Management and marketing within business Organization Essay - 1

Management and marketing within business Organization - Essay Example On the other hand, marketing is a process of informing the customers about the value or utility of a product or service, and to encourage the customers to purchase it. â€Å"It is defined as the process of determining the needs and wants of consumers and being able to deliver products that satisfy those needs and wants. Marketing includes all of the activities necessary to move a product from the producer to the consumer† (What Is Marketing?, n.d, p.13)2 Management is a process which helps to achieve; group goals, Optimum Utilization of Resources, reduction of costs. It is a process which establishes sound organization and equilibrium. Moreover, it helps the society to achieve prosperity (Importance of management.2012)3. Man, material, machine, and money are the four most important resources of an organization. Management is the process, which helps the coordination of all these organizational resources. For example, finance department is responsible for the management of money in an organization. Same way, human resource department look after the manpower resources whereas engineering or production department look after the machineries and materials. Even though different departments are controlling the organizational resources, it is the process of management, which helps them to utilize these resources judiciously so that the organization benefits from these resources. Many people have the illusion that management is a function restricted only to the executives of an organization. In fact, Management is a function usually undertaken by people of all calibre. For example, a housekeeper is responsible for managing the resources of a house properly whereas a construction worker is responsible for managing the works assigned to him. A housewife manages the education of her children while her husband manages other family matters. In short,

English Language Teaching in Gulf Essay Example for Free

English Language Teaching in Gulf Essay Zafar Syed’s assertions about the TESOL challenges in Gulf are subjective reflection over the issue and he is unable to provide any verified or verifiable data and findings. He places all responsibility on the structural constraints i. e. contextual framework, human resource development, system and standards, and research and knowledge and paid less heed to other relevant and important dimension f the TESOL i. e. the constraints on the art of the students. He relies too much on the secondary sources but those secondary sources are also related to education and teaching general and has taken into consideration English language teaching particularly. To some extent citation of these secondary resources is relevant e. g. citation of Mograby to provides facts and figures about the unprecedented quantitative growth in education in UAE . (338) He then generalizes that this unprecedented growth has adverse effect on the teaching of Language. He describes that this unchecked growth impacted the planning and implementation of English teaching patterns and policies. (338) In the following paragraph, he is unable to support he preposition by any solid line of arguments, research study or verifiable facts and figures. He is unable to demonstrate that how this rapid growth in education industry has affected the teaching of language. It is more important to provide a socio-cultural context as well that deter or propel the teaching and learning of a language. He describes that â€Å"local students see no concrete link between English ability and communicative requirements†. Mr. Syed is correct in saying this as communicative important of any language in general and English language in particular is related to exposure of the students to other medium of communications. If the socio-cultural context is conservative and does not allow a student to participate in activities involving other communities and people, he will be unable to use his acquired language capacity and thus will consider it meaning less and futile. This will restrict English language teaching to academic activity only. But Mr. Syed does not provide why such perception is created and this issue can be tackled. The next constraint that Mr. Syed takes into account is human resource development. This part of the study is most powerful and relevant as Mr. syed evaluates the role of English language faculty development and describes an array of issues related to it. He rightly point out the important of the local Arab English language teachers. The pool of English language teachers in the whole region are comprised of various expatriates groups that do not possess enough knowledge â€Å"about the local socio-cultural communities and languages† (339). Syed accurately concludes hat this lack of knowledge about local socio-cultural context breed problems like teacher-students gap and this gap endangers effect English Language teaching. Foreign teachers are not well-capacitated to anticipate and delve deep into the socio-problems of the learners and hence can suggest remedies to these. Grammar Translation Method also requires an understanding of the local language and context in order to effectively implement this methodology. (Chastain, 1971. p. 131) Mr. Syed concludes that this ad-hocism in the hiring of contractual foreign faculty hinders the way to implement a more effective and locally suitable system as these temporary teachers are less motivated to make an in-depth evaluation of the system. Here r. Syed has recognized the sole cause of the problem that triggers a cause and effect phenomenon leading to the deterioration of the English Language teaching system in Gulf. Only a motivated and well-informed teachers can recognize the contextual important and shortcomings of language teaching and hence can formulate policies to reduce or eradicate these contextual barriers. Mr Syed has further taken in to consideration the systems and standards but he is unable to realize that only senior and seasoned English language teachers and professors can help designing and executing a viable system and standard for English language teaching. It is not something independent in itself. He emphasizes on the importance of research but it must be noted that research only come through established systems and qualified academia. So first there is dire need to develop faculty and establish a contextually modified system of instructions. This will ultimately lead the faculty to conduct research on appropriate issues pertaining to every facets of English language teaching. Despite various defects in his theoretical framework, he provides some excellent insights into Gulf English language teaching. In addition to his content, he had certain serious flaws in the style of his expression. He only comments on a specific issue briefly and then goes on to comment on another challenges faced by the English Language Teaching without elaborating the first one. The very first sentence of the study indicates that it has nothing to do with primary research as conducting interview of the ESL teachers to locate the challenges faced by them. Further, Syed has limited his study to UAE with a little reference to Saudi Arabia here and there. So this not only limits the scope of the study but indicates that relying on a particular country in the region, generalizations have been made about the whole region. Chastain, Kenneth. The Development of Modern Language Skills: Theory to Practice. Philadelphia: Center for Curriculum Development, 1971.

Allan Shivers Essay -- essays research papers fc

Throughout Texas history, there have been a number of men and women to serve in their government that have stood out from the rest. Allan Shivers has been one of those men who have stuck out not only as a sore thumb, but even more as one of Texas greatest politicians. Even though his come down from politics was a rough road, his accomplishments more than equal out a bad reputation. From rags to riches, he is a landmark in the lone star state.   Ã‚  Ã‚  Ã‚  Ã‚  Allan Shivers was born Robert Allan Shivers on October 7, 1907 in Lufkin, Texas. He grew up in an area known as the Magnolia Hills near a little town called Woodville where he attended primary school. The Woodville school system only went up to the eighth grade. When Shivers finished school in Woodville, he started working at the local sawmill. Shortly thereafter, his family relocated to Port Arthur where he attended high school and graduated in 1924. Eager to learn, Shivers was accepted to the University of Texas and went to school there for one year. Expenses for college had become too much for the Shivers family to afford. He was forced to drop out of school and returned to Port Arthur. He worked in an oil refinery to make some money and eventually made enough to be able to return to school. He actively participated in extracurricular activities such as his fraternity Delta Theta Phi, a law frat. His senior year, he was elected president of the Students Associa tion, thus marking the beginning of his poli...

What Recycling Methods Do People in my Community Practice?

Statement of the Problem What recycling methods do people in my community practice in order to conserve our limited resources? Research Questions i. What recycling methods do people in Castries practice in order to conserve our limited resources? ii. How effective are these recycling methods to the people of Castries? iii. What other methods can the people in Castries use to enhance conservation methods? Reasons for Selecting the Area of Research This area of research was selected because I believe that recycling can solve lots of environmental problems.It also helps in saving a lot of expense, required for the production of new products. People should be aware of those factors and should recycle in their community to conserve our limited resources. Method of Investigation To obtain information for my research, I used a method of investigation that is the most accurate and easiest way to collect information. The method I used was a questionnaire. A questionnaire is a research instrum ent consisting of a series of questions and other prompts for the purpose of gathering information from respondents.Reasons for Selecting the Instrument This research instrument was chosen because it is an important tool in public research. If you get a number of persons to make a judgment of what most people think. It is also an easier way of finding information and cost less expense. Data Collection Instrument Cover Letter Dear participant, My name is __________ and I am a student of the _____________________. For my Social Studies SBA, I am researching on the topic recycling.I am inviting you to participate in this research study by completing the attached questionnaire. The following questionnaire will require approximately two days completing. There is no compensation for responding. In order to ensure that all information will remain confidential, please do not include name. If you choose to participate in this project please answer all questions as honest as possible. Thank Y ou in advance for taking the time to assist me in my Social Studies SBA research. Yours Truly ___________

