How Each Corporate Culture Differs From the Other Assignment - 9

How Each Corporate Culture Differs From the Other - Assignment Example For several decades, the Coca-Cola and PepsiCo have been in operating in the beverage industry asserting each other to capture a high amount of market share, improvement and promotion imprint amidst its consumers. Though friendly activities have been adopted by both the companies to maintain their leading position in the global level, however, it can be said that the main reason behind the continuous adaption of new techniques to attract new customers is their own strategy to change customer preferences and consumption. As a result, it has been viewed that the actions of both the company are often compared. Amid all the factors that have been in debate amid many critics relating to the two companies, the corporate culture prevailing in these two companies is considered to be one of the major factors that have to differentiate these two companies from each other (Grinton, 2010; Barney, 2003). The aspect of culture is considered to be the first priority in Coca-Cola as the company beli eves in developing an environment which would help in developing true dedication that would help in adapting the values of the company as one own. The first cultural aspect that is being followed in all its plans since its establishment is considering all the local business located in various part of the globe as a single entity. The Coca-Cola brand is determined for its representation of various qualities such as caring, connecting, integrity and excellence. The company also believes in a co-operative form of culture where all employees are provided the opportunity of sharing their ideas whether they work as a lower level staff or are a member of the higher authority. Additionally, emphases are also made to develop a close relation amid all the members working in a group within the organization as it is believed that establishing a close relation would help in developing skills that would directly facilitate in accomplishing the organization goal efficiently. Additionally, it has b een viewed that the company recruits people from around the world as it helps in determining the best policy and practice that would help to maintain a balanced working environment (The Coca-Cola Company, 2013; The Coca-Cola Company, 2009). Considering the aspect of culture it is observed that PepsiCo maintains a rigid and managerial form of culture within the organization. The company believes in blazing new traits and is viewed to implement guidelines and rules that help the individuals to develop commitment towards their job but as a team to strengthen the company performance as a whole. The company also strongly believes in recruiting people from a diversified background as it is believed that recruiting people from diversified background helps in understanding the preferences and the demands of different people belonging to different geographical regions. Additionally, an innovative form of culture also prevails in the company which motivates all employees in the company to adh ere innovative ways to meet the discriminating taste and preferences of its global customers (PepsiCo, n.d.).

The Teaching Profession Essay Example for Free

The Teaching Profession Essay Having perused the description of the teaching career in the Occupational Outlook Handbook, I am convinced that teaching is one of the best professions.   It is not only joyful to impart learning to a group of children, but it also serves a very important purpose.   Teachers shape lives.   Therefore, I believe that there is no career more important than teaching.   The best teachers help their students to develop great interest in continuous learning, while showing them how to respect others and develop a sense of self-worth.    Teachers may be creative, independent, and flexible on the job. They may educate, guide, inspire, counsel, discipline as well as train.   They may give unto children the tools they could use throughout their lifetimes to make essential discoveries.   Teachers make a difference in their students’ lives, inspire young people to do amazing things, while challenging themselves and learning new things day after day.   Indeed, teachers may change the world. Yet the most important reason why I want to become a teacher is that I believe in lifetime learning.   My learning would be of little benefit to the world if I would not choose teaching as a profession.   After all, the human community is based on sharing as well as caring.   I would like to keep on learning while sharing my knowledge with others.   Thus, teaching happens to be the most appealing profession to me.   Ã‚  Ã‚  Ã‚   Nevertheless, the Occupational Outlook Handbook has not convinced me to take up teaching as a career in a public school.   The training and licensing requirements for these schools are rather stringent.   However, the Occupational Outlook Handbook mentions that â€Å"[p]rivate schools are generally exempt from meeting State licensing standards (â€Å"Teachers,† 2007).†Ã‚   Hence, I would certainly continue to consider teaching in a private school as a good career choice for me. References Teachers – Preschool, Kingergarten, Elementary, Middle, and Secondary. (2007, Jul 18). Occupational Outlook Handbook. Retrieved Nov 28, 2007, from http://www.bls.gov/oco/ocos069.htm.

