in a majority of the chapters. A lot of them seem to be long winded and boring, while others just seem to be irrelevant, meaning; the knowledge does not interest the average reader simply because it does not pertain to them. Hence, I wanted to pick my chapters based on the job titles that both interests the reader and relates to them. To me, those chapters are Bodies and Souls, Children and Teachers, Sellers and Goods, Internet Related Jobs, and Government and Lawyers. These chapters take you along on anotherââ¬â¢s journey that readers can appreciate for its applicability to their own lives. A baby is born, calm and still, taking in the wonders of the new world. Down comes a gloved hand, patting the rear of the babe to produce a wailing noise. You are that baby, and you were just touched by the hand of a h ealer. Everyone, you included, has encountered a doctor, nurse, or some other form of medical personnel at some point in their lives. For the most part, our first encounter is at birth. Ergo, the firstShow MoreRelatedThe Current And Future Structure Of The Music Industry2891 Words à |à 12 Pageslaid out in the following manner: Source: (Dustry, 2015) PART 1 - Labels, publishers and the Live Sector. Labels Firstly the focus of this report will be on the roles and the position of music labels. There are two types of music label; a ââ¬Å"majorâ⬠label and an ââ¬Å"indieâ⬠(independent label). A music label is a separate entity which will supply an agreement between the artist and the label for a certain number of tracks to be recorded, manufactured and sent out. Usually this agreement is in theRead MoreEssay On Opening A Business1548 Words à |à 7 Pageson your vision eventually. Make sense of something that will constrain you into movement, says Holdford. That could be going to systems administration occasions or, in case youre unemployed, taking a between time work that will get you once more into the routine of working. Never let the law of inactivity grab hold. On the off chance that you sit home sufficiently long, that latency is practically difficult to defeat, he says. Try not to stop your normal everyday employment. Begin your businessRead MoreThe Sound and Music Industry15531 Words à |à 63 Pageswithin the Industry will be looked at later in this essay. Also in this modern digital age there are no other routes available via the Internet whereby the whole Record Company bit can be bypassed; smaller acts are building up a following by doing live gigs and home studio recordings and then building up their fan base on websites such as FaceBook, MySpace, 2ndLife, BroadJam and releasing their music as pay for downloads freeing them up from the costly recording and distribution process. These acts areRead MoreThe Past and Future of Synchronous Optical Network (SONET) Essay2775 Words à |à 12 Pagesto work together. In 1984, the Exchange Carriers Standards Association (ECSA) proposed a method to interconnect the fiber optic systems from multiple vendors. (Woods, 2000) Metrobus which was developed by ATTââ¬â¢s Bell Laps would later turn into a m ajor project that helped pave the way for SONET. Metrobus was designed to be the first long-haul high-speed optical transport network for Metropolitan Area Networks (MANs). Some features that were introduced by Metrobus such as single-step multiplexingRead MoreGoogle Apple and Microsoft Struggle for Your Internet Experience5250 Words à |à 21 PagesGeneral Information about the iPad The iPad is a line of tablet computers designed and marketed by Apple Inc., primarily as a platform for audio-visual media including books, periodicals, movies, music, games, apps and web content. Its size and weight fall between those of contemporary smartphones and laptop computers. The iPad runs on iOS, the same operating system used on Apple s iPod Touch and iPhone, and can run its own applications as well as iPhone applications. Without modification, theRead MoreVerbs Tenses - Gap Filling Exercises11244 Words à |à 45 Pages(listen) to music. 6. Your skirt _________________ (be) great? It ________________ (look) fantastic in you. 7. What happened to Julie? I _______________________ (not see) her recently. 8. We _______________________ (wait) for the train for half an hour now. We ________________ (get) fed up! 9. Can you help me with the homework? I _____________________ (not know) how to do this Maths exercise. 10. When my friends __________________ (come) to my house, I __________________ (help) my mother with theRead MoreBusiness Enterprise Management10394 Words à |à 42 Pagesthanks to Denise Archer for her contributions to my understanding of accountancy and her fabulous carrot soup which inspired the concept for my business venture. Thank you to William Angââ¬â¢awa and Christopher Bushell for your knowledge, guidance and patience in the subject area, your support has been invaluable and I feel I am now more in touch with my inner entrepreneur, something I was not previously aware of. I would also like to thank my partner for continually motivating me to study and stay focusedRead MoreAccounting Information System Chapter 1137115 Words à |à 549 Pagestimeliness. The decision maker must decide which trade-offs are warranted in a given situation. 1-1 Ch. 1: Accounting Information Systems: An Overview 1.3 You and a few of your classmates decided to become entrepreneurs. You came up with a great idea for a new mobile phone application that you think will make lots of money. Your business plan won second place in a local competition, and you are using the $10,000 prize to support yourselves as you start your company. a. Identify the keyRead More65 Successful Harvard Business School Application Essays 2nd Edition 147256 Words à |à 190 Pagesrequire up-to-date materials and inspiration to match the current environment. While this book includes the latest application essays, which are updated regularly by the ad... missions committee, it retains several essaysfrom the first edition of the book because of their uniqueness as well as to reflect typical question topics that may reappear in future admissions applications. It is worth noting that this book is created by The Harbus News Corporation, an independent nonprofit entity, not the HarvardRead MoreChapter 6 ââ¬â Analyzing Business Markets23838 Words à |à 96 PagesChapter 6 ââ¬â Analyzing Business Markets True/False Questions 1. SAP is a German software company that helps businesses automate their finance and management systems. True (easy) pp. 101ââ¬â102 2. Organizational buying is the decision-process by which organizations establish and satisfy their needs for goods and services. True (moderate) p. 102 3. Mining, manufacturing, banking, and distribution services are all considered part of the business market. True (easy) p. 102 4. Schools and Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-7286064327814310202020-05-05T21:28:00.001-07:002020-05-05T21:28:21.819-07:00Management Of Critical Learning Samples â⬠MyAssignmenthelp.com Question: Discuss about the Management Of Critical Learning. Answer: Introduction The reflective journal is prepared to focus on how a proper organizational structure that is maintained can help in making a business profitable and all these are assessed to obtain relevant skills, experiences and knowledge during the management of critical learning. The business organization whose functions and processes are assessed during the management of critical learning is Simply Indian restaurant in New Zealand. From the various types of business, the sole trading business is effective because it has been managed by a single owner and the profit or loss achieved is not shared with anyone as well. It is easy for sole trading company to manage human resources and keep the operations organized (Clar, 2015). Host organization/ Industry client According the case report, the topic revolved around the concepts of strategic management at Simply Indian, New Zealand. By assessing the internal and external environment of the organization, it has been found that Simply Indian restaurant is a well-known place that offers good quality Indian cuisine to people of New Zealand. The organization has been offering good quality food items including few Indian specialties such as fish curry, Indian snacks, lamb korma, mutton korma, etc. which are quite astonishing and can fulfill the tastes of the customers. The restaurant is found at 225 High Street, Lower Hutt Central 5010 in Wellington, New Zealand (Howarth Fredericks, 2012). It offers a fine dining experience to its customers though the restaurant faced various weaknesses including the improper management and lack of ability to control the costs of business operations with ease (Simplyindian.co.nz, 2017). Situation reflection As the report focuses on the various aspects of strategic management, so I have obtained a lot of skills and expertise about how strategies are managed and how it can help in delivering the best quality services to the people. The immense level of knowledge gained could help me to manage the human resources and customers properly as well as manage learning through studying at a cooperative education organization. Through the management of learning, I have managed to identify the various issues like lack of controlling costs of operations and management of human resources. There were also complaints from the customers regarding allergy towards some ingredients that had been used to prepare good quality food items. Due to this, they even showed rough attitudes to the restaurant staffs. There could also be an issue during the closing hours, when a group of customers might visit the restaurant and place orders for the food items that might take the most of time to get prepared (Kerzner, 2013). From my critical thinking, I have learned how to manage strategies properly and keep close relationships with the customers to ensure customer satisfaction and establishment of positive brand image effectively. First critical learning experience From my experiences and the learning materials that I have followed at the cooperative education organization, I obtained relevant knowledge about the occurrence of issues like rude behaviors shown to the customers by the restaurant staffs at Simply Indian, New Zealand. I have learned about how to manage good communication and create a good working culture, where people can work as an unit and deliver best quality services to people. Simply Indian, being one of the most popular restaurants that offer fine dining experience must maintain a clean and proper workplace where the staffs can greet the customers politely and ensure that their needs and requirements are kept fulfilled efficiently too (Kolb, 2014). Second critical learning experience Through the learning process at the cooperative education organization, I have also obtained skills to improve the brand image of an organization and it is possible by enabling proper marketing and promotional activities. I have also understood that involvement of social media can help companies to reach more customers and promote business at a faster rate too. I personally think that it can increase web traffic and improve online presence for Simply Indian too (Moon, 2013). Third critical learning experience The third critical learning experience is achieved by me through understanding of various ways of managing resources properly and even ensures that the raw materials, supplies and food ingredients are in stock. This would facilitate the production process and allow the company to keep its customers satisfied and ask for me. I have obtained good leadership skills and how to establish a good culture for making the staffs work in coordination and satisfy the customers. As a leader, I think that training and developmental sessions will be needed to motivate them and make them perform to their potential (Paterson Chapman, 2013). Personal growth My personal growth has been facilitated by obtaining knowledge about leadership, critical thinking skills and this has helped me to handle critical situations. The things that I have learned at the cooperative education organization will enhance my learning experience and allow me to grow and succeed in the future. Reflections on feedback from academic supervisor By obtaining the feedbacks of academic supervisor, I have identified my areas of weaknesses and understood that several areas of referencing and in texting have been done inaccurately by me. I identified the errors and searched the literature section, furthermore put the commas and full stops in the right place (Ross, 2014). This would help to search for relevant information and data with the help of author name presented as references in the topic. Future Career Direction and Preparation for future I understood the roles and responsibilities properly to conduct market researches properly by studying at the cooperative education organization. The activities that I managed as a sales and marketing manager were not satisfactory, so I focused more on the analysis of market conditions and conduct market surveys to understand what the customers actually wanted. To progress in my career, I need further training so that the areas of weaknesses are overcome and I do possess enough expertise and knowledge to become successful in the future (Simplyindian.co.nz, 2017). Work Ready Curriculum Vitae Career objectives I want to remain creative, innovative and dynamic to conduct market research and become a successful marketer and leader in the future Special skills Communication and interpersonal skills, Leadership skills, skills of being creative and dynamic Professional experience Name of organization: New Zealand Association for Cooperative Education Duration of work: October 2014 to present Position: I used to study at the cooperative education organization to manage integrated learning and this helped me to learn the various aspects of leadership and skills to conduct market research with ease and effectiveness. All these skills and attributes obtained by me would help me to progress in my career and perform to my potential as an effective leader to keep the workforce motivated and encouraged and deliver great quality services to ensure customer satisfaction. References Clar, M. (2015). What is reflection? Looking for clarity in an ambiguous notion.Journal of Teacher Education,66(3), 261-271. Howarth, R., Fredericks, J. (2012). Sustainable SME practice: A reflection on supply-chain environmental management intervention.Management of Environmental Quality: An International Journal,23(6), 673-685. Kerzner, H. (2013).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT press. Moon, J. A. (2013).Reflection in learning and professional development: Theory and practice. Paterson, C., Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice.Physical Therapy in Sport,14(3), 133-138. Ross, M. (Ed.). (2014).The Arts and Personal Growth: Curriculum Issues in Arts Education(Vol. 1). Elsevier. Simplyindian.co.nz. (2017). Simplyindian.co.nz. Retrieved 11 October 2017, from https://www.simplyindian.co.nz/ Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-51437851471589290102020-04-16T06:01:00.001-07:002020-04-16T06:01:04.024-07:00Sup. Natl In Macbeth Essays (745 words) - Characters In Macbeth Sup. Nat'l In Macbeth ?Supernatural Forces in Macbeth? In Shakespeare's Macbeth, specific scenes focus the readers' attention to the suspense and involvement of the supernatural. The use of witches, apparitions and ghosts are an important element in making the play interesting. Examining certain scenes of the play, it can be determined that as supernatural occurrences develop, Macbeth reflects a darker self-image. Macbeth experiences his first strange encounter of the supernatural when he meets the three witches in act one, scene one. After learning of his prophecies to become king, Macbeth states, ?Glamis, and Thane of Cawdor: The greatest is behind (still to come).? (1.3.117-118). Shakespeare uses foreshadowing, a literary technique, to suggest to his readers the character Macbeth will suffer a personality change. Macbeth also implies his first notions of plotting an evil scheme by this comment. After the prophecies of the witches revealed the fate of Macbeth, the quest of the throne will be his next vi ctory. ?The witches reveal a fate for Macbeth and imply that a part of what will come to him must come, but they reveal no fate of evil-doing for him and never, even by suggestion, bind him to evil doing. ?, states literary critic Willard Furnham. Furnham declares the only power the witches obtain over Macbeth, is the power of insinuation. By offering to Macbeth the idea of power, the witches push Macbeth to the next level of greed and evil which was non-existent prior to the encounter. The murder and death of King Duncan initiates Macbeth's second encounter with the supernatural when he witnesses a floating dagger. As Macbeth awaits the signal to make his way up the stairs, he sees the floating dagger and proclaims, ? Come, let me clutch thee. I have thee not, fatal vision, sensible (able to be felt) to feeling as to sight, or art thou but a dagger of the mind, a false creation, proceeding from the heat-oppressed brain (2.2.33-38). This apparition confuses and frightens Macbeth. He can not comprehend how he can see something and not be able to touch it. ?Thou leads me the way I was going; and such an instrument I was to use. And on thy blade and hilt, drops of blood which was not so before. There's no such thing. It is bloody business which takes shape.? (2.2.43-49) Here, Macbeth begins to question whether his mind is playing tricks on him. The situation seems quite coincidental considering he is minutes from murdering a man with a similar weapon. He states the apparition is due to the bloody business about to occur. The dagger symbolizes the point of no return for Macbeth. If he chooses the path in which the dagger leads, there will be no turning back. Macbeth fears Banquo for his prophecy is to father kings, so Macbeth proceeds to plot the murder of his once friend, which spurs yet another brush with the supernatural. Macbeth attends a banquet at which he witnesses the ghost of his dead friend. (3.4.37-145) The fortunes of the three witches sparked Macbeth' s desire to murder Banquo and caused him to dig himself into a deeper