DNA Lab Report Essay

What is DNA? What do the letters stand for? What is it composed of? Where is it found? What is it shaped like? Answer in full sentences. It is the genetic material that can be passed on from parent to offspring DNA –> Deoxyribonucleic acid It composed of Deoxyribose (5 carbon sugar), a phosphate and a Nitrogonous base (the 4 N-bases are Guanine, Cytosine, Adenine and Thymine) It is a double helix (looks like a twisted ladder.) DNA is found in the nucleus of most cells Go to www.dnai.org > Timeline Visit the above website, read a scientist’s biography, watch an interview, or work through an experiment to identify scientists, dates, events, and facts that makeup the major advances (so far) in the science of DNA. List the answer in front of each question below: 1. Johann Gregor Mendel__________ It took him eight years and more than 10,000 pea plants to discover the laws of inheritance. 2. ___ Linus Pauling_______ Even though he added an extra strand to the structure of DNA, he ultimately won two Nobel Prizes: the Nobel Prize in Chemistry and the Nobel Peace Prize. 3. _____ Martha Chase and Alfred Hershey These two scientists used a common kitchen appliance to help show that phage DNA carries instructions to make new viruses. 4. ____ Barbara McClintock______ Next time you’re munching away at the movies, think of this Nobel-Prize winning scientist who figured out the process of transposition in corn chromosomes. 5. _____ 1962_____ When did Watson, Crick, and Wilkins win the Nobel Prize in Physiology or Medicine for their model of the structure of DNA? 6. _____ David Baltimore_____ This scientist found that some viruses have an RNA-dependent DNA polymerase that was later named â€Å"reverse transcriptase.† He was one of three who shared in the 1975 Nobel Prize in Physiology or Medicine. 7. _____ The Human Genome Project_____ J. Craig Venter’s company, Celera Genomics, worked on this very important project. 8. ____ Density gradient centrifugation______ Matthew Meselson and Frank Stahl invented this new technique in their quest to prove that DNA replication is semi-conservative. 9. _____ Friedrich Miescher_____ I first isolated DNA using pus collected from bandages at a  local hospital. Since white blood cells are a major component of pus, they were my source of DNA. Yuck! 10. _____ Thomas Hunt Morgan_____ The â€Å"fly room† at Columbia University was established through my efforts. Imagine working in a room filled with bottle after bottle of fruit flies! 11. ____ Thomas R. Cech______ I showed that RNA could act as its own catalyst. Because of my work, it is no longer correct to state, â€Å"all enzymes are proteins†. Go to www.dnai.org > Code > Finding the Structure > problem As you work through the problem section, write, in your own words, the specific contribution that each scientist made to the DNA story in the spaces provided below. Scientist  Contribution Friedrich Miescher He is famous for discovery of nucleic acid, which led to the discovery of DNA. This occurred while he was studying proteins in leukocytes. He named it ‘nucleic acid’ because it came from the nucleus of the cell. Phoebus Levene In 1909 Levene found that the carbohydrate present in yeast nucleic acid is the pentose sugar ribose he succeeded in identifying the carbohydrate in thymus nucleic acid. Levene had succeeded in establishing the nucleic acids as genuine molecules existing independently of the proteins Oswald Avery He discovered that DNA is the material of which genes and chromosomes are made. Go to www.dnai.org > Code > Finding the Structure > players View and listen to the videos and read the text at the site listed above. Write, in your own words, the specific contribution that each scientist made to the DNA story in the spaces provided below. Scientist  Contribution Francis Crick found out the structure of DNA (the double helix). Erwin Chargaff Chargaff discovered two rules that helped lead to the discovery of the double helix structure of DNA Rosalind Franklin Took x-ray of DNA. DNA crystallography allowed Crick to look at the picture to determine it Linus Pauling Linus Pauling contributed a triple-stranded DNA model to scientific research in 1953. Maurice Wilkins He made discoveries about the molecular structure of nucleic acids and their significance for information transfer in living material. James Watson discovery of the molecular structure of deoxyribonucleic acid — DNA — the building block of all life Answer the following questions, referring back to the materials you viewed above: 1. Watson and Crick knew that the triple helix model of DNA that Linus Pauling had proposed was incorrect. What evidence did they have for such a conclusion? The problem of replication could not be worked out in triple helix. 2. The work of Rosalind Franklin provided a key piece of data for Watson and Crick’s model of DNA. Summarize that evidence and how it was pivotal to the correct model being built. Rosalind Franklin provided x-ray crystallography photographs that showed a triple helix did not work.

Definition and Examples of Singular They

Definition and Examples of Singular 'They' In  English grammar, singular they is the use of the pronoun they, them, or their to refer to a singular noun or to certain indefinite pronouns (such as anybody or everyone). Also called  epicene they and unisex they. Though strict prescriptive grammarians regard the singular they as a grammatical error, it has been in widespread use for several centuries. Singular they appears in the writings of Chaucer, Shakespeare, Austen, Woolf, and many other major English authors. In January 2016,  the American Dialect Society chose the gender-neutral singular they as its Word of the Year: They  was recognized by the society for its emerging use as a pronoun to refer to a known person, often as a conscious choice by a person rejecting the traditional gender binary of  he  and  she (American Dialect Society press release, January 8, 2016). Examples When a person talks too much, they learn little. (Duncan Hines, Lodging for a Night, 1938)If anybody wants their admission fee back, they can get it at the door. (Fiddlers Dram. Spooky South: Tales of Hauntings, Strange Happenings, and Other Local Lore, retold by S. E. Schlosser. Globe Pequot, 2004)She admired the fullness of the dirty net curtains, opened every drawer and cupboard, and, when she found the Gideons Bible, said, Somebodys left their book behind. (Sue Townsend, Adrian Mole and the Weapons of Mass Destruction. Lily Broadway Productions, 2004)She kept her head and kicked her shoes off, as everybody ought to do who falls into deep water in their clothes. (C.S. Lewis, Voyage of the Dawn-Treader, 1952)I know when I like a person directly I see them! (Virginia Woolf, The Voyage Out, 1915)A person cant help their birth, Rosalind replied with great liberality. (William Makepeace Thackeray, Vanity Fair, 1848) Singular They and Agreement Examples of semantically singular they are given in [52]: [52i] Nobody in their right mind would do a thing like that. [52ii] Everyone has told me they think I made the right decision. [53iii] We need a manager who is reasonably flexible in their approach. [52iv] In that case the husband or the wife will have to give up their seat on the board. Notice that this special interpretation of they doesnt affect verb agreement: we have they think (3rd plural) in [ii], not *they thinks (3rd singular). Nonetheless, they can be interpreted as if it were 3rd person singular, with human denotation and unspecified gender. (Rodney Huddleston and Geoffrey K. Pullum, A Students Introduction to English Grammar. Cambridge University Press, 2005) The Growing Acceptance of Singular They The general hesitancy of grammarians towards accepting singular they is not actually matched by many of their academic colleagues who have researched the usage and its distribution (e.g. Bodine 1075; Whitley 1978; Jochnowitz 1982; Abbot 1984; Wales 1984b). Nor indeed is it matched by the lay native speakers of standard English, who show an overwhelming preference for it in contemporary spoken English, non-formal written English and an ever-widening spread of non-formal written registers, from journalism to administration and academic writing. . . . Singular they, in fact, has been well established in informal usage for centuries; until prescriptive grammarians decreed it was grammatically incorrect, and so outlawed it, effectively, from (public) written discourse. The OED and Jespersen (1914) reveal, for example, that right from the time of the introduction of the indefinite pronouns into the language in their present form in the Late Middle English period, the option involving they has been in common use. (Katie Wales, Personal Pronouns in Present-Day English. Cambridge University Press, 1996) The Only Sensible Solution His or her is clumsy, especially upon repetition, and his is as inaccurate with respect to grammatical gender as they is to number. Invented alternatives never take hold. Singular they already exists; it has the advantage that most people already use it. If it is as old as Chaucer, whats new? The  Washington Post’s style editor, Bill Walsh, has called it the only sensible solution to the gap in English’s pronouns, changing his newspapers style book in 2015. But it was also the rise in the use of  they  as a pronoun for someone who does not want to use he or she. Facebook began already in 2014 allowing people to choose they as their preferred pronoun (Wish them a happy birthday!). Transgender stories, from The Danish Girl, a hit movie, to Caitlyn Jenner, an Olympic athlete who has become the world’s most famous trans woman, were big in 2015. But such people prefer their post-transition pronouns: he or she as desired. They is for a smaller minority who prefer neither. But the very idea of non-binary  language with regard to gender annoys and even angers many people. In other words, as transgender people gain acceptance, non-binary folks are the next frontier, like it or not. Who knew a thousand-year-old pronoun could be so controversial? (Prospero, Why 2015’s Word of the Year Is Rather Singular. The Economist, January 15, 2016) Origin of the Concept of the Gender-Neutral Masculine Pronoun [I]t was [Ann] Fisher [author of A New Grammar, 1745] who promoted the convention of using he, him and his as pronouns to cover both male and female in general statements such as Everyone has his quirks. To be precise, she says that The Masculine Person answers to the general Name, which comprehends both Male and Female; as, Any person who knows what he says. This idea caught on. . . The convention was bolstered by an Act of Parliament in 1850: in order to simplify the language used in other Acts, it was decreed that the masculine pronoun be understood to include both males and females. The obvious objection to thisobvious now, even if it was not obvious thenis that it makes women politically invisible. (Henry Hitchings, The Language Wars: A History of Proper English. Macmillan, 2011)