The Difference In Physical And Chemical Properties

The Difference In Physical And Chemical Properties Everything type matter is branded in the physical world with properties that define what it is and how it behaves when in the presence of other substances. These properties give the substance, whatever it may be, its own distinctive features that can be used to identify it. These properties can be determined by measuring and observing the material under different conditions. But any substance will have not just one set of properties, but two sets of different properties. These two sets will be physical properties and chemical properties. A physical property is a feature of a substance that can be observed without changing the identity of the substance. Many of these properties are properties that we can see with our eyes or feel with our hands, such as texture, shape, color, size, or smoothness. Even things such as conductivity, malleability, and ductility are physical properties. There are also two different kinds of physical properties. Intensive physical properties are features that will be the same no matter how much of the substance is present. On the other hand, extensive physical properties are properties that do depend on the amount of the substance present, such as mass, volume, length, and height. These are all physical properties because they can all be observed without making the substance into a different substance. As soon as the substance is turned into a different substance, it is considered a chemical property. Chemical properties describe the ability of a substance to change its identity. Anything that can be done to a substance that will change its identity is considered a chemical property, such as its flammability (in case of a fire) or its reactivity (how it reacts to other chemicals). If a substance changed into a different substance through a chemical reaction, then it has a chemical property related to that change. The change it went through is a chemical change. Chemical changes can also be called chemical reactions. In a chemical change, the identity of a substance will be changed, and it will have different properties. These changes can be shown in a chemical equation, like this: HCl + NaOH Æ’Â   NaCl + H2O This equation shows than when HCl, a strong acid, reacts with NaOH, a strong base, the chemical reaction results in sodium chloride (NaCl) and water (H2O). Physical changes can also occur. The difference is that instead of the substance changing its identity, it changes form. After a physical change, the properties of the substance will remain the same. There are three main types of physical changes. The first is mechanical physical change, such as tearing, crushing, or breaking a substance. Second, a solution could be made, like when salt is dissolved in water. No new substances are formed even though the salt is dissolved. The salt could still be filtered out. Thirdly, changes in the state of matter are also a physical change. Water that changes from a solid to a liquid to a gas is all physical changes. The equation to show this looks like this: H2O(s) Æ’Â   H2O(l) Æ’Â   H2O(g) The letters in the subscript convey what state of matter the H2O is in. The s stands for solid, the l for liquid, and the g for gas. The reason it is a physical change is because the chemical make-up of the substance is still the same throughout. If the chemical make-up of the substance changes, then it is a chemical change. Problem: To carry out several chemical physical changes to judge whether they are chemical or physical. Hypothesis: It is expected that the chemical changes will cause much more noticeable observations Materials: -Match Eyedropper -Candle (held stationary by clay) -10 drops of 0.1 M AgNO3 (silver nitrate) -Wooden splint -One piece (about 3cm) of Magnesium (Mg) -2 Watch Glasses -10 drops of 6 M HCl (concentrated hydrochloric acid) -Small spatula of NaCl -Tongs -10 mL of water (divided up into 2, 5mL divisions) -Bunsen Burner -2 Test tubes -Mortar and Pestle -Test tube cork -CuSO45H2O (Copper II sulfate pentahydrate) -A few filings of Fe (iron) Diagrams: *On attached pages* Procedure: Light a match and use it to light a candle held stationary by a piece of clay. Observe the flame, the wick, and the wax for several minutes. Record observations. Obtain a wooden splint and break it in half. Place the end of one half of the wooden splint into the candle flame. Extinguish the flames of both the candle and the splint. Place the splint into a watch glass and observe. Record observations. Dispose of the wood in the designated waste container. Place a small spatula of NaCl (sodium chloride) into a small test tube. Add 5 mL of water. Cover the test tube with a test tube cork and shake the contents of the tube. Record observations. Save the product for Step 4. Use an eyedropper to add 10 drops of a 0.1 M AgNO3 (silver nitrate: do not get this on you!) solution to the salt-water solution which was made in Step 3. Cover the tube with a cork and fully invert several times to mix properly. Record observations. Dispose in the designated waste container. Obtain one piece of Mg (magnesium) ribbon about 3 cm long. Tear it into 2 pieces. Place one piece into a test tube. Use a pipet to add 10 drops of 6 M HCl (concentrated hydrochloric acid). Record observations. Dispose in the designated waste container. Handle the other piece of Mg with tongs. Place the Mg into the hottest part of the burner flame at the front lab table for a few minutes until a noticeable change occurs. Caution: Do not look directly into the light! Place the product on a watch glass. Record observations. Dispose in the designated waste container. Use a mortar and pestle to grind several crystals of CuSO45H2O (copper II sulfate pentahydrate) into a uniform powder. Record observations. Place a small spatula of the CuSO45H2O powder into a test tube. Add 5 mL of water, cap it with a cork, and invert fully several times to mix. Record observations. Save the product for Step 8. To the test tube containing the water and CuSO45H2O, add a few Fe (iron) filings. Cap it with a cork and invert fully several times to fully mix. Look very closely into the test tube. A keen observer gets the proper results. Record observations. Dispose in the designated waste container. Data: Step Physical Properties of Starting Materials Observations of The Change 1 Candle looks waxy, with few drops dried on the side. It is a pale white color. It appears to be slightly burnt. The bottom clay is a bright yellow and has a smooth texture. Wax on the top melts and forms a liquid. Tip of wick is a bright red color. More drips start to appear on the side of the candle. As the wax drips down, it changes from clear to pale white, while also hardening. 2 Wood is smooth, light brown in color, and very brittle. It is small and rectangular. The watch glass is clear, with cloudy material on bottom of glass. The wood starts to wilt and shrivels, while turning black, with a red tip. Little bits of ash appear. Smoke rises from the flame, and it smells faintly of ham. 3 Sodium chloride looks clear, crystalline, and very granular. Some of the NaCl sticks to the side of the container. NaCl dissolves into the water to make a solution. Clear liquid in test tube. 4 AgNO3 looks cloudy on the surface of the water. It is an opaque white color and sticks together. Seems to form a heterogeneous mixture, with white specks of AgNO3 floating in the water. The water solution became chunky and cloudy. 5 Silver in color, malleable, small, thin, rectangular in shape. It is smooth on the surfaces and kind of sharp on the corners. It is 3cm in length. Test tube gets hot; piece of magnesium starts to disintegrate. At the end, ash is left at the bottom and what looks like smoke rises from the top. Liquid looks slight yellow. 6 Piece of magnesium looks the same as above. Magnesium starts to burn and then quickly turns into a bright white light as the flame gets really intense. There is a slight change in heat because the amount of flame increased. 7 Crystals look deep blue. There is no odor present. They look smooth, but clear-cut. They hold their shape. The water turns blue and the powder is dissolved. The liquid does look see-through. 8 (see part 2 of step 7) The liquid turns into a dirty brown color. The Fe seems to sink to the bottom of the test tube. It doesnt look like Fe anymore, though. It looks like copper because of its color. Questions: Intensive properties are properties that will not change based on the amount of a substance you have. Some examples from the lab are the waxiness of the candle, the color of the magnesium, or the malleability of the magnesium. An extensive property will change based on the amount of a substance you have. Examples of these properties (from the lab) are the size of the wooden splint, the length of the magnesium strip, or the height of the candle. a. Lighting a match: Chemical. The physical make-up of the wood and its head is changed. b. Melting wax: Physical. The wax is still wax, its just in a different form. c. Burning a wick: Chemical. The wick slowly burns down and changes its make-up. d. Freezing wax: Physical. It is still wax. e. Breaking wood splint: Physical. It is still wood. f. Burning wood: Chemical. It is a different material after you burn it. g. Dissolving sodium chloride: Physical. It is still salt. You could filter the salt back out of the solution. h. Reacting NaCl and AgNO3: Chemical Change. The two compounds change their molecular make-up. i. Breaking and sanding Mg: Physical. It is still magnesium; its just in a different form. j. Burning magnesium: Chemical. The magnesium is no longer magnesium and goes through a chemical reaction. k. Adding acid to Mg: Chemical. In the reaction, the Mg is changed. l. Crushing copper II sulfate: Physical. It is still copper II sulfate; its just been changed to a different form. m. Dissolving copper II sulfate: Physical. It is still the same material. n. Adding Fe to copper II sulfate: Chemical. The Fe changed because it bonded with So4. The change involving a candle is both chemical and physical because the candle wax is melting, which is a physical change to the candle, but the candle wick is also burning, which is a chemical change. The candle wax is remaining as wax; its just changing from a solid to a liquid. When it cools down, it forms a solid again. The wick, however, never returns to its previous state after being burned. It is no longer a candle wick. Two changes in the experiment that were exothermic were the wooden splint burning and the magnesium reacting with the hydrochloric acid. Wooden splint had a flame on it (when it was burning) that gave off a lot of heat. The magnesium caused the test tube to become extremely hot. A change in the experiment that was endothermic was when we melted the candle wax. The wax had to take in a lot of energy from the flame in order to do a physical change into a liquid. In chemical changes, the formulas of reactants compare to the formulas of the product because they are different. The substances are changed in a chemical change, so their molecular make-up will also change. For example, in Step 8, we had the reactants CuSO4 and Fe. But the products werent the same. CuSO4 Æ’Â   Cu +FeSO4 The iron bonded with the SO4, leaving copper behind. In a physical change, the formulas will be the same on each side. The only thing that might change is its state of matter. H2O(s) Æ’Â   H2O(l) The chemical make-up is still the same, but it did change from a liquid to a gas. The formulas on each side have to stay the same though. Data Analysis: Based on the observations collected, 3 of the 8 steps performed were physical changes. Step 1, the burning of the candle, was surprisingly a physical change. What made this clear is that it could be observed that the wax is only melting, not changing to a different substance. Due to background information, it can be concluded that this is a physical change. Step 3 involves dissolving NaCl in water, which is also classified as a physical change. Step 7 is just like step 3 in that a substance was dissolved in water, so this is also a physical change. Several chemical changes also occurred. Step 2, the burning of the wooden splint, marked a chemical change because the step started out with a piece of wood observed as smooth, light brown in color, and very brittle. After the change, it wilted and shriveled to a black substance with all new properties. Since it has transformed into a new substance, it can be concluded that this is a chemical change. The AgNO3 in step 4 reacts with the NaCl and the H2O to form a new substance in the liquid, which creates small, floating particles. Since a new substance was formed inside the liquid, this is also a chemical change. The magnesium reacting with the acid as well as being burned in the Bunsen burner was both chemical changes because neither of the changes warranted any magnesium afterwards, so it is known that a chemical change occurred. Lastly, the CuSO4-2 reacted with the Fe+2 to create different substances, namely Cu and FeSO4. It can therefore be concluded that this was also a chemical change. Error: A few things may have caused errors in this experiment, but because the results were not dependent on extremely precise amounts of any substance, getting the appropriate results was fairly easy. However, if the wrong substance had accidentally been placed in a test tube instead of another substance, the results will be completely different than what they are supposed to be. This could also result in a dangerous situation depending on what substance had been replaced. Another thing that may have hindered the results of the burning of the magnesium is if the flame wasnt hot enough to burn the magnesium or the piece of magnesium was somehow flawed, where it wouldnt burn. Another thing that would obstruct the correct results is if any test tube broke while it was in use, for it couldnt be used to observe the changes occurring anymore. If the candle (from step 1) had so much wax that the wick wasnt exposed enough to light, then it would have made it difficult to perform the first couple s teps of the experiment. Error can come from many different sources, but human error is the most frequent type of error. Conclusion: It was attempted to perform a variety of experiments to carry out chemical and physical changes. Then, it was judged what kind of change it was. Success was reached in doing this. Chemical changes were observed, such as the wooden splint burning, the magnesium bubbling, and the SO4-2 bonding to the Fe+2. Physical changes were also observed, such as the candle wax melting, the NaCl dissolving in the water, and ripping the magnesium strip in half. A lot was definitely learned about the difference between chemical and physical changes, and how to distinguish between the two.

Essays --

Pro life is when people oppose or don’t support the right to life of an abortion. People that that are pro-life think that abortion is a murder of the fetus, the child inside the woman. Religion also plays a role in abortion. Many religions think that abortion is not a rightful thing to do and some do not allow it. In the encyclopedia of the Global Religion, Maguire says in his section of the encyclopedia that with Christianity for example, the Roman Catholic hierarchy disagrees with the act of contraception and abortion. In most of the catholic countries, birth control was widely used. For example, France was the first country to experience high fertility rates and Italy and Spain had the lowest fertility rates in the world. Most religions might disagree with the act of abortion, but some religions like Hinduism strongly disagree and think it’s an atrocious thing to do. As a Christian, God says in the bible in Genesis 9:5 that murder is forbidden. Pro-choice Christians say that they believe that they have the ultimate say over what happens to their bodies. However, the Bible says that God has the right to say what is right and that he is in control of your body, because our body is God’s temple. Religious groups also use the idea of the soul for their disagreement of abortion. Some groups state that the soul describes the fetus and how it is a human being and it doesn’t leave the body until it is time for its natural death. This means that humans and even soul humans deserve to be treated equally and the same through their development. While there are many religions in different countries that are against abortion, there are some that highly support abortion. â€Å"Abortion is not only permitted, it is, in fact, mandated, as when th... ...ills are available for younger women now who are 18 and older. Plan B pills and OC pills, which stand for oral contraceptive pills are used to help prevent pregnancy before it even happens. The use of drugs causes the embryo and the product used to be passed through the vagina. A disadvantage of medical abortions is that the medicine and drugs taken might take weeks or even months and woman might go through vaginal bleeding after the first drug. Even though it can be risky to take pills and think that you will be safe from being pregnant, it is important to make sure and go to the doctors to check if you are pregnant right away because the fetus might grow faster than you think. Between the surgical and medical abortion, medical abortions can be safer than the surgical because surgical involves surgical risks, but can take days to know if you are actually pregnant.