hole. Macbeth's guilt and fear combined drive him to darker and more evil actions in an attempt to cover his past misdeeds. ?What man dare, I dare. Approach though like the rugged Russian bear, the armed rhinoceros, or th' Hyrcan tiger; Take any shape but that (Banquo) and my firm nerves shall never tremble.? (3.4.100-104) Macbeth is terribly frightened by the bloody ghost haunting him and is angered that the ghost revealed it self to him. His guilt causes him to proclaim he could take on a rhino, tiger or any other wild animal, but not Banquo's ghost. After his encounter with the ghost, Macbeth proceeds to visit the witches one last time to insure his security. After this last visit, Macbeth becomes overconfident and a tyrant, which cause his downfall. The use of supernatural in Macbeth, is a major factor in the suspenseful nature of his work. Without the witches, apparitions and the ghost, Macbeth could not have reached his downfall. The use of supernatural in Macbeth caused Macbeth to become a darker and more evil person with each Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-48521092088712477972020-03-13T02:52:00.001-07:002020-03-13T02:52:01.881-07:00Times Have Changed Essays - Educational Psychology, AdolescenceTimes Have Changed Essays - Educational Psychology, Adolescence Times Have Changed Times have changed dramatically in the past thirty years. The style of living, the sizes of families, and education have all changed dramatically. During the fifties, sixties, and most of the early seventies teenagers were thinking about going off to war or starting a family. Very few teenagers coming out of high school were thinking about college. Slowly as times started to change, more and more people were going off to college. Today at the end of the nineties, very few people do not go off to college. Instead of high school students thinking about starting families or going off to war, they have a bigger decision to make. What college to attend. This decision will affect one's entire life; how they live, where they work, what size family they are going to have, and sometimes whom they will marry. Today, choosing a college is almost one of the biggest decisions one would have to make. The answer to this question will affect them for life. Finding a good job in the workforce is getting more difficult as time goes on. Employers are looking for individuals who are smart and can add something to the company; the competition is fierce. They are no longer accepting teenagers right out of High School. They are looking for people in their mid- twenties with a four-year degree, sometimes even a graduate level degree. Many hypothesize that this is because companies are paying their employees more. Another hypothesis is that they are trying to move forward. These companies are trying to expand on what they already have. There is a race to become the biggest and the best. Therefore, they are looking to college students who are specialized and know about the field. They are willing to pay college graduates a lot of money because they have faith that they will earn it back. During the fifties, sixties, and early seventies companies were happy to be getting anyone. With the wars going on and the protests for peace, most fresh workers were occupied. These companies were willing to pay and train anyone that might have been interested. Their selection was not as great as it is now. The selection of workers today is enormous. Therefore, college students today have to work harder to appear better than the next person. They need to sell themselves on paper. It is hard to do this without a good college name on one's resume. One should keep in mind all that has changed in thirty years. Imagine what can change in four years. The difficulty of getting a job could increase. With that, the amount of people applying for the same job, with the same qualifications can also increase in difficulty. The power of a good education should not be underestimated; in many cases, it means a good future. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-13508791335114437342020-02-25T17:16:00.001-08:002020-02-25T17:16:02.528-08:00Can The Mediterranean Diet Reduce Heart Disease Research PaperCan The Mediterranean Diet Reduce Heart Disease - Research Paper Example This research will begin with the statement that among the different types of diets that have become popular to help people lose weight, the Mediterranean diet is one that has been able to maintain its fame when it was first introduced until at present. Nonetheless, this type of diet has been studied by medical researchers and its association with some very common diseases in the society. Consisting of highly available products in the market, the Mediterranean diet is one that is rich in fish, nuts, vegetables, and fruits. Additionally, the consumption of olive oil, non-refined bread, and cereals, as well as a low intake of dairy products, fresh and processed meats, sweets, and wine are included. Although it may seem just as any food being consumed by everyone, the key components of Mediterranean diets is basically a healthy eating habit consisting at least two of these attributes inconsistency ââ¬â a high ratio of monounsaturated to saturated fat, low to moderate red wine consum ption, high legume consumption, significant grain and cereal consumption, significant consumption of fruits and vegetables, high fish consumption along with low consumption of meats and meat products, and moderate consumption of milk and dairy products. The most recent study conducted regarding this diet was its role in reducing the risk of obtaining heart disease. In 2003, the PREDIMED or Prevencià ³n Con Dieta Mediterrà ¡nea study was first conducted in Spain over a seven-year period, which aims to prevent cases of cardiovascular diseases. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-67061828562038602482020-02-09T10:04:00.001-08:002020-02-09T10:04:02.390-08:00Analysis of breastfeeding ad Essay Example | Topics and Well Written Essays - 500 wordsAnalysis of breastfeeding ad - Essay Example People may find the image controversial, thrilling or some may even judge it as obscene because of the showing of the nipples but it cannot be denied that it only reflects the reality that babies really suck nipples to be fed. If this image will be judged as obscene, its creator can readily defend themselves that they are only portraying a reality. The ad may be controversial but it cannot be readily dismissed as garbage because it was created by a reputable ad agency. It meant that the people who created the ad were professionals and knows what they are doing. The reputation of the advertising agency who created it made the ad credible and served as the ethos. Initially, people may want to dismiss the ad as something obscene or improper but when they realize that it was actually created by a professional and global advertising agency, they would tend to analyze and reconsider their opinion and look the ad closely. Had this image been created by a nobody, it would have dismissed as d isrespectful and obscene. But it received a different treatment when it was made by an advertising agency that breastfed advocated even lauded the ad. The advertisement becomes very powerful because the image used the rhetorical tools of pathos, ethos, and logos effectively. The image of the baby sucking his or her motherââ¬â¢s nipple is very emotional. It is also logical because that is how really babies are fed. It is also credible because it is made by a reputable advertising agency. The ad is so powerful that it stirred controversy. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-70262459093118291812020-01-30T07:22:00.001-08:002020-01-30T07:22:05.781-08:00Acquisition in Multinational Coperation Essay Example for Free Acquisition in Multinational Coperation Essay Purpose ââ¬â This conceptual paper aims to draw upon recent complexity and organizational psychology literature to examine conï ¬âict episodes, exploring the limitations of the predominant research paradigm that treats conï ¬âict episodes as occurring in sequence, as discrete isolated incidents. Design/methodology/approach ââ¬â The paper addresses a long-standing issue in conï ¬âict management research, which is that the predominant typology of conï ¬âict is confusing. The complexity perspective challenges the fundamental paradigm, which has dominated research in the conï ¬âict ï ¬ eld, in which conï ¬âict episodes occur in sequence and in isolation, with managers using one predominant form of conï ¬âict resolution behavior. Findings ââ¬â The ï ¬ ndings are two-fold: ï ¬ rst, the behavioral strategies adopted in the management of these conï ¬âicts will be highly complex and will be determined by a number of inï ¬âuencing factors; and second, this moves theory beyond the two dimensional duel concern perspective, in that the adaptable manager dealing with these multiple, simultaneous conï ¬âicts will also need to consider the possible implications of their chosen strategy along with the changing micro environment in which they operate. Originality/value ââ¬â This paper adds value to the ï ¬ eld of conï ¬âict theory by moving beyond two dimensions and exploring a sequential contingency perspective for conï ¬âict management within the organization. It argues that multiple conï ¬âict episodes can occur simultaneously, requiring managers to use differing behaviors for successful conï ¬âict management. Keywords Conï ¬âict management, Conï ¬âict resolution, Organizational conï ¬âict, Individual behaviour, Interpersonal relations Paper type Conceptual paper International Journal of Conï ¬âict Management Vol. 21 No. 2, 2010 pp. 186-201 q Emerald Group Publishing Limited 1044-4068 DOI 10.1108/10444061011037404 Introduction It is now over 40 years since Louis Pondy (1967) wrote his seminal article on conï ¬âict within the organization and its management and almost 20 years since his reï ¬âections on his earlier work were published (Pondy, 1989)[1]. In 1967 Pondy established what was for two decades the generally accepted paradigm of conï ¬âict: that conï ¬âict episodes occur as temporary disruptions to the otherwise cooperative relationships which make up the organization (Pondy, 1967). In his subsequent reï ¬âections on his earlier work and that of others, Pondy proposed that conï ¬âict is an inherent feature of organizational life, rather than an occasional breakdown of cooperation (Pondy, 1989). This radically challenged the previous paradigm. Indeed, Pondy (1989) even suggested that research into the phenomenon of cooperation within the organization could be beneï ¬ cial in providing further insight into conï ¬âict within the organization, implying that it was cooperation, not conï ¬âict, which was the anomalous state requiring investigation. Yet, for almost two decades, Pondyââ¬â¢s conceptualization of conï ¬âict as a natural state for the organization has remained largely unexplored despite the emergence of a complexity perspective which explores multiple elements of the conï ¬âict situation or cooperative state. One possible reason why Pondyââ¬â¢s challenge has not been answered is that some confusion has arisen over the terms and typologies used for the classiï ¬ cation of conï ¬âict episodes. Consequently, debates about conï ¬âict structure or composition have tended to dominate the research agenda. The potential for confusion arising from these various conï ¬âict classiï ¬ cations will be discussed in this paper. Where conï ¬âict management behaviors have been studied, researchers have tended to focus on a two-dimensional approach or ââ¬Å"dual concern theoryâ⬠model (Thomas, 1976) which suggests that individuals adopt conï ¬âict management behaviors based on their perceived self interests and those of others; i.e. concern for self (competitive behaviors) versus concern for other (accommodating behaviors). Although this approach to the research of conï ¬âict and its management ï ¬ ts well with Pondyââ¬â¢s (1967) original paradigm, it is challenged by the complexity perspective that has emerged in psychology research. The complexity perspective of intraorganizational conï ¬âict maintains that interpersonal relationships are more complex than hitherto thought, and that the unfolding conï ¬âict is inï ¬âuenced by a wide variety of conditions. Moreover the complexity perspective encourages the consideration of simultaneous complexity (more than one event occurring simultaneously) and of how the mode of conï ¬âict management affects the outcomes (Munduate et al., 1999). This fresh perspective has enabled researchers to examine the point at which behavioral style is changed and the effect on the conï ¬âict episode (Olekalns et al., 1996) and to look at how different behaviors are combined (Janssen et al., 1999). With the recent developments in the complexity perspective of conï ¬âict management research (Van de Vliert et al., 1997; Munduate et al., 1999), the time has come to further explore the possible consequences of the complexity perspective: whether it is in fact the case that conï ¬âict is an inherent condition within the organization (Pondy, 1989); whether conï ¬âict episodes do not occur in isolation but occur frequently and simultaneously (Euwema et al., 2003); and whether complex sequences of adaptive behaviors are required to continually manage the constantly changing intraorganizational, conï ¬âict environment. Before we can do this, and to provide a common ground for discourse, we ï ¬ rst need to examine some of the theories around conï ¬âict typology that have arisen in the psychology and management literature and which may be the cause of some confusion. Conï ¬âict terms and typologies ââ¬Å"Conï ¬âictâ⬠is a broad construct that has been studied extensively across several disciplines covering a wide range of social interactions. Previous conï ¬âict research has identiï ¬ ed four main levels of conï ¬âict in the context of human behavior and relationships as summarized by Lewecki et al. (2003): (1) Intergroup conï ¬âicts between groups of individuals which can range in size and complexity due to the many relationships involved, including international conï ¬âict between nations. (2) Intragroup or intraorganizational conï ¬âicts arising within smaller groups which comprise the organization. A re-evaluation of conï ¬âict theory 187 IJCMA 21,2 188 (3) Interpersonal conï ¬âict; that is, conï ¬âict at an individual level, conï ¬âict between individuals, or conï ¬âict between an individual and a group. (4) Intrapersonal conï ¬âict on a personal level, where the conï ¬âict occurs in oneââ¬â¢s own mind. Although these four levels of conï ¬âict all appear across both the psychology and management literature, it is the third level (interpersonal conï ¬âicts within the organization or the reactions an individual or group has to the perception that two parties have aspirations that cannot be achieved simultaneously) that has become the central ï ¬ eld of research within the organization (Putnem and Poole, 1987). In 1992, Thomas proposed a simpliï ¬ ed deï ¬ nition of interpersonal conï ¬âict as the process which begins when an individual or group feels negatively affected by another individual or group. The conï ¬âict consists of a perception of barriers to achieving oneââ¬â¢s goals (Thomas, 1992). More recently, interpersonal conï ¬âict has been deï ¬ ned as an individualââ¬â¢s perceptions of incompatibilities, differences in views or interpersonal incompatibility (Jehn, 1997). Conï ¬âict at this level has mostly been seen as adversarial and as having a negative effect upon relationships (Ford et al., 1975). These deï ¬ nitions presuppose that an opposition or incompatibility is perceived by both parties, that some interaction is taking place, and that both parties are able to inï ¬âuence or get involved ââ¬â that is. that there is some degree of interdependence (Medina et al., 2004). Interpersonal conï ¬âict could arise within organizations where, for example, customer-facing departments such as Sales make promises to customers that other departments then have to deliver. In this domain of intraorganizational, interpersonal conï ¬âict, both Pondyââ¬â¢s (1966, 1967) work and recent developments adopting the complexity perspective are of particular interest This broad area of intraorganizational, interpersonal conï ¬âict has been further subdivided into two types: relationship conï ¬âict and task conï ¬âict. Relationship conï ¬âict arises between the actors through their subjective emotional positions, whereas task conï ¬âict relates primarily to the more objective tasks or issues involved (Reid et al., 2004). A series of studies conï ¬ rmed this duality between relationship and task. Wall and Nolan (1986) identiï ¬ ed ââ¬Å"people orientedâ⬠versus ââ¬Å"task orientedâ⬠conï ¬âict. In the early to mid-1990s Priem and Price (1991), Pinkley and Northcraft (1994), Jehn (1995) and Sessa (1996) all identiï ¬ ed ââ¬Å"relationshipâ⬠and ââ¬Å"taskâ⬠as discrete aspects of conï ¬âict. The picture became rather more complicated in the late 1990s. In 1995 Amason et al. redeï ¬ ned conï ¬âict types as ââ¬Å"affectiveâ⬠and ââ¬Å"cognitiveâ⬠and in 1999 Van de Vliert further redeï ¬ ned these types as ââ¬Å"taskâ⬠and ââ¬Å"personâ⬠conï ¬âict. In working toward a more comprehensive model of intraorganizational, interpersonal conï ¬âict, Jameson (1999) suggested three dimensions for conï ¬âict: (1) content; (2) relational; and (3) situational. The content dimension encompasses the previously discussed conï ¬âict types (affective, cognitive, relationship etc) while the relational dimension considers the subjective, perceived variables within the relationships of the actors involved: . trust; . status; . . . . A re-evaluation of conï ¬âict theory seriousness; degree of interdependence; record of success; and the number of actors involved. The situational dimension examines the variables which may be most relevant in selecting an appropriate conï ¬âict management strategy. These include time pressure, the potential impact of the conï ¬âict episode, the degree of escalation and the range of options available in the management of the conï ¬âict episode (Jameson, 1999). Meanwhile, Sheppard (1992) criticized the multiplicity of terms that were being used to describe types of interpersonal conï ¬âict, and the needless confusion that this caused. The result of the many approaches described above is that there is no general model for the typology of interpersonal conï ¬âict within the organization. In the absence of such a model, other researchers have taken different approaches, using the antecedents of the conï ¬âict episode to describe conï ¬âict types. Examples of this proliferation include role conï ¬âict (Walker et al., 1975), gender conï ¬âict (Cheng, 1995) and goal conï ¬âict (Tellefsen and Eyuboglu, 2002). This proliferation of terms or typologies has unsurprisingly led to confusion, most noticeably with the term ââ¬Å"interpersonal conï ¬âictâ⬠being used to describe purely relationship or emotional conï ¬âict (Bradford et al., 2004) or conï ¬âict being deï ¬ ned in terms of emotion only, adding to the wide range of terms already used (Bodtker and Jameson, 2001). Thus, at a time when international, interorganizational, intraorganizational, interpersonal and intrapersonal conï ¬âicts are being extensively studied with conï ¬âict deï ¬ ned and operationalized in a variety of ways, no widely accepted and consistent model has emerged to shape conï ¬âict research (Reid et al., 2004). Table I summarizes the many different conï ¬âict typologies that have been proposed. Table I illustrates that relationship and task conï ¬âict are almost universally accepted as distinct types of interpersonal conï ¬âict by psychology and management researchers. Date Author(s) Conï ¬âict typology 1986 1991 1994 1995 1995 1996 1996 1997 1999 1999 2000 2000 2002 2003 2003 2004 2004 2005 Wall and Nolan Priem and Price Pinkley and Northcraft Jehn Amason et al. Sessa Amason Amason and Sapienza Jameson Janssen et al. Friedman et al. Jehn and Chatman Tellefsen and Eyuboglu Bradford et al. De Dreu and Weingart Reid et al. Tidd et al. Guerra et al. People oriented, task oriented Relationship, task Relationship, task Relationship, task Cognitive, affective Task, person oriented Affective, cognitive Affective, cognitive Content, relational, situational Task, person oriented Relationship, task Task, relationship, process Goal conï ¬âicts Interpersonal, task Relationship, task Relationship, task Relationship, task Relationship, task 189 Table I. A summary of the typologies of conï ¬âict IJCMA 21,2 190 In addition, many researchers have identiï ¬ ed a third type of conï ¬âict which relates to the environment in which managers operate, described as situational conï ¬âict ( Jameson, 1999) or process conï ¬âict ( Jehn and Chatman, 2000). We believe that a consistent conï ¬âict typology is called for, to aid future research into the complex nature of intraorganizational conï ¬âict. In this paper, we propose that future researchers should recognize three types of interpersonal conï ¬âict. However, since the terms ââ¬Å"relationshipâ⬠and ââ¬Å"taskâ⬠are vulnerable to misinterpretation we advocate using the terms affective and cognitive (following Amason, 1996 and Amason and Sapienza, 1997), in conjunction with process (Jehn and Chatman, 2000), to describe the three types of interpersonal conï ¬âict. These terms, which reï ¬âect the more speciï ¬ c terminology used in the psychology literature, are deï ¬ ned in Table II. As Table II shows, the t ypology we propose is as follows. Affective Conï ¬âict is a term describing conï ¬âicts concerned with what people think and feel about their relationships including such dimensions as trust, status and degree of interdependence (Amason and Sapienza, 1997). Cognitive Conï ¬âict describes conï ¬âicts concerned with what people know and understand about their task, roles and functions. Process Conï ¬âict relates to conï ¬âicts arising from the situational context, the organization structure, strategy or culture (Amason and Sapienza, 1997; Jehn and Chatman, 2000). Using this typology for conï ¬âict between individuals or groups of individuals within the organization avoids confusion over the use of the terms ââ¬Å"interpersonalâ⬠, ââ¬Å"personâ⬠or ââ¬Å"relationshipâ⬠often used when referring to affective conï ¬âict, while task conï ¬âict is clearly distinguished from process conï ¬âict, addressing all the issues previously outlined. These terms will therefore be used throughout the remainder of t his paper. Having argued that taxonomic confusion has hindered conï ¬âict research through the misuse of existing taxonomies (Bradford et al., 2004) or where language has resulted in the use of different terms to describe the same conï ¬âict type (see Table I), we now move on to consider the implications or consequences of intraorganizational conï ¬âict and whether it is always negative or can have positive consequences (De Dreu, 1997). Consequences of conï ¬âict: functional or dysfunctional? Some researchers exploring attitudes towards conï ¬âict have considered the consequences of conï ¬âict for individual and team performance (Jehn, 1995) and have found that interpersonal conï ¬âict can have either functional (positive) or dysfunctional (negative) outcomes for team and individual performance (e.g. Amason, 1996). Moreover, the consequences of conï ¬âict can be perceived and felt in different ways by different actors experiencing the conï ¬âict episode (Jehn and Chatman, 2000). Thus, conï ¬âict is situationally and perceptually relative. Conï ¬âict type Affective Table II. A proposed taxonomy of conï ¬âict Deï ¬ nition Conï ¬âicts concerned with what people think and feel about their relationships with other individuals or groups Cognitive Conï ¬âicts concerned with what people know and understand about their task Process Conï ¬âicts arising from the situational context, the organization structure, strategy or culture The traditional view of conï ¬âict takes the view that conï ¬âict exists in opposition to co-operation and that conï ¬âict is wholly dysfunctional, putting the focus on resolution rather than management (e.g. Pondy, 1966). This perspective can be traced forward to more recent work. Where conï ¬âict is deï ¬ ned as the process which begins when one person or group feels negatively affected by another (Thomas, 1992), there is an implication of obstruction to either party achieving their goals, which is readily interpreted negatively. This can result in conï ¬âict avoidance or suppression of conï ¬âict management behavior, leading to perceived negative consequences on team or individual performance (De Dreu, 1997). Negatively-perceived conï ¬âict episodes can increase tension and antagonism between individuals and lead to a lack of focus on the required task (Saavedra et al., 1993; Wall and Nolan, 1986) while avoidance and suppression can also have long term nega tive consequences such as stiï ¬âing creativity, promoting groupthink and causing an escalation in any existing conï ¬âict (De Dreu, 1997). Not surprisingly, where interdependence is negative (where one party wins at the expense of the other although they have some dependency in their relationship) any conï ¬âict will be viewed negatively (Janssen et al., 1999). The perception of conï ¬âict will also be negative where the conï ¬âict is personal, resulting in personality clashes, increased stress and frustration. This type of relationship conï ¬âict can impede the decision-making process as individuals focus on the personal aspects rather than the task related issues (Jehn, 1995). In contrast to the somewhat negative perception of intraorganizational conï ¬âict outlined above, more recent conï ¬âict management theory has begun to suggest that certain types of conï ¬âict can have a positive effect upon relationships and that the best route to this outcome is through acceptance of, and effective management of, inevitable conï ¬âict, rather than through conï ¬âict avoidance or suppression (De Dreu, 1997). When individuals are in conï ¬âict they have to address major issues, be more creative, and see different aspects of a problem. These challenges can mitigate groupthink and stimulate creativity (De Dreu, 1997). Naturally, where there is high positive interdependence (an agreeable outcome for both parties), the conï ¬âict episode will be viewed much more positively (Janssen et al., 1999). Moreover, Jehn (1995) has suggested that task- and issue-based cognitive con ï ¬âict can have a positive effect on team performance. Groups who experience cognitive conï ¬âict have a greater understanding of the assignments at hand and are able to make better decisions in dealing with issues as they arise (Simons and Peterson, 2000). For example, research has shown that, when individuals are exposed to a ââ¬Å"devilââ¬â¢s advocateâ⬠, they are able to make better judgments than those not so exposed (Schwenk, 1990). Schulz-Hardt et al. (2002) suggested that groups make better decisions where they started in disagreement rather than agreement. In these examples, conï ¬âict has a functional (useful and positive) outcome. We have argued that the notion of functional conï ¬âict has shifted the ï ¬ eld of conï ¬âict research away from conï ¬âict resolution and towards consideration of the management behaviors which can be adopted in dealing with conï ¬âict in order to gain the best possible outcome (De Dreu, 1997; Euwema et al., 2003 ). Next, we examine research into conï ¬âict management behaviors and explore some of the managerial tools that have been developed to help managers to deal with intraorganizational, interpersonal conï ¬âict. Conï ¬âict management behaviors Conï ¬âict management can be deï ¬ ned as the actions in which a person typically engages, in response to perceived interpersonal conï ¬âict, in order to achieve a desired goal A re-evaluation of conï ¬âict theory 191 IJCMA 21,2 192 (Thomas, 1976). Demonstrably, conï ¬âict management pays off: previous research has indicated that it is the way in which conï ¬âict episodes are addressed which determines the outcome (Amason, 1996). However, there is disagreement between researchers as to the degree to which managers can and do adopt different conï ¬âict management behaviors. Previous research has considered three different approaches: the ââ¬Å"one best wayâ⬠perspective (Sternberg and Soriano, 1984); the contingency or situational perspective (Thomas, 1992; Munduate et al., 1999; Nicotera, 1993); and the complexity or conglomerated perspective (Van de Vliert et al., 1999; Euwema et al., 2003). Arguably the simplest perspective on conï ¬âict management behavior is the ââ¬Å"one best wayâ⬠perspective (Sternberg and Soriano, 1984), which agues that one conï ¬âict management style or behavior (collaboration) is more effective than any other. However, it argues that individuals have a parti cular preferred behavioral predisposition to the way in which they handle conï ¬âict. Thus, from the ââ¬Å"one best wayâ⬠perspective, the conï ¬âict-avoiding manager may have a behavioral predisposition to avoidance strategies, whereas the accommodating manager may prefer accommodating solutions. In this paradigm, the most constructive solution is considered to be collaboration, since collaboration is always positively interdependent ââ¬â it has a joint best outcome, generally described as ââ¬Å"win/winâ⬠(Van de Vliert et al., 1997). The ââ¬Å"one best wayâ⬠approach suggests that a more aggressive, competitive, negatively interdependent approach (in fact, any conï ¬âict management approach other than collaborative) can result in suboptimal outcomes (Janssen et al., 1999). However, the ââ¬Å"one best wayâ⬠perspective raises more questions than it answers. It does not explain how managers are able to collaborate if they have a different behavioral predisposition, nor does it provide evidence that collaboration always produces the best outcome (Thomas, 1992). A more general problem with the ââ¬Å"one best wayâ⬠approach is that it may not be very useful: if managers truly have little or no control over their approach to conï ¬âict management, the practical applications are limited. The ââ¬Å"one best wayâ⬠perspective does not consider the passage of time, that behaviors could be changed or modiï ¬ ed during any interaction, nor the effect any previous encounters may have on the current experience (Van de Vliert et al., 1997). Moving beyond the ââ¬Å"one best wayâ⬠perspective, in which only collaborative behaviors are considered to provide the most desirable outcome, the contingency perspective maintains that the optimal conï ¬âict management behavior depends on the speciï ¬ c conï ¬âict situation, and that what is appropriate in one situation may not be appropriate in another (Thomas, 1992). In this paradigm, the best approach is dependent upon the particular set of circumstances. The implications, which are very different to the ââ¬Å"one best wayâ⬠perspective, are that individuals can and should select the conï ¬âict management behavior that is most likely to produce the desired outcome. Thus, conï ¬âict management behaviors are regarded as a matter of preference (rather than innate, as in the ââ¬Å"one best wayâ⬠view), and the outcome is dependent on the selection of the most appropriate mode of conï ¬âict management behavior. Until recently, conï ¬âict research has been heavily inï ¬âuenced by the ââ¬Å"one best wayâ⬠and contingency perspectives, focusing on the effectiveness of a single mode of conï ¬âict management behavior (primarily collaboration) during a single conï ¬âict episode (Sternberg and Soriano, 1984). Thus the ââ¬Å"one best wayâ⬠and contingency perspectives do not necessarily o ffer a real-world view in which managers both can and do change their behaviors: adapting to the situation; perhaps trying different approaches to break a deadlock or to improve their bargaining position; taking into account changing circumstances in the microenvironment; and the subsequent inï ¬âuence upon the actions of individuals involved in any conï ¬âict episode (Olekalns et al., 1996). A fresh approach is provided by the complexity perspective, which characterizes conï ¬âicts as being dynamic and multi-dimensional. In such circumstances, the best behavioral style in dealing with any one conï ¬âict episode may vary during, or between, conï ¬âict episodes (Medina et al., 2004; Nicotera, 1993). For conï ¬âict in a complex world, neither the ââ¬Å"one best wayâ⬠nor the contingency perspective would necessarily produce optimal results. If conï ¬âict does not occur discretely and individually (Pondy, 1992a), existing approaches may not describe the world as managers actually experience it. Arguably, these approaches have artiï ¬ cially limited conï ¬âict research to a ï ¬âat, two-dimensional model. To address the shortcomings of traditional research and to incorporate the complexity perspective into conï ¬âict management theory, we need to move beyond two dimensions (Van de Vliert et al., 1997). Beyond two dimensions of conï ¬âict management theory Recent work by Van de Vliert et al. (1997) and Medina et al. (2004) has expanded current theory through consideration of the complexity perspective. The complexity perspective argues that any reaction to a conï ¬âict episode consists of multiple behavioral components rather than one single conï ¬âict management behavior. In the complexity perspective, using a mixture of accommodating, avoiding, competing, compromising and collaborating behaviors throughout the conï ¬âict episode is considered to be the rule rather than the exception (Van de Vliert et al., 1997). To date, studies taking a complexity approach to conï ¬âict management have adopted one of three different complexity perspectives. The ï ¬ rst examines simultaneous complexity and how different combinations of behaviors affect the outcome of the conï ¬âict (Munduate et al., 1999). The second complexity approach focuses on the point of behavioral change and the outcome, examining either the behavioral phases through which the participants of a conï ¬âict episode pass, or apply temporal complexity to look at the point at which behavioral style changes and the effect on the conï ¬âict episode (Olekalns et al., 1996). The third approach is the sequential complexity or conglomerated perspective, which is concerned with the different modes of conï ¬âict management behavior, how they are combined, and at what point they change during the interaction. The application of the complexity perspective to conï ¬âict management research has revealed that managers use more than the ï ¬ ve behaviors suggested by the ââ¬Å"one best wayâ⬠perspective to manage conï ¬âict. In their study of conglomerated conï ¬âict management behavior, Euwema et al. (2003) argued that the traditional approach under-represents the individualââ¬â¢s assertive modes of behavior and have as a result added ââ¬Å"confrontingâ⬠and ââ¬Å"process controllingâ⬠, making seven possible behaviors: (1) competing; (2) collaborating; (3) avoiding; (4) compromising; (5) accommodating; A re-evaluation of conï ¬âict theory 193 IJCMA 21,2 194 (6) confronting; and (7) process controlling. Weingart et al. (1990) identiï ¬ ed two types of sequential pattern: Reciprocity, responding to the other party with the same behavior; and Complementarity, responding with an opposing behavior. Applying a complexity perspective, the effectiveness of complementarity or reciprocity behaviors will be contingent upon the situation, the micro-environment, the number of conï ¬âict episodes, and the types of conï ¬âict present. The sequential pattern may in itself be complex, being dependent both upon the current situation and on varying behaviors throughout the interaction. A further, often unrecognized implication of complexity in conï ¬âict is that each conï ¬âict episode could be unique, being composed of different proportions of each of the affective, cognitive and process conï ¬âict types (Jehn and Chatman, 2000). The implication for conï ¬âict management strategy and the choice of the most appropriate behavior is immense. Therefore, a new perspective is needed, in which conï ¬âict and the response to conï ¬âict is viewed as dynamic and changing over time, with each conï ¬âict episode having a unique composition requiring a speciï ¬ c but ï ¬âexible approach in order to obtain the best possible outcome. We propose that this might result in a manager changing behavior during a conï ¬âict episode, or indeed a manager adopting different behaviors for a number of conï ¬âict episodes occurring simultaneously. In