Scientific Theory Essay - 642 Words

Scientific Theory A scientific theory is a well-substantiated explanation of some aspects of the natural world, based on a body of knowledge that has been repeatedly confirmed through observation and experiment. Scientist creates scientific theories from hypothesis that have been corroborated through the scientific method, then gather evidence to test their accuracy. The strength of a scientific theory is related to the diversity of phenomena it can explain, which is measured by its ability to make falsifiable predictions with respect to the phenomena. Scientific theories are the most reliable, rigorous, and comprehensive for of scientific knowledge. The scientific method involves the proposal and testing of hypotheses, by deriving†¦show more content†¦Theories are the main goal in science and no explanation can achieve a higher rank. (to the belief that â€Å"theories† become â€Å"laws† over time). In some cases, theories can unify. Two or more theories can be replaces by a single theory which explains the previous theories as approximations or special cases, comparable to the way a theorys is connecting explanation for many confirmed hypotheses: This is reffered to as Unification of Theories. Both scientific laws and scientific theories are produced from scientific methods through the formation and testing of hypotheses, and can predict the behavior of the natural world. Both are typically supported by observation and experimental science. However, scientific laws are descriptive accounts of how nature will behave under certain conditions. Scientific theories are broader in scope, and give overarching ex planations of how nature works and why it exhibits certain characteristics. They are supported by evidence from many different sources, and may contain one or more laws. Both scientific laws and scientific theories come from the scientific method through the formation and testing of hypotheses, and can predict the behavior of the natural world. Both are usually well supported by observations and/or experimental evidence. However laws are descriptive accounts of how nature will behave under certain conditions. Assumption is aShow MoreRelatedThe Theory Of The Scientific Method998 Words   |  4 Pageshypothesis. To put it simply, a hypothesis is an educated guess; better yet, it is a prediction. These predictions are drawn by logic and can be tested. Formulating a hypothesis is the second step in the scientific method. â€Å"If more and more hypotheses related to a theory turn out to be true, the theory gains in credibility (King, pg. 27).† After you have formed a hypotheses, you will need to test your predication. Depending on what the hypotheses is concerning, you could test it in a case study, surveyRead MoreThe Theory Of Scientific Management Essay1375 Words   |  6 PagesAccording to Miller (2010) Scientific management (Taylorism) was devised by Frederick Taylor to improve economic efficiency especially labor productivity by analyzing and establishing workflows. It was one of the earliest attempts to apply science to the engineering of processes and to management. Taylor’s scientific management was based on four principles. The first is replacing the â€Å"rule of thum b† work methods with methods based on a scientific study. The second is selecting, training and developingRead MoreThe Theory Of The Scientific Revolution1255 Words   |  6 PagesIn the Scientific Revolution, â€Å"there occurred a shift in humans thinking from the medieval emphasis on God s eternal unchanging world, which governed people, the universe, and nature, to an approach that defined knowledge and understanding as derived from the immutable laws of nature independent of received truth.† Scientists changed the way people think about the world. The gears of the revolution began to turn when Copernicus questioned the geocentric theory, developing his theory of heliocentrismRead MoreThe Development Of A Scientific Theory1529 Words   |  7 PagesAssignment 1 P1 The development of a scientific theory Date Event 1809 First theory of evolution available Jean-Baptiste Lamarck is a French naturalist, soldier, biologist and academic. He gave out his theory of evolution. His theory was that evolution occurred through the inheritance of developed characteristics, or the use/disuse theory. 1831 A new world Charles Darwin was very young and still a student, joins the journey of the HMS Beagle as a naturalist. 1844 The First Essay CharlesRead MoreThe Theory Of Scientific Management Theory1158 Words   |  5 PagesScientific management theory is a theory whereby management analyses and synthesizes workflows. The assumptions of Taylorism are that workers are unintelligent and uneducated (Chen H Chung, 2013) and that they must be trained and given instructions to carry out their duties. Secondly, workers are assumed to be inherently lazy with lack of precision in judgement, hence performance is best measured and monitored by experts. And lastly, workers are only motivated by monetary value. (Bell, R.LRead MoreThe Scientific Theory Of Science1489 Words   |  6 Pagesrationality and reasoning. Scientific methods that are used to establish rationality is due to the simple, general and rigorous explanations of the phenomena, (Diamond, 1998). This essay will explore the reasons to the extent of the role of science in reason, displaying perspectives from respected philosophers, politicians and scientists throughout time. Politician rather than scientist, Francis Bacon (1561-1627) was the man who made a revolutionary mark in the scientific world and reasoning, regardlessRead MoreA Scientific Theory Of Consciousness1922 Words   |  8 PagesWhether a scientific theory of consciousness could be provided requires the theory to account for properties of sensations. Place thinks some philosophers struggle to accept a scientific theory by falling for the phenomenological fallacy. Some have posited descriptions of experience lye within the mental cinema (pg. 49). Place characterized the fallacy of thinking that when we perceive something green we are perceiving something green in the mind as ‘the phenomenological fallacy’. He writes, if weRead MoreThe Theory Of Scientific Management Essay1436 Words   |  6 Pagesmanagement gave the theory of Scientific management or what is now referred to as Taylorism. Scientific management or Taylorism refers to â€Å"a form of job design which stresses s hort, repetitive work cycles; detailed, prescribed task sequences; a separation of task conception from task execution; and motivation based on economic rewards.† (Huczynski Buchanan, 2013). The applicability of Scientific management to this day is a controversial topic as there is still debate whether scientific management isRead MoreThe Validity Of A Scientific Theory1396 Words   |  6 Pagesinquisitive minds, refuse to let even the most confounding puzzles go unsolved. Science provides explanations for aspect of the world with no tangible evidence. But more often than not, science gets it wrong. One way to test the validity of a scientific theory is the use of the Hypothetico-Deductive Method. The results of such a method provide evidence of confirmation or disconfirmation, though these results cannot always be trusted. The world is complicated, thus it requires an equally complicatedRead MoreThe Theory Of Scientific Management1633 Words   |  7 PagesThe purpose of th is essay is to research, analyse and assess the theory of scientific management, which was revolutionised by Frederick Winslow Taylor in 1887 (A.Huczynski, 2010) and to critically evaluate the benefits and pitfalls of his theory. This theory Taylor developed is known as Taylorism and has been used commonly in various structures of organisation. Comparisons shall be drawn to other theories and advancements of this theory, such as Fordism and Toyotism, which was extremely popular in Japan

Braving paths towards learner authonomy Free Essays

Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queries Hartmann Autonomy is understood by many as the ability to take charge of one’s own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed. We will write a custom essay sample on Braving paths towards learner authonomy or any similar topic only for you Order Now Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy. Furthermore, the difficulties one may encounter in measuring these degrees of autonomy must be oaken into account: students may feel like’ being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher’s Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms? This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher’s main concern is how to do that. Our responsibility towards students is so enormous that becoming aware of this fact is of great importance. How to cite Braving paths towards learner authonomy, Papers Braving paths towards learner authonomy Free Essays Article Braving paths towards learner autonomy: make the most of your FEEL lessons! Lenore Gauchely Queerer Hartmann Autonomy is understood by many as the ability to take charge of one’s own learning (HOLE, 1981). According to this definition, the autonomous learner is the one who is able to take control of and be responsible for his/her learning. This includes decommissioning: when, what, and how to learn as well as how, when, and by whom to be assessed. We will write a custom essay sample on Braving paths towards learner authonomy or any similar topic only for you Order Now Developing this ability is not only a matter of personality, but also a tater of the sort of education and upbringing one has had. Working with autonomy in language teaching entails dealing with a number of constraints: pre-determined syllabus, students used to teacher- centered modes of teaching that value grades to the detriment of their learning, homework done because of marks, different levels of motivation, different learning styles, as well as different degrees of autonomy. Furthermore, the difficulties one may encounter in measuring these degrees of autonomy must be oaken into account: students may feel like’ being more autonomous on a given day rather than on another due to reasons which may not always be identifiable. Nevertheless, it is part of a teacher’s Job to expose students to a variety of ways of becoming (more) autonomous, to help them discover how they learn best and how they can cope with situations which may be inevitable yet not to their liking. What sort of autonomy can be developed in FEEL classrooms? This question can only be answered if we go beyond the lassoer settings. Learning is part of life and those who are ready to learn in all situations will certainly always be one step ahead. Some students have an innate capacity for learning; some need stimulus and/or guidance to get started. Students should be aware of what they can do for their own learning, and how they can do it. The teacher’s main concern is how to do that. Our responsibility towards students is so enormous that becoming aware of this fact is of great importance. Helping How to cite Braving paths towards learner authonomy, Papers