Lost Boys by James Garbarino: A Review

Through the ‘Lost Boys, by Dr. James Garbarino discusses the phenomenon of youth violence in America, with emphasis on understanding its causes as a major tool for dealing with the menace. This essay seeks to explore the main points and arguments pointed about in the book, ways in which society has failed in curbing the disorder, and what can be done to INTRODUCTION: A TYPICAL SCENARIO A 15-year African American Ken lived in the inner-city trouble zone of Los Angeles, with parents who are both poor and uncaring. He grew up to protect himself, seeing the world as an unsafe place: He saw form his point of view, that life is unbearable and one must be aggressive to make your way through life, especially to possess the material things that mattered to him. He understood that he was not cared for by his parents, but seen as an outsider; he was detached. On many occasions when he was young, he had been abused by his father, bullied seriously at school and for that he developed an aggressive approach to living as he grew up. He also hated his father for his violent activities and unwholesome behavior of drinking and smoking. At his age, he got hooked up in a gang of five boys who called themselves ‘Fox Army’. Because of his dedication to these gang activities, his performance at school dwindled. For this, his father expresses serious harsh words on him, telling him he would never be anything good in life. In the whole of this picture stood a fearful mother who was always quiet and strictly aligned to the father’s opinion. Ken wondered on several occasions why he and his siblings were treated as such. He was ashamed of himself and his family. Having being threatened by his violent father with guns on several occasions, he felt the gun was a tool to silence enemies. In the gang, they all seem to share the same experiences of parental neglect and abuse, depression and confusion about the essence of living. They never felt any emotions nor did they perceive anything positive about schooling, family and other things around them. They share same schema of life: fight to protect yourself, enemies are out there in the world planning to eliminate you. The faster of us win to survive and see the light of another day. To see another to get others, use illegal means to make money and acquire material possessions in an attempt to use such things to eliminate the deep-seated feelings of worthlessness and shame. They were eager to make money by all means; so, they got into illegal drug sales. They also started smoking and drinking, adventures they felt would relieve them of the burden they carried. In no time, they had access to the guns of their parents for protection. Even with these, Ken did not make as much money as his friends. He got really frustrated and distressed because he needed the money to add up to that he got from his parents to stay in school. He woke up one morning by hammering slaps of his violent father who accused him of theft. He was guilty of the offence; yet, he denied it. His father started threatening hi with guns again. He left his bedroom and headed to the sitting where he kept his gun: he reached for it, and with it, killed his parents. In this vexation, he started saying all sorts of things like: ‘Fox soldier, go for the bait. Kill the enemy with sharpened teeth of the fox. Go and deal with the wicked world’ He kicked the main entrance door open and shot in the crowd of school children going early to school. He shot continuously, until he became so vexed and put the gun into his head, pulled the trigger and said, ‘it all ends here’. As the noise of the approaching cop intensifies, he pulled the trigger and shot himself. It was reported that five people died including Ken. The news was carried by a local newspaper. The only national daily that featured it described the teenager as ‘brutal’ and ‘horribly terrible’. And that was where it ended. Nobody wanted to know more. ‘WHAT IS NOT SEEN AT THE SCENE’ The main intention of the writer is to draw the attention of the Public to the menace of youth homicide with emphasis on understanding what is not seen at the scene, as a tool to stemming its tide. The scenario created above typifies the main point and arguments enunciated in the ‘Lost Boys’. The ideas launched in the text were based on statistical date from reliable sources, the experiences of those who have been affected in one way or the other by acts of youth violence and a ‘systematic’ approach to understanding what is not seen at the scene of the incident. He also drew ideas from the research and writings of other experts in the field to arrive at the following salient points: Youth violence is a major societal disorder that is quite extensive. However, it is obscured from its staggering reality by the national homicide picture which is reportedly stable. Lethal violence is common among the poor African-Americans and Hispanics, those who form the minority groups, with only few cases by Americans. These groups are concentrated in the inner city and suburbs of the South. As a result of those involved, the media and the general Public ignore ‘making sense’ of such crimes giving limited attention to it. This is claimed to be as a result of racism and class bias, as well as the perceived immunity Native Americans think they have. With the current tide of the menace sweeping to the abode of the ‘immunized’, he argues that no one is really immune. The current incidents recorded with new white faces awakened the Public to the reality of the issue: white teenagers are joining the train. With this pointed established, everyone sees a problem to be checked and it is easier to do. Having established that everyone is endangered, he seeks to lay a foundation for finding lasting solutions. First, he emphasizes the need to understand why the killers kill others and themselves. He believes that this would invariably be achieved by learning from the lives and experiences of those who have lived with it for the past two decades. Drawing form this point of strength where everyone’s attention is drawn, he shows that the accumulation of risk factors such as smoking, involvement in gang activity and illegal drug deals, access to guns, family history of violence, psychiatric disorders is central to the distorted behavior of killers.   He emphasizes that the causes of youth violence are complex and cannot be associated with a single factor. He notes that culprits are no animals but humans who have been strongly influenced by risk factors they grew with, and only live to bury their deep-seated shame by acts of violence; they are like Ken, who did not see any cogent reason for living. THE WAY OUT Having stated the reality of violence, the ‘Southern’ location of its prevalence because of prevailing factors and the lessons of the past, he then proposes ways of dealing with the violence: Both the individual and the community, are involved.   The individual needs proper parental care, protection, training and mentoring; these would help to build a strong self-image and create positive outlook to life. The home is the first community that is pertinent in building a good child: this should be stable, loving and full of positive affirmations for the growing child; necessary needs should also be met. The government has a major role to play; it should enact laws that reduce crime, promote community campaigns against violence and crime, provide funds for educational and health institutions. A credible and fair justice system must be on present. He particularly suggested a ‘Visiting Nurse Program’. He also emphasized good working relationships between professionals involved with the menace of youth violence. In conclusion, a society who fails to wake up to the roar of a wandering lion by getting hunters ready, should be prepared to dance to the music of the Vulture that would feast on their carcasses.   

Teaching in U.S Cellular Company

Teaching in U.S Cellular Company Learning is an intuitive process that helps to mould a person into a complete human being. Through learning, people become great leaders. This is the main reason why people learn new ideas and skills in order to change their lives. Tom Griffin, who works with United States Cellular in the department of learning and teaching, concurs with this ideology. Throughout his career, Griffin has learnt that character detaches good things and people from the great things and people.Advertising We will write a custom article sample on Teaching in U.S Cellular Company specifically for you for only $16.05 $11/page Learn More To him, character is a personal philosophy that is imperative to learning. For example, character is paramount in determining the ability of a child to learn things and grow to apply them in life. In addition to this, character is such a vital factor in human beings because it helps in identifying and detaching great from good and eventually defines personal identity in a person. In order to be a successful leader of an organization or country, a person ought to exhibit strong character values, high level of moral ethicalness, and be real. Thus, people learn to become great leaders. To become a great leader, a person must learn from others and practice a lot. In fact, most organizations understand the importance of learning especially in making great leaders. For example, United States Cellular synchronizes learning and business into a single entity in order to produce great leaders who will enhance results. For instance, employees learn how to develop organizational culture, initiate change and create avenues of achieving high-level capability. As the person in-charge of learning and teaching in U.S Cellular Company, Griffin has the mandate to ensure employees execute their roles to perfection. However, this can never be true unless employees agree to learn new skills. Furthermore, employees of strong character feel good when they learn new things, which they know very well will make them great leaders. A strong character is an ingredient of strong leadership. Nevertheless, strong character only comes through learning. Thus, if persons subject themselves into learning, they will definitely become great leaders and strategists who can pull the crowd and lead them towards success.Advertising Looking for article on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is the reason why many organizations like United States Cellular operate under the philosophy of strong character. The philosophy of strong character not only leads to great leadership but also, plots priorities, ensures discharge and designs answerability. Hence, through learning, persons become capable leaders who can lead organizations into high-level achievers. One of the surest ways of learning in an organization is by conversation. Undeniably, discussions encourage re flection and ability to acquire more skills through learning from other people’s character. Just like in school discussions, each leader would want to show competency hence, action reflection. When an individual engages in self-reflection, it means such a person seeks to improve leadership behaviors in order to be successful. Thus, through dialogue, leaders can improve their character and become great leaders. Perhaps this is the reason why organization that engages employees into discussions becomes dynamic and successful. This is because, through dialogue, leaders are able to identify various modes such as leadership skills, standards and ideologies that make people great leaders. In addition, organizations require leaders who are able to motivate others to reflect on their personal goals and objectives in tandem with the organization’s philosophy. Such leaders can initiate a successful business model characterized by effectiveness and satisfaction. In addition to di alogue, organizations are looking forward to advance their learning strategies by introducing e –learning, restructuring business model and look for modalities of connecting organizational erudition and recital. By doing this, employees will learn new skills to become great leaders. (Wickman, 2010, p.1) Reference List Wickman, L. E. (2010).bi pin light bulb Article: Developing Great Leaders Shared by Harvinder. Web.Advertising We will write a custom article sample on Teaching in U.S Cellular Company specifically for you for only $16.05 $11/page Learn More