the next section, we take all these complex factors into account and propose a single, dynamic and comprehensive model of conï ¬âict management behavior. Multiple, simultaneous conï ¬âict episodes We have shown that the ï ¬ eld of conï ¬âict has become entangled in multiple terms and that research into conï ¬âict management is struggling to reconcile two-dimensional models with the more complex situation encountered in the real world. A model is needed which considers the complexity of conï ¬âict episodes and separates conï ¬âict antecedents from conï ¬âict types, recognizing that conï ¬âict can relate to emotions and situations which have common antecedents. We propose that the way forward is to expand the conglomerated perspective into a sequential contingency perspective, in which the sequence of conï ¬âict management behaviors adopted is dependent upon a number of inï ¬âuencing factors in the micro-environment, the number of conï ¬âict episodes being dealt with, their composition, and changes in the behaviors of the actors involved. A sequential contingency perspective The sequential contingency perspective for intraorganizational, interpersonal conï ¬âict proposes the adoption of an alternative paradigm which is that conï ¬âict is ever-present and ever-changing in terms of its nature or composition; and that it is the way in which these continuous conï ¬âicts is managed which determines the outcome of any conï ¬âict episode and the nature of any subsequent conï ¬âicts. Figure 1 provides a visualization of Pondyââ¬â¢s (1992b) postmodern paradigm of conï ¬âict and provides a foundation for the investigation of complex, multiple, simultaneous, intraorganizational conï ¬âicts. This conceptual visualization of conï ¬âict within the organization provides a three-dimensional representation of conï ¬âict from the paradigm that conï ¬âict is an inherent feature of organizational life. It shows how, at any one given point in time, A re-evaluation of conï ¬âict theory 195 Figure 1. A conceptual visualization of multiple, simultaneous conï ¬âict there can be a number of conï ¬âict episodes experienced (y axis), each with different intensities (z axis) and duration (x axis). In addition, we have argued that each conï ¬âict episode will have a unique composition, being made up of different proportions of cognitive, affective and process elements. The implications for conï ¬âict management theory are twofold: ï ¬ rst, the behavioral strategies adopted in the management of these conï ¬âicts will be highly complex and will be determined by a number of inï ¬âuencing factors; and second, this moves theory beyond the two dimensional duel concern perspective, in that the adaptable manager dealing with these multiple, simultaneous conï ¬âicts will also need to consider the possible implications of their chosen strategy along with the changing micro environment in which they operate. Using this three-dimensional conceptual visualization of conï ¬âict within the organization we propose a sequential contingency model for managing interpersonal conï ¬âict within the organization (Figure 2). The basic elements of the framework in Figure 2 consider all the dimensions of conï ¬âict and its management as previously discussed: . the conï ¬âict episode characteristics, the type and composition of any conï ¬âict episode encountered (Amason, 1996; Jehn, 1995; Jehn, 1997; Pinkley and Northcraft, 1994); . the characteristics of the relationship(s) (Jehn, 1995); . the characteristics of the individuals involved; . the conï ¬âict management behaviors; and . the outcome of previous conï ¬âict episodes (Van de Vliert et al., 1997). IJCMA 21,2 196 Figure 2. A sequential contingency model for managing intra-organizational, interpersonal conï ¬âict The basic postulate of the model is that conï ¬âict is a constant and inherent condition of the organization (that is, that conï ¬âict episodes do not occur as isolated, anomalous incidents). Additionally, the effectiveness of the conï ¬âict management behaviors in terms of its functionality or dysfunctionality is contingent upon, and moderated by, the nature of the conï ¬âict, the characteristics of the individuals and relationships involved, and experience of previous conï ¬âict. Thus, this model provides a framework for dealing with multiple, simultaneous conï ¬âict episodes moving beyond the tradition two-dimensional approach. Future research To date there has been little empirical research into the degree to which individuals are able to adapt their behavior during an interaction, or on the value of the complexity perspective in dealing with complex intraorganizational conï ¬âict. The future research agenda needs to explore conï ¬âict through Pondyââ¬â¢s (1992b) alternative paradigm and expand on these theoretical ï ¬ ndings by investigating intraorganizational, interpersonal conï ¬âict in a number of ways. We therefore set out a research agenda framed in terms of four research propositions. First, taking the sequential contingency perspective and adopting Pondyââ¬â¢s (1989) alternative paradigm for conï ¬âict within the organization, research is needed to establish the occurrence of conï ¬âict. Pondy (1992b) argues that, rather than a sequence of discrete isolated incidents, conï ¬âict is an inherent condition of social interaction within the organization and that conï ¬âict episodes occur simultaneously not sequentially. This would imply that: P1a. Conï ¬âict is a constant condition of interorganizational, interpersonal relationships. A re-evaluation of conï ¬âict theory P1b. Multiple conï ¬âict episodes occur simultaneously. P1c. Conï ¬âict episodes are complex, having differing compositions of affective, cognitive and process elements which change over time. The complexity perspective recognizes that different conï ¬âict situations call for different management behaviors (Van de Vliert et al., 1997). This implies that managers can call upon a much wider range of approaches to conï ¬âict management than previously thought. Moreover there is a further implication, which is that managers are able to adapt their behavior during conï ¬âict episodes. Thus: P2a. Managers use different behaviors to manage multiple conï ¬âicts at any one time. P2b. Managers change their behavior over time during the same conï ¬âict episode. A substantial branch of recent conï ¬âict management research has focused on the outcomes of conï ¬âict and has suggested that not all conï ¬âict is negative (De Dreu, 1997; Simons and Peterson, 2000; Schultz-Hardt et al., 2002; Schwenk, 1990). Given this, we need a greater understanding of the effect that the behavior adopted has on the conï ¬âict experienced, whether it mitigated or agitated the situation, and the consequences for any subsequent conï ¬âict (Amason, 1996). Thus: P3a. The behaviors that managers use affect the outcome of the conï ¬âict. P3b. The behaviors that managers use affect subsequent conï ¬âicts. Finally, re-visiting Pondyââ¬â¢s (1989) alternative paradigm and incorporating the additional perspectives that come from consideration of conï ¬âict outcomes and the application of the complexity perspective, we argue that more research is needed into the relationship between the behaviors that managers adopt and whether these behaviors represent the conscious adaptation of an optimal approach to conï ¬âict management. Thus: P4. Conï ¬âict management involves adapting a set of behaviors through which a degree of co-operation is maintained, as opposed to the use of behavior(s) which resolve(s) discrete isolated incidents of conï ¬âict. Our purpose in setting out a new model and research agenda for conï ¬âict management research, together with a set of detailed research propositions, is to move the ï ¬ eld beyond the consideration of conï ¬âict episodes as discrete, isolated incidents and to encourage the investigation of different behaviors in different circumstances and their effectiveness. Future research needs to consider the complexity of conï ¬âict and adopt a research paradigm which considers the behavioral strategies within long term complex interpersonal relationships. Conclusion This paper has offered four contributions to the ï ¬ eld of conï ¬âict and conï ¬âict management. The ï ¬ rst is the clariï ¬ cation of conï ¬âict typologies set out in Table II. The 197 IJCMA 21,2 198 second contribution is the notion that business managers handle multiple and simultaneous conï ¬âict episodes that require different approaches to resolving them, so that the existing models proposed for conï ¬âict management are unlikely to chime with their actual experience. The third contribution is to map this in the form of a new theoretical model for conï ¬âict management (Figure 2). The fourth contribution is to use this theoretical model to set out a set of research propositions to shape research that will shed light on the real conï ¬âicts that managers have to face. Just 40 years on, and intraorganizational conï ¬âict theory itself appears to be in conï ¬âict. In order to resolve the apparent differences in research approach and perspective researchers need to establish some common ground upon which new theory can be empirically tested, allowing conï ¬âict management theory to move beyond two dimensions and to explore complexity whilst adding clarity. N ote 1. First presented at the Academy of Management Meeting, August 14, 1986. References Amason, A. and Sapienza, H. (1997), ââ¬Å"The effects of top management team size and interaction norms on cognitive and affective conï ¬âictâ⬠, Journal of Management, Vol. 23 No. 4, pp. 495-516. Amason, A.C. (1996), ââ¬Å"Distinguishing the effects of functional and dysfunctional conï ¬âict on strategic decision making: resolving a paradox for top management teamsâ⬠, Academy of Management Journal, Vol. 39 No. 1, pp. 123-48. Bodtker, A.M. and Jameson, J.K. (2001), ââ¬Å"Emotion in conï ¬âict formation and its transformation: application to organizational conï ¬âict managementâ⬠, International Journal of Conï ¬âict Management, Vol. 12 No. 3, pp. 259-75. Bradford, K.D., Stringfellow, A. and Weitz, B.A. (2004), ââ¬Å"Managing conï ¬âict to improve the effectiveness of retail networksâ⬠, Journal of Retailing, Vol. 80 No. 3, pp. 181-95. Cheng, C. (1995), ââ¬Å"Multi-level gender conï ¬âict analysis and organizational changeâ⬠, Journal of Organizational Change Management, Vol. 8 No. 6, pp. 26-39. De Dreu, C.K.W. (1997), ââ¬Å"Productive conï ¬âict: the importance of conï ¬âict management and conï ¬âict issueâ⬠, in De Dreu, C.K.M. and Van de Vliert, E. (Eds), Using Conï ¬âict in Organizations, Sage Publications, Thousand Oaks, CA, pp. 9-22. Euwema, M.C., Van de Vliert, E. and Bakker, A.B. (2003), ââ¬Å"Substantive and relational effectiveness of organizational conï ¬âict behaviorâ⬠, International Journal of Conï ¬âict Management, Vol. 14 No. 2, pp. 119-39. Ford, N.M., Walker, O.C. Jr and Churchill, G.A. (1975), ââ¬Å"Expectation speciï ¬ c measures of the intersender conï ¬âict and role ambiguity experienced by salesmenâ⬠, Journal of Business Research, Vol. 3 No. 2, pp. 95-112. Jameson, J.K. (1999), ââ¬Å"Toward a comprehensive model for the assessment and management of intraorganizational conï ¬âict: developing the frameworkâ⬠, International Journal of Conï ¬âict Management, Vol. 10 No. 3, pp. 268-94. Janssen, O., Van de Vliert, E. and Veenstra, C. (1999), ââ¬Å"How task and person conï ¬âict shape the role of positive interdependence in management teamsâ⬠, Journal of Management, Vol. 25 No. 2, pp. 117-42. Jehn, K.A. (1995), ââ¬Å"A multi-method examination of the beneï ¬ ts and detriments of intragroup conï ¬âictâ⬠, Administrative Science Quarterly, Vol. 40 No. 2, pp. 256-82. Jehn, K.A. (1997), ââ¬Å"A qualitative analysis of conï ¬âict types and dimensions in organizational groupsâ⬠, Administrative Science Quarterly, Vol. 42 No. 3, pp. 530-57. Jehn, K.A. and Chatman, J.A. (2000), ââ¬Å"The inï ¬âuence of proportional and perceptual conï ¬âict composition on team performanceâ⬠, International Journal of Conï ¬âict Management, Vol. 11 No. 1, pp. 56-73. Lewicki, R., Saunders, D., Barry, B. and Minton, J. (2003), Essentials of Negotiation, 3rd ed., McGraw Hill, Singapore. Medina, J.M., Dorado, M.A., de Cisneros, I.F.J., Arevalo, A. and Munduate, L. (2004), ââ¬Å"Behavioral sequences in the effectiveness of conï ¬âict managementâ⬠, Psychology in Spain, Vol. 8 No. 1, pp. 38-47. Munduate, L., Ganaza, J., Peiro, J.M. and Euwema, M. (1999), ââ¬Å"Patterns of styles in conï ¬âict management and effectivenessâ⬠, International Journal of Conï ¬âict Management, Vol. 10 No. 1, pp. 5-24. Nicotera, A.M. (1993), ââ¬Å"Beyond two dimensions: a grounded theory model of conï ¬âict-handling behaviorâ⬠, Management Communication Quarterly, Vol. 6 No. 3, pp. 282-306. Olekalns, M., Smith, P.L. and Walsh, T. (1996), ââ¬Å"The process of negotiating: strategy and timing as predictors of outcomesâ⬠, Organizational Behavior and Human Decision Processes, Vol. 68 No. 1, pp. 68-77. Pinkley, R.L. and Northcraft, G.B. (1994), ââ¬Å"Conï ¬âict frames of reference: implications for dispute processes and outcomesâ⬠, Academy of Management Journal, Vol. 37 No. 1, pp. 193-205. Pondy, L.R. (1966), ââ¬Å"A systems theory of organizational conï ¬âictâ⬠, Academy of Management Journal, Vol. 9 No. 3, pp. 246-56. Pondy, L.R. (1967), ââ¬Å"Organizational conï ¬âict: concepts and modelsâ⬠, Administrative Science Quarterly, Vol. 12 No. 2, pp. 296-320. Pondy, L.R. (1989), ââ¬Å"Reï ¬âections on organizational conï ¬âictâ⬠, Journal of Organizational Change Management, Vol. 2 No. 2, pp. 94-8. Pondy, L.R. (1992a), ââ¬Å"Historical perspectives and contemporary updatesâ⬠, Journal of Organizational Behavior, Vol. 13 No. 3, pp. 253-5. Pondy, L.R. (1992b), ââ¬Å"Reï ¬âections on organizational conï ¬âictâ⬠, Journal of Organizational Behavior, Vol. 13 No. 3, pp. 257-61. Priem, R.L. and Price, K.H. (1991), ââ¬Å"Process and outcome expectations for the dialectical inquiry, devilââ¬â¢s advocacy, and consensus techniques of strategic decision makingâ⬠, Group Organization Studies, Vol. 16 No. 2, pp. 206-25. Putnem, L. and Poole, M.S. (1987), ââ¬Å"Conï ¬âict and negotiationâ⬠, in Jablin, F.M., Putnam, L.L., Roberts, K.H. and Porter, L.W. (Eds), Handbook of Organizational Communication, Sage, Newbury Park, CA, pp. 549-99. Reid, D.A., Pullins, E.B., Plank, R.E. and Buehrer, R.E. (2004), ââ¬Å"Measuring buyersââ¬â¢ perceptions of conï ¬âict in business-to-business sales interactionsâ⬠, The Journal of Business Industrial Marketing, Vol. 19 No. 4, pp. 236-49. Saavedra, R., Earley, P.C. and Van Dyne, L. (1993), ââ¬Å"Complex interdependence in task-performing groupsâ⬠, Journal of Applied Psychology, Vol. 78 No. 1, pp. 61-73. Sessa, V. (1996), ââ¬Å"Using perspective taking to manage conï ¬âict and affect in teamsâ⬠, The Journal of Applied Behavioral Science, Vol. 32 No. 1, pp. 101-15. A re-evaluation of conï ¬âict theory 199 IJCMA 21,2 200 Schwenk, C.R. (1990), ââ¬Å"Effects of devilââ¬â¢s advocacy and dialectical inquiry on decision making: a meta-analysisâ⬠, Organizational Behavior and Human Decision Processes, Vol. 47 No. 1, pp. 161-77. Sheppard, B.H. (1992), ââ¬Å"Conï ¬âict research as Schizophrenia: the many faces of organizational conï ¬âictâ⬠, Journal of Organizational Behavior, Vol. 13 No. 3, pp. 325-34. Schulz-Hardt, S., Jochims, M. and Frey, D. (2002), ââ¬Å"Productive conï ¬âict in group decision making: genuine and contrived dissent as strategies to counteract biased information seekingâ⬠, Organizational Behavior and Human Decision Processes, Vol. 88 No. 2, pp. 563-86. Simons, T.L. and Peterson, R.S. (2000), ââ¬Å"Task conï ¬âict and relationship conï ¬âict in top management teams: the pivotal role of intragroup trustâ⬠, Journal of Applied Psychology, Vol. 85 No. 1, pp. 102-11. Sternberg, R.J. and Soriano, L.J. (1984), ââ¬Å"Styles of conï ¬âict resolutionâ⬠, Journal of Personality and Social Psychology, Vol. 47 No. 1, pp. 115-21. Tellefsen, T. and Eyuboglu, N. (2002), ââ¬Å"The impact of a salespersonââ¬â¢s in-house conï ¬âicts and inï ¬âuence attempts on buyer commitmentâ⬠, Journal of Personal Selling Sales Management, Vol. 22 No. 3, pp. 157-72. Thomas, K.W. (1992), ââ¬Å"Conï ¬âict and conï ¬âict management: reï ¬âections and updateâ⬠, Journal of Organizational Behavior, Vol. 13 No. 3, pp. 265-74. Thomas, K.W. (1976), ââ¬Å"Conï ¬âict and conï ¬âict managementâ⬠, in Dunnette, M.D. (Ed.), Handbook of Industrial and Organizational Psychology, Rand McNally, Chicago, IL, pp. 889-935. Van de Vliert, E., Nauta, A., Euwema, M.C. and Janssen, O. (1997), ââ¬Å"The effectiveness of mixing problem solving and forcingâ⬠, Using Conï ¬âict in Organizations, Sage Publications, Thousand Oaks, CA, pp. 38-52. Van de Vliert, E., Nauta, A., Giebels, E. and Janssen, O. (1999), ââ¬Å"Constructive conï ¬âict at workâ⬠, Journal of Organizational Behavior, Vol. 20 No. 4, pp. 475-91. Walker, O.C., Churchill, G.A. Jr and Ford, N.M. (1975), ââ¬Å"Organizational determinants of the industrial salesmanââ¬â¢s role conï ¬âict and ambiguityâ⬠, Journal of Marketing, Vol. 39 No. 1, pp. 32-9. Wall, V.D. Jr and Nolan, L.L. (1986), ââ¬Å"Perceptions of inequity, satisfaction, and conï ¬âict in task-oriented groupsâ⬠, Human Relations, Vol. 39 No. 11, pp. 1033-52. Weingart, L.R., Thompson, L.L., Bazerman, H.H. and Caroll, J.S. (1990), ââ¬Å"Tactical behavior and negotiation outcomesâ⬠, International Journal of Conï ¬âict Management, Vol. 1 No. 1, pp. 7-31. Further reading Amason, A.C., Hochwarter, W.A., Thompson, K.R. and Harrison, A.W. (1995), ââ¬Å"Conï ¬âict: an important dimension in successful management teamsâ⬠, Organizational Dynamics, Vol. 24 No. 2, pp. 20-35. Blake, R.R. and Mouton, J.S. (1964), The Managerial Grid, Gulf Publishing Co., Houston, TX. De Dreu, C. and Weingart, L.R. (2003), ââ¬Å"Task versus relationship conï ¬âict, team performance, and team member satisfaction: a meta-analysisâ⬠, Journal of Applied Psychology, Vol. 88 No. 4, pp. 741-9. Deutsch, M. (1973), The Resolution of Conï ¬âict, Yale University Press, New Haven, CT. Friedman, R., Tidd, S., Currall, S. and Tsai, J. (2000), ââ¬Å"What goes around comes around: the impact of personal conï ¬âict style on work conï ¬âict and stressâ⬠, International Journal of Conï ¬âict Management, Vol. 11 No. 1, pp. 32-55. Guerra, M.J., Martinez, I., Munduate, L. and Medina, F.J. (2005), ââ¬Å"A