Genetically Modified Food

English 1010 11 November 2012 Genetically Modified Food Genetically modified foods (GMF) have foreign genes such as plants, animals and bacteria inserted into their genetic codes. Genetically modified organism is processed in a way that does not occur naturally. Combining genes from different organisms is known as recombinant DNA technology. There are alternative names for genetically modified foods, such as â€Å"genetically engineered,† â€Å"biotechnology,† â€Å"genetic modification,† or â€Å"transgenic. Genetically modified organisms allows scientist to speed up the process by moving desired genes from one plant into another, sometimes from an animal to a plant, for example they take a genetic material from a number of different sources from virus and bacteria and they insert it into the soybean plant, which herbicide usually kills the plant but because of the genetic modified organism it does not. Genetic modified food is dangerous because it greatly expa nds the scope for horizontal gene transfer and recombination; this process creates new viruses and bacteria that cause disease, epidemics, and trigger cancerous cells.Genetically modified foods are dangerous because it can cause harmful effects on human health (â€Å"What are Genetically Modified (GM) Foods GM Products: Benefits and Controversies†). Many foods in the United States contain genetically modified organism, such as corn, soy, sugar and aspartame. In most of the foods we eat today contain those ingredients and most people do not even realize that they are eating genetically modified food because labeling the food is not mandatory in most of the United States. Related article: Food SafetyThe reason scientist developed genetically modified organism is because they believe it will provide more nutritious food, tastier food, cheaper food supply, ability to farm in unfavorable climates, faster growing plants and animals, possibility of disease fighting foods, improving the lives of farmers and less pesticides used but there are many risk that cancel out the potential good of genetically modified organism, for example endocrine disruptors, organ damage, decreased fertility, increased allergies, and more pesticide resistance.However Europe is protesting against genetically modified foods since they were first created. Studies in Europe say â€Å"The science of taking genes from one species and inserting them into another was supposed to be a giant leap forward, but instead they pose a serious threat to biodiversity and our own health† (â€Å"What are Genetically Modified (GM) Foods GM Products: Benefits and Controversies,†). UK say s â€Å"The simple truth is, we do not need genetically modified technology in order to possess future food security.Using sustainable and organic farming methods will allow us to repair the damage done by industrial farming, reducing the excessive use of fertilizer, herbicides and other man-made chemicals, and making genetically modified crops redundant† (â€Å"Genetically Engineered Crops†). The United States does not realize that it is bad for you but Europe, UK, Japan, and Australia bans all genetically modified foods for their safety and health. In the United States the FDA does not require any safety test for genetically modified foods because they know majority of people will not buy genetically modified foods.European has been the most concerned with genetically modified foods, everyone one should be concerned about these important factors (Gardner). Genetically modified food has many dangerous effects on the world, for instance genetically modified foods actua lly lose nutritional content in the process of altering their genetic genes. Some genetically modified foods may contain higher levels of allergens and toxins, which can have negative outlook on the personal health of those who eat genetic foods.Viruses and bacteria are used in the process of modifying foods, which means that there is a possibility that they could cause the development of a new disease. Also genetically modified foods could potentially cause damage to other organisms in the ecosystems where they are grown. If these organisms are killed off, it leads to a loss of biodiversity in the environment (â€Å"What are Genetically Modified (GM) Foods GM Products: Benefits and Controversies,†).Animals and people have become seriously ill or died from genetically modified foods because bacteria have been inserted into our food and our bodies cannot fight off these diseases. Even our environment has been damaged because gene pollution cannot be cleaned up, once geneticall y modified organisms, such as bacteria and viruses are released into the air it is difficult to recall or contain them. Toxins have also been the cause of killing people and animals by one or more extremely poisonous substances that unexpectedly appeared in this food supplement. Single genes should not be transferred to a foreign nvironment; their effects are unknown and therefore cause unknown harmful effects to the human health: â€Å"The reason that genetically engineered food could be dangerous is because there has been no adequate testing to ensure that extracting genes that perform an apparently useful function as part of that plant or animal is going to have the same effects if inserted into a totally unrelated species. A number of studies over the past decade have revealed that genetically engineered foods can pose serious risks to humans, domesticated animals, wildlife and the environment.Human health effects can include higher risks of toxicity, allergenicity, antibiotic resistance, immune-suppression and cancer. As for environmental impacts, the use of genetic engineering in agriculture will lead to uncontrolled biological pollution, threatening numerous microbial, plant and animal species with extinction, and the potential contamination of all non-genetically engineered life forms with novel and possibly hazardous genetic material† (â€Å"Genetically Engineered Crops†).Monsanto is an agricultural company that first produced genetically modified foods. Monsanto is not worried about health of others; there main concern is the business. They hear of many lives being in danger from genetically modified food but they are not concerned with this because they are making money. There is no long-term safety testing for genetically modified food. Genetic engineering uses material from organisms that have never been part of the human food supply to change the fundamental nature of the food we eat.Without long-term testing no one knows if these f oods are safe. . They say, â€Å"There is no need for, or value in testing the safety of GM foods in humans† (Wilcox). Genetically modified foods are bad for everyone because it can cause harm to humans, animals and the environment. Genetically modified food should be tested, and labeled so humans have the choice to purchase the food items or keep away from them.The main reason the United States has not banned genetically modified food is simply because most people do not even know what foods contain these harmful ingredients. If the FDA made a law that genetically modified foods are to be labeled many families would chose not to eat those foods because of the dangers it causes to the world. Work Cited Wilcox, Christine. â€Å"The very real dangers of genetically modified foods. †. The Atlantic, 9 2012. Web. 12 Nov 2012. Genetically Engineered Crops. Center for food safety, 5 2012.Web. 12 Nov 2012. â€Å"Genetically Modified Foods and Organisms. † What are Genet ically Modified (GM) FoodsGM Products: Benefits and Controversies. U. S. Department of Energy Genome Programs, 17 2012. Web. 12 Nov 2012. Gardner, Richard. â€Å"Pros and Cons of GM Foods. † Arguments for GM Foods, Arguments Against GM Foods. N. p. , 30 2012. Web. 12 Nov 2012. Villano, Caren. â€Å"Genetically Modified Foods. † What are genetically modified foods, Advantages, Types of genetically modified crops. N. p. , n. d. Web. 12