Free Essays on Social Pressures In “The Japanese Quince“

Social Pressures in â€Å"The Japanese Quince† In the early 1900s, there were many social classes and each person in that class was expected to abide by its rules. â€Å"The Japanese Quince† takes place in an area called â€Å"The City†, which was the financial and commercial center of London and was also a very distinct area for social classes. Mr. Nilson, a businessman, is restricted by certain social rules as he meets another businessman, Mr. Tandrum, in a garden while admiring a beautiful tree. These certain social pressures have an effect on Mr. Nilson in this story. One of these social pressures that affects Mr. Nilson is the social formality of being properly introduced to another person. His relationship with Mr. Tandrum is that they are neighbor and see each other every day but have never really been formal introduce to each other. When they both meet each other in the garden, they converse with each other by use of â€Å"small talk† instead of having a good conversation because of this social rule. Although they alike in so many ways and would probably become friends, the pressures from their society prevents this from ever becoming reality. In the end, they will never know if they could have become great friends because of this certain rule. Because of another pressure from Mr. Nilson social class, he can never show his emotions in public. The reason for this is his respected profession of being a businessman. In this society, businessmen were usually part of the upper middle class, which probably had one of the harshest social rules for being proper in public. In turn, Mr. Nilson probably could not express his emotions for the beauty of the tree while Mr. Tandrum was standing next to him. However, he expressed his true emotions while he was alone in the garden for a while stating that a spring day like this could not be any more perfect and beautiful. This explains how much he cared about protecting his image ... Free Essays on Social Pressures In â€Å"The Japanese Quinceâ€Å" Free Essays on Social Pressures In â€Å"The Japanese Quinceâ€Å" Social Pressures in â€Å"The Japanese Quince† In the early 1900s, there were many social classes and each person in that class was expected to abide by its rules. â€Å"The Japanese Quince† takes place in an area called â€Å"The City†, which was the financial and commercial center of London and was also a very distinct area for social classes. Mr. Nilson, a businessman, is restricted by certain social rules as he meets another businessman, Mr. Tandrum, in a garden while admiring a beautiful tree. These certain social pressures have an effect on Mr. Nilson in this story. One of these social pressures that affects Mr. Nilson is the social formality of being properly introduced to another person. His relationship with Mr. Tandrum is that they are neighbor and see each other every day but have never really been formal introduce to each other. When they both meet each other in the garden, they converse with each other by use of â€Å"small talk† instead of having a good conversation because of this social rule. Although they alike in so many ways and would probably become friends, the pressures from their society prevents this from ever becoming reality. In the end, they will never know if they could have become great friends because of this certain rule. Because of another pressure from Mr. Nilson social class, he can never show his emotions in public. The reason for this is his respected profession of being a businessman. In this society, businessmen were usually part of the upper middle class, which probably had one of the harshest social rules for being proper in public. In turn, Mr. Nilson probably could not express his emotions for the beauty of the tree while Mr. Tandrum was standing next to him. However, he expressed his true emotions while he was alone in the garden for a while stating that a spring day like this could not be any more perfect and beautiful. This explains how much he cared about protecting his image ...

Memorial Day Quotes and Sayings

Memorial Day Quotes and Sayings On Memorial Day, we commemorate the  soldiers who sacrificed their lives in battles to win or preserve our freedom. Many of them were young men and women who did not live long enough to fully experience the privileges that they fought to sustain. Use these Memorial Day quotes and sayings to honor their sacrifice. Francis A. Walker: We come, not to mourn our dead soldiers, but to praise them.Francis Marion Crawford: They fell, but oer their glorious grave floats free the banner of the cause they died to save.Daniel Webster: Although no sculptured marble should rise to their memory, nor engraved stone bear record of their deeds, yet will their remembrance be as lasting as the land they honored.Lucy Larcom: Life hangs as nothing in the scale against dear Liberty!Marcus Garvey: Chance has never yet satisfied the hope of a suffering people. Action, self-reliance, the vision of self and the future have been the only means by which the oppressed have seen and realized the light of their own freedom.Elizabeth Barrett Browning: And each man stand with his face in the light of his own drawn sword. Ready to do what a hero can.George F. Kennan: Heroism ... is endurance for one moment more.George Henry Boker: Fold him in his countrys stars. Roll the drum and fire the volley! What to him are all our wars, what but death be mocking folly? Benjamin Harrison: I have never been able to think of the day as one of mourning; I have never quite been able to feel that half-masted flags were appropriate on Decoration Day. I have rather felt that the flag should be at the peak because of those whose dying we commemorate rejoiced in seeing it where their valor placed it. We honor them in a joyous, thankful, triumphant commemoration of what they did.James A. Garfield: For love of country, they accepted death.Omar Bradley: Bravery is the capacity to perform properly even when scared half to death.Philip Freneau: But fame is theirs - and future days. On pillard brass shall tell their praiseLise Hand: Thats what it takes to be a hero, a little gem of innocence inside you that makes you want to believe that there still exists a right and wrong, that decency will somehow triumph in the end.Louis Pasteur: It is surmounting difficulties that makes heroes.James Gates Percival: Green sods are all their monuments, and yet it tells a noble r history than pillared piles or the eternal pyramids. Albert Einstein: So long as there are men there will be wars.Joshua Lawrence Chamberlain: Heroism is latent in every human soul. However humble or unknown, they (the veterans) have renounced what are accounted pleasures and cheerfully undertaken all self-denials; privations, toils, dangers, sufferings, sicknesses, mutilations, life-long hurts and losses, death itself? For some great good, dimly seen but dearly held.

Ethical opinions on computer confidentiality in health care Essay

Ethical opinions on computer confidentiality in health care - Essay Example The patient should be informed immediately upon the availability of the computerized database. Proper explanations should be given to the patient regarding the accurate and dependable medical data that the computerized database can give in order to support the health care of patients. At the same time, the potential hazards or risks of the computerize database should also be explained to the patient in the spirit of clarity and fairness. This way, the patient will have the freedom to choose whether or not he or she would want to utilize and be included in the medical database or not (Drozdenko 4). Whatever the decision of the patient would be, pressuring him or her to make an immediate choice would be unethical, and so the decision of the patient and the relatives has to be respected. Corrections in the time and date must be marked and stamped because this will aid in the management of patient's health evaluation procedures. Any mistake or miscalculated time and date could be fatal for the patients and their families. The stamping of corrections somehow acts as a precaution during the process of the patient's recovery at the hospital.

Critical Incident Logistic Response Structure Essay

Critical Incident Logistic Response Structure - Essay Example Units are commonly used in incident Planning, Logistics, or Finance/Administration sections and can be used in operations for some applications. Units are also found in EOC organizations." (Incident Command System, 2004) The Chief of Operations will make sure that all tactical operations at the incident site are carried out efficiently. It will be done immediately after the crisis and will also include recovery. The recovery will include air, water and land if necessary. This unit has to be capable of improvising and functioning under adverse conditions. The tactical team has to be able to immobilize within 72 hours at the maximum and be ready to bear hazardous conditions, even biologically hazardous conditions. This entails total assessment of the situation. The officer in charge of this particular branch will have to appoint different officers responsible for units such as collection, evaluation and status of the resources. There should also be a situation assessment analyst who makes sure that the officer in charge of Planning and the chief of operations are constantly informed of any developments in the crisis. In collections the officer in charge of that particular sub-branch will have officers under him who will be collection data such as (if they play a role in the crisis) weather forecasts reports, casualty information, incident scene reports etc. In evaluations the officer in charge there will receive all this information from the collections branch and make use of it by piecing all the information together. The intelligence information it will develop will not only assist in contingency plans but may be of use for the operations unit in tactical operations. There will also be a unit accountable for resources. This particular unit will be in charge of regulating all resources including human resources. They will make sure that the resources are efficiently spent and properly regulated. The situation assessment analyst will keep regular track of all this information and will keep reporting it to the Emergency manager and the chief of operations. He will also be required to make sure that any situation does not spiral out of control. Table1. Planning Overview Logistics This section is going to be responsible for providing all kinds of facilities and services such as transportation, shelter, hygiene, food, medical facilities etc. It has to be ensured that there are enough facilities present not only for the victims but for the relief personnel too. The logistics' section will actually be divided

An Unequal Division of Labour in the Medical Profession Essay

An Unequal Division of Labour in the Medical Profession - Essay Example An important goal for medical education today is professional development including gender equality and awareness of gender issues. Medical school is the breeding background for not only medical knowledge but also for professional development and careers, including equal opportunities and gender equality. In order to understand how unequal the division of labour in the medical profession actually is and the process of how it has changed from the past to the present, the following points must be considered: Historically both the gendered role of nursing and the sex of nurses were almost exclusively female. More than half of the people involved in health care have always been women. Historically, women were considered healers, and it was they who gave almost all the medical help that was available until two centuries ago. It may well be said that most practical medicines were in the hands of women in the past times. Even though women were more often than not completely ignored when applying for admittance to medical schools, it was almost solely women, who gathered herbs and infused them into vegetable remedies, bathed the arthritic and manipulated their joints, and looked after pregnant women and delivered their babies. â€Å"However in classical Egypt for many centuries women had a significant role as physicians, notably in the medical schools at Heliopolis and Sais.† (Carr, n.d.). During the dark ages, the best-known woman was Hildegarde of Bingen (1098-1179), who apparently had visions explained to her in Latin by a voice from heaven, and concluded by writing two medical manuscripts on plant animal and mineral medicines, and on physiology and the nature of the disease. Women were also involved in folk, alternative, and commercial medicine at this time, although many notable women who specialized in these areas are hard to classify.