Readiness Changes Within an Organizational

Question: Discuss about the Readiness: Changes Within an Organizational. Answer: Introduction: Readiness for change in an organization can be defined as the psychological condition in which members of an organization feel completely committed to an implementation of a change and their combined abilities to perform the actions involved in the change. Organizational or corporate readiness for change is considered to be a critical step into a successful implementation of a comprehensive and a complex change within an organization. Change management experts have developed strategies that aid in readiness for change, and this aims at eliminating the rigidness in the mindsets of the people within the organization and promoting their desire to change and accommodate change (Brian, 2009). Organizational preparedness for change is a joint function of the extent to which the members of the organization value the change and how they appraise the three key factors of change implementation which include; task demands, the availability of resources and situational factors. When the organiza tional preparedness for change is high, the members of the organization are more likely to initiate the change, exhibit greater effort to ensure the success of the change process, show greater persistence and behave in a more cooperative manner. The combined efforts of the members of the organization will lead to a more effective and a successful change implementation. Organizational preparedness for change is a multilevel and multiunit undertaking. The measurement of the readiness for change can be done in terms of more present or less present in the individuals, department, group, unit or the whole organization at large. The measurement can differ across the various levels or groups. The analysis is undertaken by considering the psychological and behavioral preparedness of these units to take action. For successful implementation of a complex organizational change, there must be the involvement of the all the members of the organization. The overall commitment of the various members of the organization to drive the change is paramount and crucial in ensuring that the change is implemented and implemented successfully. Experts claim that members of an organization can commit themselves to a change for various reasons, one of the reason may be because they have to (the members have no choice), because they want to (the members value the change) or because they feel that they ought to (the members feel obliged to). The commitment that is based on want to has always bore most successful results in the drive to change. Organizational preparedness for change demands a shared and a combined sense of readiness which is a difficult thing to achieve. The difficulty in having a shared sense of preparedness or readiness is the explanation for the failure to generate sufficient organizational readiness for change which translates to problems or even the outright failure during the implementation of a complex organizational change. Among the several factors that motivational theory proposes as determinants that promote preparedness for change, one is, change valence which implies the value that the members of an organization place on the impending change. The more the value that the members place on the change, the more the desire they will feel to contribute to the actions involved in the implementation of the change (Finch, 2012). Change efficacy is another condition that promotes readiness for change. Change efficacy is a factor of how much the members of an organizational appraise the three determinants of the implementation of change which includes task to be done, availability of resources and situational factors during the change process. Implementation capability partly depends on knowing what courses of action are necessary, the kinds of resources needed and how the activities involved in the implementation should be sequenced. For a successful implementation of change, there should be a match between the task required and the available resources be it financial, human, material and informational resources. The organization and its members should consider the situational factors such as the available time and the internal political environment when implementing the change. Managers within the organization have a critical and a crucial role to play in the implementation of a comprehensive change within the organization. The managers or the management of the organization initiate the change idea and then communicate the idea and the parameters surrounding it to the other members of the organization. The managers should operate as the pioneers of the change and put much effort into showing the other members of the organization the importance of the change as well as promote the outcome benefits of the change process (Higgs Aitken, 2009). The role of the manager should be to motivate the rest of the members to initiate and engage themselves in the actions that are involved in the change process. During the change process, the managers should work towards reconciling the various motivations of the cross-cultural members with the aim of having a combined motivation to drive the change. It is the role of the managers to manage the resistance to change which is a standard issue when it comes to change implementation within any organizational setup. The managers should also operate as the change coaches to the rest of the employees (Burghall, Grant, Morgan, 2014). It is the role of the managers to explain the stages of the change process to rest of the members and answer their concerns at every stage. The managers should be the advocates of the change as well as liaison persons during the change process within the organization in that they will demonstrate and provide support to the rest of the members. In conclusion, preparedness for change is a shared or a combined psychological state of the members of an organization whereby the members of an organization feel committed and dedicated to the implementation of an organizational change and feel confident in their collective capabilities to accomplish the change. For a successful implementation of change within an organization and for producing the anticipated results, collective behavior change is necessary. The behavior change is based on the collective commitment to the change which contributes to the successful implementation of the change and the generation of the expected outcomes at the end ( Greener Hughes, 2006). This paper demonstrates the three determinants of the readiness for change which include the task demands, resource availability and the present situation at the time when the change process is in progress. The paper also describes the various conditions that promote the readiness for change and these conditions in clude change valence, contextual factors, and change efficacy. The managers according to this paper take up the roles of being the advocate for the change, liaison people, the communicator of the change and the change process, the coach and the resistance managers. For the successful implementation of the change, all the members of the organization must be unified and work together as a team. To effectively attain the match of the task requirements, resource availability and other situational factors as well as raising the change valence, the involvement of the end-user is necessary. References Weiner, J. 19 October 2009. A theory of organizational readiness for change. University of North Calorina, USA. Burghall, R., Grant, V., Morgan, J. (2014). Lean Six Sigma Business Transformation For Dummies. Hoboken: Wiley. Change management. (2007). Oxford. Finch, E. (2012). Facilities change management. Chichester, West Sussex, UK: Blackwell. Greener, T. and Hughes, M. (2006). Managing change before change management. Strat. Change, 15(4), pp.205-212. Higgs, M. Aitken, P. (2009). Developing change leaders. Oxford: Butterworth-Heinemann. Leonard, H. (2013). The Wiley-Blackwell handbook of the psychology of leadership, change and organizational development. Hoboken, N.J.: Wiley-Blackwell. Pugh, D. Mayle, D. (2009). Change management. Los Angeles: SAGE. Readiness for Change. (2010). Journal of Change Management, 10(4), pp.445-447. Russell-Jones, N. Hailstone, P. (2011). Managing change pocketbook, 3rd edition. Alresford, Hants, U.K.: Management Pocketbooks Ltd.

Romeo And Juliet Essays (641 words) - Characters In Romeo And Juliet

Romeo And Juliet The tragedy of Romeo and Juliet by William Shakespeare is the most famous love story ever written. But this love had a fatal flaw, it had to end with death. Now people can argue either way why they died, was it fate of free will. But maybe a more important question is . . . . . .why they had to die? In the death of Romeo and Juliet it's true that free will did have a remarkably small part. The fact that they decided to get married in the first place presented many problems. A chose that Juliet made was to take the sleeping potion given to her by Friar Laurence. It was supposed to make sleep for 42 hour, but it was also going to give the elution that Juliet was dead. Romeo was going to hear about the whole plan form Friar Laurence through a letter (558). Another account of free will during the play was when Romeo decided to go to Juliet in Verona after being banished. He decided to go to Verona because of the news he received form Baltasar about Juliet lying dead in the Capulet tomb. When Romeo hear the news he responded with the following, "Well Juliet, I will lay with thee tonight." (572). The fact that free will didn't kill these two star - crossed lovers leaves fate as the murder. Fate first kicked in when their eyes first met at the Capulet party. They spoke, they wooed contentment was flouting through the air (503). But that happiness didn't last long, the reason for this was the fight that sparked between Mercutio, Tybalt and Romeo. During the course of the fight Tybalt killed Mercutio, then Romeo killed Tybalt in anger. Benvolio explains what happened that afternoon to the Prince. "Underneath whose arm an envious thrust from Tybalt hit the life of stout Mercutio, and then Tybalt fled, but by and by came back to Romeo, who had newly entertained revenge, and to 't they go like lightning. For ere I could draw to part them was stout Tybalt slain, and as he fell, did Romeo turn and fly (534). But an even larger set back occurred when Lord Capulet decided that he would marry his daughter (Juliet) to Paris. He changed the date from a few years to a few days. This created a problem because Juliet was already married to Romeo and was quite happy. The other half of the problem came in with the fact that Juliet couldn't tell her father of the marriage, and when she wouldn't consent to marrying Paris he became outraged (545). Problems grew after Juliet took the sleeping potion, and the letter informing Romeo about what was going on, never made it to Mantua. The letter stated that Juliet wasn't dead and that she would wake in 42 hours. The reason the letter never reach Romeo was that Friar John, who was supposed to deliver couldn't because he was quarantined after visiting some ill people. At that point no one would come and get the letter from him to deliver it because they did want to get sick aswell. (573). The final argument for fate killing Romeo and Juliet was Romeo killed himself before Juliet woke up. Romeo's lasted word were, "Here's to my love [drinks the poison] O true apothecary! Thy drugs are quick. Thus with a kiss I die." (578). While Juliet's look at death was quite similar with her last words were, "Yea, noise? Then I'll be brief. O happy dagger! [Snatching Romeo's dagger] This is my sheath. [Stabs herself] There rust, and let me die. [Falls on Romeo's body and dies.] (579). The whole idea that Romeo and Juliet were killed by fate was summed up in this statement that the Prince made at the end of the play. "A glooming peace this morning with it brings, the sun for sorrow will not show his head. Go hence, to have more talk of these sad things, some shall be pardoned and some punished. For never was a story of more woe than this of Juliet and her Romeo." (584).

What To Do If You Encounter Killer Bees

What To Do If You Encounter Killer Bees Even if you live in an area with African honeybees – better known as killer bees – the chances of your getting stung are rare. Killer bees dont look for victims to sting, and swarms of killer bees arent hiding in the trees just waiting for you to wander by so they can attack. Killer bees sting to defend their nests​ and do so aggressively. If you encounter aggressive bees around a nest or swarm, you are at risk for being stung. Heres what to do if you encounter killer bees: RUN! Seriously, run away from the nest or bees as quickly as you can. Bees use an alarm pheromone to alert other hive members of a threat, so the longer you hang around, the more bees will arrive, ready to sting you.If you have a jacket or anything else with you, use it to cover your head. Protect your eyes and face if at all possible. Of course, dont obstruct your vision if you are running.Get indoors as quickly as possible. If you arent near a building, get inside the nearest car or shed. Close the doors and windows to keep the bees from following you.If no shelter is available, keep running. African honey bees can follow you for as far as a quarter of a mile. If you run far enough, you should be able to lose them.Whatever you do, dont stay still if the bees are stinging you. These arent grizzly bears; they will not stop if you play dead.Dont swat at the bees or wave your arms to fend them off. That will only confirm that you are indeed a threat. Youre likely to be stung even more. Dont jump into a pool or other body of water to avoid the bees. They can and will wait for you to surface, and will sting you as soon as you do. You cant hold your breath long enough to wait them out, trust me.If someone else is being stung by killer bees and cannot run away, cover them with anything you can find. Do what you can to quickly cover any exposed skin or susceptible areas of their body, and then run for help as fast as you can. Once you are in a safe place, use a blunt object to scrape any stingers out of your skin. When an African honey bee stings, the stinger is pulled from its abdomen along with the venom sac, which can keep pumping venom into your body. The sooner you remove the stingers, the less venom will enter your system. If you were stung just once or a few times, treat the stings as you would regular bee stings and carefully monitor yourself for any unusual reactions. Wash the sting sites with soap and water to avoid infections. Use ice packs to reduce swelling and pain. Of course, if you are allergic to bee venom, seek medical attention immediately. If you suffered multiple stings, seek medical attention immediately. Sources: Africanized Honey Bees, San Diego Natural History Museum, accessed March 19, 2010Africanized Honey Bees, Ohio State University Extension, accessed March 19, 2010

