Four Different Reasons Why People Communicate Essay Sample free essay sample

Describe two ways how effectual communicating can impact relationships in an grownup societal attention puting between persons utilizing the service. their carers. co-workers and other practicians One manner that effectual communicating can impact relationships in an grownup societal attention puting is when service user communicates what they think about the service that they are having they can positively impact on the attention that they are having. We will write a custom essay sample on Four Different Reasons Why People Communicate Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another manner that effectual communicating can impact relationships is when a service user expresses how they feel about the service they are having and by making so carers may be able to reassure any anxiousnesss that they may hold. Two ways in which effectual communicating can impact relationships in an grownup societal attention puting are: * When a service user communicates what they think about the service that they are having. they can hold a positive impact on the attention that they are having. * Another manner that effectual communicating can impact relationships is when a service user expresses how they feel about the service they are having. By making so. carers may be able to reassure any anxiousnesss that they may hold. Aiii Using the tabular array below. place three ways of happening out the communicating and linguistic communication demands of an person. For each method. depict how effectual it is at set uping the demands of the single Method| How effectual is this method| Care Plan| This is an effectual method because it contains a full stock list of the attention needs of the person. This may show any specific communicating troubles e. g. hearing damage. mobility. | Individuals| This method is effectual because the person may give more specific information about the manner that they may necessitate to communicative and linguistic communication demands and by making so give penetration into the manner that they prefer to pass on. | Family and friends| This method is effectual because they may be able to give a broader position into how an single demands or chooses to pass on. for illustration in the attention program it may province that an single wears a hearing assistance ; but a household or friend may province that at certain times of the twenty-four hours. for illustration. before they have washed and dressed that they don’t normally wear a hearing assistance. in instance it gets wet or damaged. In pass oning the demands of their household member or friend. they can give extra information that is non in the attention program or expressed by the person. AivDescribe three factors to see when advancing effectual communicating Lack of Privacy: Any communicating should sooner be held off from a public topographic point where others can catch and disrupt what is being said. Breaks may do the single feel intimidated or unimportant. A individual is more likely to pass on if they feel they are being taken earnestly. Lack of regard for the person: An person is improbable to pass on if they feel they are non being respected. Addressing them as ‘Dearie’ or ‘Lovie’ or occupying their personal infinite shows a deficiency of regard. If a individual feels that they are non being respected they may keep back information which could be of import. Pigeonholing: This is where an person is described as being the same as others. for illustration stating that anyone over 70 demands a hearing assistance and/or a walking stick. Persons can besides be stereotyped socially or culturally. AbDescribe three verbal and three non-verbal communicating methods and manners that a societal attention worker may utilize in an grownup attention puting. Verbal| Non verbal|Active hearing. this is when you show an person that they have been listened and understood. You can make this by rephrasing and this means that you repeat a statement that they have -made back to them by paraphrasing what they have said. Brooding hearing. this is by seeking to understand what they have said and so offering that thought back to them. Questioning. this can be done by inquiring unfastened inquiries about what person has said. | Writing is a signifier of non verbal communicating because it allows us to show what we are experiencing and believing. Body linguistic communication. for illustration we could nod. clinch. smiling and in general usage our organic structures to show emotions. Dress can be used because it allows us to show what sort of individual we are or allows the talker to place who we a re. for illustration an person may necessitate to seek out a attention worker to state them that they need attention and our uniforms allow them to place who the carer is. AviExplain why it is of import to react to an individual’s reactions during communicating. To do the person at easiness so that they may show how they feel. It can cut down anxiousness and leave a sense of assurance and control. This can assist better their quality of life if they are able to pass on their demands and wants so that we might better the services that are provided. It may let us to leave a sense of heat. earnestness and understanding so we can larn about their individualities. beliefs and civilization. So that physical demands can be met. for illustration. if they are cold. hungry or in hurting. So that their emotional demands can be met. for illustration if they feel scared. confused or insecure. It can assist us authorise an person so that they may experience valued. Avii Explain how an individual’s background can act upon the manner they communicate By understanding an individual’s background it will assist understand why and how they choose to pass on. The person may besides come from a civilization where they speak aloud or speak rapidly. this can be taken in consideration. If English is non their first linguistic communication. so they may besides hold troubles in showing themselves. AviiiIdentify three barriers to communicating and explicate how you could get the better of each barrier Barrier| How it can be overcome|Language | By utilizing words or phrases that the most people understand instead than slang. Geting an translator or carers that speak the same linguistic communication. Using brassy cards that indicate a phrase so that they may be understood. Keeping linguistic communication simple and avoid utilizing parlances. | Hearing difficulties| Talking clearly and maintaining oculus contact. Making certain that if hearing AIDSs are used that they are working and that they are used. Making certain that the environment that we are speaking in is quieter so there are no noises that will be interfering with what they are seeking to hear. | Speech difficulties| Making certain that you are at oculus degree. taking clip to let persons to complete what they are stating. to reflectively listen. so that they may experience understood. to supply where appropriate anot her manner of pass oning for illustration utilizing a white board. | AixDescribe two schemes that you could utilize to clear up misinterpretations. One scheme that I could utilize is repeat. by making this I would be clear uping what the person was stating. Another manner that I could clear up a misinterpretation is by inquiring inquiries. AxA societal attention worker wants to enable more effectual communicating with persons utilizing the service. Explain how they could entree extra support or services that may be utile. You are a Social Care worker. and a service user Hannah. Tells you that she is unhappy taking her new medicine. She thinks she does non necessitate it and so she is throwing it off. You know from her attention program that Hannah does necessitate the medicine on a regular basis and gets confused. Hannah begs you to maintain this confidential and non to state anyone. particularly her girl. who she sees on a regular basis. as her girl will be really angry. BiHow would you explicate the term ‘confidentiality’ to Hannah I would explicate confidentiality to Hannah by stating that we keep information safe and private. and that we would merely go through it on where we consider there to be a important hazard of injury. I would explicate though. that one of the boundaries to confidentiality would be my duty sing Hannah. and that confidentiality has to be balanced. This is in such a manner that Hannah’s rights to confidentiality takes into consideration my duties as a Soci al Care Worker. Bii Describe the possible tensenesss that may originate between stating others of Hannah’s determination and maintaining this information wholly confidential The possible tensenesss that would originate might be that Hannah was distrustful of the societal attention worker and unwilling to leave and new information. Hannah may experience disquieted and angry towards the societal attention worker because she may experience that her right to confidentiality has been breached. Hannah’s girl may inquire the societal attention worker about her mother’s medicine. It would be explained to her that this is confidential information and that merely Hannah could supply those replies. BiiiWhen discoursing an single it would be of import to make this in private so that I would non be overheard. It is of import to maintain information such as attention programs in a locked closet every bit good as other information. If I was talking on the telephone I would do certain the call was done in private and I would do certain that the individual that I was talking to was the right individual. If I was directing an electronic mail or missive I would tag it confidential. Biv Explain when and how a societal attention worker should acquire advice about confidentiality A societal attention worker may necessitate to seek advice about confidentiality when an person needs their personal information to stay confidential and they were diffident about how to make this. When they were diffident about my employee’s policies and processs sing confidentiality. When they were diffident about who should hold entree to single identifiable information and who needs to cognize it. When they were diffident about how much information to supply about an person. If a societal attention worker needed advice they could inquire a senior member of staff or director sing confidentiality.

