Questions On Dealing With Conflict - 953 Words

Gregory Long February 23, 2016 MG 5017 (Program Management) Dr. Dave Clapp Dealing with Conflict Introduction Conflict in the workplace can and will happen. Dealing with different people that come from different backgrounds with different ideas and thoughts, it’s inevitable that conflict will occur. Conflicts, however, if handled in the early stages can be resolved. Conflicts exist in almost every organization and to a certain degree can be viewed as a healthy exchange of creativity and ideas. But if not handled appropriately can become negative for an organization. According to Hrcouncil.ca (2016), â€Å"Counter-productive conflict can result in employee dissatisfaction, reduced productivity, poor services to clients, absenteeism and increased employee turnover, increased work related stress, or worst case scenario, litigation based on claims of harassment or a hostile work environment.† Conflict Types and Descriptions There are several types of common sources of conflict. Values conflict, power conflict, economic conflict, interpersonal conflict, organizational conflict, and environmental conflict just to name a few. Below is each conflict and a brief description. Definitions from Hrcouncil.ca (2016), Conflict Type Description Values Conflict Involves incompatibility of preferences, principles and practices that people believe in such as religion, ethics or politics. Power Conflict Occurs when each party wishes to maintain or maximize the amount ofShow MoreRelatedIndividual Conflict Assessment Worksheet1257 Words   |  6 PagesMaterial †¢ †¢ Individual Conflict Assessment Worksheet In at least 150 to 300 words, respond and include details to the following statements and questions: 1. Take a moment to think about how you generally describe conflict. Complete the following sentences and expand each response to at least one paragraph: a. Conflict is like†¦. a necessary evil; without it we are not able to grow or see those imperfections within ourselves that can be upsetting to others. Conflict, while at times ugly orRead More managing conflicts and negotiation Essay544 Words   |  3 Pages Managing Conflict and Negotiations In week one, the class read and discussed topics related to problem-based learning and managing conflict and negotiation. Also, the Learning Team handbook and tools were introduced and teams were assigned. The required readings, class discussions and sharing of experiences were valuable in learning more about these topics. The 9-step problem-solving model is a valuable, systematic tool used to identify the real problem and make an intelligent decision. This processRead MoreMister1049 Words   |  5 PagesTackling Conflict and Poor Teamwork - Prevention Ultimately there is no guarantee that we will be able to prevent conflict. The point was made in the section entitled, What causes conflict? that the complex dynamics between people in social interaction will inevitably lead to conflict sooner or later. However, there are steps that we can take to try to keep conflict to a minimum - not to prevent it altogether (as that would clearly be unrealistic), but rather to prevent certain occurrences atRead MoreMy Best Management Skills Is Communication1209 Words   |  5 Pageschaired, the leader, a Fortune 100 corporate vice president, never spoke in declarative sentences. He spoke only in questions, which he broadcast to the group while looking at an overhead display. Who can tell me why I shouldn t be worried about our plant in Mexico? When someone volunteered an answer, the executive listened keenly and then asked more laser-focused probing questions, always seeking information for the team, never attacking the individual. Being collabo rative leaders does not requireRead MoreTheories Of Conflict Management And Describe How Christian Leaders Can Manage Their Advantage812 Words   |  4 PagesConflicts Conflict is something that is constant in all relationships as well as in the work environment. People will always have different ideas, personalities, cultures and behaviors that will cause a conflict to arise. As a Christian leader in a management position it is very important to realize the different types of conflicts as well as how to ensure they are properly handled. If they are handled correctly, then a positive learning experience will occur. However, if the conflict is mishandledRead MoreThe Importance Of Effective Communication Skills For Leaders1574 Words   |  7 PagesCommunication 4.2 External Communication 4.0 Audience Analysis and Strategy 4.0 Cultural Communication Competence 3.8 Group and Team Communication and Dynamics 3.4 Social Media and Other Written Communication 3.4 Dealing with Own Feelings 3.3 Ethos/Image 3.3 Oral Communication 1.6 Dealing with Others Note: Adapted from Barrett (2014, p. 411) Appendix A From the self-evaluation, it is apparent that I have strong written and visual communication skills but also have a large deficiency in the area ofRead MoreConflicts Within The Workplace Are Inevitable1428 Words   |  6 PagesBUS 3021 Theme 1 Conflicts in Organisations Conflicts within the workplace are inevitable. Conflict is ever present for organisations and how these conflicts are dealt with defies the difference between how they operate. In this essay I will be considering organisational conflicts and discuss whether conflict is something organisations can resolve. I will be discussing the nature of work and how this impacts on individual’s in their everyday organisational life. Due to the current climate the governmentRead MoreThe Process Of A Mediator For Mediation1246 Words   |  5 Pages1.Check in questions specifically ask the parties involved to make a decision and feel in control to move forward. Questions that can be asked that are not check-ins include questions that are likely to lead into other conversations. Examples of questions that are not check-ins are: - What conversations have led you both to reaching out for mediation? - Would you like to go back and reflect on the options to move forward? These questions are not empowering anyone and may just lead to ineffectiveRead MoreAtlanta Community Food Bank ( Acfb )993 Words   |  4 Pages Conflicts Some of the conflicts that are occurring frequently in this organization are lack of proper communication and coordination. Conflict can occur in many areas such as there could be a conflict within an organization, personal conflict involving the personal identity, moral context, Intrapersonal conflict, goal conflict, value conflict, relational conflict and community conflict. When considering conflict within an organization there are many factors that attribute to such conflicts. ThereRead MoreThe Russian Revolution Of 20131488 Words   |  6 Pagesdiffering – especially the ones coming from the Western media between the Russian media. This case study will examine how four different news websites – two western ones and two Russians - framed Ukraine’s Revolution of 2013, by researching the question ‘How Western and how Russian media were covering the events of the 2013 Ukrainian Revolution’. The research will be based on a content analysis of 449 stories related to the Ukrainian Revolution that appeared in the first phase of the revolution

On the Sidewalk Bleeding by Evan Hunter - 720 Words

On the Sidewalk Bleeding Critical Essay Marianne Lavery The story â€Å"On the sidewalk bleeding† by Evan Hunter deals with the issue of identity through the central character Andy, a young gang member who struggles with his identity as his death draws near. A young boy called Andy who left a nightclub to go and get cigarettes. He started walking through the alley when suddenly he got stabbed. As he got stabbed he heard a voice saying â€Å"That’s for you Royal!† Andy had always been proud to be a Royal because the Royals and the guardians were two of the biggest and he was a Royal. Now as he lay dying on the sidewalk with the rain surrounding him, he thought of being a Royal but now all he wanted to be was Andy. It is evident that Andy†¦show more content†¦They said â€Å"if we get a cop, the Guardians will find out who.† I thought this was very cowardly and selfish of them to leave him there, dying just because they were scared. Andy knew he was at deaths door but he didn’t want them to find him and say â€Å"oh he’s a Royal!† So with great difficulty and determination, he rolled over onto his back. He felt the pain tearing at his stomach when he moved. He lay struggling with the shiny, wet jacket. Pain ripped fire across his body whenever heShow MoreRelatedOn the Sidewalk Bleeding by Evan Hunter, The Hunger Games by Susan Collins721 Words   |  3 Pageschoices you make and how you grow up. The four text I studied are a short story â€Å"On the Sidewalk Bleeding† written by Evan Hunter, a novel â€Å"The Hunger Games† by Susan Collins, a film â€Å"Remember the Titans† directed by Jerry Bruckheimer and lyrics composed by Cat Stevens. These four texts express the theme of â€Å"how surroundings can influence your choices when growing up† In the short story ‘On the Sidewalk Bleeding’, the character Andy displays the theme of â€Å"how surroundings can influence your choicesRead MoreAnalysis Of On The Sidewalk Bleeding 1293 Words   |  6 PagesCorrespondingly, Evan Hunter’s â€Å"On the Sidewalk Bleeding† introduces the protagonist Andy, who experiences characteristic growth through the coming of age. Throughout Hunter’s story, Andy is put forth to portray the development of transforming from ignorant thinking to acquiring knowledge, the shift in deliberating realistically more willingly than idealistically, and establishing progression from selfishness to selflessness. Likewise, the main character Andy endures these changes in â€Å"On the Sidewalk Bleeding†Read MoreLooking For Alibrandi By Melina Marchetta Essay1301 Words   |  6 Pagesfreedom, sadly this doesn’t happen for some. I have chosen to look at films,novels and short stories that are to do with being con trolled. This includes the novel ‘Looking for Alibrandi’ written by Melina Marchetta, a short story ‘On the sidewalk bleeding’ by Evan Hunter and the films ‘The Hunger games’ directed by Gary Ross and ‘The boy in the striped pyjamas’ directed by Mark Herman. In the novel ‘Looking For Alibrandi’, Josie who is an Italian girl deals with her traumas of everyday life. Since herRead MoreThe Importance Of Self Identity And Individuality2143 Words   |  9 Pagesand Individuality Stereotypes have been around since the beginning and continue to hurt the lives of certain people in society. Due to stereotypes and prejudice made by certain people, the author, Evan Hunter, successfully demonstrated through the story â€Å"On the Sidewalk Bleeding† the consequences of stereotyping. The story focuses on a sixteen year old boy named Andy, and his last moments being alive after being stabbed by a rival gang known as the Guardians. Andy was stereotyped becauseRead MoreBelonging Essay1048 Words   |  5 Pagesreaffirm or transform their identities. Ultimately, it is the ability to form meaningful and sustaining relationships that allows individuals to assess and affirm their values. Raimond Gaita’s memoir, â€Å"Romulus, My Father† (RMF), Evan Hunters short story â€Å"On the Sidewalk Bleeding’ (OTSB), and â€Å"The Oasis†, a Shark Island Documentary, explore this notion through employing the universal themes of compassio n, alienation and love as they enrich characters sense of hope, significance, comfort and security-Read MoreAnalysis Of On The Sidewalk Bleeding 1500 Words   |  6 PagesWhile differences between Walter Dean Myers Monster and Evans Hunter s On The Sidewalk Bleeding give an insight on morality and how choices of the two characters Steven Harmon and Andy are shaped by their peers, and had an impact on their lives, their loved ones and the way society treats them. Steven Harmon is a sixteen-year-old black male that was part of a robbery and is on trial for murder, and is hard a very hard time in court trying to prove his innocence. Whereas, Andy is also a sixteen-year-old