Offensive and Otherwise Inappropriate German Words

Offensive and Otherwise Inappropriate German Words Warning: This article may contain  examples of the following language: unanstndig  dirty, obscene, indecent; improper, rude, ill-manneredunanstndige Wà ¶rter gebrauchen  Ã‚  to use four-letter words, bad languagedie Unanstndigkeit  (-en)  dirty joke, obscenityUnanstndigkeiten erzhlen  Ã‚  to tell dirty jokes You may find some of the words and expressions  contained in this German  glossary objectionable.  As with English, most should  only to be used when and if you really know what youre doing. This article isnt explicitly (ha) meant to promote the use of these expressions, but to arm you with information. As  Goethe  said, a lack of knowledge can be a dangerous thing.   Cursing and Swearing  (das Fluchen) While most swear words in English are sexual or have to do with your parentage, German leans more towards the scatological (having to do with excrement or feces). Although Germans sometimes borrow  the English f-word, the German version is rarely used in swearing. German terms roughly equal to American bullsh or British bollocks include:   der BockmistScheiß redenScheiße!Quatsch mit Soße Donnerwetter!  Darn it! Zum Donnerwetter!  , it depends on the tone of your voice and how it is said. As an interjection of acknowledgment, it is more like My word! You dont say. die Drecksau/der Dreckskerl  filthy swine, bastard die Hà ¶lle  hell   Ã‚  Ã‚  Fahr zur Hà ¶lle!   Go to hell!  Ã‚  Ã‚  Zur Hà ¶lle mit...   To hell with...  Ã‚  Ã‚  Sie machte ihm das Leben zur Hà ¶lle.   She made his life a living hell. NOTE: Avoid anglicisms like  was in der Hà ¶lle!  Most English hell expressions are Teufel expressions in German. Der Mist  is a mild German word meaning dung, manure, or rubbish/nonsense. However, when used in some compound words (der Mistkerl,  das Miststà ¼ck), it is no longer fit for polite society! der Mistkerl  bastard, dirty swinedas Miststà ¼ck  bastard (m.), bitch (f.) verdammt  damned, bloody Verdammt!   Damn!/DammitVerdammt noch mal!   Damn it all!/Damn it to hell!/Bloody hell! (Br.)Verdammter Mist!   Goddamn it!/Sod it! (Br.) verflucht!  damn! Verflucht noch mal!   For chrissake!/Goddamn it! der Scheiß  /  die Scheiße Variations of this German word [literally, sh, crap, damn, bloody (Br.)] are so ubiquitous as to warrant an entire section of its own.  It is important to know that the German and English versions of the s-word are not always equal. The English subtitles of German movies often mistranslate the German expletive  Scheiße!  Its use in German is frequently closer to English Damn! or Dammit! To say This town really sucks, you could say:  Diese Stadt ist echt Scheiße.  Although it sometimes isnt as strong a curse word as English Sh! that doesnt mean you should casually use  Ã¢â‚¬â€¹Scheiße!  in German. An expression such as  Dieses Scheißauto!  could mean This f-ing car! or This damned car! - depending on how it is said and by whom.   Scheiß-  prefix  lousy, shty, bloody (Br.), crappy, damned (thing).  This prefix, like its cousin above, often should be translated as damned (thing), or something more mild than you might think. For instance, when a German says  So ein Scheißwetter!, it only means that the weather is really bad: Such awful weather! By the same token,  Diese Scheißpolitiker!  means These damned politicians! (a universal complaint).   scheißegal  adj.  of no damned importanceDas ist mir  (doch)  scheißegal!  I dont (really) give a damn/f-/sh (about that)!scheißen  to sh, crapDu scheißt mich an!  Youre sh-in me!/Youre a pain in the ass!Ich scheiß drauf!  I dont give a damn/f-/sh (about that)!der Scheißkerl  bastard, son-of-a-bitch, motherf-er Obscene Hand Gestures While we dont include inappropriate gestures in this glossary, you should know that some hand signs or gestures are universal, but others are not. In some parts of the world, the American OK sign (finger and thumb forming an O) is an insult having to do with a body orifice. If a German taps his/her forehead with the index finger in someones direction, that is a bad thing (meaning the other person is an idiot), and punishable by a fine if a policeman sees it or someone files charges. Sexual Terms and Body Parts Many of the terms in this glossary relate to human sexuality. Some of them have a double meaning that you should be aware of. If you refer to an animals tail in German (der Schwanz), thats OK, but you should also know that the same term is a crude way of referring to the male sex organ. The German verb  blasen  can have many of the same multiple meanings that blow has in English. But if you want to enjoy a good German erotic novel, youll find some of that vocabulary here as well. blasen  Ã‚  to blow (fellatio) jemandem einen blasen   to go down on s.o., do fallatioSie hat ihm einen geblasen.   She gave him a... ficken  Ã‚  to fk, have sex (vulgar),  mit jemandem ficken   to fk s.o. NOTE:  The German forms of  ficken  are used only in a sexual sense. Most English fs: Fk him!   Der kann mich doch am Arsch lecken!; This f-ing car!   Dieses Scheißauto!; We were just f-ing with you.   Wir haben dich nur verarscht.; Fk off!   Verpiss dich! geil  horny.  This word (along with  supergeil) has become slang for cool or great in German.  Das ist ja geil!   Thats really cool! die Eier  (pl.)  balls, nuts (lit.  eggs) einhandsegeln  (teen slang)  to jerk off, wank, spank the monkey einparken  (teen slang)  to have sex, get laid, bang die Kiste  boobs, tits; (big) buttDie hat ne große Kiste.   Shes got big tits.Note: In some regions, this can mean a big butt rather than boobs. knallen  to bang, screw der Knutschfleck  (-en)  hickie, love bite The Bottom Line der Arsch   ass, arse; butt.am Arsch der Welt in the middle of nowhere, in a Godforsaken holeam/im Arsch sein to be screwed upDas geht mir am Arsch vorbei! I dont give a sh (about that)!in den Arsch gehen to get screwed upDu kannst mich! (am Arsch lecken) You can kiss my ass!Leck mich am Arsch! Kiss my ass!/F- off!Setz deinen Arsch in Bewegung! Get your ass in gear!er Arschkriecher/der Arschlecker (-)  ass-kisser, brown-nosedas Arschloch  a-holeder Po  bottom, behind, butt kommen  to come, have an orgasm der/das Kondom  condom.  Also known by many slang terms:  Gummi,  Pariser, etc. die Mà ¶pse  (pl.)  tits, boobs pissen  to piss, pee.   sich verpissen   to piss off, f- off der Sack  (Scke)  bag, sac, sack; scrotum, balls (testicles); bastard, bugger, sod ein fauler Sack  a lazy bum, lazy bastard/bugger (degree of harshness depends on circumstances/tone of voice)eine faule Socke  a lazy bum (less harsh than fauler Sack) die Sau  sow, bitch, bastard.  alte Landsau  stupid old bitch, dumb bastard (lit., old country sow).  Also see Schwein below!  In German, words related to the pig (sow, swine) fill in for English terms of illegitimacy (bastard, son-of-a..., etc.).   Sau-  prefix  bloody, damn, lousydie Sauarbeit  damned/bloody/lousy workdas Sauwetter  damned/bloody/lousy weather die Scham  shame; private parts, genitals, vulva (fem.) das Schamhaar  pubic hair scharf  hot, horny, sexually aroused Ich bin scharf auf ihn.  I have the hots for him. die Scheide  Ã‚  vagina.  The  Rammstein  song lyric bis der Tod der Scheide is a play on this word and the phrase bis der Tod euch scheidet (till death you do part) in their song Du hast. See  full lyrics. der Schwanz, die  Schwnze, das  Schwnzchen (diminutive)  tail, slang for penis das Schwein  pig, bastard, son of a bitch, swine.  This is one of the worst words in German! NEVER use it (or its compounds) unless you know what youre doing, and probably not even then! Ironically,  Schwein haben  means to be lucky:  Wir haben Schwein gehabt.   We were lucky. (We came out smelling like a rose.) Schweine:  So eine Schweinerei!  How disgusting!/What a dirty trick! der Strich  prostitution; red-light district.  auf den Strich gehen  to be a prostitute, ply her / his wares der Teufel  devil Zum Teufel!   Dammit!  Ã‚  Ã‚  Wer zum Teufel hat das gemacht?   Who the hell did that?  Ã‚  Ã‚  Der Teufel soll mich holen, wenn...   Ill be damned if...  Ã‚  Ã‚  Geh zum Teufel!   Go to hell!  Ã‚  Ã‚  Hol dich der Teufel!   Go to hell!  Ã‚  Ã‚  Scher dich zum Teufel!   Go to hell!  Ã‚  Ã‚  Der Teufel wird los sein.   The sts gonna hit the fan. All hells gonna break lose. ​die Unaussprechlichen  (pl.)  ones unmentionables (humorous) die Zuckerstange  (slang)  penis (candy cane) German Slang Terms for Masturbation Lest you think that German has an abnormally large number of terms for masturbation,  let me point out that English does as well. sich abzapfenaus dem Handgelenk schà ¼ttelnden Fleischtopf rà ¼hrenden Schimmel schà ¼ttelnden Trumpf in die Hand nehmendie Hnde in den Schoß legendie Ladung là ¶schen, entsaftendie HandmassageHuptling Schnelle Vorhauthobelnkrumme Finger machenOld Schà ¼ttelhandsein eigenes Sà ¼ppchen kochenselbst ist der Mannsich einen runterholensich einen von der Palme schà ¼ttelnsich entschleimensich Luft machenTaschenbillarddas ÃÅ"bel an der Wurzel packenwichsen Derogatory Terms for  Other People  (Xenophobia,  der Auslnderhass) Like English and other languages, German  has many derogatory and insulting terms for groups of people most of which, not surprisingly, should be avoided at all times.  Some Germans, Austrians, and Swiss, particularly members of right-wing (rechtsextreme), neo-Nazi, or other hate groups, express their dislike of foreigners and other enemy categories (leftists, women, gays) with derogatory German slang terms. Because of their inflammatory nature, we have included only a few terms here, but others are easy enough to find elsewhere online. Of interest, the simple German phrase Im proud to be a German â€Å"Ich bin stolz, ein Deutscher zu sein.† is considered a typical German right-wing slogan.  While in many countries, such a statement is considered normal and patriotic, in Germany it has overtones going back to the Nazi era.   Other phrases associated with right-wing extremist groups include the following: der Hitlergruß: Nazi salute (Hitler salute).  A right-wing symbol of neo-Nazi groups such as the skinheads in Germany. Any display of Nazi symbols, the swastika, Nazi flags, or Nazi-related regalia is against the law in Germany.Unarische  non-AryansUndeutsche  un-GermansRotfaschisten  red fascistsZecken  ticks, blood-suckersRechte  (Rightists)Faschos  fascistsGlatzen  skinheads (baldies)Neonazis  neo-NazisRechtsextremisten  extreme right-wingersSkinheads  skinheadsUnrechtssystem  unjustice systemUnterrassen  sub-racesweißer Spiesser  WASP (White Anglo-Saxon Protestant) More Insults Subkulturen  (Subcultures, e.g., Punks, Goths, etc.)Dekadente  decadentsAsseln/Assis/Asoziale  asocialsVertreter der Wirtschaft  (Business People)Kapital- und Politbonzen  capitalistic and political fat-catsLinke  (Leftists)der Piefke  (PEEF-kah)  Kraut, Heini, Jerry (German person).  Austrians use this word as a disparaging term for a German, somewhat like the Mexican use of gringo for an American. Even in Germany, a  Piefke  is a pompous idiot, so it is not a word to be used lightly.  Ein kleiner Piefke  is a little pipsqueak. Bodily Functions der Pups  fartfurzen  to fart, cut onepupsen  to cut one, fartdie Kacke  caca, crap, sh. Example:  dann ist aber die Kacke am Dampfen.  | Then the sh will really hit the fan.die Flitzerkacke  (teen slang)  the shs, diarrhea (der Durchfall)kacken  to crap, poop, sh