Management Information System and Users Essay

Every person in the organization is a user of the MIS. The people in the organization operate at all levels in the hierarchy. A typical user is a clerk, an assistant, an officer, an executive or a manager. Each of them has a specific task and a role to play in the management of business. The MIS caters to the needs of all persons. The main task of a clerk is to search the data, make a statement and submit it to the higher level. A clerk can use the MIS for a quick search and reporting the same to higher level. An assistant has the task of collecting and organizing the data, and conducting a rudimentary analysis of integrating the data from different and disciplines to analyze it and make a critical comment if anything adverse is found. The MIS offers the methods and facilities to integrate the data and report the same in a proper format. An executive plays the role of a decision maker. He is in of responsibility and accountability a position of a planner and a decision maker. He is responsible for achieving the target and goals of the organization. The MIS provides facilities to analyze the data and offers the decision support systems to perform the task of execution. The MIS provides an action Ââ€" oriented information. The manager has a position of responsibility and accountability for the business results. His management role expands beyond his management function. He is a strategist and a long-term planner. He is a person with a foresight, an analytical ability and is expected to use these abilities in the functions of top management. The MIS provides information in a structured or unstructured format for him to react. The MIS caters to his constant changing needs of information. The user of the MIS is expected to be a rational person and the design of the MIS is based on this assumption. However, in reality the impact created on individuals by MIS is difficult to explain. The nature of the impact in a few cases is negative. However, this negative impact can be handled with proper training and counseling. It is observed that at lower level, is a sense of insecurity. As the MIS takes away the drudgery of search, collection, writing and reporting the data, the work vacuum, so created is not easily filled, thus creating a sense of insecurity.

My Zombie Apocalypse

My Zombie  Apocalypse- Written from the view of me in a zombie attack Back of book- When you wake up in the morning you expect it to be sunny and happy and normal like always. But it  wasn't  like that for me not today, not this morning. It was dark darker than i had ever seen it. It was like the sun had gone out. Usually if you get up early enough you can see normal people running, trying to get in shape. But what was running past my house was not normal, not even close to normal.You watch movies about zombies thinking how funny and stupid they are and thinking that it would be so cool to have a zombie  apocalypse  happen that there would be no school, nothing to do. But let me tell you from experience, it is not as cool as it sounds. Summary: Chapter 1- I woke up with a start my heart racing. The dream slowly left my mind, too quick for me to see what it was about. After laying there for about a minute I sat up slowly and stretched my arms over my head  until  I heard a giant pop. Satisfied I rubbed the crust from my eyes and yawned a giant O.I threw off the covers and kicked my legs off to the side of the bed. I felt my toes run through the white carpet, smiling at how soft it was. I padded lightly through the hallway opening the door. I glanced at the clock on the wall; the time read 5:30 am. I did a double take 5:30?! It’s a Saturday! I was walking back to my room but stopped to look out the window in my living room. It was still a dark hue of black outside(delete) and a misty fog rolled around outside. It was so thick I  couldn't  see the houses across the street.The light post on the median that was in the middle of the street shined brightly, helping me see better. As I looked  closely  at the fog a shadowy figure ran out of the fog towards my house. My heart was pounding inside my chest. As I slowly backed away from the window, the figure stopped and turned its head and looked directly into my eyes. Its red eyes bore into m y soul and it opened its mouth and screamed. I covered my ears as the painful sound ripped through my eardrums. It sprinted towards my house. Then as it reached the window of my front door, it  pressed  its face against the lass while its breath fogged up the window. It backed away then took a running leap and crashed through the window. At that  exact  moment I closed my eyes my life flashing before my eyes, and then the world went black. Chapter 2- I could smell smoke, but where was it coming from? Had mom burnt the toast again? I smiled and was about to get up and laugh at how my mother  couldn't  cook anything I froze halfway in my smile. It all came back to me the fog the scream and that thing whatever it was. I jumped up as quick as if someone had shocked me.I swayed and fell and I was about to hit the ground when a strong pair of hands caught me. A deep  grumble like  voice  whispered  in my ear, â€Å"Hey I  gotcha. † I recoiled  automaticallyà ‚  from the strange voice and the hands that gripped me. I stumbled away and turned around to look at this stranger. I felt my eyes pop out and my jaw drop like a fish out of water gasping for air. He smirked at me as if he usually got that kind of reaction at first sight. He was hot! He had dark black/blue hair that swayed to one side and curled up in the end.It was wavy and went down to the collar of his shirt. Then I looked at his eyes, oh how beautiful his eyes were, a rich green that was bright as grass in the summertime and  peaceful  as the trees that filtered sunlight through them. Stubble covered his face as if he  hadn't  shaved for a week. His teeth were white of course and perfectly strait, â€Å"of course†. He was tall and lean and muscled like a runner. He wore a black leather jacket and a  David  Bowie t-shirt. He also was wearing dark black jeans and black and white converse. The stranger looked to be about 19.He laughed which shook me out of my tr ance and he asked me, â€Å"So are you done with your evaluation yet? † I blushed and looked away, mumbling something about how I  wasn't  looking at him. He stuck out his hand and said, â€Å"Hey I’m Drew†. I stuck out my hand as well and i replied, â€Å"Hey,(I think itd be better if it just said â€Å"I’m Teddi) I’m Teddi†. He  grinned  at me and said, â€Å"Well  that's  a name you  don't  hear every day! † I shook my head at him, â€Å"I know right, it’s just that my parents are big history freaks! † The comment brought the thought of my parents into my head. â€Å"Wait what happened?How did I get here? † A sad look came into his eyes, â€Å"Teddi I’m sorry but your family  didn't  make it. † Tears sprang to my eyes as I thought about them I sobbed and sank to a heap on the ground. Tears ran down my face, â€Å"I will (I’ll) never get to see them again, I  didn't  even get to say goodbye. † My hands covered my face as I said this then footsteps came up behind me and he squatted down next to me, â€Å"Teddi don't be sad, they are happy now and they aren't in any pain. † I looked at him and said, â€Å"You think so? † He smiled, â€Å"I know so†. â€Å"Oh wait I have a little surprise for you†. He said.Drew brought his fingers to his lips and whistled. A small thing came running like the speed of light towards me. â€Å"Mia! † I yelled. The brown little Chihuahua jumped on me and licked my face. I laugh bubbled on my lips. â€Å"Mia you little weirdo, how did you survive? † Drew laughed along with me, â€Å"I haven't a clue, but here's what happened while you were  unconscious. † I was running in the neighborhood that morning and I was passing your house and I saw the windows broken, I unlocked the door and pulled out my knife (which he added on a side note that he always runs with) and I walked in.Drew stopped at this moment and grimaced. He continued, â€Å"And there was blood everywhere and I saw your family or what  pieces  were left of them scattered on the ground. I sharply inhaled my breath, tears coming to my eyes again, I said, â€Å"I'm okay, just keep on going†. He smiled at me  sympathetically, â€Å"Okay and then I found you on the ground with your dog right next to you, I saw that you were breathing and I took you to my house. I don't know why but for some reason you  weren't  touched at all.As I was walking out the door something followed me. I turned around and I  couldn't  believe  my eyes. † I  hastily  exclaimed, â€Å"What, was it! † Drew replied, â€Å"A zombie†. I laughed and said â€Å"you have got to be kidding me a zombie? † He frowned and said, â€Å"I knew you  wouldn't  believe me so I brought proof. † That brought me up short, â€Å"Proof? † I swallowed  uneasi ly  and followed him. He took me too a room and inside I could smell something rotten and dead. I coughed and gagged, as I walked into the room I  couldn't  believe what I saw.It looked human but its flesh was rotten and its head was decapitated. He said, â€Å"I told you so†. I said uneasily,† What is going on here? † He looked at me, â€Å"Teddi, I think we’re in a zombie  apocalypse†. (ok tht was really good. There are a few changes that ive put in the story I left the original thing there and put the change in parentheses. Also I think the word â€Å"said† is used a little to much you mite want to change sone of them to a synonym of said. Otherwise the book was awesome. ) My family Apocalypse written from the view of a zombie