Special K Product Life Cycle free essay sample

The company has gradually introduced a range of flavors and varieties such as Special K bars apple Pear, chocolate, and Red berry. The parent company for special K is Kellogg’s and it’s a worldwide company for producing cereals. In 2010 sales reached nearly $12 billion, Kellogg Company is the world’s leading producer of cereal and a leading producer of convenience foods, including cookies, cereal bars, and fruit-flavored snacks, with leading brand such as Pop-Tarts ® and Nutri-Grain ®. My assessment of Kellogg’s Special K is that they are doing well at managing the product line, particularly in the area of advertisement, which has lead to the brand become a household name in the category of healthy snack bars. Despite this still improvement that could be made. Product Life Cycle (PLC): The life expectancy of a product is thought to be finite; the product life cycle diagram is used to describe the change in sales during various stages of the product life. We will write a custom essay sample on Special K Product Life Cycle or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The first stage is Introduction where the product is launched into the market and the sales will most likely start low. The second stage is Growth this means the product is becoming successful and sales will start to grow rapidly as it becomes established. Moreover, the third stage is Maturity; this occurs when the product is at its peak and has displaced the previous market leader for example replacement of CD’s with MP3. The final stage is Decline this is when the product sales begin to fall, this is usually due to lack of successful innovation or creation of new varieties to keep consumer interest or expand the target market. Source: Mintel The graph of percentage market share below shows Special K bars has maintained a steady hold of the market share at 10-11 % over the past 3 years, this lack of change in sales suggests that Special K bars is in the Maturity stage. They hold a position of number 2 in the market leader board in healthy snack bars after Go ahead! ‘United Biscuits’. Future trends: Throughout the international economics crisis for the last couple years, special K cereal bars maintain the market share. In addition the parent company Kellogg’s also as remain constant 3 years with regard to the net sales, although there was a slight decline in 2010, the 2011 year-to-date result from the October 1st shows an increase in net sales from $9,537 to $10,183 shows that the market is growing stronger. In fact Kellogg’s believe that they can â€Å" build long-term momentum in 2012, internal net sales are expected to rise 4-5 % above the long-term annual target† (Kellogg’s Q3 REPORT, 2011). Its look positive that the market will regain in strength and profit will continue to rise. Association with a parent company that has strong sales and seen as successful in the market place can affect the Special K cereal bars positively; in addition perhaps more money from the parent company can be invested into the brand to help more and more product to be developed. Over the last ten years the life style of people has changed and convenience food has become more readily available and the cost of sweets and chocolate has become cheaper, this added to the fact that our jobs are less active and people are now facing obesity. This led people to become more interested in healthy eating and health snacks; the likelihood is that this interest will only increase. Overall my assessment that the company will increase sales and revenue with good management and putting in place my recommendations Source: Kelloggs annual report, 2010 Using the BCG growth share matrix it will appear that Special K cereal bars is a Cash Cow, according to the Market share graph show the last 3 years the brand has remained steady with out any significant changes, yet the market share remain high with brand being second on the leader board. According to Baker Hart it is recommended that the cash cow is ‘harvested’ this means that the company is being managed efficiently on producing good sales without needing too much input in management. However, refereeing back to the PLC and the fact that the brand on the stage of maturity when many products slip into decline or become a dog it is recommended to manage the product and introduce new varieties of products. The result of this the company can increase the market share and growth, will move to become a star and the leader of the market. SWOT analysis: Kellogg’s is the parent company of Special K, which means it can lean on Kellogg’s brand strength and quality. This can help in terms of marketing as people positively associate the bars with their favorite cereals brand. The resources are already available in terms of innovation and research development, the raw materials such as wheat and sugar will be cheaper because of the purchasing power due to buying in bulk along side the parent company. Special K knows their target market well and are great at knowing how to attract them for example by introducing the Special K Plan to help them lose weight with advice and recipes (My special K, 2011). Also by sponsoring popular women’s TV show like Desperate housewives (Sarginson, 2010). They’re innovative and great at mixing taste flavors for example Chocolate with apricot. However, the cost per unit of the bars can seem expansive to some customers compared to other brand such as Jordan’s, 1. 99 pound for a 5 bar Multipack compared to 1. 8 pound for 6 bar multipack from Jordan’s. This is particularly a problem because of economic climate where people have less money to spend on premium products. It also shows a decline with older people partly because of health issues may restrict a high sugar in take and have less desire for sweet snacks. Special K can increase their market share by reducing the cost of the snack by introducing innovative products to extended the growth phase, and slow it maturity phase by appealing to areas of the market its never focused on before, such as kids and men. Potential issues may arise due to further hits to the economy which lower spending and create higher ingredient costs; stringent regulations in health and environment and peoples’ growing awareness of nutrition and ethics of where ingredients come from ‘Fairtrade’. According to Kellogg’s Convenience there was a drop in snacks that has ingredients considered as bad, whilst nutritional snack sales increaed 6. 4 %. Other threats could be intense competition from other companies. Any of these could be an opportunities. Recommendation: Special K can grow their market share by expanding their target market, specifically in the area of men and children. For men introduce a snack bar full of energy and protein, the red bull of the cereal bar world. Kelloggsâ„ ¢ Special Kâ„ ¢ Protein Bars showed a 45% increase in sales from 2009 to 2010 (Kellogg’s connvenience, 2011). This shows an area of opportunity to develop. This could be marketed towards men by changing the packaging maybe changing the color to black keeping the red K logo, these colors will attract men because they associate them with power and sexiness. Moreover, it can be advertised between high adrenaline sporting program such as Formula 1 and men magazines, both sport and health magazines. As similar products are already produce by the company significant changes factory capacity and to product distribution should not be needed. Another recommendation is to focus on children. Special K already has a range of Mini Breaks, which are small packets of bite size bars. These could be made in partnership with Disney, like creating cartoon character visuals on the product packaging. In addition, smaller individual bars could be made for children, perfect for their lunch boxes, again with Disney promotions, maybe with tokens to collect for Disney merchandise. These could be created with child friendly flavors like strawberry yogurt or milk chocolate. Children are a powerfull influence on what products and brand parents choose particularly in decisions for breakfast cereals and snack food (Mangleburg, 1990, p: 813-815). My final recommendation is to create a variety of flavors in one pack so the family can share their snacks happily, each getting their favorite flavor and getting the opportunity to try others. This can expand the special k market for the whole family not just for the woman. Each of these should helped to build a large market share and help it become the market leader head of United Biscuit’s go ahead! Innovation and new ideas are the key factors to keeping public interest and to extend the growth phase.

Shakespeare And His Theater Essays (533 words) -

Shakespeare and his Theater Shakespeare and his Theater Compared to the technical theaters of today, the London public theaters in the time of Queen Elizabeth I seem to be terribly limited. The plays had to be performed during daylight hours only and the stage scenery had to be kept very simple with just a table, a chair, a throne, and maybe a tree to symbolize a forest. Many say that these limitations were in a sense advantages. What the theater today can show for us realistically, with massive scenery and electric lighting, Elizabethan playgoers had to imagine. This made the playwright have to write in a vivid language so the audience could understand the play. Not having a lighting technician to work the control panels, Shakespeare had to indicate wether it was dawn or nightfall by using a speech rich in metaphors and descriptive details. Shakespeare's theater was far from being bare, the playwright did have some valuable technical sources that he used to the best of his ability. The costumes the actors wore were made to be very elaborate. Many of the costumes conveyed recognizable meanings for the audience such as a rich aristocrat wearing silk clothes with many ruffles. Many times there were musical accompaniments and sound effects such as gunpowder explosions and the beating of a pan to simulate thunder. The stage itself was also remarkably versatile. Behind it were doors for exits and entrances and a curtained booth or alcove useful for actors to hide inside. Above the stage was a higher acting area which symbolized a porch or balcony. This was useful in the story of Romeo and Juliet, when Romeo stood below Juliet and told her how he loved her. In the stage floor was a trap door which was said to lead to "hell" or a cellar, this was especially useful for ghosts or devils who had to appear and disappear throughout the play. The stage itself was shaped in a rectangular platform that projected into a yard that was enclosed by three story galleries. The building was round or octagonal in shape but Shakespeare called it a "wooden O." The audience sat in these galleries or else they could stand in the yard in front the stage. A roof and awning protected the stage and the high-priced gallery seats, but in the case bad weather, the "groundlings," who only paid a penny to stand in the yard, must have gotten wet. The Globe theater was built by a theatrical company in which Shakespeare belonged. The Globe theater, was the most popular of all the Elizabethan theaters, it was not in the city itself but on the south bank of the Thames River. This location had been chosen because, in 1574, public plays had been banished from the city by an ordinance that blamed them for corrupting the youth and promoting prostitution. A playwright had to please all members of the audience. This explains the wide range of topics in Elizabethan plays. Many plays included passages of subtle poetry, of deep philosophy, and scenes of terrible violence. Shakespeare was an actor as well as a playwright, so he new well what his audience wanted to see. The company's offered as many as thirty plays a season, customarily changing the programs daily. The actors thus had to hold many parts in their heads, which may account for Elizabethan playwrights' blank verse writing style.