A short response on my remembrance of how i began how to read.

A short response on my remembrance of how i began how to read. 30 November 2004Short Response#2 Draft 3Bildbeschreibung: VHS Videorecorder Quelle: selbst...Learning how to write has got to be one of my worse fears while growing up. Though my slightly older uncle had tried to show me how to read and write, I was not the greatest writer, many of my characters such as r and y were written in the opposite directions. Before I could read words on a page my aunt would interact with the stories through pictures. When reading books the story goes far beyond the words on the page. She would use interpretation and thought that give meaning to the words on the page and I later realized that this was an important part of the reading and writing process. I can remember the stress that I had given to my uncle as he repeatedly tried to show me how to write my name, as we used the common big brown recycled paper to practice my writing on, along with the standard number 2 pencil. This took much time and effort as I was taken lessons from my uncle at the age of 4 years old, it wasn't until I was the age of 7 that my writing became a little more ledge able.In Kindergarten and first grade we had sang songs to the VCR television that had the words on the bottom of the screen, at this age this helped many of us students memorize words and how they were spelt. Which is a useful tool for children at that age while they are still sponges in the memory cells, but we also learned how to sound out words as well. Consistently I when I wrote my characters were put in bold capital letters. As my memory skills had grown to excel my writing did as well...

The Right to Silence Essay Example | Topics and Well Written Essays - 1250 words

The Right to Silence - Essay Example In England, the right to remain silence, during interrogation by the police, was developed in 1829. This right came into force with the establishment of the professional police force. Prior to the development of this principle, there were complaints that confession were illegally obtained by the police. Under this right, a suspect can refuse to answer the questions posed by the police or courts. The 1912 guidelines, relating to the interrogation of suspects by the police, gave effect to this right. Furthermore, this instrument incorporated a right to silence in the Judges’ Rules. The right to remain silent is inherent in the legal system of the majority of the countries. The accused can exercise this right during pre-trial interviews and interrogations, conducted by the police. Another right, in the criminal justice system is the privilege against self-incrimination. The right to remain silent and protection against self-incrimination have connoted different things at different times. In England, the privilege against self-incrimination was initially available, only to individuals under oath. All the same, those under oath were prevented from giving evidence, and this enabled the prosecution to subject the accused to incriminating questioning (Skinnider and Gordon). In Ibrahim v R, the court held that the confession of the accused could be accepted only if such confession had been voluntarily provided, by the accused. The prosecution was required to establish that the accused had voluntarily confessed his guilt (Ibrahim v R). The right to remain silent has lo ng been deemed to be a fundamental right of an accused person. However, the Criminal Justice and Public Order Act 1994 has significantly reduced the effectiveness of this right. This Act empowers the courts to draw conclusions from the silence of an accused person, under the following circumstances (Curtailment of the right to silence). First, if the accused fails to mention a fact, during the trial, even though that fact directly relates to his defence, the court may arrive at its own conclusions regarding the accused. Second, if the accused fails to mention a fact, on being charged with some offence, which should have been reasonably mentioned by the accused (Curtailment of the right to silence). Third, if the accused fails to acknowledge the objects, substances, or marks on his body, clothing or personal effects found at the place where the accused was arrested. Fourth, if the accused fails to account for his presence at the place where the offence was committed, at the time that the offence had been committed (Curtailment of the right to silence). The Criminal Justice and Public Order Act 1994 has come into force, from April 1995. This Act places a number of restrictions on the exercise of the right to silence by suspects, during trial and police interrogation. If the accused chooses to abstain from mentioning facts during questioning,

Is it better for companies to have too much data or too little data Essay

Is it better for companies to have too much data or too little data Why - Essay Example The data of an organization includes all sort of information that is recorded either in paper or in computer system. The business activity is mainly depended on data and information. Documentary evidence is required for most of the important activities in a business. The size of the data requirement of an organization increases by the increase in the size of the business. â€Å"Every process uses data and almost all business rules are enforced by data† (B2T training, 2008). The rules, regulations and limitations of the business are always made in a document form. Documentary evidence is required for every activity of the business. When any relevant data is lost in the business certain activities get interrupted. This is harmful for the day to day working of the business. Therefore data maintenance is a very critical activity in a business. The data requirements of a business also differ by difference in the nature of the business being carried on by it. For example in the case of an insurance company the relationship between the company and the client is evident only from the document that is agreed upon by the client and the company. Therefore, in a large business entity data management is a separate specialized activity. The data that are used in the company are both external and internal. â€Å"Once internal data is understood, a detailed review of available external vendor data should be conducted† (Lucker, 2005). What the companies should focus on while maintaining data is that only relevant data should be maintained. Relevant data refers to the data that are required for the daily running of the business and the data that has to be maintained by the company as per the statute. But the question under discussion is that whether the companies should maintain too much or too little data. Too much data is both beneficial as well as harmful for the organization. Too much data will contain