The Cask Of Amontillado Essay Example | Topics and Well Written Essays - 500 words

The Cask Of Amontillado - Essay Example The design in which the author brings out his message in the Cask of Amontillado story would be that people should always be careful whenever they are talking bad about other people. The issue of trust is also quite common in this story (Poe, 23). The author’s main point is primarily from Montresor who is the story’s main character. Alternatively, the author shades light on how Montresor exacts his revenge throughout the story and his self-satisfied reaction to the outcomes of the tragedies (Poe, 28). As readers of the story, the readers might be tempted to judge Montresor as a cold-blooded murder and an unreasonable character since his presentation to us is his poor motivations. However, there is the other side of Montresor where he has good will pretense and has careful Fortunato manipulation, which generally indicates care upon the planned Fortunato’s death. The readers have also a classic Poe’s case as an unreliable narrator. Throughout the story, his guilt and irrational nature tends to stop him from presenting himself as a truthful narrator to the reader (Poe, 40). On a closer inspection of the story, it is quite evident that Montresor has a black sense of humor. This character amuses the horrified reader especially when he directs Furtunato into his trap. By doing this, Montresor informs the audience regarding his intentions thus before the start of the story of his happenstance with Fortunato. On the other hand, Poe employs both dramatic and verbal irony in conveying the darkness of the Cask of Amontillados story. Verbal irony in this case is used to illustrate how the speaker contrasts his literal meaning with the speaker’s actual message. Alternatively, Montresor’s dialogue use in the story demonstrates the use of verbal irony (Poe, 35). There is also the aspect of dramatic irony in which the author uses throughout the story. Dramatic irony is generally as a result of disconnection which mainly occurs

Password Management Protocol Assignment Example | Topics and Well Written Essays - 750 words

Password Management Protocol - Assignment Example Information Technology infrastructure can be protected through diverse authentication techniques such as username and password combination, biometric fingerprint or hand scanning recognition or usage of smartcards for identification. After proper authentication, the next step is to identify the number/level of operations the logged in person can perform (access control/level). This function can be performed by developed Access Control Mechanism (ACM) with help of identified Access Control List (ACL) or Access Control database. It is pertinent to mention here that the human involvement is the weakest factor for secure systems developed with appropriate information security standards. Microsoft Outlook has its own Password Management Protocol that allows users to login the MS Outlook after providing the correct password. It stores usernames and the password associated with it, on the Microsoft Exchange Server as well as client’s personal computer. One of the major weaknesses of password management protocol of MS Outlook is that its password can easily be hacked by a plenty of software available over the internet through password secured Personal Storage Files (*.pst file) used by MS Outlook. All passwords could be recovered easily and instantly, despite of the password’s length. ... Furthermore, the protocol also allows similar and shared passwords to apply on MS Outlook account. This enhances vulnerability of password broken into the MS Outlook account through guess. References Lowe, Gavin. 2004. Analysing protocols subject to guessing attacks. Journal of Computer Security. Bloomberg, L., Paul. 2010. Passwords security protocols. Available at: http://www.zdnet.com/blog/service-oriented/passwords-security-protocols-cost-more-than-they-save-says-microsoft-researcher/4492 [Accessed 14 July 2012] Informer, I., Technologies. 2012. Microsoft Outlook Password Management Protocol Software. Available at: http://microsoft1.software.informer.com/download-microsoft-outlook-password-management-protocol/ [Accessed 14 July 2012] Generally, Byzantine Agreement is fundamental problem in distributed computing that engages a structure of n processes from which t number of processes may possibly be faulty. The faulty processes are a collection of processes that include from simple crashed processes to the processes which also misleads the good processes into disagreement. The proper processes need to concur on a binary value propelled by a spreader that is from the n processes. If the spreader propels the identical value to all processes, subsequently each accurate process has to agree on the spread value and in either case the processes have to agree on some value. More unambiguously, Byzantine Agreement is accomplished only after fulfilling the following conditions: i. All appropriately working processes agree on the same value, and ii. If the transmitter functions accurately, afterward each and every accurately functioning process agrees on its value. The transmitters

The Financial Reporting Disclosure Essay Example | Topics and Well Written Essays - 1250 words