female circumsicion essays

female circumsicion essays Female circumcision, better known as Female Genital Mutilation (FGM), is an ugly monster finally rearing its head from out of the depths of time. It can attack a girl at any age, with a little prompting from her society, and the aid of an unsuspecting human wielding a knife. Usually, it is performed from a few days after birth to puberty, but in some regions, the torture can be put off until just before marriage or the seventh month of pregnancy (Samad, 52). Women that have gone beyond the primary level of education are much less likely to fall victim to the tradition ("Men's...", 34). The average victim is illiterate and living in a poverty-stricken community where people face hunger, bad health, over-working, and unclean water ("Female...", 1714). This, however, is not always the case. As one can see in the following story of Soraya Mire, social classes create no real barriers. Soraya Mire, a 13-year-old from Mogadishu, Somolia, never knew what would happen to her the day her mothe r called her out of her room to go buy her some gifts. When asked why, her mother replied, "I just want to show you how much I love you." As Soraya got into the car, she wondered where the armed guards were. Being the daughter of a Somolian general, she was always escorted by guards. Despite her mother's promise of gifts, they did not stop at a store, but at a doctor's home. "This is your special day," Soraya's mother said. "Now you are to become a woman, an important woman." She was ushered into the house and strapped down to an operating table. A local anesthetic was given but it barely blunted the pain as the doctor performed the circumcision. Soraya was sent home an hour later. Soraya broke from her culture's confining bonds at the age of 18 by running away from an abusive arranged marriage. In Switzerland, she was put in a hospital emergency room with severe menstrual cramps because of the operation. Seven months later, the doctor performed reconstr...

How to Make a Cloud in a Bottle - Science Demonstration

How to Make a Cloud in a Bottle - Science Demonstration Heres a quick and easy science project you can do: make a cloud inside a bottle. Clouds form when water vapor forms tiny visible droplets. This results from cooling the vapor. It helps to provide particles around which the water can liquefy. In this project, well use smoke to help form a cloud. Cloud in a Bottle Materials You only need a few basic materials for this science project: 1-liter bottleWarm waterMatch Lets Make Clouds Pour just enough warm water in the bottle to cover the bottom of the container.Light the match and place the match head inside the bottle.Allow the bottle to fill with smoke.Cap the bottle.Squeeze the bottle really hard a few times. When you release the bottle, you should see the cloud form. It may disappear between squeezes. The Other Way to Do It You can also apply the ideal gas law  to make a cloud in a bottle:PV nRT, where P is pressure, V is volume, n is number of moles, R is a constant, and T is temperature. If the amount of gas (as in a closed container) isnt changed, then if you raise the pressure, the only way for the temperature of the gas to be unchanged is by decreasing the container volume proportionally. If youre not sure you can squeeze the bottle hard enough to achieve this (or that it would bounce back) and want a really dense cloud, you can do the not-as-child-friendly version of this demonstration (still pretty safe). Pour hot water from a coffeemaker into the bottom of the bottle. Instant cloud! (... and a slight melting of the plastic) If you cant find any matches, light a strip of cardboard on fire, insert it into the bottle, and let the bottle get nice and smoky. How Clouds Form Molecules of water vapor will bounce around like molecules of other gases unless you give them a reason to stick together. Cooling the vapor slows the molecules down, so they have less kinetic energy and more time to interact with each other. How do you cool the vapor? When you squeeze the bottle, you compress the gas and increase its temperature. Releasing the container lets the gas expand, which causes its temperature to go down. Real clouds form as warm air rises. As air gets higher, its pressure is reduced. The air expands, which causes it to cool. As it cools below the dew point, water vapor forms the droplets we see as clouds. Smoke acts the same in the atmosphere as it does in the bottle. Other nucleation particles include dust, pollution, dirt, and even bacteria.

Economic cost of illegal migration Essay Example | Topics and Well Written Essays - 1250 words

Economic cost of illegal migration - Essay Example This statistics clearly mentions the height of immigration and its effect on the Americans. Surely, Mexican's will be benefited, if the immigration is allowed into United States because another research states that after export and oil sales, money sent by legal and illegal immigrants working in US is one of the largest revenue streams ('Economic Costs of Legal and Illegal Immigration'). World economic welfare will be severely affected as the nation which donates good amount towards welfare will have to divert its fund towards those immigrants. Economic welfare in the context of immigrants is to provide economic stability and growth to all the legal and illegal immigrants. 2) Monetary Union is a union between countries that use the same currency which is managed by one common central bank (Grauve, 113). Following are the monetary unions which are currently functioning: b) Brunei - Singapore Monetary Union: The currency under operation is Singapore dollar which is utilized by Brunei and Malaysia. Under tripartite arrangement, the currency of one country was circulated in other country (Kee Jin, 2). c) South Asian Association for Regional Cooperation: The SAARC was established in 1985 integrating common currency of 'Rupee' among South Asian countries like Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan and Sri Lanka. d) The United States: This monetary union was formed with the congregation of 13 original US colonies utilizing US dollar as the common currency. e) Central American Monetary Union Council - Established in 1964 by the central banks of Costa Rica, El Salvador, Guatemala, Honduras and Nicargua in order to promote the coordination of credit and exchange policies and the countries deal in dollar f) Eastern Caribbean Central Bank: The union was created in 1983 managing EC dollar for eight Caribbean countries. g) West African Economic and Monetary Union (WAEMU): WAEMU was formed in 1994 with the congregation of eight countries sharing CFA (Communaute Financiere Africaine) Franc as a common currency. h) Central African Economic and Monetary Community (CAEMC): Was formed with six countries sharing CFA (Cooperation Financiere en Afrique Centrale)Franc as common currency among them (Monetary Unions [Current and Future]). 3) Both, the products of Borden and General Foods are targeted younger generation. The Lady Borden ice cream and cheese has been created to provide them a glimpse of United States culture, their tastes and preference through the packing of cheese whereas the chewing gum ad campaign is made for French citizens which is visible in the ad campaign wherein most of the ads are shot at beach places. France has good number of beaches and the chewing gum spreads the message of refreshness through Hollywood chewing gum. 4) The services provided by IMF and World Bank are public goods as both the organizations deal in urban and rural development, financial assistance and other development programmes aimed at poverty alleviation. The services provi

CURRENT ISSUES IN HEALTH AND HEALTH CARE SYSTEMS Essay

CURRENT ISSUES IN HEALTH AND HEALTH CARE SYSTEMS - Essay Example entions of the participants to seek health intervention, different methods used in primary care, the changes in the incidences of the disease under investigation, and the form of diagnosis. The study results showed that social marketing made most patients change their attitude through affirming that they would visit a practitioner and receive an X-ray process. The study registered a 20% increase in the rates of X-rays among the cancer patients. The results of the study showed that people would change their attitude towards evolving trends with the increase in the level of awareness or promotion. This is an affirmation that early awareness strategies and recognition initiatives facilitates health improvement. However, the study did not follow up to confirm the sincerity of the study participants to confirm whether they really visited the practitioners or they were just agreeing verbally. Additionally, the study was not fully inclusive because it only focused on areas with high cancer rates. The study asserts that two-thirds of the deaths caused by diseases to the occurrence of non-communicable diseases such as cancers. Most of the deaths are registered in developing countries. This calls for urgent preventive strategies that reduces the rate of spread or positively changes the people’s attitudes towards medication. Some of the strategies suggested by the study include control of tobacco and alcohol use through increasing taxes, regulating sales and most importantly, banning advertisements related to tobacco or alcohol promotion. Increased prices of alcohol and tobacco products resulting from increase in taxation as well as regulations discourage users. This promotes the impact of health related strategies. The study posits that increase in negative promotion leads to subsequent rise in the consumption of the product being advertised. Ezzati and Riboli suggest that advertisements should only focus on the strategies geared towards educating the public on the

Communication and Conflict Final Essay Example | Topics and Well Written Essays - 1500 words