Elevator Pitch Essay Example | Topics and Well Written Essays - 500 words

Elevator Pitch - Essay Example itch is a communication tool presenting â€Å"an overview of a product, service, project, person, or other thing and is designed to get a conversation started† (O’Leary, par. 2). Chris O’Leary proffered the most important characteristics of an elevator pitch using Nine C’s, to wit: â€Å"(1) Concise, (2) Clear, (3) Compelling, (4) Credible, (5) Conceptual, (6) Concrete; (7) Customized, (8) Consistent, and (9) Conversational† (O’Leary, par. 6). As indicated, the purpose of an elevator pitch is to relay crucial information to the person one is talking to in a most effective manner using the limited time, typically spent in an elevator ride. In an article written by Pagliarini (2009), an elevator pitch must be designed to answer six particular questions: â€Å"(1) what is your product or service? (2) Who is your market? (3) How do you expect to make money? (4) Who is behind the company? (5) Who is your competition? And (6) What is your competitive advantage?† (Pagliarini, 2009, pars. 4 – 9). Further, Pagliarini averred that the elevator pitch must contain characteristics that catches the attention of the person one is talking to; should be very concise to comprise approximately 150 to 225 works; delivered with genuine passion and enthusiasm; and aiming to obtain a request in terms of networking through referrals (Pagliarini, 2009). In contemporary business and in an increasingly competitive environment, majority of professionals are always in such a hurry to go to one destination and transfer to another. As a consequence, communication tools, specifically designed to relay crucial information on business endeavors must be designed in a compact but holistic

Write about the picture Essay Example | Topics and Well Written Essays - 750 words

Write about the picture - Essay Example The subject is the most important element of the painting along with other objects and attributes that allow him to be identified as a member of a Native American tribe. These include the feathered war bonnet, feather fan, clothing, and facial features of the subject, all of which help in understanding the background of the subject. The subject can be noticed to be looking away from the focus and towards his left while holding the feather fan in his left hand. The feather fan is a common object that can be seen being held by different Native Americans in various images. The feathered fan, sometimes also referred to as a smudge fan, was used in the smudging ceremony to fan the smoke resulting from burning herbs and other plants. The fan shown in the painting has long brown feathers of possibly a large bird indicating its connection with a traditional Indian ceremony or ritual. The artist has not added much contrast to the feathered fan which makes it almost indistinguishable from the lock of the subject’s hair behind. An individual can easily figure out that artist has tried to capture Native American life in its most unadulterated form. The feathered war bonnet is a prominent feature of the painting which is the most vibrant part of the painting. The war bonnet is animatedly colored as compared to other parts of the painting that are relatively pale. The artist has used shades of red, green, blue, yellow, orange, and others to paint the war bonnet. The background seems to be blue tinted while the subject’s shirt looks dull. The artist has used flat colors to paint the strings running down from the war bonnet. Even with the variance in contrast in the different parts of the image, the artist has successfully created a balance that draws an individual to visualize the Native American culture. The painting has captured the Native American way of life in the several elements that comprise the image including the subject

Adam Smith's View on the Declarations of Woman,Man, & Independence Essay

Adam Smith's View on the Declarations of Woman,Man, & Independence - Essay Example The exact person or people for influence that Jefferson used in Europe have been debated since the original drafting. The Declaration of the Rights of Man authored by Jerome Champion de Cice was brought about during the French Revolution and was not just about â€Å"man’s† rights but about rights of all those living in France during the time with the exception of many rights for women. The French were not content with the Declaration of the Rights of Man and created the Declaration of the Rights of Woman. This declaration written by Olympe de Gouges was specifically about French women’s rights in contrast to Cice’s Declaration to men’s rights. Adam Smith was a highly intellectual individual who attended the University of Glasgow early in life. Following graduation, Smith attended the Oxford University which played heavily in his future writings (Hanson 298). Although educated in many subjects, it was economics and specifically western European economics that Smith lectured on. Soon however, Smith began to tour Europe with a student at which time Smith met many influential leaders of the time (Hanson 298). Following the end of his tutoring, Smith returned to his birth place to begin writing. Smith leaned heavily on enlightenment philosophy in his writings and his own personal beliefs on the world. Smith wrote about the morality of the time as well as what he believed to be an important aspect of wealth, the division of labor. Historically, his work has survived both in morality philosophy as well as economic studies. Across the ocean, Thomas Jefferson was born into a different socio-economic class and personally owned slaves when he turned 21. Jefferson, unlike Smith, attended college young in life. Unlike Smith, however, Jefferson became enthralled with law studies and soon became a practicing lawyer. Due to his privileged status, Jefferson was asked to

Elevator Pitch Essay Example | Topics and Well Written Essays - 500 words

Elevator Pitch - Essay Example itch is a communication tool presenting â€Å"an overview of a product, service, project, person, or other thing and is designed to get a conversation started† (O’Leary, par. 2). Chris O’Leary proffered the most important characteristics of an elevator pitch using Nine C’s, to wit: â€Å"(1) Concise, (2) Clear, (3) Compelling, (4) Credible, (5) Conceptual, (6) Concrete; (7) Customized, (8) Consistent, and (9) Conversational† (O’Leary, par. 6). As indicated, the purpose of an elevator pitch is to relay crucial information to the person one is talking to in a most effective manner using the limited time, typically spent in an elevator ride. In an article written by Pagliarini (2009), an elevator pitch must be designed to answer six particular questions: â€Å"(1) what is your product or service? (2) Who is your market? (3) How do you expect to make money? (4) Who is behind the company? (5) Who is your competition? And (6) What is your competitive advantage?† (Pagliarini, 2009, pars. 4 – 9). Further, Pagliarini averred that the elevator pitch must contain characteristics that catches the attention of the person one is talking to; should be very concise to comprise approximately 150 to 225 works; delivered with genuine passion and enthusiasm; and aiming to obtain a request in terms of networking through referrals (Pagliarini, 2009). In contemporary business and in an increasingly competitive environment, majority of professionals are always in such a hurry to go to one destination and transfer to another. As a consequence, communication tools, specifically designed to relay crucial information on business endeavors must be designed in a compact but holistic

Adam Smith's View on the Declarations of Woman,Man, & Independence Essay

Adam Smith's View on the Declarations of Woman,Man, & Independence - Essay Example The exact person or people for influence that Jefferson used in Europe have been debated since the original drafting. The Declaration of the Rights of Man authored by Jerome Champion de Cice was brought about during the French Revolution and was not just about â€Å"man’s† rights but about rights of all those living in France during the time with the exception of many rights for women. The French were not content with the Declaration of the Rights of Man and created the Declaration of the Rights of Woman. This declaration written by Olympe de Gouges was specifically about French women’s rights in contrast to Cice’s Declaration to men’s rights. Adam Smith was a highly intellectual individual who attended the University of Glasgow early in life. Following graduation, Smith attended the Oxford University which played heavily in his future writings (Hanson 298). Although educated in many subjects, it was economics and specifically western European economics that Smith lectured on. Soon however, Smith began to tour Europe with a student at which time Smith met many influential leaders of the time (Hanson 298). Following the end of his tutoring, Smith returned to his birth place to begin writing. Smith leaned heavily on enlightenment philosophy in his writings and his own personal beliefs on the world. Smith wrote about the morality of the time as well as what he believed to be an important aspect of wealth, the division of labor. Historically, his work has survived both in morality philosophy as well as economic studies. Across the ocean, Thomas Jefferson was born into a different socio-economic class and personally owned slaves when he turned 21. Jefferson, unlike Smith, attended college young in life. Unlike Smith, however, Jefferson became enthralled with law studies and soon became a practicing lawyer. Due to his privileged status, Jefferson was asked to