The Financial Reporting Disclosure - Essay Example The financial reporting disclosure requirements and norms needs to respond according to the changes like breaking down of items in the report to providing more detailed disclosures of the items like disclosure of assumptions, sources of estimation, models used, alternative measurement bases etc. Hence in today’s world disclosures in the annual report have become the balancing item to provide a credible report. The auditors need to disclose the accounting policies used while preparing the report to enable the user of the report to understand the report comprehensively. Majority of these disclosures were derived from the accounting system. There are many types of disclosure which are important, but a majority of them was related to the numbers in the annual report. Discussion Answer 1 With increasing complexity of the financial reporting the financial statements now have to include a variety of disclosures in addition to the traditional disclosures. The following are the list of disclosures which have to be included in contemporary financial statements. Annual report now have to include description of the accounting policies which is adopted by the relevant entity so that it becomes easier to understand the line items of the financial statements and the accounting policies on which it is based upon. ... 43). The disclosure should include the judgements made in the process of applying the accounting policies and the reasons of choosing the above policies and decisions. For example the disclosure of material uncertainties as per the going concern basis of accounting is to be made. The disclosure includes description of internal processes like risk management policies and practices adopted by the company (Ott and Hardie, 1997, pp. 53-57). The firm has to disclose policies and the procedures adopted for managing their financial risks. Annual report includes estimation of sensitivity analysis disclosures. This disclosure helps the users to understand the variability measurements of the items in the annual report. For example the annual reports include the disclosure of value at risk. Annual report also has to include Objective based disclosure requirements like the objectives of the disclosure which is to be provided rather than any specific disclosure. Hence it is clear that such disclo sures in the financial statements are becoming important and forward-looking and it represents the new policies which every annual report has to maintain. Answer 2 There has been major impact of increased amount of disclosure by firms to the external users and to the company as well. It has made the task of communicating the complex business transactions to the investors challenging and has raised the concerns about how well the management can communicate to the interested users so that they can make an informed decision based on the report. U.S. Securities and Exchange Commission has criticized companies for making the annual report too complex for the small investors to understand.  

Drugs and safety of teens Essay Example | Topics and Well Written Essays - 1500 words

Drugs and safety of teens - Essay Example The easy availability of drugs at street corners, students’ hang-out places and even residential areas facilitates the teenagers to remain vulnerable to such drugs. The most worrisome factor that concerns most of the parents is the addictive nature of drugs, as chemical reactions caused by intake of same stimulate and excite the brain; resulting in excessive dependence on these substances repeatedly. As there is no restriction or limitation on the availability of drugs, most teens become victim of drug overdose. This has dangerous repercussions and consequences that can harm the victim mentally and physically, lifelong. Side effects of drugs While discussing on the side-effects of drugs, it is essential to understand that varied substances have different product mix and accordingly can cause several types of side-effects. However many intoxicants like alcohol and amphetamines have direct affect on human brain, as teens start consuming same for stimulation. Amphetamines are ava ilable in different forms like pills, injections or powder that can be snorted and inhaled, which causes the severe damage by getting into the blood stream. However, alcohol, being widely used in our society, is the single most addictive substance that is consumed by teenagers for getting the required stimulation. While it affects our normal brain functions like reflexes, coordination and judgment, teens try to consume an overdose of the same to escape from their psychological pressure and stress. The immediate relief experienced by them with intake of lighter drugs is responsible for the youngsters to upgrade for consuming life threatening substances like inhalants and injections that directly attack the blood cells. Due to their immediate results, in terms of experiencing the height of excitement, teens are tempted to consume such drugs, regularly. In addition, they are available freely everywhere.(Vranken, 2008) Laws and the usage of drugs Referring to the usage of drugs, I regre t to underline that laws meant for preventing the drug abuse have remained irrelevant, as same could not stop their consumption by the teenagers. Contrary to the same, many teenagers have been fined and detained in the juvenile homes and rehabilitation centers. In such detention centers teenagers are placed in custody for violating the laws, mainly for their own and the society’s safety. (Hicks). However, they can interact with hardened criminals, at such centers, which can prove harmful and dangerous for their whole life. Considering such consequences of drug usage, these teenagers are closely watched by the relevant authorities, to ensure that they pay-off their debts and behave in a perfectly normal manner. Repercussions of alcohol consumption Reports of various studies conducted for this purpose have highlighted the dangerous consequences of alcohol consumption. One publication from USA government, â€Å"Prevention Alert†, has listed the side effects of teen alcoho l abuse, which include learning impairments in youngsters that can severely damage their academic career. In one study, it has been found that alcohol dependant teens, in the age group of 15-16, had difficulty in remembering words and simple geometric designs, after a short

Education Essay Example | Topics and Well Written Essays - 750 words - 6

Education - Essay Example Additionally, the educational purposes of English will be weighed out in the classroom and in the outside world. This essay will be based on the small scale research I carried out during my serial practice week. I sought to bring together school staff’s opinion and perception of the National Curriculum and Framework, along with pupils’ views in order to justify the place of English. The given research, which includes interviews with teachers and pupils, and theoretical justification of the place of English in modern education, will also act as a foundation for conclusions made on the basis of practical and theoretical findings. I will begin with the evaluation of the role of English in the National Curriculum and the Framework. Although I have not found any evident research that would provide an explicit justification of the place of English in the current Curriculum, the justification which my study will be built upon is based on a practical consideration of both positive and negative personal and generally accepted views on the issue, on the current Curriculum and my academic readings. Trying to define English in ‘Literacy: Reading the Word and the World’ Freire’s understanding of English derives from English’ being a ‘critical literacy’ (Moss, 1998 p6); it is considered to be an active instrumental approach to encourage pupils to: Literacy is viewed as a common tool used by teachers during English lessons: pupils are encouraged to make meanings by evaluating and discovering the range of techniques that the author crafts. This critical awareness comes forth as pupils are encouraged to adopt a critical understanding of the text. They begin to consider how texts are trying to influence and change them as members of society. As a result, such an understanding changes their thinking process, both personally and socially, and influences the formation of a