Communication and Conflict Final - Essay Example In order to achieve the goals of conflict resolution, the mediator must have enough internal direction and good communication and interpersonal skills in order to come to an agreement with both parties (â€Å"Why Does Virginia Tech Have a Conflict Resolution Program?† 2009). Being able to speak eloquently and clearly as a mediator is a key role in how conflicts are negotiated. Both parties must feel like they understand what is going on within the conversation being had, not only with each other, but how the mediator is being understood by both parties. Good mediators are able to keep the subject at hand relevant to the discussion and can navigate difficult, at-times uncharted waters, so to speak. One approach to conflict is that â€Å" ‘we do not have to stay the way we are’; we all have more choices in conflicts tha[n] we assume† (Hocker, et. al., 1985, p. xi). According to Gerzon (2006), â€Å"As our world grows smaller, opportunities for conflict multiply. Ethnic, religious, political, and personal differences drive people apart--with potentially disastrous consequences--and its the task of perceptive leaders to bring them together again† (pgh. 1). Finally, a negotiator or person in conflict mediation needs to be helpful, above all things. If a negotiator is not helpful, chances are that the conflict could escalate or become blown out of proportion. Negotiators must seek to navigate that fine line which divides people who are at odds with each other. Being helpful is one of the key traits negotiators need to have in order to be successful at their job. Good negotiators are able to see any conflict from both sides and are able to navigate uncharted waters. The deft negotiator is one who nimbly and quickly thinks on one’s feet and can mediate in sticky situations. According to Britannica (2008), â€Å"[The creation of the such a one body, the League of Nations, was an idea strongly favored by

Delegating responsibilities is the key to effective management Assignment

Delegating responsibilities is the key to effective management - Assignment Example ted in many organizations, resulting in role duplication, confusion and overlaps that cause conflicts between members of an organization, and also results in inefficient use of manpower (Rao & Krishna, 2005:412). Thus, possessing the right delegation skills is very important, since poor delegation can be very disruptive and even destructive of an organization. Good delegation is associated with developing people within the organization to achieve their maximum potential, motivating workers and enhancing teamwork. In addition, effective delegation is a prerequisite for grooming the right successor to a management or any other relevant organizational position (Agarwal, 1986:172). This way, delegating responsibilities does not only make the management of an organization very effective, but it also helps in saving both time and resources, which would be applied towards training different organizational members for different leadership positions in the organization. On the other hand, the failure to delegate responsibilities effectively can cause frustration, de-motivation and confusion, which end up in a cycle of organizational conflicts and poorly accomplished tasks (Muir, 1995:6). Therefore, delegating responsibilities is not the key to effective management per se, but the effectiveness with which such delegation is done. This makes delegation skills a very important management skill that is worth improving for the managers (DuBrin, 2012:287). In fact, delegating responsibilities does not only help the management to share tasks and activities and have them accomplished, but is also the basis of the futuristic strategy for succession planning and personal development, and a necessary pre-condition for awarding promotions (Rao & Krishna, 2005:408). In this respect, through effective delegation of responsibilities, the management is able to solve several organizational issues that would require individual investment of time and resources. Thus, delegation is the

The american revolution had commenced long before the war of Essay

The american revolution had commenced long before the war of independence. it was a change in the hearts and minds of the people. is this a fair statement - Essay Example commenced long before the war of independence†, and that â€Å"it was a change in the hearts and minds of the people† (John Adams 1818 in Mark 2006 p. 96). The Americans expressed their discontentment through circulation of pamphlets, letters, and newspapers amongst other painted material that developed passion in the minds of the Americans towards securing their lost freedom and glory of their country. The information conveyed through these materials was meaningful in linking the thirteen colonies which had all along been separated by physical, cultural, political and socio-economic factors. This was after the realization that Americans could not get their freedom unless the three colonies united with one voice. Their unity was enhanced by the common independent ideas of the Americans. Even to day, they are known to advocate for freedom amongst the peoples of the world, which is evidenced by the manner in which the country set out to free several countries under colonial rule in the late 19th century, such as Cuba, Philippines and many other islands that were under the Spanish rule (Richard 1978 p 78). The religious attitude of the people in regard to their responsibilities had changed before the war. This had been as a result of the fact that the faith that the people had in the king was diminishing after the Americans realized that his rule was not following the doctrines of the authority that had been conferred to him by God through the laws as well as the constitution. He was initially believed to rule with mercy and impartiality over. With this understanding, Carol (2006 p. 81) states that â€Å"the Americans had felt obligated to pray for the king and queen and all the royal family, and all in authority under them†. This is because they were believed to have been predestined for their wellbeing as well as the good of their country by God. Instead, the people realized that their lives, freedom and their possessions were not secure with the king’s rule.

Delegating responsibilities is the key to effective management Assignment

Delegating responsibilities is the key to effective management - Assignment Example ted in many organizations, resulting in role duplication, confusion and overlaps that cause conflicts between members of an organization, and also results in inefficient use of manpower (Rao & Krishna, 2005:412). Thus, possessing the right delegation skills is very important, since poor delegation can be very disruptive and even destructive of an organization. Good delegation is associated with developing people within the organization to achieve their maximum potential, motivating workers and enhancing teamwork. In addition, effective delegation is a prerequisite for grooming the right successor to a management or any other relevant organizational position (Agarwal, 1986:172). This way, delegating responsibilities does not only make the management of an organization very effective, but it also helps in saving both time and resources, which would be applied towards training different organizational members for different leadership positions in the organization. On the other hand, the failure to delegate responsibilities effectively can cause frustration, de-motivation and confusion, which end up in a cycle of organizational conflicts and poorly accomplished tasks (Muir, 1995:6). Therefore, delegating responsibilities is not the key to effective management per se, but the effectiveness with which such delegation is done. This makes delegation skills a very important management skill that is worth improving for the managers (DuBrin, 2012:287). In fact, delegating responsibilities does not only help the management to share tasks and activities and have them accomplished, but is also the basis of the futuristic strategy for succession planning and personal development, and a necessary pre-condition for awarding promotions (Rao & Krishna, 2005:408). In this respect, through effective delegation of responsibilities, the management is able to solve several organizational issues that would require individual investment of time and resources. Thus, delegation is the

Whether or not NRAs Eddie Eagle Gun Safety Program is the right way to Essay

Whether or not NRAs Eddie Eagle Gun Safety Program is the right way to teach safety to young children - Essay Example One such measure is through NRA’s Eddie Eagle Gun Safety Program which teaches young children safe handling of gun which derives the basic principles of all firearms operations. What exactly NRA’s Eddie Eagle Gun Safety Program is? Before we start talking about the pros and cons of NRA’s Eddie Eagle Gun Safety Program, it is crucial to understand what exactly it is all about and what skills it offers young children. Designed a decade ago, the program was intended to cease accidents related to firearms in homes. "Stop! Don't touch. Leave the Area. Tell an Adult," is the slogan that National Rifle Association's Eddie Eagle gun-safety program came up with, in order to impart children with knowledge and skills to curb the dangerous consequence one may have to bear with firearms accidents. Arguments in Favour of the Program It has been statistically proven that the number of fatal accidents due to firearms has evidently reduced owing to NRA’s Eddie Eagle Gun Sa fety Program. The program has made a place for itself in schools also. Classrooms are filled with this gun-avoidance program that according to the teachers and school authorities is an approach to safeguard the safety interests of the young children.

The essence of human being, The Grand Inquisitor, Brother Karamozovs Essay Example for Free