contingency perspective on the study of the consequences of conï ¬âict types: the role of organizational cultureâ⬠, European Journal of Work and Organizational Psychology, Vol. 14 No. 2, pp. 157-76. Lewicki, R.J. and Sheppard, B.H. (1985), ââ¬Å"Choosing how to intervene: factors affecting the use of process and outcome control in third party dispute resolutionâ⬠, Journal of Occupational Behavior, Vol. 6 No. 1, pp. 49-64. Tidd, S.T., McIntyre, H. and Friedman, R.A. (2004), ââ¬Å"The importance of role ambiguity and trust in conï ¬âict perception: unpacking the task conï ¬âict to relationship conï ¬âict linkageâ⬠, International Journal of Conï ¬âict Management, Vol. 15 No. 4, pp. 364-84. About the authors à ´ James Speakman is Assistant Professor of International Negotiation at IESEG Business School, a member of Catholic University of Lille, where his attentions are focused on sales and negotiation. After working for 16 years in key account management sales he completed his PhD research at Cranï ¬ eld School of Management, where, using the Critical Incident Technique with an Interpretive Framework for coding to investigate intraorganizational, interpersonal conï ¬âict and the behavioral sequences adopted in the management of these complex interpersonal, intraorganizational conï ¬âict episodes. Other research interests include personal selling, past, present and future, where he conducted the US research for a multinational study on the future of personal selling and negotiation in context where his research interests include multi-cultural negotiation. James Speakman is the corresponding author and can be contacted at: [emailprotected] Lynette Ryals specializes in key account management and marketing portfolio management, particularly in the area of customer proï ¬ tability. She is a Registered Representative of the London Stock Exchange and a Fellow of the Society of Investment Professionals. She is the Director of Cranï ¬ eldââ¬â¢s Key Account Management Best Practice Research Club, Director of the Demand Chain Management community and a member of Cranï ¬ eld School of Managementââ¬â¢s Governing Executive. To purchase reprints of this article please e-mail: [emailprotected] Or visit our web site for further details: www.emeraldinsight.com/reprints A re-evaluation of conï ¬âict theory 201 Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-59453269264611455752020-01-22T03:46:00.001-08:002020-01-22T03:46:03.051-08:00Harlem, An Analysis of a Langston Hughes Poem Essay example -- PoetryHarlem, An Analysis of a Langston Hughes Poem The short but inspirational poem "Harlem" by Langston Hughes addresses what happens to aspirations that are postponed or lost. The brief, mind provoking questions posed throughout the poem allow the readers to reflect--on the effects of delaying our dreams. In addition, the questions give indications about Hughes' views on deferred dreams. "Harlem" is an open form poem. The poem consists of three stanzas that do not have a regular meter. To catch the reader's attention, the writer made sure that specific words and questions stood out. As a result, the lengths of the lines vary and certain syllables are stressed in every line. The first line in the poem: is the longest line, it is separated from the rest of the poem, and it grabs the reader's attention. The last line in the poem: is separated from the rest of the poem, is italicized to show the importance of this particular question, enables the reader to envision the consequences of putting of a dream. The poem has a rhyme scheme of abcbc ded eff. The poet chose not to use a consistent rhythmic pattern. For example, sun and run (lines three and five), meat and sweet (lines six and eight), and load and explode (lines ten and eleven) were the only lines that contained exact rhyming. The assonances noted were the words: sun and run (lines three and five) and meat and sweet (lines six and eight). In addition, the words dream deferred (line one) and syrupy sweet (line eight) are the alliterations that were used. Concrete imagery and similes are utilized throughout the poem. The concrete imagery arouses the reader's fives senses--as a result they get a better insight of what the poem is conveying. Hug... ...tions to get them to this point. Hughes' expressed a feeling of intense disdain of deferring dreams. Through this poem he is trying to convey to the readers that postponing dreams is not a good idea. In addition, when you have the chance to acquire your dreams take advantage of it while the option is available. "Harlem" was published in 1951, during a time when there was racial inequality. The title of the poem, "Harlem" shares the same name of the city where Hughes was recognized for being one of the key figures during the Harlem Renaissance. Works Cited Rampersad, Arnold and Roessel, David The Collected Poems of Langston Hughes. Alfred A. Knopf Inc.: The Haddon Craftmen (1995): 3-20. Roberts, Edgar V and Jacobs, Henry E. Literature: An Introduction to Reading and Writing. 6th ed. Upper Saddle: Prentice Hall (2000): 787. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-59448838517190967292020-01-14T00:09:00.001-08:002020-01-14T00:09:05.322-08:00Guava Leaves Extract as Main IngredientIn the next of our series on Far Eastern plant we look at Guava or Psidium guajava. In folk medicine, extracts of roots, bark, and leaves are used to treat gastroenteritis, vomiting, diarrhoea, dysentery, wounds, ulcers, toothache, coughs, sore throat, inflamed gums, and a number of other conditions (Morton 1987). This plant seemed worthy of an in depth review. ââ¬Å"Guava leaves extract as main ingredient in making Herbal Soap for washing woundsâ⬠Introduction: WALA HAHA ðŸË⬠Background of the Study: Nowadays, people have using different herbal soap that are expensive and less effective.The researcher aims to make an effective and cheaper herbal soap. Like guava leaves , it contains both major antioxidant pigments, carotene and poly phenols giving them high dietary antioxidant value among plant foods. Guava leaves has a benefits in making herbal soap because it has that properties that can make the skin look good and protects the skin. Statement of the problem: The resear cher aims to answer the following questions: 1. ) Is the guava leaves extract effective in making herbal soap? 2. ) Does guava leaves extract effective for washing wounds? Hypothesis: 1. The guava leaves is effective in making herbal soap. 2. ) Guava leaves extract is effective for washing wounds. Significance of the study: The significance of the study is to have a beneficial usage of guava leaves. Specifically on the fresh green leaves. This study also aims to produce an affordable herbal soap by making use of the natural properties of guava leaves extract. This product is more on natural properties that can cure skin infections like skin allergies, rashes and skin itchiness and does not mix with chemicals that may damaged our skin. Scope and Limitations:This study needs furthermore improvement , research and also this study is only limited on the use of caustic soda because we all know that to much of caustic soda may cause skin itchiness. Definition of terms: Guava- is a genus o f about 100 species of tropical shrubs and small trees. Antioxidant- is a molecule capable of slowing or preventing the oxidation of other molecules. Pigments- is a material that changes teh color of light it reflects as a result of selective color absorptions. Carotenoids- a pigment essential for good vision angd precursor to Vit. A. Pol phenols- were one briefly known as vit.P which are a group of a chemical substances found in plants. Review of related Literature: Guava, is a genus of about 100 species of tropical shrubs and small treesin the myrtle family Myrtaceae. It is native in Mexico , as well Central America, Northern America and parts of the Carribeanbut not cultivated throughout the tropics. In Tagalog , name bayabas are probably local renditions of guayaba. Numerous references inmedical research identify guava as Psidium Guajava. Psidium guajava are cultivated in many tropical and subtropical countries for their edible fruit.Psidium Guajafa are often considered superfru its , being rich in vit. A and C and other properties. Its leaves contained antioxidant pigments,carotenoids and Polyphenols that are good components in turning our skin healthy. Since the 1950's , guva , prticularly its leaves , has been a subject for diverse research in chemical identity of its constituents, pharmacological properties and history in folk medicine . For example , from preliminary medicinal research in laboratory models , extract from guava leaves are implicated in therapeutic mechanisms against cancer , bacterial infections , inflammation and pain and skin disorder.Essential oils from gauva leaves have shown strong anti-cancer in vitro. In folk medicine , guava leaves are used as a remedy for diarrhea, and for their supposed antimicrobial properties. Its easy to get the components of guava leaves when it is apply in a form of a soap. Methodology: A. Guava Decoction We have to gather 50g of fresh green guava leaves, 250 mL of water and boil it for about 10 mins. * M aterials one-half cup of oil, 3tbsp. caustic soda, 500mL of water and guava leaves extractà B. Preparation of Soap From the materials gatherd , set aside guava leaves extract.Mix 500mL water and vegetable oil and stir for 30mins. Combine the guava leaves extract to the solution of water and oil, stir for 30mins. add 3 tbsp. caustic soda stir for another 30 mins. Put in a molder and place in a safe area that can't be expose by the sun. C. Soap Cutting: Cut the soap acc. to the size of the molder. D. Testing the soap: After 15 days the soap will be use either preventive or cure. The respondents to this is the people who have skin wounds. It will be apply in the skin when they take a bath. E. Observation: The researcher had observed that the wounds heal faster. * The soap speeds up the regeneration of the wounds. Chapter IV Results and Discussion ââ¬Å"EFFECTIVENESS OF SOAP IN DAYSâ⬠Respondents| 1| 2| 3| 4| 5| Linger Abellana| Good| effective| effective| effective| effective| Mario Cabanag| Effective| effective| effective| effective| effective| Neljun Odiaz| good| good| good| good| fair| Clarence Tumanda| good| good| Effective| effective| effective| Ivy Carl geonzon| good| good| good| effective| effective| Jhon Sabellina| fair| fair| good| good| effective|Mary Ramirez| good| good| effective| effective| effective| Noel Cabrera| good| good| good| good| effective| Generalization: The researcher concludes that the guava leaves extract as main ingredient in making herbal soap for washing wounds is effective according to the respondents of the soap. Based on the number of days that they used the product, which is a proof that this herbal soap is effective. Herbal Cough Syrup: How To Make 1. Make a strong, concentrated infusion or decoction of your desired herbs. Use 2 to 3 times the amount of plant matter to water you would normally use for tea. . Strain out the herbs, and pour the liquid back into the pot 3. For each cup of liquid add twice the amount of hon ey. 4. Heat until the mixture is completely combined. Heat over a low flame, or use a double boiler as you do not want to boil the honey as it kills the healthful enzymes 5. Pour into sterilized canning jars and store away from heat and light. Store opened jars in the refrigerator. 6. You can extend the shelf life (between 6 months to a year), by adding a small amount of flavored brandy. How to Make Cough SyrupInstructions * 1 Bring two cups of water to a boil on the stove or in the microwave. You can use a pan as small as 2 quarts to make the cough syrup. * 2 Chop up some elecampane root into small pieces. Elecampane root is a natural cough suppressant and the whole root can be purchased at a health foods store. If you cannot find it, you can substitute ginger root. Add the root pieces to the boiling water. * 3 Boil the root for several minutes until it starts to become soft. Then, squeeze the juice from half a lemon and add it to the mixture.You can add juice from an entire lemon if you can stand the taste. * 4 Add a couple spoonfuls of honey to the cough syrup. The honey not only will soothe the throat, it covers up any unpleasant taste in the cough syrup. You can use anything else you desire to improve the taste such as sugar or peppermint. * 5 Pour in a couple spoonfuls of your favorite whiskey if you desire. The whiskey helps you relax and sleep and is good for a nighttime remedy. * 6 Make the cough syrup fresh every 4 to 6 hours and drink while your symptoms persist. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-419257923105246122020-01-05T20:31:00.001-08:002020-01-05T20:31:03.844-08:00Gone Girl By David Fincher - 1268 Words In the way a finger leaves a print specific to the touch of its owner, auteurs stylize elements of their works so that their creation is definitive enough to be traced back to its creator. In order to identify these definitive components, an auteur must establish common thematic and formal elements that their texts typically contain. In David Fincherââ¬â¢s film Gone Girl (2014), Amy Dunne suddenly vanishes, seemingly from violent kidnapping, leaving her husband, Nick Dunne, in a media frenzy over his suspected involvement in her disappearance. The film utilizes some of his most common thematic elements: paternal or maternal abandonment during childhood and its influence on adulthood, the poststructuralist critique of social systems, andâ⬠¦show more contentâ⬠¦Amyââ¬â¢s mother and father abandoned their hopes of having a daughter that was as successful as they desired by creating an improved version of Amy in their lucrative childrenââ¬â¢s series, Amazing Amy. Entrench ed in the comparison of her fictitious counterpart, Amy lives her life fooling those around her to believe she is an enhanced version of herself while silently dwelling on her discovery of Nickââ¬â¢s infidelity. The individuals that Nick and Amy become because of these childhood influences cause them to comply with another prevalent thematic element: ââ¬Å"Fincherââ¬â¢s men act, often recklessly, but his women know (Orgeron et al. 2011).â⬠In this example, Nickââ¬â¢s infidelity is his ââ¬Å"recklessâ⬠behavior, while Amyââ¬â¢s ââ¬Å"knowingâ⬠is her false appearance of ignorance, but as Orgeron states, ââ¬Å"â⬠¦behind this static gaze lies a more complete, more complex knowledge of the American family, its dissolution, its decay.â⬠This idea of reckless men and knowing women is also an important thematic element in The Girl with the Dragon Tattoo (2011), Zodiac (2007), and Seven (1995). Frequently presented in Fincherââ¬â¢s films is a posts tructuralist critique of one or more social systems (present in Seven, Fight Club, The Social Network (2010), The Girl with the Dragon Tattoo, and Zodiac). In Gone Girl, the two systems under criticism are the judicial system and tv news broadcasting. Although initially remaining compliant with the policemen that are investigating his wifeââ¬â¢s Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-91468538486263725622019-12-28T16:56:00.001-08:002019-12-28T16:56:03.203-08:00Essay on Assimilationism vs. Multiculturalism - 753 Words Assimilationism vs. Multiculturalism In the words of Thomas Bray, Should we assimilate to one standard, or should we celebrate diversity? This is a popular question in Americas classrooms today. America, known as the melting pot, is made up of many different colors, races, religions, and beliefs. American professors, journalists, and authors would like to know if multiculturalism has a positive effect on children in todays classrooms. Whether or not the students way of life and personal experiences should be discussed in class is a major issue. Maxine Hairston, a Professor of Rhetoric and Composition at the University of Texas at Austin, writes of her experience with teaching in a multicultural classroom. Hairston is aâ⬠¦show more contentâ⬠¦The businessmen, Thomas Bray claims, They tended to agree-as do most of the polls-that bilingual education is a bad idea. California had a state ballot against bilingual education. An opinion as such coming from a businessman who has no experience in as everyday classroom is not a good basis to go from. The Latino citizens in California just want an equally fair chance to get an education as any other citizen of the United States. All people go to school to learn no matter what race, religion, gender, or belief. An excellent point Bray makes, But a country that has no standards to assimilate to is a country without a core. And a country in deep trouble. Bray knows that America is a country of differences and not a perfect one, but we are still all one country. If we do not accep t people and their differences then America will fall apart. Amy Tan, an author, grew up in a multicultural classroom. She writes of personal experiences as being a child of an immigrant family in America. Tan relates to the differences she had because of her mother speaking broken English. Amy Tan does say, That was the language that helped shape the way I saw things, made sense of the world. She shaped the world through her mothers voice, the only thing she knew as a young girl. Tan goes on, But I do think that the language spoken in the family, especially in immigrant families which use more insular, plays a large role in shaping the language of Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-91709588898310493282019-12-20T12:45:00.001-08:002019-12-20T12:45:03.610-08:00The New Heaven And New Earth - 2305 Words According to Wright (1969: 70-96), Wisdom could provide guidance for the moral life, but it did not articulate a distinctive faith centred in the salvific actions of God. In postcolonial critical hermeneutic, we infer that wisdom is at the heart of both creation and redemption, although it is unravelled by a faith that is not based on a moral, but on a spiritual rebirth. Furthermore, to understood creation one has to view it as both the prologue to history and its eschatological climax in the new heaven and new earth. Creation stands as both the beginning and the end of the divine-human drama, but it have very limited importance for what occurs in between (Gen.3-Rev.20). The conventional world-view of some wisdom writings