Egyptian art Essay Example for Free

Egyptian art Essay In Egyptian art, style is everything. In the Egyptian Art we have examined, we see striking similarities in the objects d’art that are included in this view. One thing that we can see in all the art works that we have seen is that the style remains consistent throughout the history of Egypt. The view of this writer is to look at each work and compare it to other works later in Egypt’s history. To that end, we will examine four separate works—the Palette of King Narmer, which was predynastic, the tomb of Ti at Saqqara which is of the Fifth Dynasty, the Portrait of Ni’Ankhesut, which is from the early Sixth Dynasty, and finally the Funerary Stele of Iamu, from the First Intermediate period. Each of these unique works has their own similarities to each other and their own unique differences. Three of the works are worked in limestone, which was a primary medium of Egyptian art, especially when it came to tomb or funerary art. The fourth is in stone, and was used to hold makeup and was intricately carved with a well for that express purpose. The first work that this writer will examine is the Palette of King Narmer. This work is done in what is probably basalt or some other stone, as it is not done in the soft limestone that was common in other Egyptian art forms. Egyptologists are unsure exactly what event this depicts, but what we can see is that King Narmer is the largest figure on the palette. On the front of the palette Narmer is depicted leading an army and slaying an opposing army. The opposing army is dead and decapitated, with their heads between their legs. This is pictured in the top third of the palette. In the middle third of the palette is a round depression made up of the entwined necks of two cats. This indented area is where eye makeup would have been placed. In the bottom third we see a warrior fighting a bull, a common theme in early Egyptian art. It should be noted here that the cats with the entwined heads is a distinctly Mesopotamian feature, showing the influence of the Middle Eastern art forms on early Egyptian art. On the back of the palette, we see a large figure who appears to be Narmer, wearing the crown of Upper Egypt. He appears to be subduing an enemy, who appears to be the leader of Lower Egypt. This is obviously meant to symbolize the supremacy of Upper Egypt over Lower Egypt. We notice from the position of the figures that every figure is in the profile position, but the arms are facing forward. This shows early on the foundations of Egyptian art, mainly, the consistency of keeping a majority of the body in profile, while only putting arms and chest in full frontal view. We also notice that on both sides of the palette, Narmer is the largest of the figures, making it clear that the palette is about him and his accomplishments. This is also a recurring theme in Egyptian art—the making of the main figure larger than other figures in the work. This assures the viewer that they are aware of who the main subject is. The second work that we are going to examine is the tomb of Ti at Saqqara. Again, we see that Ti is the largest figure in the work. This tomb relief is in color, which sets it apart from the other works we have examined. It probably retains its color due to the fact that it was not exposed to the elements as were other works. The paint brings out the striking details and shows the intricacies of Egyptian tomb art. It is also worked in limestone, which was a primary medium in Egypt. In this relief, we se that Ti is on a boat on the Nile. The Nile is teeming with all sorts of marine life. From our knowledge of the hieroglyphics, we know that Ti and his hunters are hunting hippopotami in the Nile marshes. Again, Ti is in profile save for his hands and chest. It is at this point, however, that we can see that there is very little difference between the picture of Ti and the picture of Narmer. This shows us that the Egyptians did not think about differentiation between human forms. They counted on the hieroglyphics and the idea of the larger figure being the focal point of the work. The third work that we will examine is the portrait of Ni’Ankhesut. It is a limestone portrait, which makes us assume that it is from the tomb of this individual. This is from the Sixth Dynasty. In this work, we see Ni’Ankhesut as the central figure in this work. Out of necessity, Ni’Ankhesut is the largest figure in the work, and above his head are hieroglyphics. These probably tell his story or his name, though we do not see the characteristic cartouche that accompanies the name. The fact that this individual has a tomb indicates that he was of sufficiently high rank to have the wealth and prestige that a tomb connotes. Again, if we physically look at the portrait, we see that the head and the legs are in profile, but the chest and the arms are in full frontal view. This again shows the idiosyncrasies in Egyptian art. If we compare the physicality of the portrait to the other two works that we have examined, we see that there is very little physical difference in the three figures. Again, the lack of differentiation among figures is evident. The final work we will examine is the Funerary Stele of Iamu. It is worked in limestone, which is the primary medium of Egyptian tomb art. This work is a more complex work than the portrait, but not as detailed as the Palette of Narmer. In this work, we see again that Iamu is the largest figure, and above his head are hieroglyphics. In this relief, it is difficult for one to tell what Iamu is doing. Again, we see little physical differentiation with the other figures that we have examined, and we see that all the figures are in profile and that this is totally in keeping with all Egyptian art. This writer does see some beginnings of differentiation in the figures, which begins to pave the way for more realistic portraiture. What conclusions can we draw from these four works? The first thing is that Egyptian art changed little over the years of Egypt’s rise and fall. Second, we see that Egypt chose art to express and transmit their culture. We also note that hieroglyphics were used to great effect to tell the individual stories that each work shows (with the exception of the Narmer Palette). Fourth, we can see that relief is the main form of art used by the Egyptians. Fifth, color is used throughout the Egyptian artistic world to give life to the two-dimensional images on the limestone walls. Sixth, relief is also a way to provide the art with a depth that it would otherwise lack. We must continue to learn from ancient art as it is the way that we learn the most about ourselves. To understand it is to better understand ourselves and our own culture.