The essence of human being, The Grand Inquisitor, Brother Karamozovs Essay The essence of human being Since ancient times by different scientists have tried to give a precise definition of the nature of man. The concept of human nature extremely broad, it can be used to describe not only the greatness and strength of a man, but also weakness and disadvantages. Human nature is unique in its contradictory unity of the material and the spiritual sides. However, with this concept, we can only see the contradictions in tragic way of human nature. A man cannot jump out of him/her body shell, and forget about it. Man is able to realize the contradictions of his nature, to understand that it belongs to the conflicting worlds the world of freedom and the world of necessary physical needs. Not everyone can middle between spiritual and material things. Hence, nobody can find what more important thing is for human being. In legend of Grand Inquisitor, on the main characters, Grand Inquisitor discussed about human nature, he gave own explanation. According to Grand Inquisitor points, the human nature is weak, rebel, materialist, and does not want to possess freedom. However, it is very difficult to give exact definition of human nature, because it depends on individual and every person has own way life. The most important thing in the world is earthly bread. Grand inquisitor said that people cannot live without material things. If somebody gave earthly bread mankind would follow him/her. Even though, there are people who value only heavenly bread; they cannot live without earthly bread, as freedom cannot feed them. Grand Inquisitor said that even if adherents of Jesus will be free. Followers cannot live without satisfying physical needs and they will look for the materialists. These free men will be dependent on materialists, because they do not have anything. Mankind will do anything for earthly bread. Possession of material things brings a satisfaction for people. However if humanity does not possess such satisfaction, then they can destroy everything for a piece of bread. At the end, mankind will proclaim that all actions were done for the common good. The second point is freedom, that it is the most difficult burden for human nature. Grand Inquisitor said that people try to find a tutor in order to he/she was responsible for their actions. In return, people will bow down before him/her, because tutor eliminates because he/she saves people from worries of the decision-making. Moreover, Grand Inquisitor believed that the searching of tutelage is the need for general obedience of humanity. It means that people always will find object of worship. People will destroy each other for their gods, because of everyone thinks that his/her God is the best. Finally, people do not want to make decision by themselves, because eventually they will be charged with actions. The third point is that human nature is weak. Grand Inquisitor believed that not everyone can withstand a spiritual freedom. Since, people try to quickly pass the freedom to those who soothe their consciences. Only a few will be able to live free as a simple human happiness and freedom of conscience are not compatible. For achievement of human happiness, people often deceive, betray and even kill, thus forgetting about the basic moral principles. The fourth point, that humanity is made a rebel. Grand Inquisitor believed that people will always revolt, because they always desire something. if somebody satisfies their wishes, then they will give up him/her. Accordingly, earthly bread, the most important is partially true. People cannot live without satisfying physical needs. People are created so that their body requires constant energy. If people do not have basic living conditions, they will do everything to achieve the goal. If people physical provide their basic needs such as food, clothing, and dwelling, they can think about other things. Consequently, the next step is spiritual self-development. Unfortunately, not all develop themselves, because some people think that possession of wealth is the development of humankind. Freedom is the hardest thing for human nature. Furthermore, people do not want to care, make decision by themselves. It means that most of people do not want to bear responsibility. Thus, there is a prejudice about responsibility. Many people believe that the responsibility is the obligation for a certain action. The duty is when people are forced to do something without desire by external factors or other people. Accordingly, responsibility is own desire of real understanding that things which happens in life. Every human being can be obligatory and at the same time irresponsible. It means that, when every person takes a job position, he/she has certain functions and duties. For example, a cook in the student cafeteria has own responsibilities and functions. Chef can cook unpalatable or undercooked food, but nevertheless he/she has fulfilled him/her obligation. Hence, everyone can perform own duties and functions, however do own job irresponsibly. Every man is weak or strong in own way, it depends on the person. When a person is born, his soul as glass, clear and transparent. All the good and bad (Grand Inquisitor’s points of human being) traits are laid in man. With time the glass gets dirty and dusty, also the soul become dirty and dusty, but some souls stay in pure condition. Moreover, not all souls can clear themselves from mud and dust. Purity of the soul is an attribute of morally the strongest people. Unfortunately, not everyone is born and can be a strong morally. That’s why, some people are susceptible to defects such as material things, lies, betrayal, and so on. Development of defects in human soul depends on the external and internal factors. For example, manifestation of soul disadvantages may occur due to bad upbringing. If the parents are not paying enough attention to own child, do not develop in him/her the moral qualities or maybe even the parents themselves do not have any moral character thus being an example to own child. In broad terms, a person can be described as creature possessing the will, the mind, the higher senses, ability to communicate and work. However, to give a more precise definition of the essence of man is very difficult, because it depends on individual. Grand Inquisitor did good and logical points about human nature, but if these points really describe the essence of every person, then a society, which Grand Inquisitor wanted create, would exist until to the present day. The essence of human nature depends on many factors, for example moral principles, perception and understanding of world, beliefs, aspirations and so on. Consequently, the nature of humanity depends on way of life that every person chooses in life.