alexander the great was not worthy of his title essays

alexander the great was not worthy of his title essays Alexander the Great did not deserve his title. Alexander the Great ruled from 356-323 BC. During this time he conquered a huge area of territory, amassing for himself a large land empire. However he was also responsible for the death of thousands of his own men. Although being one of the greatest generals of all time, he was in reality a selfish, drunk who used one of the most powerful armies of his time, for his own self-glorification. Alexander the Great did not deserve his title. Alexander was born in Pella, Macedonia. His father was the famous general Phillip the second, his mother was Queen Olympias, princess of Eupirus. At the age of thirteen Alexanders father employed the greatest mind of the time, Aristotle, to be his tutor. Aristotle educated Alexander in the ways of life as well as about literature, science, medicine and philosophy. He introduced the Illiad to Alexander, which he then learnt off by heart and kept a copy of it with him when he went on expeditions. Alexander first gained military power when his father was making an expedition against Byzantium Alexander, although he was only 16 and 9 months old he left behind as regent of Macedonia. (Plutarch, 1973. P260). At this time he was an acting commander of his fathers army. In 336BC at the young age of 20 he inherited the powerful empire of Macedonia. With this inheritance he gained control of its army which consisted of 40 000 infantry and 7 000 cavalry. This was said to be the best trained standing army of the time. Alexander wanted to be glorified as the greatest general; the only way he knew how to do this was by conquering other cities, so he did. Within ten years he had defeated the Persians, defeated Egypt, India, Iran and even Afghanistan. With this he was said to be one of the greatest generals. On the basis of writing in Roman times, who measured success by the number of body-bags used, they deemed him great. ( Dup ...

Egyptian Korean essays

Egyptian Korean essays Everyone wants to have eternal life. From ancient Egyptians to generations now days, people feared mysterious world after death and tried hard to extend their life time. However throughout the history, people realized that death is something everyone has to face, and that there is no way to escape from it. People from different nations have their own way of defining death. I took the examples of ancient Egyptians and Koreans to compare. Egyptians believed that the afterlife is reemergence of best time of present world. They always imagined another world to come and prepared for it with confidence. Pharaohs and noble people spent many years to build their tomb, the pyramids. They employed special people to decorate their pyramids with different paintings and sculptures. These artworks usually described the activities which they want to continue afterlife such as hunting or feast. Koreans also believed in afterlife. However, they did not build fancy tombs or prepared death like Egyptians. Inspired by Confucian, they thought that remembering the dead is the most important thing. They had many rules to obey in dealing with death. The most conspicuous thing was costume and special ceremony. When a member of family passed away, everyone wore white clothing to express their grief. Men wore a strap around their arm and women wore white cloth on top of their head. In now days, men still wear a strap around their arm but women wear white hairpin on their head instead. Another interesting thing is that when ones parents pass away, the son had to build a small hut right next his parents tomb and guard it for three years. After three years, he would return to his home and he would hold a special ceremony once in a year to remember his parents. Ancient Egyptians mummified dead body to promise next life. They would remove all the organs expect the heart and embalm it. Then they would wrap the body with fine linen and place them in...

What is the role of the consumer in our culture Essay

What is the role of the consumer in our culture - Essay Example There are times that an individual can go to purchase a certain commodity and probably finds the attendant with very poor moods. In such conditions, the attendant may talk in a wanting manner and at times fail to satisfy the customer. There are times however that an individual may find the attendant in appropriate moods. These are the times that they may even get a bonus or rather receive a special type of treatment from the attendant. This information shows that there does not exist any particular way through which one can identify the treatment accorded to them as a customer since it is unpredictable. The customer has minimal power over the production process of the commodity or the media’s involvement with the product. The media is whole other setting and many times, people say that the media is independent. This in itself alone as a sentence enables an individual to understand that the consumer has no control over the media’s involvement with a certain product. The customer however has an extended involvement in the production of a commodity. The reason is that at times, a group of consumers may have some negative reaction towards a certain commodity and this may make them submit their grievances to the production team (Ewen & Ewen). It is after this that the manager may pass the information to the relevant quality control teams to make amends. It is also vital to grasp and comprehend that the ordinary consumer does not have any control over the ideas that the media may have on a certain product. There are times that a consumer may use a product and have a negative view about it. After this, the consumer may find the media advertising the commodity and giving it fake praises. This normally angers the consumer but the reality is they cannot do anything concerning this. It is the right of the product owner to

Statistics Essay Example | Topics and Well Written Essays - 1000 words - 3

Statistics - Essay Example That may make them more satisfied with their "work" in the short run, but their performance certainly didnt improve. Each and every organization is faced with people challenges. How do you get public moving in the right direction? Start where they are. The first step is to provide feedback to employees from their current point of view. That is where Inscape Publishing comes in. For nearly 30 years Inscape guides have been first choice for research-based self-assessments. Theyve helped over 30 million people worldwide progress performance, increase job satisfaction and value differences (Hines, 1990). All analysis are conducting by using SPSS for Windows (SPSS, 13.0) were utilized to conduct statistical analyses. Descriptive statistics were calculated for the employment background and the job satisfaction variables. Now we apply the hypothesis on overall job satisfaction level and ANOVA for intrinsic and extrinsic satisfactions. Since the computed value of z falls within the rejection region, so we reject the null hypothesis (at ï  ¡ = 0.05). So there is sufficient evidence that the average overall job satisfaction is not equals to 4.5 The significance value of the F test in the ANOVA table is 0.000 and 0.002 for intrinsic and extrinsic cases respectively. Thus, we must reject the hypothesis that average satisfaction assessment scores are equal across both intrinsic and extrinsic groups. Now that we know the groups differ in some way, we need to learn more about the structure of the differences. Taking overall job satisfaction as a factor - Obviously when a job is routine, these elements would be routine. What is routine is ordinary, and what is ordinary cannot be perfect. In order to have a perfect job, one has to break through these formal walls that are built to enclose a so-called professional world. Employee expectations of certain standards for working conditions at the beginning of employment may be

Special Education Comprehensive Essay Exam Example | Topics and Well Written Essays - 3750 words

Special Education Comprehensive Exam - Essay Example Within the context of the stated, one of the primary challenges to inclusion is scepticism and the attitude of general education teachers. The said challenges are amply evidenced in the case study, whereby two of John's teachers are, to some degree, do not understand why John should be included in their classes, of what possible benefit his inclusion could be and how to assess his learning or progress. Needless to say, John's cognitive, if not motor, impairment has the potential to contribute to the said scepticism. At the same time, John's willingness to participate and the obvious enthusiasm he expressed during history classes underscore the degree to which inclusion in GE classes has the potential to constructively contribute to John's academic development. This potential can only be realized, however, if inclusive values are promoted and John's teachers organize and deliver instructions. As indicated in the case study, two of John's teachers are somewhat opposed to inclusion, these being Mr. Johnson and Mr. Hardy; two are ambivalent, these being Mrs. Smith and Ms. Fuquay, in that while they are not opposed to John's inclusion, do not appear willing to really go out of their way to accommodate him. In fact, apart from Mr. Eagerhart who is working with a special educator and teaching to a primarily special needs group, only Ms. Chang is enthusiastic. The implication here is that across John's classes, there are varying attitudes towards his inclusion, thereby underscoring the imperatives of promoting inclusive values. The promotion of inclusive values, as will be illustrated through reference to the relevant literature, is predicated on the school's embracing inclusivity. A positive and supportive school philosophy towards inclusion and students with disabilities is crucial for a successful inclusion program (Baird, 1990; Emerson & Maddox, 1997; Salisbury et al., 1993; Simpson, Myles & Simpson, 1997; Stainback et al., 1992; Webber, 1997). Thus, a positive classroom climate should be established. A positive classroom climate is one that is accepting of individual differences and promotes the idea that all students, including students with disabilities, should have the same access to knowledge, growth, achievement, success and belonging (Webber). When teachers and faculty communicate about a student with a disability, he or she should be referred to by name, grade level or subject area without mention of a disability label (Montie et al., 1992). According to Simpson et al. (1997), inclusion programs can be successful only to the extent that they foster an educational environment in which students with disabilities are socially integrated and experience acceptance. However, they