Cultural Complexities In The Organisational Structures Commerce Essay

Cultural Complexities In The Organisational Structures Commerce Essay In traditional thinking organisational structure has been treated as the core. Organisational structure in simple terms can be defined as a framework in which organisations make decisions. Therefore, structure represents the nature of decision and procedure. This would contain three components, such as complexity, formalisation and centralisation (Robbins Barnwell, p.7) Complexity- This considers the extent of differentiation within organisation. This contains the degree of specialization (division of labour), the number of levels in organisation hierarchy and the extent to which organisation units are dispersed geographically. For example in the organisation like McDonalds, specialisation would be very low and the hierarchy is not tall like in the organisations like Microsoft or Virgin (Robbins Barnwell, p.7) Formalisation This is the degree to which an organisation relies on rules and procedures to direct the behaviour of employees by instructing them on what employees can do and what they cannot do. The degree of formalisation is very high in organisations like McDonalds and HSBC (Robbins Barnwell, p.7) Centralisation- This is the degree to which decision making is concerned in a single point in the organisation; usually this would be the top management. This considers where the responsibility for the decision making authority lies. If the centralisation is high in the organisation, problem flow upwards and the senior executives choose the appropriate decision and in these types of organisations power distance and formalisation would be high. 3.0. Organisational culture Organisational culture is a system of shared meaning within an organisation. In every organisation there are patterns of beliefs, symbols, rituals, myths and practices that have evolved over time. These, in turn, create common understandings among members as to what the organisation is and how its members should behave (Robbins Barnwell, p.377) Culture of an organisation is the values and behavioural norms of organizational members. There are two types of values such as terminal and instrumental. Terminal values refer to the desired end state or outcome that people try to attain where as Instrumental values refer to desired modes of behaviours (Robbins Barnwell, p.378) Culture exists at two levels (refer appendix diagram 1). The first is outwards manifestations of the culture, which are visible and able to make some form of interpretation. We can recognize the symbols of the organisation, the patterns of communications, the physical arrangement of work spaces and the ways in which power is expressed. We can also listen to the stories those are told and view the ceremonies those members take part in. The second level of culture is made of the deeply held values, beliefs, assumptions, attitudes and feelings those underlie behavior. Beliefs and assumptions at this stage are complex to discover, interpret and understand. Members of organisation may be incapable to recognize the values and beliefs of the organisation. It is the visible level of culture that is amenable to measurement and change, and as a result has been the central point of management activity (Robbins Barnwell, p.378). 3.1. Importance of organisational culture In general, the importance of culture in organisations has to do with the fact that values, norms and beliefs in a normative sense act as a behavioural guidance. Corporate culture can support or frustrate organisational goals thus act as the base for success or failiure of the organisations(Hoogervorst , 2004,p.293). Organisational culture is very important because it is the normative glue that structures the milieu and makes it possible for people to derive meaning from their work, to work comfortably with others, and to focus on key organizational tasks. If we do not understand the culture and the cultural processes clearly we might end up in wrong interpretations and fail in those environments in which we operate. For example, Apple Companys success can be devoted to its rule breaking innovations. This was possible because of this organisation culture which encouraged anti- establishment employees. In contrast to this IBMs success can be devoted to its white collar employees who had focus on customer services. A person who analyses the success stories of both the organisations may fail in his/her studies simply because he/she didnt focus on different corporate culture. Thus, it becomes more important to understand organisational culture (Hatch, 1997,p200) 3.2.Culture and organisational effectiveness Strong cultures in organisations are the intensely held, clearly ordered and widely shared core values. The more the members accept the core values the more they agree on their order of importance and are highly committed to them. This type of cultures can be found in religious, military organisations (Robbins Barnwell, p.382). Further result of a strong culture is it enhances behavioural consistency by conveying employees what behaviours they should engage in and guides them on the things such as the acceptability of absenteeism puctuality. Even though strong cultures improve behavioural consistency, it is only logical to conclude they can be a powerful means of implicit control and can operate as a substitute for formalization (Robbins Barnwell, p.383). In scheins definition culture plays a key role in internal integration and in the external adaptation of the organisation to its environment. The term effectiveness requires an organisations culture, strategy, environment and technology to be aligned and suitable to meet the organisations goals. Thus, the successful organisations will ensure good external fit between strategy, environment and corporate culture (Robbins Barnwell, p.382). 4.0.Has the focus moved from structure to culture in organisations? In my point of view , I think this is a grey area to answer because both the terms are important for any organisation as both these elements go in hand in hand with another. But, I feel the modern organisations in this centuary are focusing more in culture than structure as they started to realise the importance of good human relations within an organisation its direct impact on organisational performance. This could be understood more by applying the Mckinseys 7s model (refer appendix diagram 2).According to this model culture is a combination of every function within the organisation. Therefore, each activity should reflect cultural values based on operations. Thus, the culture demonstrates the shared values(common practices). The other six elements are identified as the issues associated with developing culture. According to McKinsey structure ,system and strategy were treated as hardparts of culture where as the other areas were treated as soft elements those associated with people(Kothari Handscombe, 2007,p.51) According to McKinseys 7s model we can draw a conclusion that culture is the base for every organisations performance and this culture cannot be developed if there is no proper structure. For example, if we take Google, creativity and innovation are their main theme and the management has focused to develop a culture which facilitates that. In order to achieve this organisations structure has been changed to a flat structure where by things are done so informal between the professional software engineers. In order to develop the expected culture, the environment was changed in an informal manner and employees felt they were in a relaxed place. This structure has supported the culture of Google and has helped Google to improve work place relationships and organisational performance(culture and structure as a competitive edge,1994,p.16) Finally, my argument is organisations have started to focus on culture but for that reason they did not lose the focus on structure. 