Business Models and Planning Chapter Questions Assignment - 1

Business Models and Planning Chapter Questions - Assignment Example This saw poorly thought out business models become the downfalls of many dotcoms. On the other hand, however, business model is said to date back to the earliest days when business just begun and merely used to describe how a company generates it money. There is a variation in simplicity or complexity of a business model. For this case, business model can be either simple or very complex. Looking at an example of a business model, a restaurant’s business model is described as to make money through cooking and serving food to the hungry lot of customers. This is an example of a simple business model. A television’s business model may seem to be not clear as it is not very vivid how they make their money. Some make money through advertising for other companies while others get money by selling particular products. This makes this kind of business model to look very complex. 2. What does it mean to innovate the business model? Sometimes a business can reach a stage where it does not make any positive proceeds anymore. Mostly, this takes place at a stage in a business known as decline stage. At this point, the business has lost competition in the market to new entrants or aggressive competitors. The level of revenues has reduced and the business is nearing its end time of closure. To enable the business stay alive and regain its competitive edge so much that it makes profit once again and stimulate company growth, the management must reinvent the business. By this, new strategies must be put in place and all such strategies must be aimed at a major element which is customer satisfaction. This is process of business reinventing itself to regain competitive edge and improve business growth is what is known as business model innovation. When working on a business innovation model, the management needs to consider factors such as the weakness of the current business. This gives the management a point of action in order to improve competitive edge by working to

Library Search Assignment Example | Topics and Well Written Essays - 500 words

Library Search - Assignment Example The authors carried out a study through administration of questionnaires to measure the extent of leader-worker exchange and collaboration of nurse-physician analysis. The analysis took place at group level while turnover intention and effective commitment analyzed at individual level. The study took place in five Italian hospitals. The outcome of the study showed that when effective commitment occurs at individual level, then there is a complete mediation of relationship. The relationship exists between leader-member commutation at nursing turnover intention and group level. In addition, the article also revealed that there is great significance in cross-level interaction. Nurses who had high levels of individual effective commitment at individual level revealed reduced level of turnover intention. Increased collaboration at group level makes the relationship stronger between nurse and physician. The article outlines need for organizations to apply management practices leading to promotion of both nurse-physician relationships and high quality nurse supervisor. Furthermore, to retain workforce, the article maintains that organizations should promote individual commitment as well as quality relationship between that exists among staff members. The information I have learnt from this article will be of great significance for me as a nurse in my future practice. For instance, I will constantly use effective interaction with my colleagues at the workplace environment for quality working relationships. A hospital unit is an environment where nurses work and interact on daily basis. I, being a nurse who will work in the nursing industry, must therefore apply interactive characteristics and attributes with supervisors and physicians. I will also try to minimize rate of turnover to promote team cohesion as well as

Nursing Informatics Article Review Essay Example | Topics and Well Written Essays - 1250 words

Nursing Informatics Article Review - Essay Example r them to be provided with all necessary information so that their provision of care can be more efficient since this will help in improving patient outcomes. Nurses have for a long time, played a pivotal role in health provision, but despite their efforts, Sensmeier notes that they are being left behind by government healthcare policies. She declares that if the government is indeed willing to reform the healthcare system, it is essential that nurses be actively involved because it is they, more than any other medical practitioner, who have an active knowledge of patient problems, as well as most weaknesses in healthcare provision. Therefore, nurses should take new technology to bring about a change in health care, and this should include an inclusion of nursing informatics in patient care. Nursing informatics should be given a prominent role in breaking the barriers that prevent nurses from being more efficient in their work because it provides them with much needed information con cerning how to bring care to their patients at a personalized level. The article recommends that the future of healthcare depends on ensuring nurses receive at least a bachelor’s degree whose significant parts involve informatics, allowing them leadership positions within healthcare as well as ensuring that they all provided with the opportunity to practice without any barriers as has previously been the case. Susan Rosenberg and Jeff Rodik in their article declare the role of bedside nurses in informatics is quite limited in scope and this is mainly because it is normally not included in their training. They state that most organizations, which have implemented go-live projects, tend to ignore including bedside nurses for ongoing maintenance as required for clinical application programs (Rosenberg & Rodik, 2012). Go-live projects tend to be discontinued after one week and this does not provide bedside nurses with ample time to utilize the system on behalf of their patients. These