Classical and Human Relations Theories Essay Example for Free

Classical and Human Relations Theories Essay Critically evaluate the classical and human relations approaches of management theory. Your essay must clearly define the term ’’ management theory’’ and include industry examples to illustrate your answers. The purpose of this essay is to provide a critical assessment of the strengths and weaknesses of the classical and human relations theories of management giving some industry examples which supports their applicability and importance or otherwise. â€Å"‘Critical evaluation is the skill of assessing the strengths and weaknesses of a piece of work, and of understanding the importance of its contribution to the subject’. Hulme, J.A. (2004). For the benefits of in-depth analysis we will look at the classical scientific of F. W. Taylor (and not the classical administrative approach of say Weber), identifying expert supported strengths and weaknesses of his approach. Equally, we will look at Herzberg’s human relations theory of motivation. Classical management was rooted on the belief that employees have only economical and physical needs, and that social needs and need for job-satisfaction either dont exist or are unimportant. Accordingly, this school advocates high specialization of labor, centralized decision making, and profit maximization. The humanistic (or human relations) school recognized people as a special sort of resource. They not only work for the organization – they are the organization. Mary Parker Follett succinctly defined management as the art of getting things done through people. Management theory can be defined as a body of general principles on how best to manage a business or organization to achieve its goals and how to motivate employees to achieve highest possible performance. F. W. Taylor (the father of scientific management) was the intellectual leader of the efficiency or classical movement. According to him the main object of management ‘should be to secure the maximum prosperity for the employer, coupled with the maximum prosperity of each employee’. For employers ‘maximum prosperity’ not only means large profits but overall development in the enterprise to a state of permanent prosperity. Taylor was, therefore, driven to ask why is there so much antagonism and inefficiency? He suggested three causes: (1) the fallacious belief by workers that massive increase in output will ultimately lead to their unemployment; (2) the defective systems of management which make it possible for workers to restrict output so as to protect their interests; (3) effort- wasting methods of work. The aim of scientific management to him was to overcome these obstacles by a systematic study of work to discover the most efficient methods of performing the job, and then a systematic study of management leading to the most efficient methods of controlling the workers. As Taylor puts it: ‘What the workmen want from their employers beyond anything else is high wages and what employers want from their workmen most of all is low labour cost of manufacture†¦.the existence or absence of these two elements forms the best index to either good or bad management.’ (Pugh Hickson, 1996) Taylor, therefore, propounded four principles of management: Development of a true science of work to replace the old rule-of thumb; those fulfilling optimum goals would earn higher wages; failure would result in loss of earnings. The Scientific selection and progressive development of the worker: Every worker can be trained to be ‘first- class’ at some task. The mental revolution in management: He argued that the major resistance to scientific management came from management as workers are all too keen to learn to do a good job for a high rate of pay. The constant and close cooperation of management and workers: Every job is divided into various tasks each of which is done by a specialist- this system he calls ‘functional management’. He also formulates the ‘exception principle’ where management reports only details deviation from the expected norm. In support of his approach, it has been argued that Taylor laid the foundation for the development of other management systems for decades to come. His thinking has been developed into what is now called Work Study or Industrial Engineering. Taylor’s focus is understandably narrow as he was writing from scratch. Few managements have been willing to put into practice one of his basic tenets that there should be no limit to earnings or bonus- most incentive schemes are restricted. This may inhibit the ‘mental revolution’ Taylor sought. The focus on division of labour leads to increased efficiency and productivity. This can be seen in many operations ranging from fast food to large industrial facilities e.g. MacDonald’s or the car industry. Ford is said to have adopted his approach in 1913. Taiichi Ono of Toyota, father of JIT acknowledges his debt to scientific management. The autocratic style of leadership also ensures a unity of command, clear lines of direction and control for a better focus on the job at hand. During his time, the work force was not highly educated or trained. For many, the opportunity to obtain a secure job and a level of wages to provide for their families was all they expected. Taylor, like the other classicists, have been criticised in that he heavily relied on experiences with large manufacturing companies enjoying stable environments. It may be unwise to generalize from those situations to others especially to young, high-technology firms of today that are confronted daily with changes in their competitors products. Taylor assumed that workers are only motivated by money and that productivity is the best measure of how well a firm is performing. These assumptions fail to recognize that employees may have needs unrelated to the workplace or may view their jobs only as a necessary evil. His approach tends to ignore informal relations as characterized by social interchange among workers, the emergence of group leaders apart from those specified by the formal organization, and so forth. When such things are not considered, it is likely that many important factors affecting satisfaction and performance, such as letting employees participate in decision making and task planning, will never be explored or tried. Taylor’s approach aim at achieving high productivity, at making behaviors predictable, and at achieving fairness among workers and between managers and workers; fails to recognize that several unintended consequences can occur in practice. A heavy emphasis on rules and regulations may cause people to obey rules blindly without remembering their original intent, defeating their objectives. The theory was dehumanising work processes – stripped jobs of skill and judgement, treating workers as machine parts. Organizations are influenced by external conditions that often fluctuate over time, yet his approach presents an image of an organization that is not affected by external influences. The Human Relations theories of Management The primary functions of any organization, whether religious, political or industrial, should be to implement the needs of man to enjoy a meaningful existence. Frederick Herzberg (Pugh Hickson, 1996) Frederick Herzberg (1923-2000), an American psychologist, conducted research on 200 engineers and accountants that led him to develop the two-factor theory of job satisfaction and dissatisfaction. Herzberg’s two-factor theory separated the elements of a job into those serving economic needs (‘hygiene’ and maintenance factors/Adam) and those meeting deeper aspirations (motivational factors/Abraham). He also relates job satisfaction and dissatisfaction to mental health. The motivators include responsibility, a sense of achievement, recognition, promotion and job attraction. These things are likely to motivate workers and are related directly to the job. The ‘hygiene’ factors include company policy and procedures, supervision, pay, work relationships and working conditions. These factors can only reduce job dissatisfaction and they are not directly linked to the job. Making sure these factors are acceptable to the labour force prevents dissatisfaction ra ther than causing positive motivation. The ‘Adam’ factor seeks the avoidance of dissatisfaction and the ‘Abraham’ factor is linked to job satisfaction. Their absence will not cause dissatisfaction but will reduce job satisfaction. Man has the above two sets of needs explained Herzberg in a later book (work and the nature of man); his needs as an animal to avoid pain and his needs as a human to grow psychologically. A lack in one cannot be compensated by fulfillment in the other. Herzberg therefore advocates for an industrial engineering approach which would design the ‘Abraham’ factor into jobs. This he called job enrichment to produce an effective utilization of people and to increase job satisfaction. When a worker does more hours at work to save money for a holiday it is a movement, not motivation. From this, Herzberg suggested that reward based systems including bonuses, could only provide movement rather than long term motivation. The main criticism of Herzberg’s research was the fact that the sample he used consisted of only two hundred accountants and engineers. It was also overly simplistic and blurs the distinction between satisfaction and motivation. Being pleased with doing a more challenging set of tasks does not necessarily mean it will increase motivation. It was also suggested that his research understated the role of groups and teams within the workplace. This is because groups and teams can generate a great deal of motivational influence. Even though Herzberg’s work has its criticisms, his ideas have been shown to be valid in practice. This is evident in businesses because a pay rise or change in working conditions is rarely enough to produce a labour force that is highly motivated. It has also been shown that if workers perceive a wage increase to be inadequate or working conditions are less than ideal it can have major consequences on the business and its operations. (The annual series of strikes by LU workers springs to mind). Conclusion As Oliver Wendel Holmes quoted, When we want to know what is going on today or want to make sure what will happen tomorrow, I will look back at the past. One theory will not fit all businesses at all times, naturally. But management theories are useful in that they formulate principles of best practise. Their relevance will depend on the socio-economic, cultural and political environments in which they are applied. ‘The gurus have all the answers, but all the answers are different. No one knows the problem’ . (Owen, Jo, Management stripped bare, 2012, 3rd ed.) References Hulme, J.A. (2004). Critical Evaluation: A Student Guide. Psychology Review, 10, 6-8. Pugh Hickson, (1996) Writers on Organizations, (5thed) George, Claude S.1968. The History of management thought (1sted). Englewood Cliffs: N.J. Prentice-hall Herzberg, F. (1959) Mausner, B; Snyderman, B. the motivation to work, NY Herzberg, F. (1966) Work and the nature of man, world publ. Herzberg, F. (1976) Managerial choice: To be efficient and to be human, Dow Jones, Irwin Owen, Jo, (2012) Management stripped bare, 3rd ed.