Unit 4 Group Project Essay Example | Topics and Well Written Essays - 500 words

Unit 4 Group Project - Essay Example The top priority goes to factors like availability of career opportunities, nature of climatic conditions, status of crime rates, cost of living, educational, healthcare, transportation and entertainment facilities etc. These days, people are much conscious of the environmental concerns also and, therefore, like to live in cities that are pollution free. If one analyses the conditions in the city of San Diego from these perspectives it will come to fore that this wonderful city not only fulfills most of the conditions that make it a good dwelling option, but also has several other features that enhances it livability. Economic aspect is the first consideration for a person before taking a decision about the city he or she chooses to live in. People usually perceive economic stability as the criteria towards a better way of life. Therefore, a city that offers ample career opportunities will attract people who are talented, and they in turn will contribute to its progress. San Diego’s status as a blend of prospering industries like biotechnology, biosciences, computer and electronics, wireless cellular, submarine and shipbuilding, financial business etc make it a hot favorite of skilled workforce. This aspect enhances its acceptance as one of the most livable cities in the US. Next basic consideration for a person while choosing a city to live in is the educational avenues available there. In this context, San Diego features the University of California, San Diego (UCSD), which offers high quality education with state of the art technological support. Apart from this, there are several other accredited schools and colleges, including law schools and museums. Located in beautiful Balboa Park, the Museum of San Diego History presents the colorful and diverse history of the region, interpreting San Diegos growth since the 1840s. (Museum

Fire Protection Research Paper Example | Topics and Well Written Essays - 3750 words

Fire Protection - Research Paper Example To understand fire, there is need to analyze the paradigms, which revolve around the origin of fire in eth living world, and the significance of fire to the human race. It is important however to note that these different paradigms are different and coherent on their own, but significantly insufficient on their own self. Thus, fire may assume many definitions, which is only suitable for the specific discipline framed by the condition outside the phenomenon (Fire Research Report). Such broad definitions introduce questions relating to the real fundamentals of fire, and the characteristics that people should undertake to control and use it. This paper seeks to define and analyze the fire problem, explore some of the potential solutions to the problem, and review the first steps that will initiate the solution to the problem. Introduction Fire is among the fundamental basics in the world, both for personal and industrial use. The phenomenon is commonplace and among the elements that sus tain humans in earth. Picture a world with no fire, which means there would be no cooking and other necessary processes that result from combustion or burning. Fire has numerous definitions depending on the discipline of concern. Essentially, fire is the process of burning or combustion in which chemical combination of components with oxygen takes place to produce light, smoke, and heat. However, it is common for most disciplines to have their own definition that conforms to their condition frame that lie outside the fire itself, and which seemingly poses no intrinsic intellectual identity. Such a wide and varying definition of eth phenomenon raises certain questions, which include the real fundamentals of fire and the characteristics that people should undertake to use and control it (Pyne 271). Such founding concerns seemed like illogical arguments in the initial studies on fire and its management. Then, fire was simply there, flaring and smoldering across the earth, and there was need to determine its direction, its fierce, and its speed, and subsequently devise means to stop its spread. With time, other questions emerged, especially concerning economical and ecological, though with reference to the conception that fire was embedded in physical sciences. Fire had similar impacts to the society and biota as windstorms and floods did, yet this did not provide an answer to the question of fire management. To understand fire and perhaps achieve a viable fire protection strategy, there is need to understand the three paradigms of fire: physical, cultural, and biological. Nevertheless, here is a discussion on the basics of fire (Coon 127). The Triangle of Fire Fire requires three elements to initiate. This essentially refers to the triangle of fire. If any of the elements is missing, then fire will not ignite, or if already burning, will quench the flames. These three elements are fuel, oxygen, and heat. Fire needs some consumable elements to ignite or to continu e burning. This consumable material or element is the fuel, which may be a gas, a liquid, or a solid. Furthermore, fire requires oxygen to burn. Removing oxygen from the fire will put off the flames. In technical terms, this is what experts call ‘quenching’ a fire. In atmospheres with less than 16% of oxygen, fires will not burn or combust (Coon 164). Heat refers to the energy that the fire requires to burn, without which the flames dies. The fire triangle simply shows the elements that must be present before a fire starts. Fig 1: The