Howard Schultz Essay Example for Free

Howard Schultz Essay Organization culture has been defined and studied in many and varied ways. Culture is defined as the set of key values, beliefs, understandings, and norms shared by members of an organization (Daft, 2012). The culture of an organization is going to play a big role in the success of the company. No matter how big or how small the company is, maintaining a culture that all employees can live by. Having all employees on board with the company’s mission will pay off a great deal in the long run. Starbucks is one of the premier coffee shops in the United States and their mission tell consumers what they do to maintain a huge customer base, to inspire and nurture the human spirit – one person, one cup and one neighborhood at a time (www. starbucks. com). This paper will help consumers understand Starbucks’ organizational culture and the key leadership and management traits used to execute the business strategy. When people think coffee, they think Starbucks. Starbucks has become a hot commodity when it comes to consumers and their coffee. When people go to a Starbucks, they already know what they are getting, specialty coffee, great customer service and a nice cozy place to relax and just kick back. From the CEO on down to the baristas, Starbucks has developed a culture that sets them apart from other coffee shops around the world. Their success can be credited to the customer service. Anyone in a business knows that customer service is very important and can determine the success of a company. Starbucks thrives on ensuring that the baristas develop positive relationships with all customers. By doing this, customers will start to become loyal to the company. Loyal customers will keep Starbucks competitive in a market that a lot of people seem to be fond of because when people get up in the morning, nothing may be more refreshing then a cup of coffee. The Starbucks organization wants all its customers to feel like they are part of something special when they purchase a cup of Starbucks coffee. To help strengthen the culture, Starbucks focuses on being active in communities, in addition to their environmental responsibility, business ethics, open door policy, and their concern for the employees, customers, and stockholders, all these things make a strong positive organizational culture (Campbell, 2009). Within the organization, from the Starbucks executives down to the baristas, when it comes to maintaining the positive organizational culture that has been laid out for all employees, Starbucks separates themselves from many other coffee shops. The Starbucks management team has not based their success off of several things. Within the company the stores offer things that not many restaurants offer, such as Wi-Fi, exotic styles of coffee and a comfortable place to relax and enjoy a hot or cold coffee beverage. These things differ from other coffee spots in the world, so it makes Starbucks very unique. The innovative coffee styles that Starbucks uses attract the traditional coffee fanatic, as well as a new customer base. The styles of coffee will maintain customer loyalty and loyalty is one of Starbucks main focuses. The dedicated customers consist of business professionals and students. These are the individuals that Starbucks employees will see the most. The environment is made for them as well. For example, business men and women may go to Starbucks for lunch. It is comforting, quiet, and the store gives off a positive vibe. For students, it gives them a chance to indulge in a good beverage as well as take time out of their day to kick back and read a book or even catch up on a few homework assignments, whatever the case may be Starbucks offers an environment that others do not. To some consumers, having the coffee may just be a bonus; they really enjoy the environment Starbucks offers. According to brand expert Priya Raghubir, â€Å"Starbucks stands for coffee; it’s converted that into an experience, â€Å"People really have gotten to know Starbucks as the quintessential coffee shop, where they can sit and be welcome over a cup of coffee† (Shayon, 2013). As discussed previously, customer satisfaction is very important to the brand and company. Making customers feel at home by making Starbucks a cozy environment and providing free Wi-Fi keeps customers happy and keeps customers coming back. The management team coming up with these concepts really puts what they are trying to do as a company in prospective and also gives consumers an idea of what their company culture is. Throughout the company there are different management positions. It is the job of this team to attain organizational goals in an effective and efficient manner through planning, organizing, leading, and controlling organizational resources (Daft, 2012). Within the Starbucks culture one of the main focuses is the customers. With that being said a good management competency to have is communication. This is a very important skill to have because at Starbucks employees are constantly dealing with customers. Even at the executive level of management, communication is even more important because these are the individuals that are making the decisions that could affect the entire company as a whole. When those decisions are made they need to get communicated down to the baristas and everyone else in between. Communication fits perfectly within this company’s culture. Communicating things from the top to bottom tells all the employees what the main purpose of the company is. Communication helps maintain the culture throughout the whole company as well. For an organization like Starbucks were the focus is to keep customers coming back, the employees must communicate with them at a level that employees from other coffee shops just are not use to. With how Starbucks operates as a whole, they have made themselves the place to buy coffee, which they are not really known for. They are recognized for their great communication with the customers, with other employees, and the management team, and the goal is maintain this level of professionalism so the new and existing customers re-enter a Starbucks and always get the same exact experience no matter the location. â€Å"We’re not in the coffee business. It’s what we sell as a product but we’re in the people business hiring hundreds of employees a week, serving sixty million customers a week, it’s all human connection† (Gallo, 2012). Chief Executive Officer Howard Schultz is the man behind how this culture was developed; he is the one that drives the bus today. Back in the 1980’s Schultz had a vision to enhance the way people drink their coffee and he did just that. Starbucks coffee speaks for itself; it is the culture Schultz put in place that makes Starbucks unique and a nice environment to be in. Starbucks opened its first store March 30, 1971 with more than 17, 000 locations around the world (Gallo, 2012). Without Schultz, this company would not be what it is today. Since the early 70s the company has managed to emerge as a premier coffee in the world, and in the 80s with Schultz at the helm. In 2000, with Schultz not in the mix, things did not go as well as expected when he resigned. Eight years after his resignation; he was appointed as CEO again to help the company from the downward spiral they were on. Schultz stressed that is was going to take a lot to get Starbucks back to where they needed to be. It is clear that Schultz made a big impact on Starbucks when he was CEO, and when he was not CEO, the company took a bit of a plunge. Without Schultz, over time it seems like Starbucks may have not lasted. Answering the question, would Starbucks achieve long-term sustainability as a global leader in the coffee industry without Howard Shultz, the answer would have to be no. Just in a short period of time, the company managed to get away from the culture Shultz brought to the company. As an organization, it is their job to live up to the culture that was put in front of them. There have been many times in business where new leaders are appointed and they just do not live up to the expectations. This is a problem that can be fixed if communication is sustained as well. All companies develop or have a culture set in place already. Management plays a key role in developing and ensures that the culture is maintained. Starbucks is an organization that thrives off their culture and this is the reason why they are successful in the business world. They have set themselves apart from other coffee shops by focusing on things other than just the coffee, like the customers, the environment, and for business professionals and students, the Wi-Fi. The organizational culture at Starbucks may not be the best, but they are making a strong case for the organization. References Campbell, A. (2009, November 09). Organizational culture. EZine Articles, Retrieved from http://ezinearticles. com/? Organizational-Cultureid=3203513 July 23, 2013 Daft. (2012). Management. (10th ed. ). Mason, OH: Cengage Learning. Gallo, C. (2012). Starbucks ceo: Lesson in communication skills. Forbes, Retrieved from http://www. success. com/articles/1272-rekindling-the-heart-soul-of-starbucks? page=2 July 23, 2013 Shayon, S. (2013, March 08). [Web log message]. Retrieved from http://www. brandchannel. com/home/post/Starbucks-Customer-Loyalty-030813. aspx July 23, 2013 .