Importance of foreign language

Importance of foreign language 1. Introduction It is known to all that language and culture are inseparable. Language itself makes no sense and has no meaning outside the cultural setting in which it is spoken. They are intricately interwoven with each other. Some people believe that the knowledge of other cultures is as important as proficiency in using their language. In the EFL (English as a foreign language) teaching, great attention should be paid to teaching culture of the target language as well as to teaching linguistic knowledge. Culture introduction should be integrated with language teaching in many aspects and at multiple levels so that learners intercultural communicative skills can be enhanced. Byram (1989) states: as learners learn about language, they learn about culture and as they learn to use a new language, they learn to communicate with other individuals from a new culture. The problem is that the mastery of vocabulary and structures does not necessarily ensure a persons communicative competence. What the students really need is to be taught directly what people say in particular situations in the English culture. The knowledge of culture has a great impact on learners language use and sometimes directly influences the outcome of communication with native speakers. Most language teachers would agree that in order to apply language skills fruitfully and effectively, the knowledge of cultural environment is essential. So it is not difficult to understand why the culture component is so crucial in foreign language teaching. First, successful intercultural communication entails a great deal that is more than language skills, understanding a second language does not ensure understanding the speakers intentions. That is to say, the ability to communicate successfully with native speakers depends not only on language skills but also on comprehension of cultural habits and expectations. Second, another principal reason for the inclusion of culture in the second language curriculum is cross-cultural understanding. International understanding is seen as one of the basic goals of language education. It is equally important to understand the differences among the various subcultures within which people of different races, religions, and political beliefs live together peacefully. Peace and progress in a world of diverse elements no doubt depend upon understanding, tolerance, exchange and cooperation. Foreign language study is one of the core educational components for achieving this widely recognized aim. Whether or not the foreign language learning and teaching are successful counts on how much cultural and linguistic information the students can get. The third reason deals with the students themselves. On one hand, curious students may be extremely interested in the people who speak English, they want to know about these people-what they are like, how they live and ho w they are different from themselves. On the other hand, students knowledge of the basic aspects of target culture tends to be inexplicit and incomprehensive if they have not been provided with systematic knowledge in schools. And language teachers have to admit that many students are not gaining a basic familiarity with the English culture, because even though language and culture go hand in hand in a classroom, some teachers choose to neglect culture and students scarcely pay due attention to it since they do not have to take a test of culture. Overall, foreign language teaching should help students lay a solid foundation of language, grasp good learning techniques, cultivate their cultural awareness so as to meet the needs of social development and economic construction. English as the foremost medium of international communication at present, is called upon to mediate a whole range of cultural, cross-cultural concepts thus make English language teaching a potentially more and more significant role than ever before and English culture teaching is coming or will come to the foreground. 2. Definition of Culture Then what is culture? Duranti defined as something learned, transmitted, passed down from one generation to the next, through human actions, often in the form of face-to-face interaction and, of course, through linguistic communication. According to Sapirs view, culture may be defined as what a society does and thinks. On a general level, anthropologists define culture as the whole way of life of a people or group. In this context, culture includes all the social practices that bond a group of people together and distinguish them from others. It is that fact of human life learned by, people as a result of belonging to some particular group; it is that part of learned behavior shared with others. Not only does this concept include a groups way of thinking, feeling, and acting, but internalized patterns for doing certain things in certain ways. not just the doing of them. Goodenough (1981) summarizes the contents of culture briefly quoted below: The ways in which people have organized their experience of the real world so as to give it structure as a phenomenal world of forms, their percepts and concepts. The ways in which people have organized their experience of their phenomenal world so as to give it structure as a system of cause and effect relationships, that is, the propositions and beliefs by which they explain events and accomplish their purposes. The ways in which people have organized their experience of their past efforts to accomplish recurring purposes into operational procedures for accomplishing these purposes in the future, that is, a set of grammatical principles of action and a series of recipes for accomplishing particular ends. 3. Language and Culture A language is a system of verbal and in many cases, written symbols, with standardized meanings. Language is the outward manifestation of the spirit of people: their language is their spirit, and their spirit is their language; it is difficult to imagine any two things more identical. It enables people to store meanings and experiences and to pass this heritage on to new generations. Through words, we are able to learn about and from the experiences of others. In addition, language enables us to transcend the here and now, preserving the past and imaging the future; to communicate with others and formulate complex plans; to integrate different kinds of experiences; and to develop abstract ideas. However, it is impossible to overestimate the importance of language in the development, elaboration, and transmission of culture. 4. The Relationship between Culture and Language It is generally accepted that language and culture are related to each other. Language is not only for communication between people who have their own cultural norms, but as a mirror to reflect the world and peoples view of the world. Because of the need of international communication for economic technological development among various countries, English is more and more used in different countries and cultures for exchanging information. Culture and language are related to each other, which is strongly advocated by Byram, who has contended that cultural learning and language learning cannot take place independent of each other (Byram, 1994). Culture is a complex concept that includes language. Many theorists have expressed this point of view from various perspectives. For example, Kramsch has made the point that the purpose for learning a foreign language is a way of making cultural statement as well as learning a new way of making communication (Kramsch, 1993) while other theorists have attached great importance to culture for language understanding. For instance, Byram has argued that only when the cultural context is understood can the language rooted in the context be thoroughly comprehensible (Byram 1994).This point has found an echo with Brown: Misunderstandings are likely to occur between members of different cultures; differences are real and we must learn to deal with them in any situation in which two cultures come into contact. Language is an important part of culture as well. Byram has elaborated this idea in one of his books: Cultural studies in foreign language education as language preeminently embodies the values and meanings of a culture, refers to cultural artifacts and signal peoples cultural identity. (Byram, 1989) Other theorists have defined culture in such a way that language is put at the center of an account of a particular culture. Brown has provided another such definition in which he describes language as the most visible and available expression of a particular culture. (Brown, 1987) In sum, culture is related to language and vice versa. Culture would be difficult to be transmitted from place to place and from generation to generation if there were no languages, the principal carrier of values and meanings of a culture. Language would be impossible to be understood without constant reference to the cultural context, which has produced it. It may, therefore, be argued that culture and language cannot be treated exclusive of each other in language teaching program. In other words, it is necessary and more proper to teach both language and culture in an integrated way. It is worthy of noting here that one of the practices of integrating the two is to use the target language as the medium of instruction in culture teaching. Goodenough states the relationship between language and culture in his book Culture and Linguistic. He argued language in a society is one aspect of the societys culture. The relationship between them is the part and the whole. As a component part of culture, the particularities of language show that it is a main tool of learning culture during the process of learning and using (Goodenough, 1981). 5. The Relationship between Language Learning and Culture Just as there is not a single thing in the world without a dual nature, so is language teaching. Language teaching and culture teaching have a dual nature. In order to conduct language teaching well, one must take up the teaching of culture and the teaching of language at the same time. When we learn a foreign language, we do more than learn a linguistic system. We acquire some degree of familiarity with the foreign cultural system. It is now broadly accepted in most parts of the world that learning a foreign language is not simply mastering the grammar, the vocabulary, etc, but more appropriately focuses on learning a means of communication. Communication in real situations is never out of context, and because culture is part of most contexts, communication is rarely culture-free. The same word, if used in different culture, would get different psychological response. When reading the sentence Its morally hard to turn her away as it is a lost dog, most students put a lost dog into literal meaning which totally shows our feeling of disgust and dislike for the dog. But it is not the case in western countries. In the western culture, dogs are regarded as faithful friends and companions. So the actual meaning of the lost dog here means something precious, valuable and favorite is lost. If you know the actual implication of it, your sympathy can be aroused. Its obvious that neglecting the cultural difference results in the misunderstanding. Therefore, it is necessary to learn how to understand and create language that is in accordance with the sociocultural parameters of the specific situation, because failure to do so may cause users to miss key points that are being communicated in either the written or the oral language and have their messages misunderstood. 6. Language Teaching and Intercultural Communication Samovar, Porter Jain(1981) observe: Culture and communication are inseparable because culture not only dictates who talks to whom, about what and how the communication proceeds, it also helps to determine how people encode messages, the meanings they have for messages, and the conditions and circumstances under which various messages may or may not be sent, noticed, or interpreted Culture is the foundation of communication. The term intercultural is generally used to describe comparative data and studies of a large number of cultures, or studies that try to identify dimensions that are not culture specific. Intercultural is also used to describe interactional data from members of different cultural backgrounds (normally more than two). Then whats the meaning of intercultural communication? Maureen Guirdham points out that intercultural communication is communication across cultures, it describes cultural dimensions applicable for all cultures. She believes that Intercultural Communication skills may well hold the key to solving many of the current global conflicts. In a speech at the Luton Intercultural Forum, she outlined her views as to how people trained in Intercultural Communication could help to resolve current conflicts such as the Balkan conflict, the Middle East crisis and many more. In her speech, she outlined that most modem conflictssuch as IsraelPalestine conflict, the conflict between Pakistan and India and othersare essentially intercultural conflicts and that conflict resolution mainly is a communication activity. Lets come to some key points of intercultural communication: When communications cause conflict, be aware that problems might have more to do with style or process than with content or motives. Learn to understand different communication stylesyou could even benefit through expanding your repertoire. Communicating across cultures requires extra effort. Good communication requires commitment and concentration. Although culture affects differences in communication patterns, there are many exceptions within each group depending on class, age, education, experience, and personality. Remember that communication is a process and the process varies among cultures. Look at what might be getting in the way of understanding. Constantly ask, Whats going on here? and check your assumptions. Avoid jokes, words or expressions that are hot button, such as those that are based on ethnicity, race or gender. Use language that fosters trust and alliance. Respect differences; dont judge people because of the way they speak. 7. Intercultural Communication A simple way to define the term intercultural communication is to use the definition of communication that was provided in the previous section and insert the phrase from different cultures. This addition would yield the following definition: Intercultural communication is a symbolic process in which people from different cultures create shared meanings. This definition, although accurate, is difficult to apply. To foreground the importance of interpersonal communication in intercultural exchanges, we prefer the following definition: Intercultural communication is concerned with unmediated communication between people from different cultural backgrounds. Differences in interpersonal perception and attitudes to social involvement are also important factors in intercultural communication. Intercultural communication: Face-to-face communication between people from different cultural backgrounds. As inhabitants of the 21st century, we no longer have a choice about whether to live and communicate in a world of many cultures. The forces that bring other cultures into our life are dynamic, potent, and ever present. What does this great cultural mixing mean to EFL teaching? What competence should foreign language learners have to meet the need of communicating appropriately and effectively in such a world? The answer is that EFL teaching should cultivate learners intercultural communicative competence. 