Understanding Leadership Styles Essay Example for Free

Understanding Leadership Styles Essay There are a number of factors that will influence the style of leadership a leader may choose, such as: The working environment, The task or project that is being tackled, The staff themselves and their preferred style of working, along with their personal traits and qualities How do you determine what is an appropriate style? Any leader uses a range of different styles at different times during the course of a single day. Decisions have to be made and it may be appropriate for different styles of leadership at different times, and for different situations during that day. Another factor that has to be considered when choosing a leadership style is that the leadership style at the beginning should be consistent with what people in the organization expect. Transactional leadership This is done by enticing staff with rewards such as bonuses, prizes, something that will be of benefit to the staff member; these are achieved by setting targets. The outcome of this will be that the target is achieved but the morale of the team may be affected with some doing very well and gaining great recognition, others not so well which can demoralise the staff and affect their enthusiasm for future tasks. Transformation leadership This is a beliefs and values type of leading getting the team to believe the vision of the final aim. This is done by talking and listening to the team and being positive and enthusiastic about the aim. One of the benefits of this type of leadership in comparison with Transactional leadership is that no one feels like they are being singled out for under achieving as they are all working together and believe in the leaders vision, this is done by encouraging individuals values and enthusiasm for the task. Authentic Leadership This is a leader who is extremely good at what they do whilst remaining grounded and in touch with their workforce, an assumed leader rather than elected. They can inspire their staff to achieve great things with their passion commitment and drive, whilst still connecting with their team by showing their appreciation and encouragement to team members. Autocratic Leadership Autocratic leaders insist on doing it all themselves. They have all the power, make all the decisions, and dont often tell anyone else about what theyre doing. An autocratic leader often maintains their authority by force, intimidation, threats, reward and punishment, or position. Although they may or may not have a clear vision, and may or may not be steering the organization in the right direction, they are not concerned with whether anyone else agrees with what them or not. One positive with autocratic leadership is that it allows quick decision-making, and eliminates arguments over how and why things get done. On the negative it may reduce the likelihood of getting a range of different ideas from different people, and can make people feel as though they are being treated badly, or as if they dont matter. If, as is often true, the leader is concerned with his own power and status, hell be looking over his shoulder, and moving to squelch any opposition to him or his ideas and decisions. Innovation or the use of others ideas is only permissible if its part of the leaders plan. Effects on the organization. Autocratic leaders often leave fear and mistrust in their wake. Others in the organization tend to copy their protection of their position, and their distrust of others ideas and motives. Often, autocratically -led organizations are not particularly supportive of personal relationships, but much more keyed to chain-of-command. Everyone has her own sphere, and protects it at all costs. Communication tends to go in only one direction up as a result of which rumor can become the standard way of spreading news in the organization. At its best (and there are decent autocratic leaders see the box directly below ), autocratic leadership provides a stable and secure work environment and decisive, effective leadership. All too often, however, it can sacrifice initiative, new ideas, and the individual and group development of staff members for the predictability of a highly structured, hierarchical environment where everyone knows exactly what hes supposed to do, and follows orders without  question. Although the above paints a pretty bleak picture, many autocratic leaders are not hated and feared, but rather esteemed, and even loved. It depends on their own personalities like anyone else, they can be nice people, or highly charismatic, or even willing to listen to and act on others ideas on the organization itself (in the military, most soldiers want someone firmly in charge), on the quality of their decisions, and on the needs of the people they lead. If theyre generally decent and not abusive, make good deci sions for the organization, and fulfil the parent-figure or authority -figure image that most people in the organization are looking for, they can be both effective and well-respected. 2. Managerial. The leader who sees herself as a manager is concerned primarily with the running of the organization. Where its going is not at issue, as long as it gets there in good shape. She may pay attention to relationships with and among staff members, but only in the service of keeping things running smoothly. Depending upon the nature and stability of the organization, her main focus may be on funding, on strengthening the organizations systems and infrastructure (policies, positions, equipment, etc.), or on making sure day-to-day operations go well (including making sure that everyone is doing what hes supposed to). If shes efficient, a managerial leader will generally be on top of whats happening in the organization. Depending on the size of the organization and her management level, shell have control of the budget, know the policies and procedures manual inside out, be aware of whos doing his job efficiently and whos not, and deal with issues quickly and firmly as they co me up. What she wont do is steer the organization. Vision isnt her business; maintaining the organization is. Effects on the organization. In general, a well-managed organization, regardless of its leadership style, is a reasonably pleasant place to work. Staff members don t have to worry about ambiguity, or about whether theyll get paid. As long as oversight is relatively civil no screaming at people, no setting staff members against one another things go along on an even keel. Good managers even try to foster friendly relationships with and among staff, because they make the organization work better. On the other hand, good management without a clear vision creates an organization with no sense of purpose. The organization may simply act to support the status quo, doing what it has always done in order to keep  things running smoothly. That attitude neither fosters passion in staff members, nor takes account of the changing needs (and they do change) of the target population or the community. The organization may do what it does efficiently and wellbut what it does may not be what it should be doing, and it wont be examining that possibility any time soon. Obviously, the leader of any organization as well as any other administrator has to be a manager at least some of the time. Many are in fact excellent managers, and keep the organization running smoothly on a number of levels. The issue here is the style that person adopts as a leader. If she sees management as her primary purpose, shes a managerial leader, and will have a very different slant on leadership than if her style is essentially democratic, for instance. 3. Democratic. A democratic leader understands that there is no organization without its people. He looks at his and others positions in terms of responsibilities rather than status, and often consults in decision-making. While he solicits, values, and takes into account others opinions, however, he sees the ultimate responsibility for decision-making as hi s own. He accepts that authority also means the buck stops with him. Although he sees the organization as a cooperative venture, he knows that he ultimately has to face the consequences of his decisions alone. Democratic leadership invites the participation of staff members and others, not only in decision-making, but in shaping the organizations vision. It allows everyone to express opinions about how things should be done, and where the organization should go. By bringing in everyones ideas, it enriches the organizations possibilities. But it still leaves the final decisions about what to do with those ideas in the hands of a single person. Some models of democratic leadership might put the responsibility in the hands of a small group a management team or executive committee rather than an individual. Effects on the organization. Democratic leadership, with its emphasis on equal status, can encourage friendships and good relationships throughout the organization. (In more hierarchical organizations, clerical staff and administrators are unlikely to socialize, for instance; in a democratically-led organization, such socialization often happens.) It helps people feel valued when their opinions are solicited, and even more so if those opinions are incorporated into a final decision or policy. What a democratic leadership doesnt necessarily do although it can is  establish staff ownership of the organization and its goals. Although everyone may be asked for ideas or opinions, not all of those are used or incorporated in the workings of the organization. If there is no real discussion of ideas, with a resulting general agreement, a sense of ownership is unlikely. Thus, democratic leadership may have some of the drawbacks of autocratic leadership a lack of buy-in without the advantages of quick and clear decision-making that comes with the elimination of consultation. 4. Collaborative. A collaborative leader tries to involve everyone in the organization in leadership. She is truly first among equals, in that she may initiate discussion, pinpoint problems or issues that need to be addressed, and keep track of the organization as a whole, rather than of one particular job. But decisions are made through a collaborative process of discussion, and some form of either majority or consensus agreement. Toward that end, a collaborative leader tries to foster trust and teamwork among the staff as a whole. A collaborative leader has to let go of the need for control or power or status if she is to be effective. Her goal is to foster the collaborative process, and to empower the group whether the staff and others involved in an organization, or the individuals and organizations participating in a community initiative to control the vision and the workings of the organization. She must trust that, if people have all the relevant information, theyll make good decisionsand she must make sure that they have that information, and provide the facilitation that assures those good decisions. Effects on the organization. Collaborative leadership comes as close as possible to ensuring that members of the organization buy into its vision and decisions, since they are directly involved in creating them. It comes closest to the goal of servant leadership explored in the previous section (Please see Chapter 13, Section 2: Servant Leadership: Accepting and Maintaining the Call of Service), and it also comes closest to reflecting the concepts of equality and empowerment included in the philosophy and miss ion of so many grass roots and community-based organizations. It thus removes much of the distrust that often exists between line staff and administrators. David Chrislip and Carl E. Larson, in Collaborative Leadership How Citizens and Civic Leaders Can Make a Difference, equate collaborative leadership not only with servant leadership, but with transformational (see below) and  facilitative leadership as well. They identify four characteristics of the collaborative leader: * Inspiring commitment and action. The collaborative leader helps people develop the vision and passion to start and maintain the work. * Leading as a peer problem solver. The collaborative leader facilitates problem solving by modeling and teaching a process, and by helping others bring their experience and ideas to bear. * Building broad-based involvement. The collaborative leader invites everyone concerned into an inclusive process. * Sustaining hope and participation. Reaching goals may take a long time. The collaborative leader both helps the group set interim goals so it can see progress, and, by example and in other ways, helps to maintain the passion and commitment to keep going when theres no end in sight. Collaborative leaders also generally foster close relationships among staff members, making for more communication and cross-fertilization in their work, and leading to more effective ways to accomplish the organizations goals. On the down side, management can be neglected in favor of building a collaborative organization. Even more to the point, collaborative decision-making can be excruciating. Depending upon the group, ideas can be talked to death, and insignificant disagreements about insignificant areas of policy can take hours to resolve. Collaborative decision-making can be democratic based on a majority vote after discussion or dependent on arriving at consensus, with a range of possibilities in between. Consensus decision-making is particularly difficult, in that it requires everyone to agree before a decision can be made. A single determined individual can derail the process indefinitely. Even at its best, a consensus process can take inordinate amounts of time, and try the patience of all involved. Its not impossible to employ, but it takes real commitment to the ideal of consensus, and enormous patience. In practice, true consensus decision-making is most often used in collective organizations, which are significantly different from collaborative ones, and often involve everyone in leadership. Another way of looking at leadership style A different view, popularized by James MacGregor Burns, contrasts two styles of leadership: transactional and transformational. Transactional leadership, as its name implies, views leadership as based on transactions  between leader and followers. The leader sees human relations as a series of transactions. Thus rewards, punishments, reciprocity, exchanges (economic, emotional, physical) and other such transactions are the basis of leadership. In simplest terms, I lead this organization by paying you and telling you what you need to do; you respond by doing what you need to do efficiently and well, and the organization will prosper. Transformational leadership looks at leadership differently. It sees a true leader as one who can distill the values and hopes and needs of followers into a vision, and then encourage and empower followers to pursue that vision. A transactional leader thinks of improvement or development as doing the same thing better: an organization that reaches more people, a company that makes more money. A transformational leader thinks about changing the world, even if only on a small scale. Combining the two views of leadership style These two ways of looking at leadership style are not mutually exclusive: in fact, its easier to look at leadership in the context of both. Assuming, as almost all leadership theorists do, that transformational is either better than, or a necessary addition to, transactional leadership, what elements go into creating a transformational leader? What styles are transformational leaders likely to employ, and how? Elements of transformational leadership The transformational leader conceives of leadership as helping people to create a common vision and then to pursue that vision until its realized. She elicits that vision from the needs and aspirations of others, gives it form, and sets it up as a goal to strive for. The vision is not hers: it is a shared vision that each person sees as his own. Martin Luther Kings overwhelming I Have A Dream speech derived its power not only from the beauty of his oratory, but from the fact that it crystallized the feelings of all those citizens, of all races, who believed that racism was a great wrong. In that speech, King spoke with the voices of the hundreds of thousands who stood before the Lincoln Memorial, and of millions of others who shared in his vision. That speech remains as the defining moment of the Civil Rights struggle, and defined King who had already proved his mettle in Birmingham and elsewhere as a transformational leader. The conception behind transformational leadership is thu s providing and working toward a  vision, but also has elements of empowerment, of taking care of people, and even of task orientation. The job of the transformational leader is not simply to provide inspiration and then disappear. It is to be there, day after day, convincing people that the vision is reachable, renewing their commitment, priming their enthusiasm. Transformational leaders work harder than anyone else, and, in the words of a spiritual, keep their eyes on the prize. The methods that transformational leaders might use to reach their goals can vary. Theyll virtually always include involving followers in the goal, as well as charisma, which comes, if not from personal characteristics, from the ability to put a mutual vision into words, and to move a group toward the realization of that vision. Transformational leaders may also use sharing power, setting an example, and/or persuasion to help move a group toward its goal. What style does all that imply? The managerial style is perhaps least appropriate to transformational leadership, since it pays no attention to vision. The autocratic pays little attention to the ideas of others, and is not generally congenial to the transformational leader. On the other hand, there was Hitler, who tapped into the deepest emotions of those he led, and voiced them in a frightening but highly effective way. There is no guarantee that a transformational leader will work for the betterment of humanity, although he may c ouch his vision in those terms. The intersection of the transformational and the autocratic is not impossible, but it usually has, at best, mixed results. Fidel Castro initiated and has maintained desperately-needed land, education, health, and other reforms in Cuba, for which he is still revered by much of the islands population. He also eliminated any vestige of political freedom, imprisoned and executed dissenters and political opponents, and was at least partially responsible for destroying much of Cubas economic base in the name of ideological purity. As with the four styles described earlier, there is no guarantee that either a transactional or transformational leader will be an effective one. The democratic and collaborative styles are both better possibilities for transformational leadership. Both allow for input from everyone, and both encourage participation in the realization of long-term goals. It can be difficult for a highly motivated, charismatic leader to operate in the collaborative mode, but it can also be tremendously satisfying. There is an argument to be made  that, because of the high degree of ownership of the vision in a collaboratively-run organization, the collaborative style could be the most successful for transformational leadership. As noted above, David Chrislip and Carl Larson actually see collaborative and transformational leadership as essentially the same.  and of course the leaders qualities and personal traits are a major factor, whether they are confident , inspirational, approachable, committed, knowledgeable, disciplined, open minded, responsible, positive, energising , trustworthy,