Effects of humor in advertising

Effects of humor in advertising Humor in advertising is like a gun in the hands of a child. You have to know how to use it. Otherwise, it can blow up on you. (Miller, 1992) According to Marc G. Weinberger and Charles S. Gulas (1992), Humor is by no means a guarantee of better ads, but its effect can be enhanced with careful consideration of the objectives According to Fugate D. (1998), Advertising humor refers primarily to the ability of audiences to respond positively when one or others are portrayed in a playful manner. Employ of humor in advertising propose that as much as 30.2% of prime time television advertising is planned to be humorous (Weinberger and Spotts 1989). Numorous researches conducted by others has also indicated similar high (or still higher) levels of practice of humor in television ads (Kelly and Solomon 1975; Markiewicz 1972; Speck 1987) and in radio (Weinberger and Campbell 1991).whereas the use of humor is high, the effectiveness of humor as a interactions device remains doubtful. In attempts to describe its impact, humor has confirmed to be extremely indefinable. This lack of information has led advertising managers and researchers similar to both honor and criticize the usefulness of humor in advertising as explained in the opening quotes. The truth is that humor is a difficult theme that has been experimentally deliberate by advertisers in numerous dozen studies over the past few years. Humor is a diverse idea that is affected by a wide range of factors. As an outcome of the many contingencies forced by preferred aim, style of humor, medium, placement and viewers , generalizations about the effect of humor are filled with pitfalls (Stewart-Hunter 1985). However the open question of humors usefulness in advertising is unanswerable, we can bring together the accounts of humor research in the perspective of suitable constraints to increase insights about its belongings. For that reason, the more suitable questions to ask are: 1) What communications objectives are mainly expected to be accomplished through the utilization of humor?; 2) What communication factors are likely to influence the result?; 3) For what audience is humor most suitable?; and 4) What product factors advise the use or non-use of a humorous approach? The intention of this paper then is to analytically observe the research that has been conducted to increase insight into the belongings of humor with respect to these questions.The extensive use of humor, attached with the unsettled questi ons regarding it, has drawn the attention of several communication researchers. In a commonly cited analysis of the early literature in the field, Sternthal and Craig (1973) drew some uncertain conclusions about the use of humor on a number of communications objectives. These conclusions must be viewed as uncertain because, although based on a thorough analysis of the existing literature in 1973, this literature base was fairly small and consisted about completely of non-advertising studies as there was merely slight previous work in advertising to review. In the years since the Sternthal and Craig work, humor has established widespread extra analysis in over 30 studies that have appeared in the marketing literature, and a vast many more studies that have appeared in the literature streams of education, communication and psychology. This paper has the relevant aspects of this literature in order to modernize and broaden on the Sternthal and Craig work. Thus, the design to be followe d will be to observe the result of humor as it applies to a variety of communications objectives and then to broaden on this work by including implementation, placement, audience, and product factors that have come to light in the past few years. The nature of the communication objective plays a main role in the suitability of the use of humor. Sternthal and Craig (1973) scheduled advertising objectives and the impact of humor on each of these objectives. Revisited after few years of prevailing research some of these conclusions remain logical, while others come out to be in need of modifications. Humor and Attention Studies have revealed that 94% of advertising practitioners see humor as an useful way to increase attention. Moreover, 55% of advertising research executives find humor to be better to non-humor in gaining attention (Madden and Weinberger 1984). Whereas the special views of advertising executives should not be equated with accurate hypothesis testing, these views do mirror a knowledge base built on years of day to day understanding with proper research outcome. Furthermore in the case of attention, these practitioner views find to be well supported by the available experimental proof. inside studies of real magazine ads (Madden and Weinberger 1982), television ads (Stewart and Furse 1986), and radio ads (Weinberger and Campbell 1991) in average industry ad testing situations, humor has been found to have a positive effect on attention . Likewise, this attention effect has also been verified in the laboratory. In a detailed test of attention effects in the adverti sing field, Speck (1987) compared humorous ads with non-humorous controls on four attention measures: early attention, constant attention, predictable attention and on the whole attention. He found humorous ads to do better than non-humorous ads on each of the attention measures. The attention attracting capability of humor has also been verified in education research (Powell and Andresen 1985; Zillmann et al. 1980). In a review of the education literature, Bryant and Zillmann (1989) conclude that humor has a positive effect on attention, the advisory attitude taken by Bryant and Zillmann is suitable for all the humor attention studies. While the outcome seem to point out a positive impact on attention, and in common the past few years of research mainly supports the conclusion drawn by Sternthal and Craig (1973) , future researchers should be attentive that all humor is not shaped equal. Associated humor, that is, humor directly associated to the product or problem being promoted, appears to be more thriving than unassociated humor (Duncan 1979; Lull 1940; Madden 1982). In detail, controlling for the associated factor makes the result of the investigational studies in advertising undeniable in their support for a positive effect of humor on attention. This explains that the mere inclusion of canned humor into a given ad is not likely to have the same impact on attention as the use of a more incorporated humor cure. Humor and Understanding The literature is assorted on the outcome that humor has on understanding. In a study of 1000 broadcast commercials, Stewart and Furse (1986) found humorous substance to enhance the understanding of an ad. Other studies have found alike positive outcomes (Duncan, Nelson and Frontczak 1984; Weinberger and Campbell 1991; Zhang and Zinkhan 1991). On the other hand, these studies distinguish sharply with the outcomes of other advertising researchers who have found a negative association between humor and understanding (Cantor and Venus 1980; Gelb and Zinkhan 1986; Lammers et al. 1983; Sutherland and Middleton 1983). This negative outlook of the effect of humor on understanding is shared by the group of research executives (64%) at U.S. ad agencies. While findings indeed fail to determine the true effect of humor on understanding, they do call into question the reality of a global negative effect hypothesized by Sternthal and Craig (1973). It is important to look f or factors that may sort out these findings. To this extent, it appears that some other factors seem to explain much of the lack of conformity in the studies. First, there is a lack of a reliable definition of understanding among studies. Depending on the exact measure used, recall may be an signal of understanding or it may merely draw attention. More significantly, the measures engaged may have an impact on the outcomes found. Those studies that use several measures of understanding (Speck 1987; Weinberger and Campbell 1991) are more expected to discover positive or mixed positive effects on understanding than those studies that utilize solitary measures (Cantor and Venus 1980; Lammers et al. 1983), representing that a positive understanding effect may be missed by comparatively narrow measures. Further confirmation of the significance of measures is found in the work of Murphy and his colleagues (Murphy, Cunningham and Wilcox 1979). Their study of framework effects demonstrates t hat diverse measures of recall may create different recall outcomes. Secondly, humor styles may be an important determinant in understanding effects. In one study which directly compared the effects of various humor styles on understanding, Speck (1987) found major differences due to styles. His findings point out that some humorous ads do better, and some do worse than non-humorous ads on expressive and message understanding and that this differential act was attributable to humor styles. Comic wit was found to under perform non-humorous treatments while all other humor styles(i.e., satire, full comedy, sentimental humor and sentimental comedy) out performed the non-humor treatment. Lastly, the nature of product advertised appears to play a vital role in the impact of humor on understanding. This product factor is collected of two dichotomies, high involvement vs low involvement products. Those studies employing high involvement products (Speck 1987; Stewart and Furse 1986; Weinber ger and Campbell 1991; Zhang and Zinkhan 1991) in general indicate a positive effect of humor on understanding. On the other hand, studies employing low involvement products (Cantor and Venus 1980; Gelb and Zinkhan 1986) have found a negative effect of humor on understanding. we believe that these studies do present a thorough test of the association between humor and understanding that can present insight into the impact that humor may have on advertising understanding. An study of the related non-advertising studies shows eight studies that report a positive effect of humor on understanding and eleven studies that indicate a null or mixed effect. None of the non-advertising studies reports a negative effect of humor on understanding, which again challenges the conclusion drawn in 1973 by Sternthal and Craig. Of the education literature, possibly the strongest support for a positive relationship between humor and understanding appears in work conducted by Ziv (1988). This study ind icates that humor can drastically improve learning. Humor and influence Sternthal and Craig (1973) concluded that the interruption effect of humor may lead to influence. However, they note that the influential effect of humor is at paramount no superior than that of serious appeals. These conclusions seem to agree with the opinions of U.S. ad executives. Madden and Weinberger (1984) found that only 26% of these practitioners approved with a statement claiming humor to be more influential than non-humor. whereas U.S. advertising executives mainly agree with the conclusion of Sternthal and Craig (1973), this opinion is in sharp distinction to that of their British counterparts, 62% of whom found humor as more influential than non-humor and only 7% of whom were found to conflict with this claim (Weinberger and Spotts 1989). Audience Factors The majority of practitioners consider that humorous ads are best appropriate to a target audience composed of better educated younger males (Madden and Weinberger 1984). The advertising literature usually supports this faith. Quite a few studies have indicated an communication between gender and humor efficacy (Gorham and Christophel 1990; Lammers et al. 1983; Madden and Weinberger 1982; Stewart- Hunter 1985; Whipple and Courtney 1980,1981). The effect of gender may be moderately explained by obvious differences in humor admiration. In a review of the literature, Whipple and Courtney (1981) conclude that men appear to enjoy aggressive and sexual humor more than women do, and women emerge to have a better admiration for nonsensical humor. However, they warning that the results are not convincing and that these preferences may be shifting as society changes. Additional, the perception of the initiator of the humor may be an key mediator, as will be discussed. Contrary to the hold of the findings in marketing, research in education generally has not found major gender effects on humor response. Both in an broad educational experiment discussed earlier (Ziv 1988), and in other experiments (Davies and Apter 1980; Weaver, Zillmann and Bryant 1988; Zillmann et al. 1980), the positive effect of humor on learning was not found to be different by gender. The dichotomy of outcome of gender effects on humor raises some attention-grabbing issues. Humor is very closely attached into the culture, experiences, and points of suggestion that are shared between the humor creator and the humor receiver. For instance, research has recommended that the gender response to sexual humor is reversed when the creator of the humor is female (Gallivan 1991), and the individuality of the joke may persuade which audiences discover the joke funny (Gruner 1991). If this is certainly the case, then much of the distinction based on gender, and maybe race and age as well, may be explained by different perspectives of the creator of the humorous treatment and the receiver of that treatment. Thus, the shared point of view between the initiator of a humorous ad and the target of the ad is a potentially significant dominant variable in humor effectiveness. This problem has been largely ignored by researchers. In addition to gender, race, and age, other audience factors may impact the competence of humor and are worthy of thought. Humor is a common human practice exhibited by people of all cultures and throughout all of recorded history (Alden, Hoyer and Lee 1993). Though, the research that has examined humor in advertising cross-culturally indicates degree of difference in use of humor among countries, equally in humor types employed and in supreme levels of humor used (e.g. Alden, Hoyer and Lee 1993; Weinberger and Spotts 1989). Moreover, experimental proof indicates that people of diverse cultural backgrounds respond to humor in a different way. In an experi ment that compared Israeli Jews of Eastern and Western descent, Weller and his colleagues found significant differences in the admiration for ridiculous jokes between the two groups (Weller, Amitsour, and Pazzi 1976). They conceive that these differences are due to habits of thought and mental attitudes ingrained in cultural backgrounds. These findings entail that even when language differences are uninvolved, jokes may not be easily exchangeable among cultures. An additional audience factor of note includes audience and product relations such as prior brand attitude. Chattopadhyay and Basu (1989) indicate that humor has better positive effect, with regard to influence, for those audience members with a prior positive brand attitude. These and other audience factors should be reserved in mind in the blueprint of humorous ads and upcoming humor study.

The Scientific Revolution: A New View of the World :: Expository Essays Research Papers

The Scientific Revolution: A New View of the World Herbert Butterfield stated that, "Since the Scientific Revolution overturned the authority in science not only of the middle ages but of the ancient world...it outshines everything since the rise of Christianity." During the scientific revolution Nicholas Copernicus, Galileo Galilei and Isaac Newton all voiced their opinions that contradicted the views of the church. Before the Scientific Revolution, the Bible or Greek philosophers such as Aristotle or astronomers like Claudius Ptolemy, whose ideas were sanctioned by the church, answered any questions regarding the natural world. In the bible it writes, "Mankind is the most important of God's creations and occupies the centre of his universe." Astronomers therefore stated that, "The earth is at the centre of the universe. The sun, the moon and the stars all move around the earth." Nicholas Copernicus, (1473-1543) a Polish monk and astronomer trained in medicine, law and mathematics, believed that the sun, not the earth, was at the centre of the universe. He believed this to be true because mathematics fit in nowhere with the explanation of how our world came to be. He formulated mathematical calculations that provided the basis for a new view on the world. He constructed a model of the universe to show this. His theory contrasted with the beliefs and views of the church therefore it was denounced in 1543. Galileo Galilei, (1564-1642) an Italian mathematician and astronomer, won the respect and admiration of many people of his time because of his inventions. He constructed a military compass, an instrument for measuring the expansion of liquids, and one of the early telescopes with which he discovered Jupiter's satellites, irregularities on the surface of the moon, star clusters in the milky way and spots on the surface of the sun. He was initially skeptical of Copernicus' theory however his observations and experiments affirmed his diagram of the universe. Critics attacked Galilei's findings. They said that his "discoveries" were ridiculous to believe and that it was only is imagination or dreams. Galilei wrote a letter to Dowager Grand Duchess trying to reconcile his astronomical observations with the Bible. Isaac Newton, (1642-1727) was an English scientist and statesman. Although his views were thought to contradict the bible he was the only man of these three which proved his views to be true. He discovered gravity and the laws of motion. He stated that, 'every particle in the universe is attracted to every other particle by a force that is directly related to the product of their masses and inversely related to the squares of the distance between them.