UK Diverse Society

UK Diverse Society ECA TASK 1 In what ways can the UK be described as a diverse society? Choose three examples of diversity and write and essay which: describes each of them in turn considers which aspects of diversity are negative and which are positive for one of the examples. The diversity of family life in the UK today The diversity of places in which people live The diversity of cultures in the UK Britain today is a richly diverse society in which people with very different ways of life coexist. Diversity means being different, being unlike and variety. Diversity can describe differences within a society or between societies and applies to the unique contributions   to the group characteristics made by the individuals such as beliefs, sexual orientation, ethnic background, cultural perspective,  and so forth. Family, place and culture mean different things for different people but are usually associated with connectedness. This essay, though, will first analyse family, place and culture as causes and consequences of social diversity and, secondly, it will describe the relationship between places and life chances and how diversity can bring inequality. During the past decades, social change in Britain has brought structural and functional diversity into family (Sherratt et al. 2004, p.30). Families today come in many shapes and sizes, there is no right or wrong structure. The main types of family, nuclear and extended, have increased with reconstituted and single-parent families. Families can be formed by married, unmarried or same sex couples   with dependent, independent or no children at all. National statistics for 2001 (ONS, 2002 data set ST32217 and ST33218 ) show that one in five families with dependent children are headed by lone mothers, three times the number obtained in 1971. This may be explained by rising rates of divorce, cohabitation and live births outside of marriage. These figures suggest evolving family structures but also a general maintenance of conventional gender ideology. Hence, different beliefs and practices in relation to the division of labour may bring diversity to family life.  In this respect, You ng and Willmott (1973, cited in Sherratt et al. 2004 p.26) predicted a more egalitarian family whilst Morris (1990, cited in Sherratt et al. 2004 p.26) denied the attrition of the traditional gender roles.   Another source of diversity in family life is regional diversity. The inner London boroughs have higher concentrations of minority groups than the rest of the country (ONS, 2001). Ethnic diversity as a source of family diversity is defended by Berthoud (2001) among others. This author argues   that Asian families are more traditional, have high rates of marriage and are more likely to have extended families comprising three generations. By contrast, West Indian households have a higher proportion of lone mothers and low rates of partnerships. Similarly, geography and ethnicity bring diversity to the places where people live. Whether rural or urban location, owner-ocuppied or rented, house, flat or even a caravan, there are multiple places to live in Britain today. Places where people influence their experiences and social relations (Sherratt et al. 2004, p 88). In inner London boroughs, like Islington and Camden, not only there is more ethnical diversity than in the rest of Britain (ONS, 2001), but   affluent professionals inhabit the same street as jobless, low-income families or live next to council estates while having no connection with them, as exemplified by Graef (2003). In other parts of East London though, Mumford and Power (2003, cited in Sherratt et al. p. 97) noticed how diverse neighbourhoods can still maintain a sense of community spirit through local social networks. The transition from dwells and neighbourhoods to homes and communities can be done via a sense of attachment and belonging that is part of t he broad meaning of culture (Sherratt et al. 2004, p.96). Culture is all shared beliefs and socially communicated demeanour, that distinguishes a group of people, whether this is a family, a neighbourhood, a community or a nation (Sherratt et al. 2004 p.38-45). People identify with others within their culture but distinguish from people in other cultures. Hence, diverse cultures lead to diverse ways of living, and these can bring people into conflict over how it is acceptable to live. On the other hand, cultural diversity brings richness and choices and shapes identities bringing connectedness. The culture in Britain, including language, food, arts, clothes, leisure activities, religion or relationships can be seen as a sum of the diverse cultures that constitute its society. Cultural mixing is not a new concept, as noted by Sherratt et al. (2004 p. 76). It started with trading in prehistoric times and was further fueled by imports and immigration.   The only thing new about cultural exchange is how easy it is now.   With modern informa tion technology it is possible to experience other cultures on a whim. But the globalisation of culture has a downside. Scott-Clarke and Levy (2003) exemplify the devastating social effects of cultural imperialism caused by American television in Bhutan. In the same way, the aforementioned diversity of places where people live reflects choices, variety and opportunities but there is a drawback. Utilizing the Weberian term â€Å"life chances† (Weber 1948, cited by Sherratt et al. 2004, p. 85) to describe an estimate of an individuals ability to enjoy the economic and cultural goods of a society, it is easy to see how the distribution of such goods is usually asymmetrical. Peoples life chances are influenced by salary, wealth, housing and education (Sherratt et al. 2004, p 87). Therefore, family, culture and where people live shape life chances. The importance of housing tenure in life chances is debated amongst sociologists. Saunders (1988, 1990, cited in Sherratt et al. 2004 p. 88) outweighs the importance of home-owning status to occupation but this argument is contradicted by Forrest and Murrie (1995, cited in Sherratt et al. 2004, p. 89) and criticised by Watt (1993, cited in Sherratt et al. p. 89). Clearly, home equity can be used as collateral or improve children with inheritance, giving control to peoples lives. On the other hand, Sherratt et al. (2004 p. 94) points out how the UK shows a general pattern of geographical clustering of poverty and wealth and how this clustering affects peoples ability to access housing, education and employment opportunities and directly impacts in the quality of health services. A direct consequence could be seen in the different life expectancy for different areas in Britain in 1998-2000 (ONS, 2002) accounting up to 10 years of difference for men between Westminster and Glasgow city. Personal wellbeing is then affected by the ability to afford a home in a neighbourhood that improves rather than limits life chances. In conclusion, Britains society is undeniably diverse. Living in Britain has implications on how people live, whom they live with and where they live and these differences shape British society. Social change has brought diversity to family, neighbourhoods and culture. There are many different types of families today. Diverse neighbourhoods may or not share a sense of community. Cultural diversity shapes our identity. Where people life affects their health and prosperity. Diversity brings richness but also inequality. References Berthoud, R. (2001) ‘Family formation in multi-cultural Britain: three patterns of diversity, paper resented at Changing family patterns in multi-cultural Britain Institute for Social and Economic Research University of Essex. Available at: http://www.sociology.org.uk/as4fm1.pdf [Accessed 24-27 January, 2008] Graef, R. (2003) ‘Two families living side by side. But the gulf between rich and poor keeps them worlds apart The Observer, 20 July. Available from: http://observer.guardian.co.uk/focus/story/0,6903,1001753,00.html [Accessed 24-28 January, 2008] ONS (2001) National Statistics: Ethnicity: Regional Distribution. Available from: http://www.statistics.gov.uk/cci/nugget.asp?id=263 [Accessed 24 January 2008] ONS (2002) National Statistics: Families with dependent children headed by lone parents: Social Trends 32, data set ST32217. Available from: http://www.statistics.gov.uk/STATBASE/ssdataset.asp?vlnk=4992More=Y [Accessed 24 January 2008] ONS (2002) National Statistics: Births outside marriage as a percentage of all live births: Social Trends 33, data set ST33218 http://www.statistics.gov.uk/STATBASE/ssdataset.asp?vlnk=6369 [Accessed 24 January 2008] ONS, 2002 Health Statistics Quarterly, issue 13. London. Available at http://www.statistics.gov.uk/downloads/theme_health/HSQ13_v4.pdf [Accessed February 2, 2008] Scott-Clarke, C. and Levy, A. (2003) ‘Fast forward into trouble The Guardian,14 June. Available from: http://www.guardian.co.uk/weekend/story/0,3605,975769,00.html [Accessed 24 January 2008] Sherrattt, N., Darkes, T., Pearson, C., Williams, C. and Woodward, K. (2004) Understanding society, Milton Keynes, The Open University. TASK 2 Write no more than 250 words to answer the following questions: In what ways do you feel that your study skills have improved during the course? What do you now think are the strengths and weaknesses of your study skills? How would you like to make further improvements? My study skills during this course have improved qualitative and quantitatively. From a natural science background I have had to leap into social sciences, where comprehending the material is more important that memorising it. Multiple-choice questions have been substituted by essay writing, where you have to reason, argument and reference your statements, not just tick the correct answer. Reading and note taking have been tasks of outmost importance. I feel I have had to strip texts to their bare bones and build their bodies again with my own words. One of my skills is interpreting graphs and numeric data, as this is something I do very frequently in my job. One of the most difficult things has been to accept that there is usually more than one answer in social science questions, and there are no right or wrong, but different opinions and an open debate. It has been a revelation to discover that, in social sciences, we, as individuals and as a society, are the researchers and subjects of study, and the dynamic implications of this duality. I have signed up for DD100 to further improve and polish my new skills. Y157 has opened my appetite for social matters and I want to learn more. My newly acquired skills are going to be put to the test.