The Cherry Orchard :: essays research papers

In drama â€Å" The Cherry Orchard† , Lopakhin and Madame Ranevsky are clashing individuals, who are not to be judged as either good or bad. Both characters are human, having honorable traits. Lopakhin and Madame Ranevsky's characters are incompatible in the other's mind. Madame Ravensky is a member of the falling aristocracy who is a lost romantic trapped in a fantasy world on the orchard while forgetting her troubles in the "real" world. Lopakhin is a money driven, sometimes vulgar, and socially rising individual. Lopakhin is trying to make a future by overcoming his past, but remains genuine and practical in his offering help. The orchard is a focal piece in the play, hence the name "The Cherry Orchard." The orchard is to be sold in a month after Madame Ravensky's arrival. Lopakhin believes that the only way the orchard estate can be saved is by chopping down the cherry trees and breaking up the property, which he intends to do if he buys the orchard. Madame Ravensky would rather the orchard be lost completely than changed from how it will remain in her memories forever. The orchard haunts Madame Ravensky. The orchard is where her son died, which is the saddest thing in her life, but at the same time the orchard was where Madame Ravensky grew up. She remembers all the innocence she had at the orchard, and the orchard would not be the same if it changed. No one can bring back the orchard in her family and she won't save it because the orchard is merely a memory. She is dropping in class as seen in her fifth floor apartment, but will still put on a pitying facade shown by her tipping a rupel. She seems ignorant, yet confident in her impracticality, because she loves the orchard so much but does not want to save it. This is true because Madame Ravensky may not want to save it. Her son died on the orchard as well as the orchard is where she used to live prosperously and like a little girl in her innocence and no worries. It is conceivable that she may not want to save the orchard and just keep it in her memories as she moves back to France excepting her fall in society but still living, acting wealthy. She the orchard reminds Madame Ravensky of the romantic times of her life and wants to hold onto them one last time.

Heart of Darkness Essay

Explore the narrative techniques used in the opening of Heart of Darkness Heart of Darkness opens with a sense of opportunity and adventure, which instantly created in the first paragraph by imagery of the Nellie, waiting for the turn of the tide; The idea of a river and the sea creates a sense of journey. However whilst there is an atmosphere of excitement, there is also sense of underlying tension. One way in which these conflicting impressions are created, is by contrasting the idea of opportunity through the river to London which is described as oppressive,. For example in the second paragraph, Conrad describes that the sea reach of the Thames stretched like an interminable waterway† whilst the â€Å"air was dark above Gravesend, and condensed into a mournful gloom, brooding motionless. Here the idea of an interminable waterway seems to suggest freedom, and journey which is juxtaposed by the oppressive atmosphere created by the words â€Å"gloom and brooding†. The oppressive atmosphere of London and the freedom of the river is reinforced through reiteration of gloom and darkness which contrasted against imagery of light. For example, the river is described as â€Å"shining pacifically, the sky without a speck was benign immensity of unstained light.† Imagery of unstained light, on water is one of beauty and also gives a sense of purity, and adventure; On the other hand the gloom brooding motionless seems creates a sense of foreboding Conrad uses repetition of the word â€Å"gloom† and â€Å"brooding† throughout to reinforce this ominous atmosphere. Further in the opening Conrad personifies the gloom and describes how it was â€Å"brooding over the upper reaches, became sombre every minute, as if angered by the approach of the sun.† That London is untouchable by the sun makes London seem unnatural and consequently reinforces a sense of unease especially when contrasted again. The idea of the natural and the unnatural is used throughout to emphasise a sense of unease about; London is described as â€Å"a monstrous town marked ominously on the sky/ a lurid glare under the stars.† Even against the vastness of the sky, London stands out making it seem menacing. In addition the imagery of the stars convey natural beauty which clashes against London which is described as â€Å"monstrous†. Another example is that the sea and sky are described as being welded together without a joint; The use of welded makes it seemed and forced reiterating a sense of something being incongruent about the scene. Arguably, the reason for this contrasting imagery is not only to create a feeling of suspense to the journey but also represents Conrad’s feelings towards colonisation; On the one hand there is the sense that colonisation is positive, it creates opportunity, yet there is also a notion that colonisation was corrupt. An important motif in the opening of the text which seems to epitomise both these notions is personification of the river Thames. The river Thames represents the power of London as it was the centre of trade and thus on one level, references to the river flowing remind the reader there is much to be gained by the journey. This is demonstrated as Conrad makes references to its historical past. Conrad describes † it had borne all those ships whose names are like jewels flashing in the night of time/, what greatness had not floated on the ebb of that river into the mystery of an unknown earth,† language such as the â€Å"an unknown earth†, makes it see that the journey will be mysterious and exciting as all journeys have started from the river Thames; There is a sense that history will be repeated. This is emphasised by a sense of constant movement of the river which is created by alliteration and the very structure of the opening. Joseph Conrad describes â€Å"we looked at the venerable stream not in the vivid flush of a short day that comes and departs forever but in the august light of abiding memories† The alliteration makes the sentence flow emphasising the idea of the river being continuous rather than a † vivid flush† and emphasising an idea of endless opportunities which can add to the â€Å"august of abiding memories†. This all adds to a feeling of optimism and idea of colonialism being positive. The very structure of the text also seems to mimic the continuity of the river by switching from the past to present, creating a nostalgic feel. For example, after the paragraph about the adventures of the men who had made the nation proud, the next paragraph switches to the sun setting. However, the use of the river as representing the power of London also reminds the reader of the † monstrous town† thus creating a negative impression. Like references to London being marked against the sky, the idea of the river continually flowing reinforces London’s power. Conrad could be insinuating that whilst there are some positive elements to colonisation such as freedom and adventure, there is something unnatural and corrupt about it as it is based on blood shed.. This idea is epitomised, by the idea of the sun setting and turning from flowing white to a dull red without rays and without heat. Here the imagery of the sun setting, reinforces the idea of a new journey, but the white to red also could be symbolic of the blood shed about to come and blood shed which made London so great.