is that righteousness leads to an ordered universe. Righteousness within the biblical context is described as having the quality of being right as measured by the standard of Godââ¬â¢s moral character. A cosmological approach to perceiving wisdom focuses on the cosmos and world order. It sees the cosmos as the product of an intelligent design or the wise craftsmanship of an invisible hand. This approach proposes that in the wisdom traditions of the ancient Near East, creation was thought to be pre-arranged into a cosmic order and with its components of reality, integrated into a harmonious whole. This approach and Old Testament theology of wisdom have similarities and concepts of custodianship of creation. Both affirm that humans are stewards of creation.Show MoreRelatedArgumentative Essay On Heaven939 Words à |à 4 PagesHeaven Many people wonder what will happen to them after they die. Will their soul live on, or will they die? Is there a heaven or hell? While there are many myths and legends that can be misleading concerning heaven and how to get there, Christians believe they will go to Heaven after their temporary life on earth. Both the Hebrew word for Heaven (Shamyim) and the Greek word Ouranos ââ¬Å"can mean Godââ¬â¢s dwelling placeâ⬠(ââ¬Å"What is Heavenâ⬠). Psalm 103:19 says ââ¬Å"ADONAI (The LORD) has set up His throne inRead MoreHow the Earth Was Made713 Words à |à 3 Pagesof the earth being made because they all have it that men made the earth. This story has it that the heaven and earth were integrated into one body that reminds you of an egg, that Pangu slept inside. He slept for about 18,000 years and then woke up. He noticed that he was in a vast of dark; therefore, he made his hands huge and cut into the darkness. After an explosion, heaven and earth started to split. He was scared that the heaven and earth may go together again, so he held the heaven with hisRead MoreHymn To Purusha1272 Words à |à 6 Pages In Rig Veda, Hymn is created for worship other gods in heaven by ââ¬Å"the fire of the sacrificial alterâ⬠(Doniger, 1). In the Hymn, it is indicated that Agni is one of the god whose task is ââ¬Å"to carry the burned sacrifice upward to heaven where the other gods would receive itâ⬠(1). Hymn to Purusha listed ââ¬Å"that the universe, and human society came about as a result of the sacrifice of Purushaâ⬠(4). According to Hymn to Purusha, Purusha has many heads, hands and feet. Yet, Purusha is God of eternalRead MoreEncounters with Angels in the Bible Essay675 Words à |à 3 Pages(Strongââ¬â¢s H4397) and the Greek word ââ¬Å"angelosâ⬠in the New Testament (Strongââ¬â¢s G32). Both words mean ââ¬Å"messengerâ⬠and describes one who executes the plan and will of the person whom they serve. God, the Creator of all things in heaven and on the earth both the visible and invisible, created an innumerable quantity of angels. The angels were designed by Him for His glory. For it was in Him that all things were created, in heaven and on earth, things seen and things unseen, whether thrones, dominionsRead MoreWhen The Kings Come Marching1672 Words à |à 7 Pagessuggests that heaven is and will be a renewed creation that includes embodied existence on earth rather than a spiritual place where creation is apart from the soul. Mouw supports his argument throughout the book by explaining the creation of culture, Christââ¬â¢s grace towards His creation, and offering a purpose to our existence. The afterlife is a concept that has troubled humans for a long time. For many decades, people have worried about ââ¬Å"their ticketâ⬠to heaven and what heaven consist off. FirstRead MoreGod s Message Of Redemption For Mankind1438 Words à |à 6 Pageswould enjoy the freedom accompanying the glory that Godââ¬â¢s children will have. We know that until now, the whole creation has been groaning as with the pains of childbirth; - Romans 8:21-22 I ve heard various preachers say that animals cannot go to heaven because they do not have souls. They further push this thought by pointing out that Jesus died only to save the sinful souls of human beings. This reveals both a lack of familiarity with the Scriptures and a failure to understand God s plan. TheRead More`` Lovely Bones `` By Alice Sebold1400 Words à |à 6 Pagesliving. Susie was brutally hurt and killed from a new neighbor, Mr. Harvey, who was never discovered for his numerous crimes. Sebold presents various settings where the protagonist, Susie Salmon, initiates to adjust with her new home in heaven after her terrifying homicide and maintains a connection with life on Earth without her. An important factor of this novel is that the setting is very unusual, since, Susie describes the life on Earth from the heaven she has created, which she canââ¬â¢t leave untilRead MoreAll Christians Must Agree That God Created Our Universe Essay1359 Words à |à 6 Pagesbecause it is one of the many foundational beliefs that makes a Christian, Christian. Unfortunately, since creation is well known and a foundational belief, it is often overlooked and not fully understood. The definition of creation was something new I discovered while researching this topic. According to Bible Hub, the Greek word for creation is à ºÃâà ¯ÃÆ'à ¹Ãâ, often meaning the founding of a city or always of Divine work. The second part of this definition is the definition used in Genesis 1. As ChristiansRead MoreEssay Angels1189 Words à |à 5 Pagesnbsp;nbsp;nbsp;nbsp;nbsp;Godââ¬â¢s holy angels carry out a variety of tasks and deeds, as well as the angels of Satan. They carry out what the will of heaven is on earth when god Himself wants. Sometimes they appear as normal humans and sometimes with all the radiance of heaven shining upon them, and making known that a part of heaven is on earth. What I am going to try to explain is that I donââ¬â¢t think that angels have a role. I think that any angel does whatever heavenââ¬â¢s will wants it to do, whenRead MoreEschatology. Introduction. This Week We Have Studied Eschatology,995 Words à |à 4 Pages but the world has yet to experience the kingdom of God come to earth, as shown in Revelation. (Lecture 5). This te nsion gives the Christian hope, not for some disembodied experience wafting on a cloud in the sky, but of a renewed physical existence when earth achieves full integration of the spiritual and the material world. Jesus references this in the Lordââ¬â¢s prayer, ââ¬Å"thy kingdom come; thy will be done, on earth as it is in heaven.â⬠(Matthew 6:9-13; Bird, 2013). Jesus began his ministry in Galilee Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-14767233557440365592019-12-12T09:16:00.001-08:002019-12-12T09:16:03.145-08:00Brand Manager Advantages and Responsibilities Question: Discuss about theBrand Manager Advantages and Responsibilities. Answer: Introduction The steady increase in competition around the world for any given product or service has ensured that just the quality of the product or the price of the product are not enough to make a mark. The concept of branding has hence seen a growth in todays world to ensure that uniqueness of the product is highlighted in its customer base. Be it a simple logo or a slogan or a product that is identified with the company, branding intends to form emotional bond with customer. Branding helps in significantly increasing the customer base and retention of customers as it highlights what the company is known for (Urde, 2013). Ashraf Homemade Ice-creams have hence seen the possibilities that branding could provide and hence have hired Ahmed, a branding manager who would able to develop an new product and flavor that highlights what Ashraf Homemade Ice-creams stand for. Advantages of a Brand Manager A brand manager can make major changes to how a company is perceived in the current market. This is the key analysis to be made to understand where the company stands. This analysis done by the brand manager would help in understanding what the companys strengths are and the key areas it needs to focus on. It also helps in understanding the other possible markets into which the company could penetrate with its existing products or the new products it can develop to target new customers. Brand managers are also helpful in developing marketing strategies. Since they have an insight of where the company needs to make a mark, advertising based on the target customers can be done. Also, the company would have one person focusing on the development of the brand, this would help in a concentrated development of the brand (Balmer, 2013). Experienced brand managers in particular have the capacity to pool in ideas from their experience and use them for the development of the current company. This would involving remodeling of innovative ideas that have worked in other industries. Since brand managers are particularly trained in this field, the cost of training for a company is negligible. Also, some companies may see a brand manager as a cost, however, compared to the possible sales that a brand manager can fetch in, this cost is insignificant. Responsibilities of a Brand Manager In case of the Ahmed below listed are the key responsibilities of a brand manager Understand what Ashraf homemade Ice-cream stands for. The company is known for the high quality innovative products and hence the same has to reflect in the new product being developed (Panigyrakis, 2015). The company already has a significant number of clients, however, increasing competition implies that the retention of the same can be challenging (Thakur, 2012). Hence, Ahmed would have to understand why clients choose the current company over the other company and what changes the client would like. This would highlight the strengths and weakness of the company (Aaker, 2012). Next, Ahmed would have to identify a new target customer base to increase sales keeping in mind not to lose the current market. Understanding the common points of these markets and developing a product for the same by highlights the pros of the company and minimizing the cons is required. Also, Ahmed would have to analyze what the competitors in the current market are doing and how Ashraf is different from others. Using this analysis, bits of competitors business strategies can be adopted (Golant, 2012). Post analysis Ahmed would have to come up with a brand plan that is simple, unique and esthetic. Once the plan is developed, he should be able to predict the possible issues that may arise and find ways to minimize the same. The new brand plan has to be informed to every employee to ensure that the uniqueness in highlighted all over. He should make sure that the new brand identity does not erase the original brand identity but rather empowers it Also, he should be able to do all the above in the provided budget. Conclusion Choosing a brand manager is an intelligent decisions especially when a company is looking to grow in the current market. A focused trained personnel would be able to analyze the market and come up with ideas that would highlight the brand thereby increasing the sales and enhancing the growth of the company References Aaker, D. A., Joachimsthaler, E. (2012). Brand leadership. Simon and Schuster. Balmer, J. M. (2013). Corporate brand orientation: What is it? What of it?. Journal of Brand management, 20(9), 723-741. Golant, B. D. (2012). Bringing the corporate brand to life: The brand manager as practical author. Journal of Brand Management, 20(2), 115-127. Panigyrakis, G. G., Veloutsou, C. A. (2015). Brand Managers Planning Role for Fast Moving Consumer Good Products. In Global Perspectives in Marketing for the 21st Century (pp. 182-185). Springer International Publishing. Thakur, S., Singh, D. R. A. (2012). Brand image, customer satisfaction and loyalty intention: a study in the context of cosmetic product among the people of Central India. EXCEL International Journal of Multidisciplinary Management Studies, 2(5), 37-50. Urde, M., Baumgarth, C., Merrilees, B. (2013). Brand orientation and market orientationFrom alternatives to synergy. Journal of Business Research, 66(1), 13-20. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-33285642327189001012019-12-04T20:57:00.001-08:002019-12-04T20:57:02.811-08:00Theoretical Concepts Of Strategic Management â⬠MyAssignmenthelp.com Question: Discuss about the Theoretical Concepts Of Strategic Management. Answer: Strategic management is a planning process where an organization, firm or company comes up and implements objectives, goals following specific set strategies. As the organization develops the process continues but can change depending on the set goals and objectives as per that business period. Both developed and developing organizations enhance this process to ensure that they are in line with other business trends in the market like globalization. There are various theoretical concepts that enhance the process of strategic management. Two of these concepts include Strategic theory and resource-based theory. Strategic theory. This is a theoretic concept that illustrates the importance of laying strategies in an organization to enhance its production, distribution and consumption activities. To enhance this, the concept is explained in five stages of successful strategic management in an organization. These stages include goal setting, analysis of organization information, strategy formation, strategy implementation and evaluation and control. Impact of strategic stages is crucial as they enhance the level of development of an organization. Woolworth Company made a huge loss of 1.8 dollars in the year 2015 as a result of poor planning (Knox Knox, 2015). The company is one of the most established food outlets globally, it has experienced various challenges resulting to struggling of branding system and even crossing some of its local outlets. In the same way, though Coles has better selling strategies than that of Woolworth, its experiencing related challenges as its feeling the level of competition and also issues on strategy development. Aldi, on the other hand, has a well-developed strategy and it's becoming a market hero. Resource-based theory. This is a theoretical concept stating that organizational resources are limited in mobility and not similar. The main aim of starting a business or rather an organization is to exploit the available resources and they can be translated into a strategic value to benefit the organization. As elaborated in the case study, the ability of any company to acquire adequate and relevant resources increases its chances to have a better marketing value. Example, if food store cannot provide food products to its customers, it has no value to be called a food store (Wojciechowska, 2016). Critically reflect on the business practices enhanced in the case study and give recommendations that would enhance either sustainability or strategic management of Woolworths and Coles Company. Discussion Strategy development and implementation. Woolworth Company has a problem in planning its activities, the level of planning is poor as the company is making losses and also losing it to Coles Company which was at the same level back then. The company made losses and lost branding of products due to poor planning. Cole, in the same way, adopted the same strategies that reduced its ability to develop (Kaiser Ringlstetter, 2011). Another business practice is marketing mix activities. The two companies, Woolworth and Cole have adopted the samemarketing mix practices of price deflation and cost reduction. This is reckless as the companies should enhance positive marketing mix activities to ensuring customers price satisfaction. They should not just lower prices but also ensure the products they are giving to consumers are of high value to satisfy their needs. This enhances positive customers satisfaction thus remaining loyal to their service providers (Couto, Plansky Caglar, 2017). Recommendations to enhance strategic Management Woolworth and Cole should adopt the strategic theory of management to enhance their management activities. Should enhance positive marketing mix activities to enhance customers price satisfaction. Should enhance positive means to increase their economies of scale to ensure they remain competitive in their market. Woolworth Company should focus on establishing relevant local outlets to prevent increased cases of making losses other than profits. Should put down relevant measures of enhancing customer loyalty as well as means of implementing them. References Couto, V., Plansky, J., Caglar, D. (2017). Fit for growth: A guide to strategic cost cutting, restructuring, and renewal. Kaiser, S., Ringlstetter, M. J. (2011). Strategic management of professional service firms: Theory and practice. Heidelberg: Springer-Verlag Berlin Heidelberg. Knox, M., Knox, M. (2015). Supermarket monsters: The price of Coles and Woolworths' dominance. Collingwood: Schwartz Publishing Pty, Limited. Wojciechowska, M. (2016). Intangible organizational resources: Analysis of resource-based theory and the measurement of library effectiveness. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-41532854816311758642019-11-28T07:09:00.001-08:002019-11-28T07:09:03.546-08:00Silas Marner By George Eliot (Mary Ann Evans) (1819 - 1880) Essays Silas Marner by George Eliot (Mary Ann Evans) (1819 - 1880) Silas Marner by George Eliot (Mary Ann Evans) (1819 - 1880) Type of Work: Symbolic, life drama Setting English village of Raveloe; early nineteenth century Principal Characters Silas Marner, a lonely and miserly linen-weaver Godfrey Cass, an insensitive, yet charming, young man Dunstan Cass, Godfrey's opportunistic brother Squire Cass, Godfrey and Dunstan's lewd, dull-witted father Eppie, an abandoned little girl Story Overveiw Silas Marner, bent at his loom, was interrupted by some curious boys peering through his cabin window. Scaring them away with an icy stare, the shriveled linen-weaver returned to his work. Fifteen years earlier Marner had come to Raveloe from a northern industrial town, where he had been a respected elder in a small fundamentalist sect. But one night as he watched over a deacon lying on his death-bed, Silas fell into a trance. While he slept, his best friend had stolen into the room and taken the deacon's money bag; then, in a move to win the affections of Silas' sweetheart, he had blamed the theft on Silas. The weaver was "convicted" in the case by the drawing of lots; and even God found him guilty. His faith shattered and "his trust in man ... cruelly bruised," Silas had left his beloved home in Lantern Yard. The eccentric visionary now found himself a ]one alien in the prosperous village of Raveloe. Taking refuge in his work, Silas slowly began to accumulate gold. It became his one purpose in life, and every evening the near-sighted old man would count and caress his shiny coins. Still, Silas' life grew more and more empty: "He hated the thought of the past; there was nothing that called out his love and fellowship toward the strangers he had come amongst; and the future was dark, for there was "no Unseen Love that cared for him." Meanwhile, Squire Cass, the "greatest man in Raveloe," threw nightly parties and attended pubs by day. One of his sons, Dunstan, followed him in his drunken reveries. His other son, Godfrey, had a slightly better reputation, and it was presumed he would soon marry the lovely Nancy Lammeter. But Dunstan knew a secret about Godfrey, kept hidden from their harsh father: Godfrey was already married to Molly, a raucous tavern woman with whom he had shared a brief moment of passion. "Dunsey" continually manipulated his brother over this secret, demanding money to pay gambling debts. In fact, Godfrey finally even handed over to his brother the Squire's rent money. Then, with no other way left to reimburse their father, Godfrey let his brother take his own prize horse to be sold at a nearby fair. Dunstan was paid a good price for the horse, but while delivering it to its new owner he was diverted into joining a hunting party, where the animal was accidentally killed. Unfazed and drunken, Dunstan kept the payment. Then, taking a shortcut on his way home, he passed Silas Marner's cabin. Recalling rumors that the weaver kept a hoard of gold, Dunstan entered the empty cabin, uncovered the miser's money, and carted it off into the night. Silas returned home that night in anticipation of sitting down to the roasted meat provided by the neighbor-lady. But, as was his ritual, when he lifted the bricks to gloat over his cache of gold, he found that it was gone. Hysterically, he rushed off to the nearby Rainbow Pub to alert the authorities. For days the townsfolk debated the robbery. Some said that the Devil was the thief and that Silas' money was now in hell. Others blamed a ghost or a gypsy peddler. When Dunstan didn't arrive home from selling his brother's horse, no one was concerned. Dunstan had a reputation for sporadic disappearances. The only notable reaction to his absence was Squire Cass' rage after Godfrey confessed to the reasons behind the missing rent money. Over the weeks, village interest in Silas' problem died down, though the citizens still felt sorry for the withered and despondent recluse. A few neighbors - Dolly Winthrop and her little son, Aaron, in particular - invited Silas to church and sometimes prepared food for him. As Christmas came and went Godfrey remained in frustration and turmoil. His father prodded him to propose to Nancy Lammetcr. How Godfrey wished he could. Then, at Squire Cass' annual New Year's Eve party, Godfrey began to woo Nancy. Unbeknownst to him, however, his wife, Molly, was at that moment trudging through the snow towards the house, hand in hand with a ragged, golden-haired two-year-old girl. Seeking revenge, she intended to expose the marriage and force Godfrey to acknowledge their child. But fate intervened: before Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-60867738506568680472019-11-24T14:43:00.001-08:002019-11-24T14:43:04.440-08:00Christianity Essays - Conceptions Of God, Philosophy Of ReligionChristianity Essays - Conceptions Of God, Philosophy Of Religion Christianity Christianity is a religion in which events are claimed to have occured but which can never be proved. Those who practice it live by different morals than are preached by the most holy texts. It is an institution in which the most holy scripture is contradictory, and wherein the supreme being, by the very definition, cannot exist. Christianity is, therefore, a fundamentally flawed religion. According to the Bible, events have occured which are even more miraculous than the resurection of Jesus Christ. Events such as the stopping of the sun by Joshua (Joshua 10:12-14), the reversal of the sun's course by Isaiah (Isaiah 38:7-8) , the resurrection of the saints, and their subsequent appearance to many (Matthew 27:52-53) were witnessed by thousands of people. The stopping and reversal of the sun would have been visible worldwide. The idea that people could have witnessed these events without having been amazed by them is, quite simply, ludicrous. Other cultures having witnessed this would certainly have offered their own explanations in keeping with their own cultural and religious beliefs. Surely a society existing at the time would have documented this miraculous event. Yet nowhere have such works been found. In the instance of the resurrection of the saints, Matthew is the only person to mention this occurence in the Bible. Surely other first-century Christians would have used this as further proof of Jesus' divinty. It would fall to reason that Paul and the gospels would have mentioned it. This is not, however, the case. Nowhere else in the Bible is this mentioned or even hinted at. These events are then, at best, highly unlikely to have occured. The fact that Matthew is alone in writing of the resurrection of the saints leads us to believe that certain writers of the Bible had differing views on christianity. The christian Bible is highly contradictory, not just to modern day christian beliefs, but in and of itself. Today's society is of the belief that all people are created equal, and Christians submit that their god is of the same belief. Modern Christians believe that their god loves everyone, and that they are all equal. However, after Adam and Eve had eaten from the tree forbidden by god, this deity said to Eve "I will intensify the pangs of your childbearing; in pain shall you bring forth children. Yet your urge shall be for your husband, and he shall be your master." (Genesis 3:16). This tells us that, according to the Christian religion, women shall naturally be dominated by men. This kind of behavior is not conducive to a being who believes in inherent equality. Women are repeadtedly treated as objects and told to be submissive in the Bible. "According to the rule observed in all the assemblies of believers, women should keep silent in such gatherings. Rather, as the law indicates, submissiveness is indicated for them. If they want to learn anything, they should ask their husbands at home. It is a disgrace when a woman speaks in the assembly." (1 Corinthians 14:34-35). "Man was not made from woman but woman from man. Neither was man created for woman but woman for man. For this reason, a woman ought to have a sign of submission on her head." (1 Corinthians 11:8-10). The Bible also permits bondage. "Slaves, male and female, you may indeed possess, provided you buy them from among neighboring the nations. You may also buy them from among the aliens who reside with you and from their children who are born and raised in their land. Such slaves you may own as chattels, and leave to your sons as their hereditary property, making them perpetual slaves." (Leviticus 25:44-46). This same Bible gives laws on the punishment of slaves. "When a man strikes his slave with a rod so hard that the slave dies under his hand, he shall be punished. If, however, the slave survives for a day or two, he is not to be punished, since the slave is his own property." (Exodus 21:20-21) We find further examples of prejudice in Deuteronomy. In the Bible, it is stated that "No one whose testicles have been crushed or whose penis has been cut off may Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-13954554213846335802019-11-21T07:36:00.001-08:002019-11-21T07:36:11.660-08:00Case Briefs Essay Example | Topics and Well Written Essays - 750 wordsCase Briefs - Essay Example Gilson initiated an action against the Metropolitan Opera as well as the Lincoln Center for negligence and for violation of certain provisions of the City Building Code. Consequently, the trial court set aside the allegation against Lincoln Center, it being an out of possession lessor. On appeal, the Appellate Court reversed the ruling of the trial court which denied the Metropolitan opera's motion for summary judgment pronouncing that there were questions of fact "including, but not limited to whether defendant maintained the stairs aisles in dangerous manner thereby causing a dangerous condition which caused the plaintiff's accident." Whether or not the Metropolitan Opera House can be held liable for negligence for the injury sustained by Estelle Gilson, by allowing Donald Taitts to return to his seat after the performance had resumed without an escort or usher The Court pointed out that herein plaintiff Gilson did not asset a breach of any common law duty expected to the Opera House. The Court further elucidated that imposing a duty on the Opera House based on its house rules "would in effect, be punishing it for attempting to ensure an exceptional level of courtesy to the audience and the performers" which correspondingly will lead to a new and detailed standard of care for all theatrical venues. Similarly, the Court ruled that despite of the deficiency in the compliance with the City Building Code, the loss of balance and the fall of Mr. Taitts cannot be attributed to it. IT does not appear that it has been related to his inability to see his seat due to the inadequate lighting but it can be recognized as his difficulty in movement. Morgan Vertical Consultants, Inc. v. Arco Wentworth Mgmt. (2007 NY Slip Op 50554(U)) Supreme Court Queens County, New York. 2007 Facts: Plaintiff Morgan Vertical Consultants, Inc is a service provider for elevator maintenance and repair works, commences an action for the recovery of sum money for goods, labor and services among others pursuant to contracts with the sixteen cooperative which the defendant Arco Wentworth Mgmt. is the managing agent. It likewise includes allegation of unjust enrichment. Procedural History and Posture: Defendant Arco moves for a motion to dismiss the causes of action on the ground that there is no privity of contract between herein defendant Arco and Morgan. On the other hand, herein plaintiff alleges that herein defendant is estopped from asserting lack of privity of contract as an argument. Issues: 1. Is there a privity of contract between Morgan Vertical Consultants and Arco Wentworth Mgmt 2. Can Morgan interpose the defense of estoppel against Arco Decision: 1. The Court ruled in the negative. There is no privity of contract between the parties as evidenced by the separate contracts and the bills and invoices by Morgan Vertical Consultants. 2. The Court ruled in the negative. Plaintiff has failed to identify any representations or conduct of the defendant which caused the plaintiff to act to its detriments. Reasoning: The Court provides that obligations arising out of the contract are usually limited to the parties and only the parties to a contract are Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-54741945442978438382019-11-20T09:36:00.001-08:002019-11-20T09:36:05.303-08:00Personal Philosophy of Meaning and Value Essay Example | Topics and Well Written Essays - 2500 wordsPersonal Philosophy of Meaning and Value - Essay Example My approach towards meaning and value is one of a significant one since I understand that everything happens for a reason and it is this meaning which is embedded within the reason that needs to be found out. What this will eventually do is to provide more rationale for things that will shape up in the future as well as provide me a sense of understanding for similar things that keep on happening around me at different times of the day. In this paper, I will outline what I consider as meaningful from life, from a strictly personal viewpoint and what I look for in life as far as my personal thinking and mindset are concerned. Also, I would check upon my personal life instances and my professional growth patterns and more so the same whilst now in the role of an IT project manager. I have devised a personal action plan that outlines the manner in which I have advocated my philosophy within the domains of this paper and this action plan aims to give an idea of what I think would be the right course of action as to go about doing things from an ethically correct professional sphere. I believe that we were put on this earth to bring some kind of glory or joy to the ââ¬ËOneââ¬â¢ who put us here. Whether this is an all-powerful God, an uninvolved Creator or some sort of ââ¬Ëalienââ¬â¢ life form I will not discuss here. Just suffice it to say that the same is some sort of a more powerful being which probably takes at least some interest in the actions of those that He has created or placed here on this Earth. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-71512116505888838512019-11-18T01:32:00.001-08:002019-11-18T01:32:03.302-08:00London Residential Property Market Assignment Example | Topics and Well Written Essays - 2000 wordsLondon Residential Property Market - Assignment Example It affects almost our entire lives, from the quality of our lives, our health and well-being; it determines not only our choice of transportation means but also our choice of work, and status (Baker 2003). Housing also affects our economic wellbeing, family structure, choice of friends and status in the society. It is with no wonder that, Abraham Maslow classified it under basic need of shelter in his social pyramid. Most often, investors see valuation as the first step toward intelligent investing. It has been argued (e.g. Penman 2003) that an investor can make informed decisions about where to invest once the value of shares are determine based upon the fundamentals. This is so because, without this value investors can either buy high or sell low. Investors who trade on these stocks are often forced to ask themselves whether they are buying or selling at the right price. (Penman, 2003). In the face of this situation and their quest for an alternate answer, investors turn to various media including internet chat rooms, printed press, "talking heads" on television. ). In addition, investors consult investment analysts who provide an almost endless stream of information and recommendations to sort out. There are often claims that some shares are undervalued and vice versa. (Penman, 2003). Against this background, the aim of this paper is to carry out an analysis of the United Kingdom London residential markets so as to enable investors make informed decisions as to a buy, a hold or sell decision. The next section provides an overview of the London residential markets. 1.1.2 Overview of the London Residential Market Property prices in United States, the US began falling in 2005 making sub-prime mortgage loans more risky as the borrowers are normally expected to exercise their options to default. Consequently, the US subprime mortgage market is suffering from foreclosures arising from falling real estate prices and borrowers exercising their options to default. (Schumer and Maloney, 2007). Investment banks such as Merrill Lynch, Goldman Sachs and CitiGroup all fortune 500 companies have witnessed significant declines in profits, share prices and are planning to lay off workers as a result of the sub-prime crises. (Ellis, 2007). With regard to the United Kingdom UK particularly London, large empirical literature examined the determinants of the two booms experienced by home prices in the early 1970s and the 80s. Findings from these studies provide tentative evidence in support of the view that speculation on expected future house prices must have been an important force driving actual house prices (Muellbauer & Murphy 1997). Concerns over an ongoing house price bubble in the UK have been repeatedly raised by both the press and policy makers. Over the last thirty years, UK house prices have risen in real terms by around 2 % a year and according to HM Treasury (2003) report this stands in contrast to other European countries such as Sweden, France, and Germany where real house prices have decline or remain Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0tag:blogger.com,1999:blog-8800771247457513442.post-8090630518303462302019-11-15T14:03:00.001-08:002019-11-15T14:03:02.963-08:00Errors and strategies in language acquisitionErrors and strategies in language acquisition Error Correction Why Correction is Necessary Correction is necessary. The argument that students just need to use the language and the rest will come by itself seems rather weak. Students come to us to teach them. If they want only conversation, they will probably inform us or, they might just go to a chat room on the Internet. Obviously students need to be corrected as part of the learning experience. However, students also need to be encouraged to use the language. It is true that correcting students while they are trying their best to use the language can often discourage them. The most satisfactory solution of all is make correction an activity. Correction can be used as a follow-up to any given class activity. However, correction sessions can be used as a valid activity in and of themselves. In other words, teachers can set up an activity during which each mistake (or a specific type of mistake) will be corrected. Students know that the activity is going to focus on correction, and accept that fact. However, these activit ies should be kept in balance with other, more free-form, activities which give students the opportunity to express themselves without having to worry about being corrected every other word. It is to S.P. Corder that Error Analysis owes its place as a scientific method in linguistics. As Rod Ellis cites (p. 48), it was not until the 1970s that EA became a recognized part of applied linguistics, a development that owed much to the work of Corder. Before Corder, linguists observed learners errors, divided them into categories, tried to see which ones were common and which were not, but not much attention was drawn to their role in second language acquisition. It was Corder