Early Years Foundation Stage Guidelines

Early Years Foundation Stage Guidelines Hasana khan Explain the observation, assessment and planning cycle. The EYFS requires practitioners to plan activities and play opportunities that will support children’s learning while supporting the areas of learning within the EYFS. Practitioners must plan carefully so that individual children’s needs are met and that the activities and play opportunities help children progress towards their early learning goals. Planning, observation and assessment contribute to supporting the learning and development requirements of children. Observing individual children carefully can help to identify what their needs and interests are. To ensure that practitioners meet the needs of individual children it is important that the follow the observation, assessment and planning cycle. Observation is when practitioners observe/watch children to understand their interests, needs and learning styles. Observing children is a useful process as it provides information which the practitioners can use to support the children when planning and preparing activi ties for them. Observations should be made in a range of contexts, for example they should be done during independent play, during everyday routines and also when the child is engaged in play with others. EYFS MAY 2008 â€Å"planning should be flexible enough to adapt to circumstances†. Observing children will also enable practitioners to understand what their current stage of development is. Without the process of observation practitioners will not be able to fully support the children as they will not have a clear idea on what the child’s needs and interests are. Practitioners must ensure that they gain parent’s permission before they carry out any observations on the children because some parents may not want their child to be observed. During observation practitioners need to look, listen and record what they see in the observation, they must not involve themselves in the observation as it may affect what the child is doing. An assessment is when practitioners analyse observations to see what they tell them about a child. Accurate assessments enable practitioners to make judgements which lead to action to support individual children. They help each child to de velop and learn by ensuring that the practitioners provide children with appropriate experiences and opportunities. Practitioners gather the information in their observations to identify aspects of the child’s learning and development. By doing this it will enable them to assess what a child’s needs and requirements are and how well they can be supported. The final part of the cycle is planning, this is when practitioners then use the information that they have gathered to plan for the child. This could include planning experiences and opportunities that the child could benefit from and also ensuring that the environment is suitable and the child has access to appropriate resources. The practitioner will also need to plan what their role will be in supporting children with their learning and development. Practitioners must ensure that they include each area of learning and development through planning, purposeful play and through a mix of adult-led and child initiated activity. Practitioners must ensure that their planning reflects and supports children’s current interests, learning styles and the stage of development of each child. The planning process enables practitioners to contribute and understand the experiences that they have planned for the children. Practitioners can also ensure that parents and children have a voice in the planning process, for example children can share their feelings and activities that they want to take part in. Parents can also share their knowledge of their child and any additional support that they may require. Observation, assessment and planning all feed into one another and contribute to our knowledge about the child enabling the practitioners to fully support the needs, requirements, learning and development of each child. Describe how to develop planning for individual children. When working with children practitioners will find that they are required to plan activities and experiences for children which support their learning and development. EYFS MAY 2008 â€Å"good planning is the key to making children’s learning effective, exciting varied and progressive†. Practitioners need to ensure that they plan activities which are linked with the different areas of learning within the EYFS. Practitioners must also ensure that they plan and prepare activities which meet the individual needs and requirements of the children. When planning for the children the practitioners need to bear in mind that whatever is planned for the child is age and stage appropriate and suitable for the child to take part in. There are many different sources that an individual can use the help them when planning for the children, for example each child has their own interests and preferences and they may enjoy playing more with some toys that they do with others. A practitio ner can use a child’s interest and make an activity more exciting and challenging for the child. This will also enable the child to learn new things as well as taking part in something that they enjoy doing. Regular observations and assessments support the practitioner when planning for a child because a lot of information can be processed as the practitioner is able to physically see what a child likes/dislikes doing. Observing the children helps the individual indentify a child’s needs, interests and any additional support that they may require to support their learning and development. EYFS MAY 2008 â€Å"planning should include all children, including those with additional needs†. Practitioners must ensure that they make full use of the observations gained in order to support the child and ensure that their needs are fully met. Within the setting the practitioners can work in partnership with parents/carer’s as stated in the EYFS in order to ensure that they are also included with their child’s learning and development. Parents/carer’s will be able to share information with the practitioners about what the child is like at home and what interest and needs that they may have. Parents/carer’s can help the practitioners with planning for the children as they will be able to identify what area a child may need support with. Sharing ideas with colleagues can be useful during planning as an individual may have noticed something about the child which was not noticed by anyone else, this can be useful as a child may be more close to one member of staff than they may be with another staff. There may be times when a practitioner is not always with the children so it is important that information is shared to ensure that all members of staff are aware on the child’s needs and interests. Within the setting some children may also be under the care of other professionals this is useful because the practitioners are then able to work alongside the professionals to share and also learn new ideas on how the child can fully be supported within each setting. The practitioners must ensure that at all times their planning reflects the different needs and interests of the children, the planning must also provide opportunities for the children where they are able to learn and gain new skills. Differentiate between formative and summative assessment methods. EYFS MAY 2008 â€Å"make informed decision about the childs progress and plan next steps to meet their development and learning needs†. When working with children practitioners will find that settings will carry out progress reviews on children’s development, these can be done every six months or on an annually basis. The practitioners will be required to provide parents with a progress report about the child’s learning and development. This will give the parents an idea on what stage their child is at with their learning and development and whether or not they may require any additional support. Practitioners must ensure that they meet the individual needs of all children through following the requirements of the EYFS and it is important to deliver personalised learning, development and care to help children get the best possible start in life. There are two formal assessments, these are a completion of the progress report at age two and also completing the lear ning and progress journey of each child during their time at the nursery. To ensure that practitioners assess the children effectively they must analyse and review the information that they have about each child’s learning and development. They then need to plan next steps to meet the individual needs of children. A formative assessment is when a practitioner keeps a record of the child’s learning and development. The practitioner will take daily observations of a child using notes and photo evidence and keep them in an individual record of the child. The record will be available for the parents to view, this will enable them to review their child’s learning and development within the setting. It will also give the parents a chance to see what their child has achieved and what stage of development they are at. Practitioners must ensure that they regularly update children’s records by including the appropriate information. Formative assessment: This is an assessment based on observations, photos, work from children or any information that a practitioner receives from the parents. It is also an ongoing assessment of children and is carried out on a regular basis through observations that practitioners gather from children. Children are also required to have a progress check done when they are aged two, this is a summary of information that has been gained about the child. Practitioners compare children to the learning areas to identify whether or not a child has achieved their learning goal for their age and stage of development. The progress checks will be given to parents as it will be a summary of the development stages a child has achieved. They will also consist of targets/goals a child will have for the future and how they will be achieved. Summative assessment: This assessment is a summary of any evidence that a practitioner gains through carrying out a formative assessment. This type of assessments are used to review childrenà ¢â‚¬â„¢s developmental progress over a period of time, they are also used to identify if a child has achieved their target/goals for their age and stage of development. This is a summary of all the formative assessments done over a longer period and makes a statement about a child’s achievements. The EYFS Profile is the summative assessment used to review children’s progress along the early learning goals. Explain the two statutory assessments that must be carried out on all children. EYFS MAY 2008 â€Å"all effective assessment involves analysing and reviewing what you know about each child’s development and learning†. When working with children practitioners need to carry out two main assessments of the children in their care, one is the EYFS progress check which is done at age two. The second assessment is the EYFS profile which summarises and describes a child’s achievements and is a record of their development. This profile is a record of the child up to the age of five up until the child leaves the nursery. These two statutory assessments check the children’s development against the seven areas of learning. The EYFS progress check requires the practitioners to make a summary of the child’s development, achievements and also state any targets or goals that need to be met in order for the child to make further progress with their development. The progress checks show the parents and practitioners any additional support that a child may require. The practitioners are required to review the children’s progress and also ensure that parents receive a written record, this will enable them to see what the child has achieved and what stage they are at with their learning and development. The key workers have the role to complete the progress checks for all of their key children. In some settings the practitioners set up parents evening where they discuss the child’s progress and also hand out the progress checks to the parents. This also gives the parents a chance to discuss their child’s learning and development and also share information or ask and questions. The progress checks are useful as they enable parents to see how they can support their child at home and also identify their needs and interest. In order to complete the progress checks the practitioners should use the findings from their daily assessments and observations that they complete on the child, this will help to give an overview on what a child can and cannot do based on their learning and development. The summary must include the information that the practitioner has gathered about a child over the period of time the child has been at the nursery. The early years profile is an assessment of the child that is done at the end of the foundation stage, practitioners must ensure that they complete a profile for every child at the end of the term. This assessment will normally be completed by the reception class teachers, it will be assessed against the seventeen learning goals which can be found in the EYFS. The early years profile will be completed using observations of the child that have been gathered on a regular basis. The profile will consist of targets that the child has met or need to meet during their time at the nursery. The practitioners must ensure that they share the Early years profile assessment with the parents so support them so that they are able to understand their child’s lea rning and development. The parents will also be able to see what their child does within the setting and any progress they are making. To ensure that practitioners fully understand on how to complete the early years profile, it is a requirement that appropriate training is given to those working within a childcare setting. http://www.northamptonshire.gov.uk/en/councilservices/children/early-learning-childcare/Pages/Observation-Assessment-and-Planning-Cycle-in-the-EYFS.aspx http://eye.boltonlea.org.uk/observation-assessment-and-planning/oap-cycle/overview http://www.ncca.biz/aistear/pdfs/guidelines_eng/assessment_eng.pdf