Rhetorical Analysis of Constance Ruzich’s Article

Paul Lucas Professor Paisley Mann English 110B 19 October 2012 A Rhetorical Analysis of â€Å"For the Love of Joe: The Language of Starbucks† In the journal article â€Å"For the Love of Joe: The Language of Starbucks† (2008), Constance M. Ruzich analyzes the success and rise to popularity of The Starbucks Coffee Company around the globe. The article is written and structured for the general public to read and understand. It is meant to be an informative article and as such, Ruzich makes use of a lot of data and includes citations from a variety of other academic sources.She also uses different ways to measure the popularity of Starbucks, not just the financial aspect, but also in terms of its economic status in a global coffee market, just to give us different points of view in relation to her thesis. Her choice in the title is also very appropriate for the topic, which will be discussed later on in this paper. Ruzich begins her article by giving the readers a brief ba ckground on coffee. She is informing us, the readers, on how coffee came about and touches on the â€Å"The history of coffee production, consumption and advertising†¦ (428). Through this, those who are unfamiliar with the origins of coffee will also be captured, as they will get a sense of understanding about where her arguments will lead to later on in the article. It also gives the readers a chance to compare on how coffee was perceived by global consumers, before and after Starbucks was established. She explains, â€Å"The nineteenth century saw the rise of coffee as an international commodity and the accompanying development of coffee-based economies in South America and other developing nations†¦ † (430).Upon capturing the audience, she starts to state a lot of facts and she extensively uses quotations from other studies throughout the entire article. The facts become the structure of the article; they lead the readers to have a certain understanding of previ ous views and studies of the situation. The quotations on the other hand gives the author credibility, the use of the quotations makes it seem to be more accurate since she is not the only one who understands Starbucks in that manner and the readers are assured the information is unaltered.For example, in her discussion on the world’s coffee market, she quotes Wild citing, â€Å" ‘Vietnam had become the world’s second largest coffee producer after Brazil. ’ further depressing the falling price of coffee in the international market (Wild 6)†¦ † (430) She is in a way borrowing the credentials of scholarly and more popular people to make what she is discussing more acceptable to the audience. It also shows how knowledgeable she is of the topic that she can use these quotes to present and defend her thesis.The vast use of technical data would also make it seem that it was not written for the general public but she interprets them and puts it in ter ms more common to the public and through this, anyone could comprehend with what her idea is. Another thing that is evident in the article is how Ruzich compares Starbucks with a lot of its competitors, even those that are not directly competing with Starbucks; they are in the coffee business but they only sell instant coffee as opposed to specialty coffee.For example, she supports her argument by providing statistics of coffee in the global market and how Starbucks places given its premium status. â€Å"Despite the attention the Starbucks has drawn, it has not yet reached the status of a major player in the world markets, and in the United States, Dunkin’ Donuts still sells more coffee than any specialty coffee retailer† (431). This was a fact during the infancy stage of Starbucks. Besides from this, she measures the company’s success in how little advertising it needed to become one of the leading specialty coffee house. Indeed, the company spent less than $10 million on advertising in its first twenty-five years† (qtd. in Pendergrast 378). Which clearly shows, Starbucks’ advantage towards the other coffee retailers. The title she gave for the article, â€Å"For the Love of Joe: The Language of Starbucks†, is as I said in the introduction, appropriate, particularly her use of the word â€Å"Joe†. â€Å"Joe†, according to the New Oxford American Dictionary, has two possible meanings. It can either be interpreted as coffee or the average person.Her article basically revolves around these two meanings of â€Å"Joe† and how they relate. In the article she studies how the average person or â€Å"average joe†, if you will, reacts or has reacted to Starbucks’ influence and practices of personal consumption. Therefore, this brilliant way of presentation has made it easy to remember the main topic since it can all be associated with just one word. With all these literary devices and technique s used, it is not hard to stay on the same track as Ruzich. The readers will more or less be able to reach the same conclusion and have the ame idea as she has. The article has clearly shown that many people have adapted Starbucks’ use of in-store language and it makes them feel like they belong. In truth however, the use of in-store language is an advertising scheme that has the end goal of manipulating, persuading and selling its well-known products to the â€Å"average joe† consumer (440). In-store language is used to implant the idea of Starbucks into the consumer’s mind. Works Cited Ruzich, Constance M. â€Å"The Journal of Popular Culture. † Journal of Popular Culture. 41. 3 (2008): 428–442. Print.

Free Essays on Experiences Reflected in Writing

Experiences Reflected in Writing Do authors use life’s experiences to depict events in their own writing? Not all authors’ lives are reflected in their writing but Kate Chopin’s life influenced and paralleled events in her short story, â€Å"The Story of an Hour,† featured in Michael Meyer’s The Compact Bedford Introduction to Literature. The story was written in the late 19th century when women were inferior to not only their husbands, but men in general. Mrs. Mallard, the main character, experiences realistic situations that Chopin either experienced one way or another in her own life, or was exposed to by society. Chopin gathers thoughts and ideas from her own life, during this time period when the relationship between men and women differs from today’s culture, to express her beliefs and individuality through her writing. Both Chopin and Mrs. Mallard suffered the death of a close one from a train accident, lived and married in societies where women were to be subm issive to men, and experienced an unexpected loss of freedom and passion in their personal lives. Not only did Chopin and Mrs. Mallard both struggle through a death of a loved one, but the deathly situations were ironically the same. According to the article, â€Å"Kate Chopin: In Search of Freedom† from Classic Literature Weekly, Chopin lost the life of her father in 1855 to a train accident; he was â€Å"one of the first influences in her life† who â€Å"found her natural curiosity fascinating and encouraged her interests† (Classic Lit). Unlike Chopin, Mrs. Mallard did not lose her father. She lost her husband to a train accident; at least that is what she was made to believe. Mrs. Mallard’s sister, Josephine, broke â€Å"to her as gently as possible the news of her husband’s death† (Meyer 10). Mallard’s loss of her husband is parallel to Chopin’s painful loss of her father several years before writing the story. Chopin and Mrs. Mallard... Free Essays on Experiences Reflected in Writing Free Essays on Experiences Reflected in Writing Experiences Reflected in Writing Do authors use life’s experiences to depict events in their own writing? Not all authors’ lives are reflected in their writing but Kate Chopin’s life influenced and paralleled events in her short story, â€Å"The Story of an Hour,† featured in Michael Meyer’s The Compact Bedford Introduction to Literature. The story was written in the late 19th century when women were inferior to not only their husbands, but men in general. Mrs. Mallard, the main character, experiences realistic situations that Chopin either experienced one way or another in her own life, or was exposed to by society. Chopin gathers thoughts and ideas from her own life, during this time period when the relationship between men and women differs from today’s culture, to express her beliefs and individuality through her writing. Both Chopin and Mrs. Mallard suffered the death of a close one from a train accident, lived and married in societies where women were to be subm issive to men, and experienced an unexpected loss of freedom and passion in their personal lives. Not only did Chopin and Mrs. Mallard both struggle through a death of a loved one, but the deathly situations were ironically the same. According to the article, â€Å"Kate Chopin: In Search of Freedom† from Classic Literature Weekly, Chopin lost the life of her father in 1855 to a train accident; he was â€Å"one of the first influences in her life† who â€Å"found her natural curiosity fascinating and encouraged her interests† (Classic Lit). Unlike Chopin, Mrs. Mallard did not lose her father. She lost her husband to a train accident; at least that is what she was made to believe. Mrs. Mallard’s sister, Josephine, broke â€Å"to her as gently as possible the news of her husband’s death† (Meyer 10). Mallard’s loss of her husband is parallel to Chopin’s painful loss of her father several years before writing the story. Chopin and Mrs. Mallard...

45 Parking Holidays! The Challenges of Cultural Sensitivity in 2016

45 Parking Holidays! The Challenges of Cultural Sensitivity in 2016 In my newsletter last week, I wrote about how the Jewish holidays are treated, and how that affects my sense of belonging as a Jew. I received so many responses that I am writing a full blog on the topic now. Slippery Slope: Parking Holidays and NYC How to handle holidays is a big question for governments and businesses. Between Jewish, Christian, Hindu, Muslim, Buddhist, and other religious holidays, it’s almost impossible to commemorate all of them. In New York City, there are 45 parking meter holidays- for everything from Christmas to Eid al-Adha to the Asian Lunar New Year. That’s an average of almost one each week, plus the standard Sunday suspension of parking rules. Many of you are probably aware that the Jewish New Year, Rosh Hashanah, was last week, and that Yom Kippur, the Day of Atonement, will be observed Tuesday night and Wednesday of this week. In Israel on Yom Kippur, there are no radio or TV broadcasts, airports and public transportation systems are shut down, and all shops and businesses are closed. Where I grew up (New York City), everyone, regardless of their own religion, knew when these holidays were coming. Schools were closed and many businesses were closed. No one would even think of scheduling a major business event on one of these High Holy Days. Being Acknowledged Now I live in Wisconsin, where it’s simply not like that. â€Å"Taste of Tenney,† a neighborhood event offering fare from local restaurants, is scheduled for the evening of Yom Kippur. Several times, my coaching group has held their annual party on a High Holy Day. I have declined an invitation for this Wednesday to see a presentation by a top speaker in the entrepreneurial world, hosted by that same group. I keep letting them know when these conflicts arise, and I keep saying, â€Å"This would never happen in New York.† But it happens in Wisconsin. I feel hurt and unseen every time this lack of consciousness reveals itself. Like I am not accepted. Like I do not belong. In contrast, I went to swim at the Highland Park Rec Center in Illinois on Rosh Hashanah this year, where the lifeguard advised me that all swim classes had been cancelled for the holiday! I got a lane to myself, admittedly while many other members of my faith were in synagogue. And, as a nice surprise, I also received a sense of acknowledgment and belonging. Education: Another Slippery Slope After sending out my newsletter, I received many responses. A fellow resume writer sent me an article about how classes at Yale, our common alma mater, go on as usual on the Jewish holidays. I was surprised that I did not remember this tradition from my undergraduate years. I feel angry that there is not more of an observance of these holidays. And yet I also understand. Contemplating the 45 parking holidays in New York, I realize that accommodating all these days on a college schedule would be untenable. Still, there’s a strong voice in me saying that Rosh Hashanah and Yom Kippur hold enough weight that institutions should respect them. No one would ever think of scheduling classes on Christmas, would they? Give and Take In the workplace, what’s the best way to handle the holidays? Cultural sensitivity is paramount always. In some professions, workers can do a swap to accommodate everyone. For instance, Jewish police officers and nurses often work Christmas, and their Christian colleagues work for them on holidays like Yom Kippur. If you’re delivering couches to your customers, you want to be aware that sometimes a Jewish holiday will not be the appropriate time to do that. Do you send out holiday letters? Are they Christmas-themed? If so, you might be alienating some people. Do you wish people â€Å"Merry Christmas† or â€Å"Happy Holidays† in December? I have become more tolerant in my 40’s than I was as a younger woman. When people wish me Merry Christmas I say thank you and say it back to them. I’m not sure if I like this shift in myself, as it indicates some level of complacency. I still don’t like it when organizations schedule important events on days that make it impossible for practicing Jews to attend, or that flagrantly ignore the existence of sacred days. I want, at least, to be acknowledged. I’m curious to hear your own experience of your holidays. Are you acknowledged by your country’s trends and traditions? Do you acknowledge the traditions of others? What consciousness can you bring to your life and to the people around you this holiday season whenever and wherever that may be? Save Category:Life and LeadershipBy Brenda BernsteinOctober 11, 2016 2 Comments Jan says: October 12, 2016 at 8:16 am Having grown up in suburban Philadelphia (primarily occupied by White Anglo-Saxon Protestants), I always had to take a day off of school for Rosh Hashanah (only the first day) and for Yom Kippur. In college, I actually met a Jewish guy that I fell for and we got married after graduation. He was the first Jew I had ever dated! But then I found a job out in our state capital (part of PAs Bible Belt) and I was astonished at how little my circle knew about any of the Jewish traditions (or what matzoh or Hanukkah is). When I told my new acquaintances about my wedding (at this point, we had divorced) only taking 20 minutes and that I had to schedule is at 9:00 PM (due to being the longest Saturday of the year), they were astounded. Shortly after moving away from my home area, I found out that many of the suburban Philly schools were actually closed for the High Holidays. Certainly not true in this part of the state (100 miles West of my home area). Although there are a few synagogues in this city they dont have really good bagels or kosher thinly-slice corned beef. And trying to find matzoh (some of the grocery stores get a limited number of boxes 2 months before Passover and if you wait until a week before the holiday, youll be out of luck trying to find matzoh or any Passover foods). The schools around here are not closed for our High Holy Days. And events are frequently scheduled on a High Holy Day, without so much as giving it a thought, since its just a regular work day isnt it My Rotary club is selling Christmas wreaths, as a fund raiser. And our supplier only stocks wreaths not green swags (which I would have no objection to buying and hanging). My husband is not Jewish (2nd husband), so it never occurred to him that hanging a wreath on our front door just isnt something Im comfortable with. I have made the suggestion for a couple years, that we look to a new supplier so that we can have a variety of greens to sell during the holiday season. People are more comfortable hanging out with other people who are like them. But, very often, in sticking with people who are like me, I miss out on so many cultural traditions (language, food, religious observations, traditional activities). But were not just talking about religious differences what about people whose skin is a different color than mine? Or their sexual orientation? Or their gender? Or their political views? Or their physical/mental abilities? Our nation is so very diverse but are we inclusive as well? So many of us who are different from the majority do feel left out. How many women achieve C-Level management positions? How many women achieve that career status at the same pay level as men? Many of us are trying, but our society needs a lot of education about including people who are different and who are so valuable. Today is Yom Kippur. May we all be inscribed in the Book of Life for the new year!! Log in to Reply Brenda Bernstein says: October 12, 2016 at 8:46 am Thank you for this amazing addition and contribution Jan indeed my we all be inscribed in the Book of Life with all our beautiful diversity! What a good thing to remember as the elections approach :-). Log in to Reply