8. Intercultural Communicative Competence Intercultural communicative competence (ICC) is defined in a great number of studies as the competence to obtain effective outcomes in intercultural communication situations. In the past few decades, ICC has become an important research area in intercultural communication studies, and produced a considerable amount of literature. ICC is related to such competence as distinguishing the cultural factors, because these things will surely have their reflections in a practical communicative situation and thereby exert much influence upon the understandings. With the gradual awareness of the importance of the communicative competence, we are sure that in EFL, more and more teachers will place their emphasis upon the improvement of ICC, and develop their students intercultural communicative competence as well as the linguistic competence at the same time, In the paragraphs above, we have introduced the definition of Intercultural Communicative Competence. Quite often, we know that studies on ICC are driven by practical needs such as sending personnel abroad to perform political and commercial tasks. Thus ICC is defined by the outcomes, or the effectiveness of achieving these goals, the main purpose of ICC studies, therefore, is to identify components of effectiveness on the one hand, and its predictors on the other, Two major effectiveness components are task performance and appropriateness of behavior in the target culture. The predictors of effectiveness identified include ambiguity tolerance, cognitive complexity, good conversation skills, intercultural training, etc. In sum, the current ICC studies are characterized by the centrality of effectiveness goal-attainment, and individual control. Underlying this package of practice is the assumption that communication is under the control of the individual; if he or she has the necessary personal dispositions and skills, then the pre-determined goals of communication will be achieved. The above view holds the idea that ICC is within the individual. Competence will develop or occur in relational contexts, yet without the internal potential of the individual, there is no relationship. But this view has perhaps to some extent overlooked the internal qualities of the communicators. Maybe task-performance takes the essential position in most models. Other factors such as appropriateness or individual cultural adjustment all pave the way for task performance. As a matter of fact, the primacy of task performance is evident in the very definition of ICC. Intercultural communicative competence deals with questions related to an issue often characterized by the terms culture-specific, context-specific, and culture-general, which are the various approaches to the study of intercultural communicative competence. The culture-specific, method assumes that the most effective way to improve intercultural communication is to study that culture. For example, if you were going to Japan, you might benefit from advice about gift giving, the use of first names, greeting behavior, indirect speech, politeness, the use of business cards, the importance of group harmony, social stability, and the like. In a practical intercultural communication, the only way of culture-specific is not enough, people should know what to do and how to do in a real situation, then context-specific is also needed. In recent years scholars have begun to talk about not only the specific cultures, but also the context or setting of the intercultural encounters. Studies have been made to explore the business, educational, and health care settings as a way of assessing the impact of the environment on communication in a broad way. The third approach is culture-general. What has been suggested here is that regardless of the culture you are encountering, it is important to have knowledge of the persons culture and try to adapt whenever possible. What we have discussed can be found in most intercultural experiences. This is what we mean by culture-general. That is to say, look at universal skills that can be used in all cultures. How to improve intercultural communicative competence? According to Samovar Porter (1988), that is to know yourself. Although the idea of knowing yourself is common. while knowing yourself is crucial to improve intercultural communication. We know we can write the words know yourself with ease, but it will take a great deal of effort to translate this assignment into practice. The application of knowing yourself covers three directions: first, know your culture_ because everyone is the product of their culture, people are cultural beings and must be ever vigilant to the impact of ones own cultural. Second, know your perceptions. Knowing your likes and dislikes, the degrees of personal ethnocentrism enables you to detect the ways in which these attitudes influence communication. And third, know how you act on those perceptions. The third step in knowing yourself is to know your communication style, which is somewhat more difficult, because it involves discovering the kind of image yo u portray to the rest of the world. If you are to improve your communication, you must, therefore, have some idea of how you present yourself, since it will take a hard time understanding why people respond as they do, and peoples most take-for-granted behaviors are often hidden behind their consciousness. (Samovar Porter, 1988) 8. Cultural Knowledge and Cultural Competence Knowing the contents of cultivating ICC, we need to discuss the concept of cultural knowledge. It includes two parts: cultural competence (belonging to the category of proficiency objectives) and conceptual knowledge (belonging to the category of cognitive objectives) about the target culture. The conceptual knowledge about the target culture refers to the systematic conceptual knowledge about the target culture and society and it should include the target societys geography, history, institutions, religions, economy, education and arts and so on. This conceptual knowledge about the target culture is often referred to as the general knowledge of the target culture. Cultural competence refers to implicit mastery of the norms of a society, the unspoken rules of conduct, values, and orientation that make up the cultural fabric of a society. It also includes the ability to recognize culturally significant facts, and knowledge of the parameters within which behavior is acceptable or unacceptable. Cultural competence does not necessarily mean conformity to these norms and rules. Cultural competence is the same as communicative competence in many aspects. Communicative competence (the term discussed before) also implies knowledge of many aspects of society and culture: forms of address, choices of register and style, differences between social and regional dialects, and the social values attached to these differences. These items refer to characteristic features of the culture. In language teaching, for instance, communicative competence includes certain aspects of sociocultural information. To a certain extent, however, cultural competence is different from communicative competence in that it refers mainly to social and cultural behavior and facts, and less to their linguistic manifestations. To be successful in the intercultural communication, both linguistic competence and cultural competence are needed. The appearance of disharmony, misunderstandings and even conflicts in communication is largely due to a lack of cultural competence. In the century of the global intercultural communication, the goal of foreign language teaching has to be changed. A shift should be made to the cultivation of intercultural communication competence. 9. Arousing Students Cultural Awareness Cultural awareness is the term used to describe sensitivity to the impact of culturally induced behavior on language use and communication. It refers to an understanding of ones own and others cultures that affect how people think and behave. It deals with geographical knowledge, the knowledge about the contributions of the target culture to world civilization, the knowledge about differences in the ways of life as well as an understanding of values and attitudes in the second language community. Cultural awareness includes understanding commonalities of human behavior and differences in cultural patterns. It must be viewed both as enabling language proficiency and as being the outcome of reflection on language proficiency. Intercultural communicative awareness means the sensibility to the impact of culturally induced behavior in communications across cultures. It involves the ability to identify cultural diversity and develop empathy (to see things from the point of view of others). On a less transparent level, intercultural awareness might be as simple as becoming aware of cultural differences as they apply to the use of yes or no. For instance,, knowing that in the American culture, people tend to be more direct and avoid roundabout answers, we would not make a reply like Please dont bother, to the hosts question Do you like some more potato soup? instead, we would respond by saying Yes, please. if we really want some, or No, thank. you. if we think we have had enough of it. A persons socio-cultural knowledge restricts how he exploits his linguistic potential. It is generally believed that if a person lacks socio-cultural knowledge relevant to the target language, a person can hardly use a language accurately and appropriately and be an effective intercultural communicator. Cultural awareness teaching should be involved with viewpoints, and with allowing students to gain a perspective through comparison which is neither entirely one nor the other. In the process of comparison from two viewpoints there lies the possibility of attaining leverage on both cultures, and thereby acquiring an intercultural communicative competence. With the coming of more chance for Chinese to interact with English native-speakers, a fund of knowledge about target culture can to a large extent, guarantee an effective intercultural communication. Therefore, arousing cultural awareness becomes an indispensable part in foreign language teaching and learning. In teaching cultural awareness, Ned Seelye provides a framework for facilitating the development of cross-cultural communication skills. The following goals are a modification of his seven goals of cultural instruction. 1) To help students to develop an understanding of the fact that all people exhibit culturally-conditioned behaviors. 2) To help students to develop an understanding of social variables such as age, sex, social class, and place of residence, the ways in which people speak and behavior. 3) To help students to become more aware of conventional behavior in common situations in the target language. 4) To help students to increase their awareness of the cultural connotations of words and phrases in the target language. 5) To help students to develop the ability to evaluate and refine generalizations about the target culture, in terms of supporting evidence. 6) To help students to develop the necessary skills to locate and organize information about the target culture. 7) To stimulate students intellectual curiosity about the target culture, and to encourage empathy towards its people. In integrating English culture awareness into teaching, there are two problems we need to consider, the first problem to be tackled is how to provide the cultural information needed. The point regarding this problem is that second-language teachers may attempt to teach culture when they are not equipped to do so through no fault of their own. The other point is that even if they know how to teach (through various techniques of presenting culture), without a definite knowledge of what to teach (the culture content), they can hardly incorporate various activities geared toward the culture objectives into their classes. For one thing, teachers need assistance in overcoming their lack of knowledge about the second culture; for another, in the preparation and selection of teaching materials, the culture content selected may sometimes be concentrated on the unusual, the bizarre and the exotic characteristics of the culture. In order to avoid confusion and misunderstanding, the teacher is a dvised to describe all aspects of the situation instead of treating the cultural phenomenon in isolation, and present culture content at a level or in a manner to which the students can attach some relationship between the information and their own background experiences. Even if teachers know what to teach and how to teach, there is still a problem concerning finding time in the class period to include culture. The class time is limited, so how much time should be spent teaching culture? Dwelling too much on culture is not only a waste of time but also of no help to the students. The second problem is that though most foreign language teachers do not deny the importance of teaching culture, few teachers actively test whether students are attaining their cultural goals. Teachers may incidentally attend to culture by inserting ideas during the class period and subsequently fail to check students comprehension of the context. Often students do not realize that the teacher is attempting to teach aspects of the second language culture. One of the reasons for this lack of awareness is that culture usually is not considered a fundamental component of the class content. If culture is to be an important goal in the second language class, it must be taught and tested systematically. Currently, the most practical approach to testing culture is to test the facts. Objective tests and essay tests may be used to test knowledge of facts and insight into cultural behavior. The problems mentioned above mean a lot to second language teachers and learners. Undertaking the teaching of culture is far from being simple. In accomplishing this task, the teacher has to be a generous knowledge imparter, an efficient time finder, an amiable activity designer, a protean actor and an assiduous learner as well. As for students, in the long run, they will benefit a lot from the culture learning experience that helps them become successful cross-cultural communicators. Undoubtedly, being a successful cross-cultural communicator is an exciting, enjoyable and enriching experience that will open the doors to both personal development and satisfaction. Therefore, the integration of English culture awareness into teaching in China means a demanding and challenging task both for English teachers and learners. 10. Developing Intercultural Understanding Cultural understanding is the main part of cultural studies. It demands a detailed analysis of cultures. The teaching of culture should lead students to experience directly through contact with native speakers and through developing some sorts of personal relationship with the target language community. In other words, culture understanding involves, besides the cognitive, a social and affective component. The main content of cultural understanding covers: 1) Understanding of daily life, including unfamiliar conventions, such as writing a check or reading a timetable. 2) Knowledge of cultural connotations of words and phrases. The students should indicate awareness that culturally conditioned images are associated with even the most common target words and phrase