How Tesco and Oxfam businesses are organised Essay

Tesco Tesco’s Hierarchical structure Tesco’s has a hierarchical organisation structure. Hierarchical structure has several level’s arranged in a treelike construction with the person with most power at the top and the lowest at the bottom E.G. Managing director at the top all the way to the bottom which is the quality guard manager and financial accountants. Hierarchical structure is mainly used in big companies like Tesco. The disadvantages of the hierarchical structure are that if the financial accountants have a problem it would take its time to get the message to the right person which is the managing director. So making decisions will take long to make as it would take a long time to go up the hierarchical structure to put the idea in place. Mainly the first instructions in a hierarchical structure will have to be the managing director because the person has the most power and be able to control the company and it will make its way down to the bottom. Oxfam Oxfam hierarchical structure Oxfam organisation structure is flatter than Tesco as there aren’t much of people working and organising the company. Oxfam organisational structure is geographical as they work around the world in and with alot of countries helping the less fortunate. The charity is controlled/run by a chairwoman who is in charge of a number of trustees who makes the main decisions in the company, So Oxfam structure is flat and it doesn’t take long. Whereas Tesco has to makes its way up in the hierarchy structure. Oxfam tries to keep the number of managers down and have more volunteers up. This is because Oxfam tries to keep the costs down as most of the trustees and volunteers don’t get paid.

Leadership and Management: a Comparative Essay Essay

Over the years there has been a lot of debate on the similarities and differences between management and leadership. Weathersby (1999) argued that â€Å"management is the allocation of scarce resources against an organization’s objective, the setting of priorities, the design of work and the achievement of results† whereas leadership â€Å"focuses on the creation of a common vision†. Schruijer and Vansina (1999) proposed that management is about â€Å"doing things right† and leadership is â€Å"doing the right things†. Both studies appear to view the management function as an administrative role while placing the leadership function as a visionary role. Locander, Luechauer, and Pope (2007) support this notion by arguing that leadership is like theater and that the leader is the visible manifestation of an organization’s or project’s success or failure. Therefore, he or she must engage the followers to believe in and achieve a desired outcome â€Å"By paying attention to what people want and expect, and by searching for solutions to problems, the leader can act appropriately and fulfill the desired role† (Locander, et. al, 2007). Lichtenstein, Bien, Marion, Seers, Orton, and Schreiber (2006) added a relational dimension to their definition of leadership stating that â€Å"leadership is an emergent event, an outcome of relational interactions among agents†¦leadership emerges through dynamic interactions†. Having a background in Communication Studies, I also look at how relationships affect the definition of both leadership and management. Effective leadership and management results in the achievement of goals; quality leadership and management builds and sustains working relationships in the process of achieving those goals. Having this understanding, I define leadership as creating and maintaining relationships in such a way that it motivates people to achieve personal and shared goals. Management, in turn, nurtures those relationships and bridges the vertical gap in organizational structure. â€Å"The critical resource of most businesses is no longer capital but the people a company hires, motivates and develops† (Karp, 2006). Good leaders should inspire people to want to better themselves first and then use that esteem to better their external environment (i.e. the organization or the task at hand). Chen (2006) states â€Å"Business is often a roller coaster of highs and lows. Therefore it is to be expected that high performance leaders are more skilled at motivating themselves and others in challenging situations†. Here, Chen alludes to a key factor in good leadership and that is the leader’s self esteem. Malhotra, Majchrzak, and Rosen (2007) propose that a leader is responsible for â€Å"articulating a vision for the team, communicating the vision with passion, setting an execution plan so the vision can be accomplished, forming coalitions of believers, aligning others behind the vision, and shaping a team culture by articulating operating values†. In order for a leader to do the above-referenced items, he or she must have high moral standards and a positive self-image to exact such duties. The Bible affirms that good leadership is rooted in high moral standards. Peter 3:8-11 reads â€Å"Finally, [be ye] all of one mind, having compassion one of another, love as brethren, [be] pitiful, [be] courteous: Not rendering evil for evil, or railing for railing: but contrariwise blessing; knowing that ye are thereunto called, that ye should inherit a blessing. For he that will love life, and see good days, let him refrain his tongue from evil, and his lips that they speak no guile: Let him eschew evil, and do good; let him seek peace, and ensue it†. REFERENCES Chen, J. (2006). International Corporate Highfliers: What Makes Them Tick. British Journal of Administrative Management, 52, 26-27. Karp, T. (2006). Transforming Organisations For Organic Growth: The DNA of Change Leadership. Journal of Change Management, 6, 3-20. Lichtenstein, B., Uhl-Bien, M., Marion, R., Seers, A., Orson, J., & Schreiber, C. (2006). Complexity Leadership Theory: An Interactive Perspective On Leading In Complex Adaptive Systems. Emergence: Complexity & Organization, 8, 2-12. Locander, W., Luechauer, D., & Pope, J. (2007). Leadership Is Like Theater. Marketing Management, 16, 45-47. Malhotra, A., Majchrzak, A., & Rosen, B. (2007). Leading Virtual Teams. Academy of Management Perspectives, 21, 60-70. Schruijer, S. and Vansina, L. (1999). Leadership and Organization Change: An Introduction. European Journal of Work & Organizational Psychology, 8, 1-8. Weathersby, G. (1999). Leadership vs. Management. Management Review, 88, 5.