5.0.Functionalist approach to culture Functionalist paradigm has been the primary paradigm in organizational studies. It assumes relationships are concrete and can be identified studied and measured via science. Thus this paradigm believes one can understand organizational behaviour through hypothesis testing. This paradigm also has been influenced by idealist and Marxist thought too. It assumes there are external rules and regulations governing the external world. (Ardalan, 2003,p.202) Functionalist paradigm views culture as top-down argues that culture can be managed and measured because in this paradigm culture is considered to be objective, measurable and able to be managed. Scheins model of culture can be used to understand culture in this paradigm (Module 5, n.d., p.2) 5.1. Scheins theory of culture Schein defines seven issues as assumptions which should be resolved by every culture. They are organisations relationships, nature of human activity, nature of reality and truth, nature of time, nature of human and homogeneity vs. diversity (refer Appendix diagram 3 4). Further he argues the core assumptions can be classified into two categories such as external adaptation tasks (mission and strategy, goals, means and control system) and internal adaptation tasks (common language, group boundary definition, rewards and punishments, status and power relations) (refer Appendix diagram 5). But Schein believes the most important influences of core assumptions from the stand point of shaping culture are norms, values and artefacts (refer appendix diagram 3) (Hatch, 1997, pg 214) Values and norms Values are the social principles, goals and standards within a particular culture. Its basically based on what the member of an organisation care about, such as freedom, democracy, tradition, wealth and loyalty. Value creates the basis for the judgment on what is right what is wrong associated with strong emotions (Hatch, 1997, pg214). Norms are closely associated with values as these are unwritten rules, which allow members of the culture to know whats expected from them. Examples of business norms are when should inform the potential problems to boss what sort of clothing can be warned (Hatch, 1997, pg214). Artefacts creations Artefacts are the visible, tangible and audible remains of behaviour, based on cultural norms, values and assumptions. Artefacts can be categorised as: (refer Appendix diagram 6) Verbal manifestations provided in written and spoken language Physical objects shaped by the members of the culture Ceremonies, rituals and other behavioural manifestations (Hatch, 1997, pg216). Artefacts can be observed by any one and it is the most accessible elements of culture. But artefacts can be misinterpreted easily as they are remote from the core (Hatch, 1997, pg217). Therefore the culture can be identified through various presentations generated by organisations in physical forms. The appearance of these physical forms in organisations products and related processes will demonstrate the culture and signal a particular idea. Example- the Carlsberg symbol would indicate entertainment, fun, integration, relationship and friendships. The above Scheins model of culture also proposes that culture can be managed and measured and is a top-down approach to culture. In other terms culture can be identified and taught to new organisational members so that they can be socialised to accept and fit in with the corporate culture. However, Schein also suggests that the cultural nature of organisations and groups is not that easy to identify because people habitually do not know why they do what they do (Module 5, n.d., p.3) 6.0. Radical humanist approach to culture (subjective-radical change) Theorists in this paradigm are primarily concerned with releasing social constraints that limit human potential. They view the current dominant ideologies as separating people from their true selves. They use this paradigm to validate desire for revolutionary change. Its basically anti-organization in scope. In this view the awareness of man is dominated by the ideological superstructures through which he interacts, and these drive a cognitive wedge stuck between himself and his true consciousness or awareness and this prevents human fulfillment or accomplishment. The radical humanists emphasize the political and repressive nature of purposive rationality, logic of science, positive functions of technology, and neutrality of language. (Ardalan, 2008, p.523) This paradigm views organisational culture as a contested relation between meanings. The distinctive understandings of a particular social group may conflict with those of other social groups. It is in a sense an anti-organisation theory-a theory which is inherently critical of dominant accounts of scientific knowledge and social arrangements. (Parker, 2003,p.77) The phrase subculture has a particular application here since it contains an important recognition that ideas within a social group are heterogonous, plural and often contested. Thus an organisations culture could be viewed as a struggle for hegemony with competing factions attempting to identify the primary purpose of the organisation in a way that meets their perceived definitions. For Martin Parker, the value of this paradigm is its twin stress on power and meaning. Certain groups have additional power to impose their understandings than others, although this does not assure the acceptance since subordinated groups also have power to resist in multiple ways. (Parker, 2003,p.78) Similar to interpretive studies, in methodological terms radical humanism is often reflected in ethnographic approaches, though with a greater focus on symbolic and material conflicts as an endemic feature of the process of organising. (Parker, 2003,81) 7.0. Functionalist approach vs. Radical humanist approach to culture By analysing both the paradigms I found following differences between functionalist radical humanist approaches to culture: Functionalist views culture can be managed and measured because this paradigm is considered to articulate from objective stand point and the sociology of regulation. In contrast to this radical humanist paradigm views organisational culture cannot be measured or managed as this paradigm is concerned to articulate, from a subjective stand point the sociology of radical change (refer appendix diagram 7). Functionalist paradigm argues culture can be learned taught to others whereas the radical humanist argues it cannot be taught to others since different social groups have different contesting values. For example, in functionalist view, an American organisation which tries to establish business operations in Japan will be able to cope up with Japanese culture by learning that culture. Radical humanist argues that American organisation cant adapt to Japanese culture by learning that culture because both the cultures will start to contest. Traditionally it was thought that culture of organisation will resemble founders thoughts, beliefs values. In contradiction to this, modern theories argue corporate culture will resemble a set of values, thoughts beliefs which are similar to the bottom level people. Thus, Functionalist paradigm (traditional thoughts) views culture forms from top to down where as radical humanist(modern thoughts) believes culture forms from bottom to up since there are sub cultures which decide the formation of corporate culture. 8.0. Conclusion In the modern business environment it is quite obvious that organisations have started to focus more on their corporate culture. However, I think that does not mean organisations have lost focus on structure because as I have addressed in this paper before structure is also very important to develop a good corporate culture. In order to make my argument strong I have used Mc Kinseys 7s framework. Functionalist paradigm uses the traditional theories to study the organisations. Further this paradigm believes one can understand organizational behaviour through hypothesis testing. Thus, this paradigm argues organisational culture also can be studied and can be taught to others. Additionally, functionalist paradigm views culture forms from top to down and argues that culture can be managed and measured. Scheins model of culture has been used to understand functionalists approach to culture. In contradiction to the Functionalist paradigm radical humanist paradigm questions the current accepted views of organisations and their impact on society. This paradigm views organisational culture as a contested relation between meanings because it believes different social groups will have different contested values between them. Thus, according to this paradigm organisation cannot simply teach their corporate culture to people there is always a contradiction between people due to their individual cultures. At last, to conclude my report, I would say organisations have started to focus on culture. However, they did not lose the focus on structure. Also there are many differences between functionalist radical humanist paradigms in managing cultures.