who showed to whom information about errors would be helpful (teachers, researchers, and students) and how. There are many major concepts introduced by S. P. Corder in his article The significance of learners errors, among which we encounter the following: It is the learner who determines what the input is. The teacher can present a linguistic form, but this is not necessarily the input, but simply what is available to be learned. Keeping the above point in mind, learners needs should be considered when teachers/linguists plan their syllabuses. Before Corders work, syllabuses were based on theories and not so much on learners needs. Mager (1962) points out that the learners built-in syllabus is more efficient than the teachers syllabus. Corder adds that if such a built-in syllabus exists, then learners errors would confirm its existence and would be systematic. Corder introduced the distinction between systematic and non-systematic errors. Unsystematic errors occur in ones native language; Corder calls these mistakes and states that they are not significant to the process of language learning. He keeps the term errors for the systematic ones, which occur in a second language. Errors are significant in three ways: to the teacher: they show a students progress to the researcher: they show how a language is acquired, what strategies the learner uses. to the learner: he can learn from these errors. When a learner has made an error, the most efficient way to teach him the correct form is not by simply giving it to him, but by letting him discover it and test different hypotheses. (This is derived from Carrolls proposal (Carroll 1955, cited in Corder), who suggested that the learner should find the correct linguistic form by searching for it. Many errors are due to that the learner uses structures from his native language. Corder claims that possession of ones native language is facilitative. Errors in this case are not inhibitory, but rather evidence of ones learning strategies. The above insights played a significant role in linguistic research, and in particular in the approach linguists took towards errors. Here are some of the areas that were influenced by Corders work: STUDIES OF LEARNER ERRORS Corder introduced the distinction between errors (in competence) and mistakes (in performance). This distinction directed the attention of researchers of SLA to competence errors and provided for a more concentrated framework. Thus, in the 1970s researchers started examining learners competence errors and tried to explain them. We find studies such as Richardss A non-contrastive approach to error analysis (1971), where he identifies sources of competence errors; L1 transfer results in interference errors; incorrect (incomplete or over-generalized) application of language rules results in intralingual errors; construction of faulty hypotheses in L2 results in developmental errors. Not all researchers have agreed with the above distinction, such as Dulay and Burt (1974) who proposed the following three categories of errors: developmental, interference and unique. Stenson (1974) proposed another category, that of induced errors, which result from incorrect instruction of the language. As most research methods, error analysis has weaknesses (such as in methodology), but these do not diminish its importance in SLA research; this is why linguists such as Taylor (1986) reminded researchers of its importance and suggested ways to overcome these weaknesses. As mentioned previously, Corder noted to whom (or in which areas) the study of errors would be significant: to teachers, to researchers and to learners. In addition to studies concentrating on error categorization and analysis, various studies concentrated on these three different areas. In other words, research was conducted not only in order to understand errors per se, but also in order to use what is learned from error analysis and apply it to improve language competence. Such studies include Kroll and Schafers Error-Analysis and the Teaching of Composition, where the authors demonstrate how error analysis can be used to improve writing skills. They analyze possible sources of error in non-native-English writers, and attempt to provide a process approach to writing where the error analysis can help achieve better writing skills. These studies, among many others, show that thanks to Corders work, researchers recognized the importance of errors in SLA and started to examine them in order to achieve a better understanding of SLA processes, i.e. of how learners acquire an L2. STUDIES OF L1 INFLUENCE ON SLA Various researchers have concentrated on those errors which demonstrate the influence of ones native language to second language acquisition. Before Corders work, interference errors were regarded as inhibitory; it was Corder who pointed out that they can be facilitative and provide information about ones learning strategies (point 7, listed above). Claude Hagà ¨ge (1999) is a supporter of this concept and he mentions it in his book The child between two languages, dedicated to childrens language education. According to Hagà ¨ge, interference between L1 and L2 is observed in children as well as in adults. In adults it is more obvious and increases continuously, as a monolingual person gets older and the structures of his first language get stronger and impose themselves more and more on any other language the adult wishes to learn. In contrast, as regards children, interference features will not become permanent unless the child does not have sufficient exposure to L2. If there is sufficient exposure, then instead of reaching a point where they can no longer be corrected (as often happens with phonetics features), interference features can be easily eliminated. Hagà ¨ge stresses that there is no reason for worry if interference persists more than expected. The teacher should know that a child that is in the process of acquiring a second language will subconsciously invent structures influenced by knowledge he already possesses. These hypotheses he forms may constitute errors. These errors, though, are completely natural; we should not expect the child to acquire L2 structures immediately (p. 81). In addition to studies of L1 transfer in general, there have been numerous studies for specific language pairs. Thanh Ha Nguyen (1995) conducted a case study to demonstrate first language transfer in Vietnamese learners of English. He examined a particular language form, namely oral competence in English past tense making. He tried to determine the role of L1 transfer in the acquisition of this English linguistic feature as a function of age, time of exposure to English, and place and purpose of learning English. The influence of L1 on L2 was also examined by Lakkis and Malak (2000) who concentrated on the transfer of Arabic prepositional knowledge to English (by Arab students). Both positive and negative transfer were examined in order to help teachers identify problematic areas for Arab students and help them understand where transfer should be encouraged or avoided. In particular, they concluded that an instructor of English, whose native language is Arabic, can use the students L1 for structures that use equivalent prepositions in both languages. On the other hand, whenever there are verbs or expressions in the L1 and L2 that have different structures, that take prepositions, or that have no equivalent in one of the languages, instructors should point out these differences to their students. Not only was L1 influence examined according to language pair, but according to the type of speech produced (written vs. oral). Hagà ¨ge (p. 33) discusses the influence of L1 on accent; he notes that the ear acts like a filter, and after a critical age (which Hagà ¨ge claims is 11 years), it only accepts sounds that belong to ones native language. Hagà ¨ge discusses L1 transfer in order to convince readers that there is indeed a critical age for language acquisition, and in particular the acquisition of a native-like accent. He uses the example of the French language, which includes complex vowel sounds, to demonstrate that after a critical age, the acquisition of these sounds is not possible; thus, learners of a foreign language will only use the sounds existing in their native language when producing L2 sounds, which may often obstruct communication. STUDIES OF CORRECTIVE FEEDBACK Corder elaborated on Carrolls work to show that the most efficient way to teach a student the correct linguistic form is to let him test various hypotheses and eventually find the right form (point 6, listed above). In these steps, Hagà ¨ge points out the importance of self correction (p. 82-83). According to Hagà ¨ge, it is useful to always perform an error analysis based on written tests administered by the teacher, but without informing the student of the purpose of the test. On that basis, self-correction is preferable to correction by the teacher, especially if the latter is done in a severe or intimidating way. Self correction is even more efficient when it is done with the help of childrens classmates. According to teachers, the younger the children, the greater the cooperation among them and the less aggressive or intimidating the corrections. Hagà ¨ge dedicates a section in his book to the importance of treating errors in a positive way. In this section, titled The teache r as a good listener, he notes that it is useless, if not harmful, to treat errors as if they were diseases or pathological situations which must be eliminated, especially if this treatment becomes discouraging, as occurs when teachers lose their patience because of childrens numerous errors. This, of course, does not mean that corrections should be avoided; after all it is the teachers duty to teach the rules of the L2. But the correction of every error as soon as it occurs is not recommended. The justification that Hagà ¨ge offers is the following: the linguistic message that the child tries to produce is a sequence of elements which are interdependent; immediate corrections which interrupt this message tend to produce negative consequences, even to the less sensitive children; such consequences include anxiety, fear of making an error, the development of avoidance strategies, reduced motivation for participation in the classroom, lack of interest for learning, reduced will for s elf correction, and lack of trust towards the teacher. Esser (1984, cited in Hagà ¨ge) also made a similar point: repetitive and immediate corrections, he noted, may cause sensitive children to develop aggressive behavior towards their classmates or teacher. Thus, Hagà ¨ge concludes, correction must not be applied by the teacher unless errors obstruct communication. This is the main criterion for error correction (i.e. obstruction of communication) presented by Hagà ¨ge; however there have been studies which examined such criteria in greater detail, such as Freiermuths L2 Error Correction: Criteria and Techniques (1997). Freiermuth accepts Corders view (point 6) and proposes criteria for error correction in the classroom. These criteria are: exposure, seriousness, and students needs. In the case of exposure, Freiermuth claims that when a child creates language (for example, when he tries to express an idea by using a linguistic form he has not yet acquired), he will most likely make errors; correcting these errors will be ineffective because the learner is not aware of them. Thus, error correction would result in the acquisition of the correct form only if the learner has been previously exposed to that particular language form. As regards the seriousness criterion, Freiermuth claims that the teacher must determine the gravity of an error before deciding whether he should correct it or not. Here Freiermuth sets a criterion which agrees with that of Hagà ¨ges: the error, he states, must impede communication before it should be considered an error that necessitates correction. But what constitutes a serious error? Which errors are those which should not be corrected? As an examples of non-serious errors, Freiermuth mentions those errors which occur due to learners nervousness in the classroom, due to their stress or the pressure of having to produce accurately a linguistic form in the L2. These errors can occur even with familiar structures; in that case, they are not of serious nature and are similar to what Corder called mistakes. Here again we see Corders influence in error analysis, and in particular in the distinction between errors and mistakes. Freiermuth goes on to suggest a hierarchy of errors (accor ding to seriousness) to help teachers decide which errors should be corrected: Errors that significantly impair communication [are] at the top of the list, followed by errors that occur frequently, errors that reflect misunderstanding or incomplete acquisition of the current classroom focus, and errors that have a highly stigmatizing effect on the listeners. He also clarifies what can cause stigmatization: profound pronunciation errors, or errors of familiar forms. Another important criterion that must be considered by the teacher is individual students needs. The importance of this factor is mentioned in Corder, who in turn notes that this idea had been suggested previously by Carroll (1955, cited in Corder 1967) and Ferguson (1966, cited in Corder 1967). Each student is different and thus may react differently to error correction. We infer from Freiermuths claim that the teacher must perform two main tasks: first, assess some specific character traits of students, such as self-confidence and language acquisition capability. Freiermuth agrees with Walz (1982, cited in Freiermuth) that self-confident, capable students can profit from even minor corrections, while struggling students should receive correction only on major errors. This claim agrees with Esser and Hagà ¨ges claim that repetitive corrections are likely to decrease motivation; it is reasonable to accept that students who lack self-confidence will be stigmatized to a greater degree than confident students. The teachers second task, according to Freiermuth, is to listen to learners L2 utterances in order to determine where errors occur (i.e. which linguistic forms cause students difficulties), their frequency, and their gravity (according to the severity criteria mentioned above). Then the teacher can combine the outcome of these tasks and decide on correction techniques for individual students. A different approach to error correction was suggested by Porte (1993), who stressed the importance of self-correction. Porte refers to Corders distinction of errors and mistakes and points out that many students do not know the difference. It is important, Porte notes, that students know how to identify an error in order to avoid it in the future. She agrees with Corder that it is more efficient for learners to correct themselves than be corrected by the teacher, and goes on to suggest a four-step approach for self-correction. This approach consists of questions that the teacher provides to students. After writing an essay, students should read it four times, each time trying to answer the questions included in each of the four steps. Thus, in each re-reading task (each step) they concentrate on a different aspect of their essay. In brief, the first task asks them to highlight the verbs and check the tenses; in the second task students concentrate on prepositions; the third task req uires them to concentrate on nouns (spelling, agreement between subject and verb); finally in the fourth task students should try to correct potential personal mistakes. Porte also offers some clarification of what is meant by personal mistakes, in order to help the students identify them. The studies mentioned above are only a few examples that demonstrate how S. Pit Corders work influenced the area of error analysis in linguistics. The concepts that Corder introduced directed researchers attention to specific areas of error analysis; they helped linguists realize that although errors sometimes obstruct communication, they can often facilitate second language acquisition; also they played a significant role in training teachers and helping them identify and classify students errors, as well as helping them construct correction techniques. REFERENCES Corder, S. P. 1967. The significance of learners errors. International Review of Applied Linguistics 5: 161-9. Dulay, H., and Burt, M., Errors and strategies in child second language acquisition, TESOL Quarterly 8: 129-136, 1974. Ellis, R., The Study of Second Language Acquisition, Oxford University Press, 1994. Esser, U., Fremdsprachenpsychologische Betrachtungen zur Fehlerproblematic im Fremdsprachenunterricht, Deutsch als Fremdsprache, 4:151-159, 1984, (cited in Hagà ¨ge 1999). Freiermuth, M. R., L2 Error Correction: Criteria and Techniques, The Language Teacher Online 22.06, http://langue.hyper.chubu.ac.jp/jalt/pub/tlt/97/sep/freiermuth.html, 1997. Hagà ¨ge, C. Lenfant aux deux langues (The child between two languages), Greek translation, Polis editions, Athens 1999. (Original publication: Editions Odile Jacob, 1996). Kroll, Barry, and John C. Schafer. Error-Analysis and the Teaching of Composition, College Composition and Communication 29: 242-248, 1978 Lakkis, K. and Malak, M. A.. Understanding the Transfer of Prepositions. FORUM, Vol 38, No 3, July-September 2000. (Online edition: http://exchanges.state.gov/forum/vols/vol38/no3/p26.htm) Mager, R.F. Preparing Instructional Objectives, Fearon Publishers, Palo Alto, CA 1962. Nguyen, Thanh Ha. First Language Transfer and Vietnamese Learners Oral Competence in English Past Tense Marking: A Case Study., Master of Education (TESOL) Research Essay, La Trobe University, Victoria, Australia1995. Porte, G. K., Mistakes, Errors, and Blank Checks, FORUM, Vol 31, No 2, p. 42, January-March 1993. (Online edition: http://exchanges.state.gov/forum/vols/vol31/no1/p42.htm) Richards, J., A non-contrastive approach to error analysis, English Language Teaching 25: 204-219, 1971. Stenson, N. Induced errors in Shumann and Stenson (eds.), 1974, cited in Ellis (p. 60). Taylor G., Errors and explanations, Applied Linguistics 7: 144-166, 1986. Ronald Hineshttp://www.blogger.com/profile/01522279002854324043noreply@blogger.com0