Blood Bananas Directions

Over the past 25 years, no place has been more perilous for companies than Colombia, a country that is inally beginning to emerge from the effects of civil war and narco-terrorism. In 2004, Chiquita voluntarily revealed to the U. S. Justice Department that one of its Colombian banana subsidiaries had made protection payments to terrorist groups from 1997 through 2004. The Justice Department began an investigation, focusing on the role and conduct of Chiquita and some of its officers in this criminal activity. Subsequently, Chiquita entered into a plea agreement that gave them the dubious distinction of being the first major U.S. company ever convicted of dealing with terrorists, and resulted in a fine of IJS$25 million and other penalties. To make matters worse, the industry was facing pressure from increasing retailer purchasing power, major changes in consumer tastes and preferences, and Europe's imposition of an â€Å"onerous tariff' on companies that sourced bananas from Latin A merica. With this in mind, Fernando Aguirre, Chiquita's CEO since 2004, reflected on how the company had arrived at this point, and what had been done to correct the course so far.He faced major challenges to the company's competitive position in this dynamic industry. Assignment: Students must address the following questions: 1 . What do you think were the root causes for Chiquita's actions in Colombia that led to the penalties? Did Chiquita's managers have a choice? Why or why not? 2. What can current management do to restore Chiquita's reputation and ensure future competitiveness in this industry? What role does corporate governance play in this process? Please discuss the ethical and strategic actions that the Company should take.Directions: Students should address the questions above in a typed document (double spaced; 12-point font; 5 pages maximum; essay format). The case report should provide a title page, with student name, section number, and date of ubmission. Your respon ses should be uploaded to D2L before the scheduled class on Wednesday, December 4. Strong responses will reference the material covered in Chapter 10 of our textbook, as well as the additional readings suggested on the following page.Guidelines: Please note the following: All case reports are to be written (double spaced) using 12 point type with a serif font for the body (Times New Roman) and sans serif font for headings (Calibri). The report should follow correct form, spelling, grammar, etc. The body of the paper should be no more than five pages including specific recommendations supported by our analyses. Number the pages. The report may include an assortment of charts, tables, and exhibits in an appendix to support your analyses and recommendations. Do not add exhi bits that are already included in the case.Each exhi bit must be referenced and discussed in the body of the paper. The appendix does not count towards the main body limit of five pages. The main body of your report should contain sufficient detail to explain and support the major issues identified in the case and the primary recommendations for solving these problems. Do not Just rehash case facts. Instead, present an insightful and unique analysis. The reports will be judged according to standards of effective business communication. They should be clear and cogent.The criteria for grading case reports include: Evidence of ability to size-up the organization's situation and to identify key problems/issues. Use of appropriate analytical techniques, sound logic, and well-supported arguments in evaluating the organization's present condition and future prospects. Evidence of ability to formulate realistic and workable recommendations for action. Quality contributions will reference the material in Chapter 10 of your textbook, as well as he additional readings suggested below. Thoroughness both (a) scope and coverage and (b) depth of analysis.

Science and Technology Have Done More Harm Than Good

Science and technology have done more harm than good. There is no doubt that science and technology affected our lives. There are a lot of scientists who are working on different science and modern technology projects these days. However, with the new science and technology developments most people underestimate the damage it gives us. First of all, I would like to say, that with these new science and technical appliances people became to be lazy. They rarely go out to work on foot or by a bicycle. Now there are a lot of modern cars in the cities, which are said to be emitting less gas. But still their emitted gasses damage the environment, so to my mind, that is why pollution of our environment is increasing. Secondly, it seems to me, that technologies are throwing away our free time. For example, these new laptop computer or those touch-screen devices are full of entertaining programs, which are attracting people effectively. Then people forget how to communicate with others in real life, not through international communication systems like â€Å"Skype† or â€Å"Facebook†. On the other hand, my opinion is that science and technology has far increased by the past few decades. New medical treatment, new computer technologies and other useful technical appliances are helping people to solve variety of problems more easily than it used to be. Overall, these new science and technology inventions harm not only our environment, but even us. So in my view, we should start thinking what technologies we use. 256 words. 2012_10_07

Free Essays on Three Hundred and Thirty Million Gods

â€Å"Three Hundred and Thirty Million Gods† The documentary â€Å"Three Hundred and Thirty Million Gods†, narrated by David Gyre, explores the ancient religion of Hinduism in it’s native India, elucidating its philosophies and offering first-hand accounts of its rituals and practices. By exposing western minds to the radically dissimilar mentality of Hinduism and the lifestyles if its practitioners, this film succeeds in explaining the central ideas of the practiced religion as well as the philosophy of Hinduism. Several of those concepts examined include: the many Gods and Goddesses; the ritual practice of image worship; and the lives of ascetics who denounce society and wander off alone in search of enlightenment. Throughout the fifty minutes of this film, Gyre introduces his viewers to the realities of rural Indian life; the modesty of their existence, their strife during difficult times of drought and famine, and the traditional caste system in which they live. Gyre explains the divergent practices of Hinduism throughout the country, the reverence of specific gods such as Krishna and Shiva, as well as the fundamental philosophies such as karma and reincarnation. By enforcing the idea that Hinduism is practiced differently, and has different meaning for every individual, Gyre succeeds in exposing the universal nature of Hinduism and its philosophy. In Hinduism, there are several main gods. Gyre introduces the audience to many of these deities, including Brahma, who is considered to be the creator God; he is traditionally depicted as having four faces, representing the four Vedas. The god Vishnu represents the preservation and salvation aspect of god, and is often represented as one of his ten avatars, or incarnations, such as Krishna or Rama. As Goddess worship in India can be traced back to the Indus Valley civilization, it is not difficult to imagine why he majority of Hindu gods are readily depicted in both art and lite... Free Essays on Three Hundred and Thirty Million Gods Free Essays on Three Hundred and Thirty Million Gods â€Å"Three Hundred and Thirty Million Gods† The documentary â€Å"Three Hundred and Thirty Million Gods†, narrated by David Gyre, explores the ancient religion of Hinduism in it’s native India, elucidating its philosophies and offering first-hand accounts of its rituals and practices. By exposing western minds to the radically dissimilar mentality of Hinduism and the lifestyles if its practitioners, this film succeeds in explaining the central ideas of the practiced religion as well as the philosophy of Hinduism. Several of those concepts examined include: the many Gods and Goddesses; the ritual practice of image worship; and the lives of ascetics who denounce society and wander off alone in search of enlightenment. Throughout the fifty minutes of this film, Gyre introduces his viewers to the realities of rural Indian life; the modesty of their existence, their strife during difficult times of drought and famine, and the traditional caste system in which they live. Gyre explains the divergent practices of Hinduism throughout the country, the reverence of specific gods such as Krishna and Shiva, as well as the fundamental philosophies such as karma and reincarnation. By enforcing the idea that Hinduism is practiced differently, and has different meaning for every individual, Gyre succeeds in exposing the universal nature of Hinduism and its philosophy. In Hinduism, there are several main gods. Gyre introduces the audience to many of these deities, including Brahma, who is considered to be the creator God; he is traditionally depicted as having four faces, representing the four Vedas. The god Vishnu represents the preservation and salvation aspect of god, and is often represented as one of his ten avatars, or incarnations, such as Krishna or Rama. As Goddess worship in India can be traced back to the Indus Valley civilization, it is not difficult to imagine why he majority of Hindu gods are readily depicted in both art and lite...

HOW TO QUOTE IN AN ESSAY

HOW TO QUOTE IN AN ESSAY You wonder how to use quotes in essay, search no more. We are eager to share with you how to quote in an essay. Quoting passages in books, magazines, etc, essays, research papers and other articles is determined by two major points. First is the appropriateness belonging to the passage you wish to quote which is highly important. The second is choose the main idea of your paragraph that will reflect the whole subject concept and to incorporate the quotation. Additionally , there are a minimum of two fundamental rules that you need to pursue remember when you are putting sentences directly from your source for instance a book to your writing composition. One, you must put the proper citation at the end of the direct quote. Two, you should always place quotation marks in the beginning and at the end of your quote to indicate out that the phrase within your paragraph is actually taken out from a different source. It is vital to make note of that your quotation for your direct quotes should stick to the citation format required by your teacher. It is also important that you should thoroughly select the quotes you want to incorporate into your essay or essay. You have to make sure that each direct quote is highly relevant to your paragraphs main idea or main subject. Otherwise, your quoted line will make your argument, discussions or research vulnerable and weak.

American Dream for Slaves, Indians, and Puritans Essay

American Dream for Slaves, Indians, and Puritans - Essay Example Over time, they establish their communities, and become a part of the cosmopolitan society of America. These people had dreams that pushed them to leave their original homes, and settle in America. In trying to analyze the truth in George Carlin’s comment, it is imperative to consider facts from such groups. In the colonial era, slaves, Indians, and puritans all had dreams; and this paper intends to examine the interpretation of these groups of the American dream. This paper will also consider the obstacles they encountered in their mission, and whether or not they pursued their course. Colonial Era In looking at American history, slaves were of African origin. They Africans could only be referred to as slaves, after they had been bough officially by a planter or an owner of a plantation. The first slaves arrived in America in the early 1500s1. Slavery was oppressive, and colonies with produce specialization relied heavily on slaves. The slaves had no rights, were not allowed to accrue wages, and they were given only what was enough for their survival. Slaves came mainly from West, and Central Africa. By 1700, the number of slaves in America was about 20, 000. The slaves were forcibly brought to America. Between 1700 and 1750, an additional 250, 000 people had been involuntarily brought to British to serve as slaves. At the time that Europeans arrived in America, there were between 10 and 90 million American Indians. This native population appreciated the resources that nature placed at their disposal. The respected it, and used it accordingly. When Europeans landed in America, the American Indians were accommodative of their visitors since they were fascinated by the tools they brought with them. As the number of Europeans grew, they wanted to conquer the land, and make it theirs. Though they tried to coexist with the Europeans, the American Indians were quickly overtaken by events. The Europeans took over the land, pushed them to the side, imposed thei r ideals on them, and became their rulers. The European governments laid claim on the land, and divided it amongst themselves2. The American Indians were even enslaved by the Europeans. The period between 1500 and 1776 is characterized, in American History, by the colonization of America by Europeans. Puritans were immigrants from England to America. The Puritans were established in America by 400 settlers. These settlers in 1629 began the Massachusetts Bay Colony. Their numbers grew in leaps and bounds, and by 1640, their population had reached 1640. They extended their region of coverage to Connecticut, Saybrook, and New Haven3. American dream As time went by, the African population grew to outnumber that of the whites. The African slaves bore children who were born into slavery. These children knew no other home other that the fields in which they worked. To them, slavery was their destined way of life, and some of them did nothing to go against this. But as time passed, some sla ves were able to earn enough to buy their freedom4. They turned around to become advocates against slavery. They convinced their fellow Africans who were still bound in slavery that there was a better way of life. Though brought in captivity, the slaves dreamt of freedom in America. The American Indians, being a people who had respect for nature, found themselves in the midst of