Huck Finn: Appearance Versus Reality

Many people in this world will believe in the first impression they get. The appearance people see will usually satisfy them without further investigating into the reality of a situation. The difference between appearance and reality can be quite different. This also applies to literature. There are many instances where an author will describes a character as kind, but is actually deceptive and mean. In the novel The Adventures of Huckleberry Finn, there are characters and situations that show how appearances can differ from reality.The three main instances are the Grangerford and Shepherdson feud, through the Duke and the Dauphin, and Miss Watson. The difference between appearance and reality is easily seen through the Grangerford and Shepherdson feud. They are two families who appear to be very classy. Huck believes them to be noble families. Huck shows that he believes this when he says, â€Å"There was another clan of aristocracy around there – five or six families â€⠀œ mostly by the name of Shepherdson. They was as high-toned and well born and rich and grand as the tribe of Grangerfords† (142).The two families show that this is not how they really are when they shoot at each other and try to kill one another. Col. Grangerford is also a man who is not who he appears to be. He is the head of the Grangerford family and in Huck’s eyes, is the perfect man. Huck says, â€Å"COL. Grangerford was a gentleman, you see. He was a gentleman all over; and so was his family† (140). Huck sees a man who is kind and perfect. The reality is that Col. Grangerford allows for the continuing slaughter of two families over a feud they don’t even remember how it started. Col. Grangerford is actually the exact opposite of the person he appears to be.The Grangerford faTmily is overall not who they seem to be. They appear to be kind and thoughtful, yet they partake in the owning of slaves. Huck finds out that the Grangerford family owns many fa rms with over a hundred slaves. The Grangerford’s could not possibly be good people and treat hundreds of people with disdain. The Grangerford and Shepherdson families are perfect examples of people are not who are not who they appear to be. The Duke and the Dauphin are two men who fake their appearance for a living. As con-men, they rely on people to believe in their appearance.The episode of the Royal Nonesuch illustrates how the Duke and the Dauphin swindle people. They put up posters around the town stating that there would be a performance of the Royal Nonesuch for three nights. The tricksters’ plan was to charge the villagers to get in to the performance, and then the Dauphin would cut the performance extremely short. They achieved this and made a large sum of money. They also use their ability to fake their appearance to gain special treatment from people. This was seen when the Duke said, â€Å"I will reveal it to you, for I feel I may have confidence in you. By rights I am a duke† (163)!The Dauphin quickly followed the Duke’s lead and said, â€Å"You ain’t the only person that’s ben snaked down wrongfully out’n a high place/ Bilgewater (the duke), I am the late Dauphin† (164/165)! By claiming that they are people of high stature Huck and Jim believe that they should be treated like royalty. However, Huck was smart enough to be able to identify the men as fakes and see past their appearance. That prevented Huck from completely following the men as a servant. The Duke and the Dauphin also show that if we just accept people for whom they appear to be, we could get hurt. The episode with the inheritance claim is an example of this.The family believed the Duke and Dauphin to be the uncles of the Wilks nieces and therefore claim the six thousand dollars. People such as the Duke and the Dauphin use people’s compellation to believe in appearances to survive. Not everyone takes advantage of peopleà ¢â‚¬â„¢s awareness toward others; some, like Miss Watson, are actually better people than their appearance dictates. In the beginning of the book Huck talks about Miss Watson in a quick description. Huck said, â€Å"The Widow’s sister, Miss Watson, a tolerable slim old maid, with goggles on, had just come to live with her, and took a set at me now with a spelling-book.She worked me middling hard for about an hour, and then the widow made her ease up† (3). Miss Watson appears tough and severe to Huck, employing harsher methods than necessary at times. From Huck’s point of view she does appear like a mean old women, but she most likely had her reasons for using the methods she did. Huck was most likely not the best student and his behavior skills were sub-par. It is easy to see how Miss Watson became frustrated with Huck’s struggle to be civilized. The underlying concept behind her strictness is that she cares for Huck.There has to be a reason for her to us e up so much energy to try and teach a boy without any previous knowledge. Huck does not realize that Miss Watson actually cared for him until his conscience starts bothering him about Jim. His conscience was theoretically incorrect because he was upset that he had taken Jim from Miss Watson, but he understood why Miss Watson acted the way she did in the beginning of the novel. Huck realized this when he said, â€Å"Why, she tried to learn you your book, she tried to learn you your manners, she tried to be good to you every way she knowed how.That’s what she done† (118). Miss Watson is an example of someone who is better in reality than who she appeared to be. The appearance of something whether it is an object or a person, is not always what is true. The true reality behind something or someone may be completely different than what seemed. Some people take advantage of people who commit to a first impression. Others are actually better people than what their appearanc e dictates. Looking into this topic, I realized that applying the concept used in understanding literature can also be used in life.The skill of being able to understand who a character is and why they do the things they do instead of just accepting how they appear can translate into real situations. We can do this by looking at situations through another’s point of view; or commonly said, putting yourself into another’s shoes. Gaining a deeper understanding of someone’s actions and beliefs can help us rise above the level of just tolerance. When we gain this understanding, we reach a level of acceptance. You can always have facts bolstered by imagination, but you can never imagine facts.