Membrane Permeability

The Neurophysiology of Nerve Impulses and Effects of Inhibitory Chemicals on their Action Potentials Aferdita Sabani Biol 2401. C5L Dr. Endley March 20, 2013 Introduction Cell structure and function can be defined in many aspects but one the most important characteristic is that it is enclosed within a cell membrane called a plasma membrane. The plasma membrane is by-layer composed of lipids and embedded proteins. This membrane is semi-permeable due to its hydrophobic and hydrophilic regions.At the boundary of every cell the plasma membrane functions as a selective barrier that allows nutrients to be brought in and/or removed from inside the cell. The cells permeability and transport mechanisms allow for this occurrence and it is vital for a functional and healthy cell. Transport through the plasma membrane occurs in two basic ways: passive and active processes. The passive transport process is driven by the concentration or pressure differences between the interior and exterior envi ronment of the cell.According to Kenyan college biology department, â€Å"Simple diffusion is when a small non-polar molecule passes through a lipid bilayer. It is classified as a means of passive transport. In simple diffusion, a hydrophobic molecule can move into the hydrophobic region of the membrane without getting rejected†. Particles diffuse passively through small pores within the plasma membrane and they also move from an environment of high concentration towards an environment with lower concentration. Osmosis is a type of diffusion when it comes to water transport.Both diffusion and osmoses move substances down their concentration gradient. Facilitated diffusion is also passive transport, but does not involve the simple movement through pores and lipid dissolving. In this case a carrier protein in the membrane is introduced to facilitate the transport of substances down their concentration gradient. Active transport is not passive because energy in the form of cellu lar ATP is required to drive the substances across the membrane, therefor the cell must spend some f its energy to get through or move against the concentration gradient. In one type of active transport the substance gets across the membrane by forming a substrate –enzyme complex where the substance is picked up by a carrier protein and are then able to move into cell. This combination is lipid and large so energy is needed to defy opposing forces. According to Pearson/biology, â€Å"Active transport uses energy to move a solute â€Å"uphill† against its gradient, whereas in facilitated diffusion, a solute moves down its concentration gradient and no energy input is required. If an experiment was conducted where the conditions of transfer were manipulated by adding in larger membrane pores, increasing protein carriers, increasing pressure and adding higher levels of ATP for active transport the rates of transfer will increase providing an optimal level of reactions. E xperimental Methods and Materials In conducting this experiment the materials needed were a computer the PhysioEX 8. 0 C D and the Anatomy and Physiology Lab Manual because this was a computer simulated experiment. Activity One: Simple DiffusionTwo beakers were placed next to each other and joined by a membrane holder. Four membranes were used and each possessed a different molecular weight cut off (MWCO) consisting of 20, 50, 100, and 200 MWCO; and were tested using NaCl, Urea, Albumin, and Glucose solutions. First, the 20 MWCO membrane was placed in the membrane holder between the beakers and the first solute studied was NaCl. A 9mM concentrated solution was dispersed into the left beaker and the right beaker was filled with deionized water. This transfer was allowed 60 minutes.At the end of this time lapse the results were recorded (see result section of the report). The 20 MWCO membrane was removed and each beaker was flushed for the next run. A membrane with the 50 MWCO was pla ced between the beakers and the steps performed above were repeated using the 9 mM NaCl solution for 60 min. and then repeated again for the 100 and 200 MWCO, as described by the A & P Lab Manual by Marieb and Mitchell. The next solutions tested were Albumin, Urea, and Glucose. All were placed into the left beaker independently and the tests were run exactly like that for NaCl.Activity Two: Facilitated Diffusion In this experiment the set-up of the two beakers and membrane holder was used again. Only NaCl and Glucose solutes were used and membranes with 500, 700 and 900 glucose carrier proteins The 500 membrane was placed between the beakers and the glucose solution with a concentration of 2. 00mM was delivered to the left beaker. The right beaker was filled with deionized water. The timer was set for 60 minutes. When the time was up the data was recorded and the beakers were flushed to set up for the next run.The same steps were repeated using the 2. 00 mM glucose solution with the 700 and 900 carrier protein membranes, separately for 60 minutes. The last run of this transport mechanism was done by increasing the 2. 00mM to 8. 00mM glucose concentration. This experiment was done the same way as above for each of the 500, 700 and 900 carrier protein membranes for 60 min. respectively. Activity 3: Osmotic Pressure In this experiment pressure readers were added in order measure osmotic pressure change and were placed on top the two beakers.A 20 MWCO membrane was placed between the beakers and a NaCl concentration of 8mM was put into the left beaker. Deionized water was placed into the right beaker. Time was set at 60 minutes. The pressure steps were repeated with the 50, 100 and 200 MWCO membranes Activity 4: Active Transport This experiment resembled the osmosis experiment except that an ATP dispenser was substituted for the pressure meters on top of the beakers. In this experiment it was assumed that the left beaker was the inside of the cell and the right bea ker was the extracellular space.The membrane used had 500 glucose carrier proteins and 500 sodium-potassium pumps. Membrane was placed between the beakers and a NaCl concentration of 9. 00mM was delivered into the left beaker and a KCl concentration of 6mM was dispensed into the right beaker. The ATP was the changing variable in this experiment. 1mM of ATP was dispensed and transfer was observed for 60 min. It was observed when no ATPmM was applied and finally when 3mM ATP was applied. Results Activity 1: Simple Diffusion TABLE 1 Dialysis Results (average diffusion rate in mM/min) Solute| Membrane (MWCO)| 20| 50| 100| 200| NaCl| No diffusion| 0. 0150| 0. 0150| 0. 0150| Urea| No diffusion| No diffusion| 0. 0094| 0. 0094| Albumin| No diffusion| No diffusion| No diffusion| No diffusion | Glucose| No diffusion| No diffusion| No diffusion| 0. 0040| NaCl had no diffusion until the 50 MWCO was introduced and then it had a constant rate through the larger pored membranes. Urea diffused at 1 00 MWCO and up. Albumin had no diffusion through any of the membranes and Glucose diffused only through the 200 MWCO membrane. Activity 2: Facilitated Diffusion TABLE 2Facilitated Diffusion Results (glucose transport rate (mM/min) | Number of glucose carrier proteins| Glucose concentration(m/M)| 500| 700| 900| 2. 00| 0. 0008| 0. 0010| 0. 0012| 8. 00| 0. 0023| 0. 0031| 0. 0038| As the number of glucose carrier proteins increased so did the rate of transfer for both concentrations of glucose. The higher concentration of the 8. 00 m/M had a faster rate than that of the 2. 00 m/M glucose concentration Activity 3: Osmotic Pressure TABLE 3 Membrane (MWCO) | Solute| 20| 50| 100| 200| Na* Cl-| 272| 0| 0| 0| Albumin| 136| 136| 136| 136|Glucose| 136| 136| 136| 0| The osmotic pressure was highest and only occurred with the 20 MWCO membrane. Albumin had a constant pressure of 136 mm Hg with every membrane and Glucose had constant pressure of 136 mm Hg until it was relieved when the 200 MWCO mem brane was introduced. Activity 4: Active Transport Table 4 Run: 1 Solute| ATP| Start Conc. L| Start Conc. R| Pumps| Carriers| Rate| Na*| 1. 00| 9. 00| 0. 00| 500| ——–| 0. 0270| K*| 1. 00| 0. 00| 6. 00| 500| ——| 0. 0180| Glucose| ———| 0. 00| 0. 00| ——-| 500| 0. 0000| Run: 2 Solute| ATP | Start Conc. L| Start Conc.R| Pumps| Carriers| Rate| Na*| 0. 00| 9. 00| 0. 00| 500| ——–| 0. 0000| K*| 0. 00| 0. 00| 6. 00| 500| ——-| 0. 0000| Glucose| ———-| 0. 00| 0. 00| ——–| 500| 0. 0000| Run: 3 Solute| ATP | Start Conc. L| Start Conc. R| Pumps| Carriers| Rate| Na*| 3. 00| 9. 00| 0. 00| 500| —–| 0. 0050| K*| 3. 00| 0. 00| 6. 00| 500| —–| 0. 0033| Glucose| ———| 0. 00| 0. 00| ———| 500| 0. 0000| When 1 ATP was dispensed the Na and K transported at a higher rate than when 3 ATP was dispense d and there was no transport when ATP was absent. Discussion Activity 1: Simple DiffusionUpon observing the results for all of the solutes with the 20 MWCO membrane between the left beaker and the artificial external environment of deionized water in the right beaker no diffusion occurred, because the pores were not large enough for them to pass through. An observation that is important to note is that even the small ions of NaCl did not diffused here, so it is obvious that the other molecules would also not diffuse. At 50 MWCO the pores were just large enough for the dissociated NaCl ions to get through but the threshold stopped there because Urea, Albumin and Glucose molecules in the solute were too large.Observations of the diffusion of the solutes with the 100 MWCO membrane showed that all but albumin and Glucose passed, so urea size was now compatible for the size of this pore. Finally, when the 200 MWCO membrane was introduced everything except Glucose got through because it i s a very large molecule that cannot diffuse simply. It must be facilitated. Activity 2: Facilitated Diffusion In the facilitated diffusion of Glucose the parameters that were introduced were the number of carrier proteins available for transport in the membrane.According to the results, when there was a 2. 00mM concentration of Glucose in the left beaker there was evidence of diffusion based on the measured rate of diffusion in mM/min. As the number of carrier proteins increased by 200 between 500 and 900 the rate between 0 . 0008 to 0. 0012mM/ min also increased by 0. 0002 min into the beaker. When 8. 00mM of Glucose was placed in the left beaker with the same carrier protein membrane criteria of 500, 700, and 800 the rate increased. The rate was actually faster than that of the 2. 00 mM concentration.As the concentration of glucose raised the demand for the protein attachment increased so more carrier proteins got involved, while previously some were just hanging out because there was less glucose to transfer. Activity 3: Osmosis In this experiment the study was based on the transfer of water across a membrane. Osmosis of water tends to balance out concentrations, so it will flow to an area of higher solute concentration. Water flowing to a more concentrated solution will usually increase in volume but in this closed system for the experiment the focus was on the increase of pressure.The solutes were confined to their area by a semi-permeable membrane based on the pores of the membrane and the size of the molecules in the solute. With 8mM of NaCl with a 20 MWCO membrane the pressure reading was 272 mHg because the salt was not able to pass through the membrane, but the water diffused to the salt side so there was pressure causing and unequal balance, but with the membranes of 50, 100 and 200 MWCO there was no pressure because the membrane became permeable to the salt allowing an equilibrium between he beakers, therefore no pressure. In the case of Albumin, t he water diffused building up pressure until there was no more water left to diffuse so pressure remained constant at all MWCOs. The same occurred with Glucose until the membrane was replaced with the 200 MWCO membrane. Glucose was able to diffuse thus resulting in equilibrium in both beakers. Pressure will rise until equilibrium is obtained. Activity 4: Active TransportThe experiment showed that at 1 ATP the reaction took place at very slow rate and not completely. Without ATP the transfer didn’t take place at all. When 3 ATP’s were added transfer took place quickly and almost completely. The more ATP introduced to the cell, the faster and more complete the transport will occur which is very important for the transport of glucose since it is a substrate for the production of more ATP.

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