Frock Coats of Victoria And Albert Museum Essay

Frock Coats of Victoria And Albert Museum - Essay Example Amongst the dresses we will focus on not only the dresses of ladies but also on the dresses of men and children. Other then the dresses, what other accessories were required to be considered as a stylish person at that time, would also be discuussed. Different colours that were considered suitable for men and women of the Edwardarian era would also be discussed. How different fashions evolved over time would also be the focus of the topic. We will discuss about the dresses for different times of the day e.g dresses for morning, night dresses. Amongst the costumes collectd in the Victoria and Albert museum, frock coats will be considered for discussion. All other collectins will not be explained in detail. There is a large amount of history associated with arts and cultures of the A&V museum however only the historical background of frock coats will be given. The fashion of frock coats was firstly used in the 1901. what fashions and styles were acceptable in 1900's and before 1900's w ill also be discussed. Frock coats emerged in 1816. It is said that they originated from a garment called the "frock" which was the usual clothing in the eighteenth century. The colour of a frock coat was originally solid black. Nevertheless it was not a standard therefore in the Victorian era, charcoal grey also became a popular colour for frock coats. The length of the skirt of the frock coat also changed for different era's e.g during the Victorian era and Edwardian era1. This change was in accordance with the fashion. The conventional length of the frock coats became the length up to the knees but as the fashion trends changed, different people followed the latest trends of longer or shorter frock coats to wear. The cut of a frock coat with a waist seam flatters a man's figure, as opposed to a sack coats, and such frock coats remain part of some uniforms of military. They can either be single-breasted as in army uniforms, or double-breasted as in navy uniforms. In the Lithuanianyeshiva world, many pro minent figures wear a black frock coat also known as a kapotteh (accompanied by either a Homburg or Fedora hat) as formal wear.Before the Edwardian era, the fabric for Empire dresses was usually fine white lawn, muslin or batiste. Although muslins were less costly than silks, good white work embroidered lawn fabrics still cost money. Muslin also laundered better than silks, but the white muslins still needed a great deal of attention to keep them looking pristine clean. Regular wearing of white gowns was a sign of social status as white soiled so easily1. White gowns generally were kept for evening and in the day pastel or colored robes were thought more suitable. 1 Victorian Trading Co. Fashion. 2007. Net2 Business. May 2, 2008 The Spencer was a short top coat without tails worn by men during the 1790s as an extra covering over the tailed coat. It had long sleeves and was frequently decorated with military frogging.Its originator is thought to be Earl Spencer who singed the tails of his coat when standing beside a fire. He then had the tails trimmed off and started a fashion.A female version was soon adopted by gentlewomen who at the time were wearing the thin light muslin dresses of the 1790s2. The Spencer was worn as a cardigan is worn today. It was a short form of jacket to just above waist level cut on identical lines to the dress.

The Brief Outline for Ancient Greece History Essay

The Brief Outline for Ancient Greece History - Essay Example These periods are the Early, Middle, Late and Final Neolithic periods. The Early Neolithic (EN) period was characterized by three new features that set it apart from the period it followed. Those characteristics included; 1) the appearance of domestic sheep and goats 2) the appearance of gardens of wheat, barley and lentil 3) and the appearance of polished stone tools and a substantial increase in grinding stones. It is also known as the period of time when pottery first made its appearance in ancient Greece. The pottery and pottery fragments that have been discovered from that era seem to show that the pottery was not used for cooking or cleaning (holding water) but was instead used as status systems on display. This period is also marked as the time when ritual burials first are evidenced. In fact, an infant's burial from that era is the first one discovered with any "wealth" at all buried at the same time. The wealth included a half a pottery jar and a small footed vessel. The Middle Neolithic (MN) does not differ much from the EN except that the pottery being made has now been glazed and there is evidence that the potters have learned how to 'fire' the pottery at higher temperatures and at larger quantities. In the Final Neolithic (FN) period once again (... The Middle Neolithic (MN) does not differ much from the EN except that the pottery being made has now been glazed and there is evidence that the potters have learned how to 'fire' the pottery at higher temperatures and at larger quantities. Wild grape plants appear in the Late Neolithic (LN) period and potters have now discovered how to change their glaze from an iron-based one to a manganese-based product. In the Final Neolithic (FN) period once again (as compared to the MN period) shows burials of adults and infants and like the MN the adults are not as extravagant as the infants appear to be. Many experts believe that the FN is just an extension of the LN. (Ancient n.d.). The next major period of time in ancient Greece is known as the Early Bronze Age (2900 -2000). This period of time is known as when metallurgy was introduced, especially tools, ceremonial objects and weapons that were constructed of bronze. The Bronze Age civilization is known by different titles throughout Greece but the most common was the Early Minoan period named after the king Minos. There are a number of difficulties associated with the establishing the differences in the Early Minoan period compared to the Neolithic period which immediately preceded it. Many of the artefacts from this era were excavated in the early 1900's and the techniques at that time were not as advanced as what they are now. Many of the artefacts were mishandled or not recorded in an orderly way. One of the aspects that the Early Minoan is known for the introduction of the jug shape of pottery and for plenty of painted wares. The Minoan period which followed next actually began about 1700 BC in Crete. Here the Minoan’s established a culture and city that was very advanced and very efficient.  Ã‚  

Narrative Essay on the Life of Frederick Douglass Essay Example for Free

Narrative Essay on the Life of Frederick Douglass Essay In the Narrative of the Life of Frederick Douglass, an American Slave Frederick Douglass recounts his life of slavery and his eventual flight to freedom. When he was a youngster he was placed in a household in which the naive mistress started to teach him to read. Her efforts were halted by her husband and young Douglass recalled his lecture on the reasons slaves should not be educated. However the brief lessons placed within Douglass the desire to continue to learn, by whatever means possible, to read and to write. He had discovered that education and literacy was to be his â€Å"pathway from slavery to freedom. † Douglass illustrates that literacy is the most important asset a man can ac-quire if he is to achieve life-changing goals. Douglass’ new ambition to become literate had both positive and negative effects. His new desire filled him â€Å"high hope and a fixed purpose† and his life was fundamentally changed from that early time in life. His quest for literacy was fueled with confidence that his future life would be radically different and better once he had mastered reading and writing. However it was not without negative effects as well. The more he learned of slavery the more he hated his own condition and the slave-owners that created it. As his masters became aware of his ability he was constantly watched as they tried to prevent him from reaching his goal. For a slave the path to literacy was very difficult. However the path to literacy led Douglass to consequences he could not have im-agined. An entirely new world was opened for him, and with literacy came knowledge of a life that slaves had been denied. With literacy eventually came knowledge of religion and the great Abolition movement. The greatest consequence of literacy was freedom of the mind and freedom of thought, and literacy became for Douglass the tool with which he would become his own â€Å"master†. Literacy was for Douglass and other slaves a power which they had been denied. Ignorance and illiteracy were tools more powerful than the whip and chains, and were used effectively by the slave-owners to keep slaves in submission. The slave owners un-derstood this and feared literate and educated slaves who would now know there is no truth in the slave-owner’s belief that they â€Å"should know nothing but to obey his master. † Slave owners knew the desire for literacy would spread among the slaves and would be the essential method for their eventual freedom. It was a power the slave owners were not willing to give to their slaves. Douglass defines literacy not only by describing the obvious ability to read and write, but shows true literacy as the ability to understand and communicate thoughts, de-sires, and emotions. Douglass shows literacy as being the true bond between free men and the method to unite against slavery and oppression. Literacy unites man while ignorance and illiteracy keeps man isolated from the rest of the world. Although Narrative was written over one hundred and sixty years ago it still serves as a valid reminder of the power of literacy, which remains the most important as-set a man can acquire. With literacy all things are possible, and without it the illiterate become slaves to ignorance.