Healthy Boy-Girl Relationships

Reading Report Strain Checks Focal Technology & Livelihood Education Summary : IV – John The first lesson was about healthy boy-girl relationships. Topics include friendships in mate selection, The differences between Love and Infatuation and things to keep in mind about dating. The second lesson was all about courtship and engagement. There were even some things I didn't know about like Classical courtship practices like Harlan and things like that.We also reviewed some modern ways of courtship and all about dating and choosing lifetime partners. We also tackled the engagement recess and responsibilities of the engaged couples. The third lesson was all about families – the social and cultural changes, family composition, roles and responsibilities and Filipino values that seem to dwindle through time and we must strive to keep alive. Reflection: I learned a lot about these things, and how to handle myself as a teen, how I should patiently wait for the right time, and h ow to choose my lifetime partner when the time comes.Since I'm still in high school, most feelings come as puppy love and infatuation, and also I should prioritize my studies first because I must first get a Job ND quern a lot of money before I start engaging in my love lifeboats I don't want to be like other people who start families even though they didn't finish schooling yet and they don't have a budget. I also learned about things I should always bear in mind when someday I start my own family and I should teach my children the same values my parents, grandparents and ancestors passed down from generation to generation. Bible says about†¦IV – John What the 1) Friendship – In the Bible, one of the most common stories about friendship is that of David and Jonathan. Although Jonathans father, King Saul, wanted to murder David, Jonathan still cared for him, loved him and treated him like a brother. Verses about Friendship; Proverbs 18:24; A man of many companions may come to ruin, but there Is a friend who sticks closer than a brother. Proverbs 27:5-6; Better is open rebuke than hidden Ecclesiastic 4:9; Two are better than one, because they have a good return for their work: If one falls down, his friend can help him up.But pity the man who falls and has no one to help him up! 2) Courtship – Isaac and Rebirth's story is one of the most loved in the Bible. It reminds us that God knows what's best for us, and he has someone prepared. We just have to trust his will because he has the perfect timing. It also warns us not to choose partners outside our faith, because unbelievers can lead us astray. Verses about Courtship John 1 5:12; – This is my commandment, That ye love one another, as I have loved you. Corinthians 6:14-15; Do not be bound together with unbelievers; for what partnership have righteousness and lawlessness, or what fellowship has light with darkness? Or what harmony has Christ with Belief, or what has a believer in common with an unbeliever? John 1 5:9; – As the Father hath loved me, so have I loved you: intention ye in my love. 3) Engagement – Engagement is important. It shows your seriousness in wanting to marry your partner. The Bible says the same. It also talks about God's love for us and how he will â€Å"betroth† us in righteousness, wise Judgment, lopsidedness and mercies.It also reminds us that we should agree with each other and love each other, for that, as the Bible says, is the bond of preferences. Verses about Engagement Hoses 2:19-20 – And I will betroth thee unto me for ever; yea, I will betroth thee unto me in righteousness, and in Judgment, and in lopsidedness, and in mercies. Amos 3:3 – Can two walk together, except they be agreed? Colombians 3:14 – And above all these things [put on] charity, which is the bond of preferences. 4) Marriage – The Bible has a lot to say about marriage.I only chose a few verses but these are very long because I love the point the writers are trying to make. Marriage is a sacred thing. A promise and a commitment for a lifetime. But some people these days aren't taking marriage seriously. Read what the Bible says Verses about Marriage Matthew 19:4-6; â€Å"Haven't you read,† he replied, â€Å"that at the beginning the Creator made them male and female,' and said, ‘For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh'? So they separate. Ephesians 5:22-33; Wives, submit to your husbands as to the Lord. For the husband is the head of the wife as Christ is the head of the church, his body, of which he is the Savior. Now as the church submits to Christ, so also wives should submit to their husbands in everything. Husbands, love your wives, Just as Christ loved the church and gave himself up for her to make her holy, cleansing her by the gashing with water through the word, and to present her to himself as a radiant church, without stain or wrinkle or any other blemish, but holy and blameless.In this same way, husbands ought to love their wives as their own bodies. He who loves his wife loves himself. After all, no one ever hated his own body, but he feeds and cares for it, Just as Christ does the church– for we are members of his body. â€Å"For this reason a man will leave his father and mother and be united to his wife, and the two will become one flesh. † This is a profound mystery–but I am talking about Christ and the church. However, each one of you also must love his wife as he loves himself, and the wife must respect her husband.Hebrews 13:4-7; Marriage should be honored by all, and the marriage bed kept pure, for God will Judge the adulterer and all the sexually immoral. Keep your lives free from the love of money and be content with what you have, because God has said, â€Å"Never will I leave you; never will I forsake you. † So we say with confi dence, â€Å"The Lord is my helper; I will not be afraid. What can man do to me? † Remember your leaders, who spoke the word of God to you. Consider the outcome of their way of life and imitate their faith.

List of 8th Grade Math Concepts

List of 8th Grade Math Concepts At the eighth grade level, there are certain math concepts that your students should  attain by the end of the school year. A lot of the math concepts from eighth grade are similar to seventh grade. At the middle school level, it is usual for students to have a comprehensive review of all math skills.  Mastery of the concepts from the previous grade levels  is  expected.   Numbers No real new numbers concepts are introduced, but students should be comfortable calculating factors, multiples, integer amounts, and square roots for numbers. At the end of eighth grade, a student should be able to apply these number concepts in problem-solving. Measurements Your students should be able to use measurement terms appropriately and should be able to measure a variety of items at home and at school. Students should be able to solve more complex problems with measurement estimations and problems using a variety of formulas. At this point, your students should be able to estimate and calculate areas for trapezoids, parallelograms, triangles, prisms, and circles using the correct formulas. Similarly, students should be able to estimate and calculate volumes for prisms  and should be able to sketch prisms based on volumes given. Geometry Students should be able to hypothesize, sketch, identify, sort, classify, construct, measure, and apply a variety of geometric shapes and figures and problems. Given dimensions, your students should be able to sketch and construct a variety of shapes. You students should be able to create and solve a variety of geometric problems. And, students should be able to analyze and identify shapes that have been rotated, reflected, translated, and describe those that are congruent. In addition, your students should be able to determine if shapes or figures will tile a plane (tessellate), and should be able to analyze tiling patterns. Algebra and Patterning In eighth grade, students will analyze and justify the explanations for patterns and their rules at a more complex level. Your students should be able to write algebraic equations and write statements to understand simple formulas. Students should be able to evaluate a variety of simple linear algebraic expressions at a beginning level by using one variable. Your students should confidently solve and simplify algebraic equations with four operations. And, they should feel comfortable substituting natural numbers for variables when solving algebraic equations. Probability Probability measures the likelihood that an event will occur. It used it in everyday decision making in science, medicine,  business, economics, sports,  and engineering. Your students should be able to design surveys, collect and organize more complex data, and identify and explain patterns and trends in data. Students should be able to construct a variety of graphs and label them appropriately and state the difference between selecting one graph over another. Students should be able to describe collected data in terms of mean, median,  and  the mode and be able to analyze any bias. The goal is for students to make more accurate predictions and understand the importance of statistics on decision making and in real-life scenarios. Students should be able to make inferences, predictions,  and evaluations based on interpretations of data collection results. Likewise, your students should be able to apply the rules of probability to games of chance and sports. Other Grade Levels Pre-K Kdg. Gr. 1 Gr. 2 Gr. 3 Gr. 4 Gr. 5 Gr. 6 Gr. 7 Gr. 8 Gr. 9 Gr. 10 Gr.11 Gr. 12