Multiple Intelligences Survey Essay Example | Topics and Well Written Essays - 750 words

Multiple Intelligences Survey - Essay Example In a learning/teaching situation some of the different strengths are attributed to the students' different learning or cognitive styles (Larsen 1986). Therefore, if a teacher is able to recognize or take into account the multiple intelligences that her students are endowed with, and apply in her lesson plan then learners will be able to learn better. Taking into account the concept of multiple intelligences various tests and assessments for different levels have been developed that help in self-assessing one's own abilities in a particular area. The multiple intelligence survey that I undertook through the Internet search is specifically meant for teachers. The results with high score accurately indicated my strengths in areas that I am interested and good at. Most importantly the results have helped me to know where and why I am weak and what I can do to overcome my drawbacks. One of the learning strategies that I can adopt in order to improve my linguistic abilities is to reflect on what I read, maintaining a journal, recording or writing down stories etc. Similarly, my inclination towards nature helps and motivates me in learning and knowing more about the names of plants thereby enhancing my knowledge about nature. This again can be linked to improving linguistic ability by writing or describing what I experience and see, or hear in nature around me. Since, the results indicate that I am good at fine motor skills that include incorporating body movements into learning; I can adopt teaching techniques that involve call for body movements and gestures such as "dumb-charade" (a word-guessing game), where the students are divided into two groups and each student is prompted to explain an idea or meaning of a word through gestures and signs. In a classroom situation an activity can be developed in such a way that it has a sequence of activities that kindle different intelligences simultaneously. For instance, a blue print of a house plan is shown to the students and in the first step they are asked to study it (mathematical/logical) then they are asked to describe the plan (verbal) in step three the students are asked to discuss and share ideas (interpersonal). Conclusion Thus, as a teacher I think that incorporating the multiple intelligences concept into my lesson plan will certainly help me in judging the level of student's interest in a specific area and adopt a mode of teaching suitable to the individual in particular or a class as a whole. Besides, it also helps in formulating learning strategies according to individual abilities. It may not be really feasible to test on all the seven intelligences, but focus on those that facilitate in language acquisition. It can be concluded that the theory of multiple intellig

Maritime Transportation Security Act Essay Example | Topics and Well Written Essays - 1500 words

Maritime Transportation Security Act - Essay Example While the attacks focused attention on our aviation system's vulnerability, it became obvious that our maritime domain needed greater attention. Besides being gateways through which dangerous materials could enter, ports are attractive targets because they are often large and sprawling, accessible by water and land, close to crowded centers, and interwoven with highways, roads, factories, and businesses (Flynn, 2004). Security is made difficult by the number of stakeholders involved in port operations, which include local, state, and federal agencies; multiple law enforcement jurisdictions; transportation and trade companies; factories and other businesses. The MTSA imposed an ambitious schedule of requirements on federal agencies and called for a comprehensive framework that included planning, personnel security, and careful monitoring of vessels, facilities, and cargo. Table 1 contains the MTSA's key security-related activities. However, "Haste makes waste", and the urgent nature of the legislative and implementation efforts of the MTSA 2002 proved this to be true (Bouchard, 2005; Ervin, 2006; Haveman et al., 2007). The MTSA 2002, through the Department of Homeland Security (DHS), gave the U.S. Coast Guard (USCG) lead responsibility for most of its requirements. Timetables for implementing the provisions were tight, and adding difficulty was the need to implement MTSA after the most extensive federal reorganization after the Second World War. Most of the 22 agencies with MTSA responsibilities were reorganized into the DHS in March 2003, less than 5 months after enactment. Some departments such as the Transportation Security Agency (TSA) were new, while others such as the USCG, Customs Service, and the Immigration and Naturalization Service were transferred from various executive departments. This recombination of organizational cultures and the need to coordinate with other agencies such as the State, Transportation, and Justice Departments introduced complex chains of command and reporting responsibilities (MTSA,2002; DHS, 2005; USCG, 2007). The deadline for implementing MTSA of July 1, 2004 was tight. Unlike other areas of critical infrastructure security where the government was unwilling to set clear mandates for the private sector and push for meaningful change, the MTSA was a catalyst for action. Unfortunately, in the face of unrealistic deadlines and disjointed implementation milestones, good intentions were not necessarily translated into greater security at the pier. And to add insult to injury, the USCG not only proved incapable of managing the projects designed to improve its capability but became open to graft and corruption and overspending (Economist 2007, p. 36). The priorities

Human Resource Management Essay Example | Topics and Well Written Essays - 1750 words - 3

Human Resource Management - Essay Example All these features are interrelated. This paper deals with wages and communication as two chief aspects of corporate environment and labor management. Wages and communication also serve as tools for reducing organizational conflict. Thus, organizations need to maintain an effective communication with its employees through discussion and interpersonal relationship for HRM and managing conflicts. 2.0 Introduction Employee- employer relationship has become an integral part of organizational practices at present times. Employee relations are hugely used for business orientation. Within an organization, both the employer as well as the employee desire to maintain a good professional relationship. This has been the reason why numerous organizations are emphasizing on development of relationship- based policies and practices. Changes in corporate business functioning promotes fair and justified behavior on part of management as well as the employees (Gennard and Judge 2005, p. 2- 3). Workpl ace relationship could lead to both harmony and conflict, as because it is based on paid employment. Within the whole process, every employee is trained, motivated, appraised and rewarded. This leads to development of not only formal institutional behavior, but informal interpersonal relationships as well. Factors that commonly affect relationship of employer and employee are labor unions, company culture, communication, wages, level of competencies, organizational objectives, etc. (Dzimbiri 2008, p. 1- 5) Wage could be considered as one of the determinants responsible for maintaining good terms in employer- employee relationship. Communication is yet another that influences professional relationship. This paper attempts to examine the some of the key aspects that influence the professional relationship shared by the employees and the employer. This paper also explores development of such relationship and also workplace environment due to factors like communication and wages. 3.0 Th ere are numerous factors that influence workplace relationships. Some of them are- Economic factors: The relationship shared by the employees and their employer is more unilateral in nature. Business process works by â€Å"downsizing† of the employees and â€Å"rightsizing† on part of the employers. Labor reciprocity has performance, appraisals and results for its basis. From economic perspecyive, business operation smoothly functions on mutual delivery of performance, both on part of the employees as well as of their employers. Economic interests of employees are directed towards personal gains, while that of the organizations are directed towards competence and deliverance. (Singh and Singh n.d., p. 128) Institutional factors: Level of competition highly influences workplace relationships. Distribution of work responsibilities, flexible timings, outsourcing have further influenced it. Professional attitude is the chief driving force. As a matter of fact, present age of globalization prefers one- to- one communication once again, but this time in the form of e-HR. Communication is maintained through electronic medium, in a virtual mode. Certain psychological factors are also interrelated to it. In a performance – driven work culture, employees are constantly driven by fears regarding job security. Thus, in industrial relations, counseling and mentoring has