Technology and its Impact on American Culture :: Exploratory Essays Research Papers

Technology and its Impact on American Culture As an amateur reporter for the school newspaper, I have had the opportunity to interview quite a variety of people on many different topics. One of my favorite questions to ask is, "What do you think has had the most influence on American culture?" Why do I like asking this particular question? The answer is simple: the variety and range of responses. While some answers are more interesting than others, I must say that I've learned quite a bit from all of them. For example, I once posed my 'famous question' to a teenager while waiting in line outside a movie theater. At first, she just stared at me with a look that clearly said, "Who are you and why are you asking me this?" I stood silently with one eyebrow slightly raised, waiting to see if she would come up with an answer. She seemed to consider for a moment and replied, "If we have culture, it comes from TV." I had to agree with her. Television, whether we like it or not, plays a huge role in how our society functions and how our culture has been shaped since its invention. Up until 1935, televisions were not electric as they are today. They were mechanical, powered by a small motor with a spinning disc and a neon lamp. The picture projected was very small, sometimes half the size of a business card, and only showed shades of orange and red. From 1935 up until World War II, the electric television was perfected and made ready for public distribution. The electric television provided a much larger, clearer screen with a full range of colors. In 1948-1949, during the post-WWII spending craze, the television became a must-have item for every American family, bringing a world of information and entertainment into living rooms across the country and changing the way Americans viewed many things. One effect TV has had on how we view things is in the area of advertisement. A few weeks ago in English, my class had quite a discussion on the subject of commercials. A person can tell what type of society they live in by simply watching the commercials during any TV program. One example, in America, is the numerous ads for various types of medication. From this, it is easy to see that our society cares a lot about health care and making sure that they feel healthy. Technology and its Impact on American Culture :: Exploratory Essays Research Papers Technology and its Impact on American Culture As an amateur reporter for the school newspaper, I have had the opportunity to interview quite a variety of people on many different topics. One of my favorite questions to ask is, "What do you think has had the most influence on American culture?" Why do I like asking this particular question? The answer is simple: the variety and range of responses. While some answers are more interesting than others, I must say that I've learned quite a bit from all of them. For example, I once posed my 'famous question' to a teenager while waiting in line outside a movie theater. At first, she just stared at me with a look that clearly said, "Who are you and why are you asking me this?" I stood silently with one eyebrow slightly raised, waiting to see if she would come up with an answer. She seemed to consider for a moment and replied, "If we have culture, it comes from TV." I had to agree with her. Television, whether we like it or not, plays a huge role in how our society functions and how our culture has been shaped since its invention. Up until 1935, televisions were not electric as they are today. They were mechanical, powered by a small motor with a spinning disc and a neon lamp. The picture projected was very small, sometimes half the size of a business card, and only showed shades of orange and red. From 1935 up until World War II, the electric television was perfected and made ready for public distribution. The electric television provided a much larger, clearer screen with a full range of colors. In 1948-1949, during the post-WWII spending craze, the television became a must-have item for every American family, bringing a world of information and entertainment into living rooms across the country and changing the way Americans viewed many things. One effect TV has had on how we view things is in the area of advertisement. A few weeks ago in English, my class had quite a discussion on the subject of commercials. A person can tell what type of society they live in by simply watching the commercials during any TV program. One example, in America, is the numerous ads for various types of medication. From this, it is easy to see that our society cares a lot about health care and making sure that they feel healthy.

Intuitive Decision Making Theory Essay

The intuitive decision making theory can be described as the process of receiving input and ideas without knowing exactly how and where they came from.Intuitive decision making is far more than using common sense because it involves additional sensors to perceive and get aware of the information from outside. Sometimes it is referred to as gut feeling, sixth sense, inner sense, instinct, or inner voice. Information acquired through associated learning and stored in long-term memory is accessed subconsciously to form the basis of a judgment or decision. Our ability to make hunch decisions varies considerably; therefore, intuition can either be a useful ally or it can lead to costly and dangerous mistakes. Intuition may be just as effective in decision-making as an analytical approach, and sometimes more efficient and effective, depending on the decision-maker’s level of expertise on the subject at hand. Analytic decisions are great for breaking things down into smaller parts, which is necessary for a math problem. But intuition is about looking at patterns and wholes, which is needed when making quick decisions about whether something is right or wrong. For example, if one works in an industry where rising up the ranks occurred, his expertise will likely serve an intuitive approach. On the other hand, if one gains expertise in another field, he may not have the background to rely as strongly on intuition. Analytical thinking has always been viewed as a more effective means to critical reasoning compared to the intuitive approach. Yet as businesses place a greater emphasis on the speed and effectiveness of decision making, the intuitive approach has been identified as an increasingly important tool.