Lord Alfred Tennyson + Break Break Break Essays

Lord Alfred Tennyson + Break Break Break Essays Lord Alfred Tennyson + Break Break Break Paper Lord Alfred Tennyson + Break Break Break Paper Alfred Tennyson was born on August the 6th 1809, in Somersby, Lincolnshire. Alfred was the forth out of twelve children of George and Elizabeth Tennyson. Alfred’s father, George Clayton Tennyson suffered from depression and was absentminded. In the late twenties Alfred’s father’s physical and mental condition worsened as he became paranoid, abusive and violent. Tennyson escaped the troubled atmosphere of home when he followed his two brothers to Trinity College in 1827. He joined the literary club ‘The Apostles’ and met Arthur Hallam. Alfred Tennyson became very good friends with Arthur Henry Hallam. Arthur Hallam and Alfred Tennyson were friends for four years; their close relationship had an impact and influence on Tennyson’s poetry. Hallam later on med Emily Tennyson and the two friends looked forward to a life-long companionship. Hallam’s death from illness in 1833 shocked Tennyson profoundly. Tennyson wrote many poems about his grief and deepest feelings of his dear lost friend. Tennyson suffered from extreme short-sightedness. He had considerable difficulty writing and reading. Tennyson composed much of his poetry in his head, occasionally working on individual poems for many years. Long lived like most of his family, Alfred Lord Tennyson died on October 6, 1892, at the age of 83. The two poems that I will be talking about today will be Break, Break, Break and Ulysses. â€Å"Break, Break, Break† is a lyrical poem which centers on Tennyson’s grief over the death of his closest friend Arthur Hallam. Throughout the poem Tennyson grieves for his loss of his friend. Nature does not stop to mourn for the loss of anyone. Cold and unchangeable, it continues its relentless cycle. The waves of the ocean breaking against the rocks along the seashore never pausing even for a moment. Such a major impact towards Tennyson’s world, he would expect everything that the world would end in a kind of way. But the world still carries on; as the fisherman’s boy is happily playing with his sister; the sailor is merrily singing and the ship is busily plying the waters of commerce. â€Å"Oh for the touch of a vanished hand, And the sound of a voice that is still† tells us of Tennyson yearning to touch the hand of his friend Arthur Hallam once more and to hear the sound of his voice. Tennyson has incorporated many themes into Break, Break, Break. The main theme is bereavement, heartache and emptiness. Tennyson talks of how the sun rises, children laughing and the world continuing on as if nothing has happened, going on as usual. While Tennyson is in his darkest hour of grief feeling bereaved of his closest friend. How could the world be so unfeeling? Another theme conveyed in the poem would be the indifference of nature. Nature continues its functions and cycles regardless of what is happening to human beings. Tennyson grieves over his best friend and the world is still cold and indifferent not caring in anyway. usp. nus. edu. sg/victorian/authors/tennyson/kincaid/ch3a. html

Education goes global Coursework Example | Topics and Well Written Essays - 3500 words

Education goes global - Coursework Example In order to reach to the target market, LSFB will use advertisements, personal communications and exhibitions. The key objectives for LSFB in Africa include enhancing the market share in order to augment the number of students served by it, to enhance the brand value, to increase the revenue and to enlarge the number of campuses in the education segment of Africa. Table of Contents Executive Summary 2 Situation Analysis 4 Company and a Case Study Background Analysis 4 Customer Segmentation and Analysis 4 Competitor Analysis 7 Collaborators 8 Climate 8 PESTLE Analysis 8 SWOT Analysis 9 Conversion Strategy 10 Matching 10 SMART Marketing Objectives and Objectives for Going International 10 SMART Marketing Objectives 10 Marketing Mix Strategies and Tactics 11 Conclusion 14 References 15 Situation Analysis Company and a Case Study Background Analysis London School of Business and Finance (LSBF) has developed an ethos which facilitates the students to learn, nurture as well as attain overa ll success in their future life. The goal of the organisation is to be a distinctive choice by the global students as one of the most creative as well as ambitious destinations. The focus of the organisation is to endeavour for excellence as well as it trusts in the principle of education through different types of innovative industry relevant programmes for providing academic, professional as well as personal success in life of the global students. In relation to culture, the organisation is focused in both vital constituents such as educational as well as technological perspectives. With regard to educational culture, the organisation is confident on ascertaining continuous research for growing rapidly as a thinking community. Apparent strengths of LSBF include its excellent academic reputation through state-of-the-art academic facility along with collaborating and monitoring the global students. In terms of weakness, it can be said that oversight for designing of requisite progra mmes at times creates inadequate understanding for the students. With regard to market share as well as organisational size, LSBF has spread its strong foothold in more than 150 countries which has influenced above 25,000 international students and it also provides 120,000 online programmes on various academic segments [1] (London School of Business & Finance, 2013). Customer Segmentation and Analysis Market segmentation includes dividing the market of possible customers into similar subgroups. Segmentation is a vital aspect because it helps to target those customers who fit best with the organisational objectives. In other words, LSBF needs to segment the market of potential candidates into subgroups (Kusakci, 2010). There are several ways through which an organisation can segment the market such as behavioural, demographic and psychographic. With respect to LSBF, demographic segmentation will be followed. Demographic segmentation involves dividing the market into gender, age, inco me and occupation among others (Martins, 2003). The potential customers for LSBF would be high school students as they would further be enrolled in studying business or finance courses. Based on the data of UNESCO Institute for Statistics, in the year 2007, about 761090 students had been enrolled in higher education in public schools of Africa, representing 1.6% of entire population. Most of the students who enrol into higher education belong to the age

ASSIGNMENT 1 CRIMINOLOGY REPORT Essay Example | Topics and Well Written Essays - 1500 words

ASSIGNMENT 1 CRIMINOLOGY REPORT - Essay Example Their seminal work "Relative Deprivation" (1984) had gained considerable attention in the debate between left and right realism approach to crime alleviation. In their work Lea and Young (1984) address the concept of relative deprivation, and explain that it is not a new phenomenon but an old left realist concept. They explain that crime is the by product of material deprivation and poverty. However, they are of the view that relative deprivation occurs where individuals and groups feel they are deprived of social amenities when compared to fellow group members of similar settings and outlook. Relative deprivation is the term they use to categorize criminal behaviour of individuals in groups who may be considered relatively economically sound but due to other causes and factors, motivate them to engage in criminal or deviant behaviour. This explains the behaviour of religious uprising, social movements, disputes, and similar radical movements. Relative deprivation is unlike absolute deprivation which is a biological deprivation phenomenon. Moreover, they explain that relative deprivation helps explain the criminal behaviour of individuals within an otherwise economically sound environment. Riots, uprising and social movements etc. are the collective responses of relative deprivation. This is different than individual crime and, collective criminal activities. Relative deprivation helps one to understand social, religious and political disorders; but more importantly it helps sociologists and policy makers to understand and respond to crime and deviance from a multi-causal perspective. Lea and Young are of the view that there is no single factor which accounts for criminal behaviour. Instead, criminal behaviour comprises of subculture behaviour, relative deprivation and marginalization. When these are linked with other factors such as economic, social or religious etc., then the significance of the crime is explanatory under relative deprivation theory. The