Case study of yellow auto company Essay

Kelly and two other westerners working in Japan on the JET program had a dispute with their Japanese supervisor over sick leave. This report aims to analyze the decisions and issues in the case study from a personality and values perspective. The key decisions identified are in relation to recruitment, contract and training. The JET program did not require the ALT candidates to have any knowledge of Japanese. The salaries received by the JET participants were  considered unfair by their Japanese colleagues. The contract received by the JET participants were ambiguous and imprecise. In addition, the Japanese employees in the host institution expected the foreigners to work like the Japanese rather than following the terms of their contract. The program provided pre-departure training for JET participants, but did not provide the same level of training for Japanese employees on how to work with foreigners. Based on Hofstede’s Framework, it is found that the weaknesses of the decisions were mainly due to the differences in values of Japanese and western cultures. Japan is a society with high power distance, extremely high uncertainty avoidance, strong collectivism, strong masculinity and a long-term vision, whereas western societies have almost the opposite values. The seniority-based salary system, lifetime employment, the expectation to conform to social norms, dedication to work, loyalty to the employers and a male-dominated workplace are all features of the Japanese management system that the JET participants were unaware of. It is recommended that the JET program reassess its recruitment policy to include Japanese as a compulsory requirement for candidates, and adjust the salary package to reflect the seniority-based culture. It is also recommended to draft a rigorous contract to avoid any ambiguity. In addition to making the pre-departure training compulsory, Japanese employees should receive the same level of cross-cultural training. Moreover, better Personality-Job fit and Person-Organization fit may be achieved if applicant’s personalities are taken into account in the recruitment process. ​- 7 – 1. INTRODUCTION Kelly, Mark, Andrea and Suzanne, all in their 20’s, were hired by the JET program to work in Japan. During their placement, there was a bitter dispute between them and Mr. Higashi, the supervisor of the foreign JET participants, over sick leave. This report aims to explore the critical  decisions and issues in this case from a personality and values perspective. Firstly, the critical decisions regarding recruitment, contract and training will be analyzed. Secondly, there will be a discussion of the issues in national culture, values and personality. Finally, recommendations will be provided to facilitate future improvement. 2. CRITICAL DECISIONS 2.1 Key Decision 1 – Recruitment The JET program made the decision of hiring native English speakers to assist in foreign language teaching in Japan. The positions of Coordinator for International Relations (CIR) and Assistant Language Teacher (ALT) both required the candidates to have a university degree and an interest in Japan. CIRs were required to have a functional knowledge of Japanese, but ALTs were not required to do so. The above recruitment decision recognized the importance of native-speakers in foreign language teaching and the educational background of the candidates, however, the lack of Japanese language requirement for ALTs was a fundamental flaw in the recruitment decision. This language barrier caused difficulty in communication between the Japanese employees and JET participants. In addition, Mr. Higashi had to act as an interpreter because he was the only person who could speak English. Kelly, Mark, Andrea and Suzanne were young and inexperienced, yet they were paid the same salary as Japanese supervisors in the host institution. According to Adhikari (2005) and Hofstede (1993), Japan has a unique culture in which employees’ salaries are based on seniority rather than position. It is therefore unsurprising that the Japanese employees, all worked for more than 20 years in their career, felt uncomfortable about the salary of the JET participants. 2.2 Key Decision 2 – Contract All the JET participants in the office had a standard North American contract which set out the working hours, number of vacation days and sick leave they were entitled to. However after Kelly, Mark and Suzanne fell ill, they were  forced to use 2 paid vacation days rather than sick leave, which caused a serious tension between the JETs and Mr. Higashi. The strength of the contract was that it stated a set of rules for the JET participants to follow, but the weakness was that it was not rigorously written. Shaules (2008) argues that western contracts are explicit and detailed, whereas Japanese contracts can be flexible and open to interpretation. This cultural difference is reflected in the contract received by the JET participants. The definitions of â€Å"paid leave†, â€Å"paid holidays† and â€Å"special holidays† were ambiguous and they seemed to be used interchangeably within the contract. Section 1 of Article 11 says that the JET participants are entitled to 20 paid holidays, but Section 3 of Article 12 says that the special holidays (including sick leave) are paid holidays. Depending on the interpretation of â€Å"paid holidays† and â€Å"special holidays†, these two clauses either contradict with each other or repeat themselves. Apart from the wording of the contract, the ability to honour the contract was also problematic. Although the JET participants acted within the terms of their contract, their Japanese colleagues still expected them to stay past 5pm on weekdays and work on Saturdays. The contract said that a doctor’s certificate was only required if the JET participants took three or more consecutive days of sick leave, but Mr. Higashi asked Kelly to bring in the note even though she only took 2 day’s sick leave. 2.3 Key Decision 3 – Training The Conference of Local Authorities for International Relations (CLAIR) provided the JET participants with lots of information about working and living in Japan, and offered pre-departure training sessions about life in Japan and its potential problems. The strength of the above decision was that it recognized the cultural differences of Japan and western countries and the challenges faced by those JET participants working in Japan. The weaknesses of the decision were that  it did not make the pre-departure training sessions compulsory, and it did not offer similar training sessions for Japanese employees on the cultural differences and problems of working with westerners. The consequences of the above weaknesses were that Kelly found herself in unfamiliar and difficult situations because she had no experience or knowledge of the Japanese workplace. Had she attended the training sessions, she would have been better prepared for the difficulties of working in another country. Similarly, due to poor knowledge and understanding, the Japanese colleagues disapproved the lack of commitment of the JET participants, and did not know how to deal with them in an effective and harmonious manner. If the Japanese employees had received training on working with westerners, they would have had a better working relationship with the JET participants. 3. ISSUES 3.1 National Cultures and Values The weaknesses of the key decisions discussed in Section 2 mainly rooted from the differences in national cultures and values. Hofstede’s (1980, 1983, 1991, 1993, 2001) Framework for Assessing Cultures provides a theoretical ground for cross cultural management and research. The framework identified five value dimensions of national culture: power distance, uncertainty avoidance, individualism/collectivism, masculinity/femininity, and long/short-term orientation. The GLOBE Framework (House, et al., 2001; House, Javidan and Dorfman, 2002; Javidan, et al., 2005; Robbins and Judge, 2007) further extended Hofstede’s Framework to include assertiveness, in-group collectivism, performance orientation and humane orientation. Because the JET participants in the case study came from Canada, Great Britain and United States, the western cultures and values discussed below will refer to these specific countries. According to Hofstede’s (2001) findings, Japan has a higher power distance than western cultures, although the difference is not significant. However, Japan ranked notably higher in  uncertainty avoidance, collectivism, masculinity and long-term orientation. 3.1.1 Power Distance Japan has a seniority-based promotion and reward management system and a highly hierarchical society in general (Adhikari, 2005; Oishi, et al. 2005; Shaules; 2008). This is mainly influenced by the Confucian values which emphasize hierarchy and harmony. Mr. Higashi acted more like a father than a manager, because in a traditional Confucian family, the father is the head and always at the top of the hierarchy. Unaware of these Japanese values, the JET participants constantly challenged the authority of their supervisors. As a result, the Japanese employees working at the senior level were annoyed that these inexperienced young foreigners were hired to tell them how to do their jobs. Moreover, paying a manager-level salary to these young foreigners were also against the Japanese norm of a seniority-based salary system. 3.1.2 Uncertainty Avoidance Adhikari (2005), Brightman (2005) and Shaules (2008) all agree that Japanese culture expects everyone to conform to social norms and discourages individualism. This confirms the high uncertainty avoidance in Japanese society as claimed by Hofstede. Uncertainty avoidance was the reason why Mr. Higashi insisted to deal with the foreign JETS in the Japanese way. Because Mr. Higashi had lived all his life in Japan, the belief of conforming to social norms was deeply rooted in him. Shaules (2008) asserts that Japanese prefer to resolve conflicts in an indirect and mediated manner, whereas westerners tend to adopt a direct rule-based approach. This explains why the JET participants clearly referred to the contract and tried to resolve the sick leave issue with Mr. Higashi in a direct manner. On the other hand, even though Mr. Higashi was extremely agitated, he still chose to resolve the matter through the accountant rather than clarifying it there and then. 3.1.3 Collectivism Various literature (Adhikari, 2005; Brightman, 2005; Javidan et al., 2005; Lucier et al., 1992; Oishi et al., 2005; Shaules, 2008; Wang et al., 2005) claims that Japan is a highly collective society, which means that the needs of a group are always viewed as more important than individual needs, and  individuals are expected to sacrifice their own needs if there is a conflict between them. On the contrary, western societies tend to encourage individualism (Hofstede, 1991; Javidan et al., 2005). Scholars believe that the strong level of collectivism in Japan is due to the influence of Confucian values, which emphasize group orientation, relationships between individuals and showing respect (Fang, 2003, Wang et al., 2005; Yan, 2004). This explains why Japanese employees are so dedicated to their work and have great loyalty to their employers, whereas the JET participants prefer to use every single day of their holiday and fulfil their personal goals. 3.1.4 Masculinity Japan ranked No.1 in masculinity in Hofstede’s (2001) findings. Women often leave their work to look after the family after getting married, therefore, very few women work at the senior management level in Japan (Adhikari, 2005; Kei et al., 2010). This was the reason why all senior Japanese employees in the JET program were men. This also explains why Mr. Higashi kept asking Kelly to sign up to flower arranging classes or tea ceremony, as these were traditionally considered women’s activities. 3.1.5 Long-term Orientation Japan has a long-term oriented culture whereas western cultures tend to be short-term oriented (Lucier et al., 1992; Fang, 2003). One of the key characteristics of Japanese-style management is lifetime employment (Adhikari, 2005; Lucier et al., 1992). This was why the Japanese employees and supervisors all complained that the JET participants were never long enough to become part of the team, as they viewed the organization as a long-term family. On the other hand, Kelly had a short-term aim to make money, see the other part of the world and improve her Japanese. With this mismatch between the goals of the Japanese and western employees, neither of them could understand each other. 3.2 Personality The Big Five Model identified five factors of personality: extroversion, agreeableness, conscientiousness, neuroticism and openness to experience (Robbins and Judge, 2007; Roccas et al., 2002). It was clear that the JET participants and the Japanese employees had very different personalities. For example, Mark is an introvert who prefers to work alone, whereas most  Japanese employees tend to be extroverts who enjoy social gatherings after work. Mr. Higashi and other Japanese employees are highly conscientious whereas the JET participants are less so. The JET participants have lower emotional stability because they tend to get angry and distressed easily. In order to increase employee job satisfaction and reduce turnover, Holland (1996) and Gardner et al. (2012) promote the theory of Personality-Job fit and Person-Organization fit. This means to fit an individual’s personality with the characteristics of the job and the organization. The JET program should learn from the issues identified in this report and aim to increase the Personality-Job fit and Person-Organization fit in its future recruitment process. 4. CONCLUSION This report analyzed the critical decisions and issues in the case study from a personality and values perspective. The analysis was mainly based on Hofstede’s Framework, together with the Big Five Model, GLOBE Framework and Holland’s Person-Job Fit theory. It has been identified that the weaknesses of the decisions were mainly due to the lack of mutual understanding in culture and values. Different personalities also affected the harmony of the work relationship in this case. The next section will list the recommended actions in order to overcome the weaknesses identified in the analysis. 5. RECOMMENDATIONS The JET program is advised to take the following actions: 1. to introduce Japanese language requirements for all JET participants; 2. to assess the applicants’ personality in order to increase Personality-Job fit and Person-Organization fit; 3. to revise the remuneration package of JET participants so that they receive less salary than the Japanese supervisors; 4. to appoint a lawyer experienced in employment contract to draft a detailed and rigorous contract; 5. to make pre-departure training and orientation a compulsory requirement for JET participants; 6. to provide cross-cultural training to Japanese employees; 7. to consider extending the  maximum term of the JET participants’ contract or even consider offering permanent positions. ​- 7 – REFERENCES Adhikari, D. R. (2005) National Factors and Employment Relations in Japan, Japan Institute of Labour Policy and Training, Tokyo. Available from [accessed: 30/10/2013]. Brightman, J.D. (2005) Asian Culture Brief Japan, National Technical Assistance Centre, 2(6), available from [accessed 31/10/2013] Fang, T. (2003) ‘A critique of Hofstede’s fifth national culture dimension’, International Journal of Cross Cultural Management, 3(3), pp.347-368. Gardner, W.L., Reithel, B.J., Cogliser, C.C., Walumbwa, F.O. and Foley, R.T. (2012), ‘Matching personality and organizational culture: effects of recruitment strategy and the Five-Factor Model on Subjective Person-Organization Fit’, Management Communication Quarterly, 26(4), pp.585-622. Hofstede, G. (1980) Culture’s Consequences: International Differences in Work-related Values. Beverly Hills, CA: Sage. Hofstede, G. (1983) ‘Dimensions of National Cultures in Fifty Countries and Three Regions’, In: J.B. Deregowski, S. Dziurawiec and R.C. Annis (eds.) Expiscations in Cross-cultural Psychology, pp. 335-355. Lisse: Swets and Zeitlinger. Hofstede, G. (1991) Cultures and Organizations: Software of the Mind. London: McGraw-Hill. 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(2010) The survey of Japanese value orientation: analysis of trends over thirty-five years, NHK Broadcasting Studies, Japan. Lucier, C., Boucher, M. White, J. Cangemi, J. and Kowalski, C. (1992) ‘Exploring values of Japanese and American management systems’, Education, 112(4), pp. 487-498. Oishi, S., Hajm, J., Schimmack, U., Radhakrishan, P., Dzokoto, V. and Ahadi, S. (2005), ‘The measurement of values across cultures: a pairwise comparison approach’, Journal of Research and Personality, 39, pp.299-305. Robbins, S. P. and Judge, T. A. (2007) Organizational Behaviour, 12th Ed. New Jersey: Prentice Hall. Roccas, S. Sagiv, L., Schwarts, S.H. and Knafo, A. (2002) ‘The Big Five personality factors and personal values’, PSPB, 28(6), pp.789-801. Shaules, J. (2008) ‘The deep culture of Japanese values’, tcworld, available from [accessed 30/10/2013]. Wang, J., Wang, G.G., Ruona, W.E.A. and Rojewski, J.W.(2005), ‘Confucian values and the implications for international HRD’, Human Resource Development International, 8(3), pp.311-326. Yan, J. (2004) ‘The influence of Confucian ideology on conflict in Chinese family business’, International Journal of Cross Culture Management, 4(1), pp. 5-17.