Critical thinking | Analysis

Critical thinking | Analysis Critical thinking Nowadays, critical thinking is an interest, important and vital topic in whole modern educations. Modern Education meant that all education tailored to the needs of this age because Modern education is a tool used to learn how to survive in this era. Because of that, all educators are interested to teach their students to think critically. Many academic of departments hope that the teacher, lecturers, professors and instructors will be teaching an information about the strategies of critical thinking skills and identifying areas in persons as a great place to emphasize, to develop, to improve and to use some of the problems in the tests or exams that test their critical thinking skills. The purpose of this paper is to explain the definition, the way to master, the advantages, and all about critical thinking. Manuals of critical thinking and all information have been prepared and provided shortly and clearly so that the reader will have the time and opportunity to read and follow the advice that contained in this paper and help other peoples to achieve the goal of this paper. The explanations will be emphasized in student life. DEFINITION Ennis (in the Costa, 1985) introduced critical thinking as reflective thinking that is focused on making decisions about what is believed or done. Critical thinking actually is the ability and willingness to assess claims and make objective assessments based on well-supported reasons. This is the ability to find defects in the arguments and reject the claim that doesnt have supporting evidence. However, critical thinking isnt just same as negative thinking, it also encourages the ability to be creative and constructive to generate possible explanations for the findings, think about the implications, and apply new knowledge to the variety of social and personal problems. In truth critical thinking cannot completely separate from the creative thinking, because it is only when you question what is that you can begin to imagine what could. (Wade and Tavris, pp.4-5) The best meaning of critical thinking is as the ability of thinkers to take over their own thoughts. The specific purpose of teaching this critical thinking in science or in other discipline is to improve the skills of someones thinking for better prepared to succeed in the world.And then the critical thinker is someone who can use or even master critical thinking. They can think critically and creatively, to distinguish between facts and opinions, ask questions, make detailed observations, uncovering assumptions and define their terms, and make statements based on logic sound and solid evidence. The ideal critical thinker has a sense of great curiosity, Actual, his reason can be trusted, open minded, flexible, balanced in the evaluation, honest in facing personal prejudices, be careful in making decisions, willing to reconsider, the issue of transparency, smart in finding relevant information, reasonable in choosing the criteria, the focus in inquiry, and persistent in seeking discovery. In the form of simple, critical thinking is based on the values of the universal intellectual, namely: clarity, accur acy, precision (precision), consistency, relevance, the facts are reliable, for reasons good, deep, broad, and according to (Scriven and Paul, 2007). CHARACTERISTICS OF CRITICAL THINKER To find the people who have the ability of critical thinking, there are 27 characteristics of critical thinking developed by Ennis (in Costa, 1985), namely: (1) They are looking for a clear question and a question of theory;(2) they are looking for a reason; (3) they are trying to be an Actual; (4) they are using the resources that can be trusted and express; (5) they explain the entire situation; (6) they are trying to stay relevant with the main idea; (7) they are keeping the basic and original idea in the mind;(8) they are looking for an alternative; (9) they are open-minded; (10) they are taking a position (and change the position) when the evidence and possible reasons to do so; (11) they are searching for documents with precision; (12) they agreed in an orderly manner with the parts of the whole complex; (13) they are sensitive to the feelings, knowledge, and intelligence of others; (14) they ask relevant questions; (15) they may admit a lack of understanding or information; (16) they are curious; (17) they are interested in finding new solutions; (18) they can clearly; (19) they define a set of criteria for analyzing ideas; (20) t hey are willing to examine beliefs, assumptions, and opinions and consider them against the facts; (21) they are listening carefully to others and is; (9) they are able to provide feedback; (22) they see that Critical thinking is a lifelong process of self assessment; (23) they suspend judgments until all the facts have been gathered and considered; (24) they find evidence to support assumptions and beliefs; (25) they can adjust opinions when new facts are discovered; (26) they examined the problem closely; (27) they are able to reject information that is untrue or irrelevant.[1] In addition, there are 12 indicators of critical thinking skills that are divided into five major groups below: (1) Provides a simple explanation: a) focus on the question, b) analyze the arguments, c) asking and answering of an explanation or challenge; (2) build basic skills: d) to consider the credibility of the source, e) observed and considered a report of observations; (3)concluded: f) deduce and consider the results of deduction, g) induces and consider the results of induction, h) to make and determine the value of the consideration; (4) further explanation: i) define the term and consider the definition, j) identifying assumptions; (5) setting the strategy and tactics: k) determines the action, l) to interact with others. ASPECTS OF CRITICAL THINKING Critical thinking is a manner that can influence people. That influence is called Aspects of Critical thinking and that aspects are divided by the critical thinking process which has five phases. A full cycle of critical thinking, as described below, usually leads to another triggering event and another journey through the critical thinking process. New assumptions may be challenged, new information gathered and new approaches developed. As they pass through these phases, critical thinkers will engage the four components of critical thinking. At every point they identify and challenge old assumptions, analyze context, look for bias and seek alternatives. These phases lay as follow: Phase 1: Trigger Event. Most people are motivated to start thinking critically by some kind of external event or ideal. This is usually unexpected and causes some kind of inner discomfort or confusion. Trigger events can be both positive and negative. Phase 2: Appraisal. After the triggering event, an uncomfortable period of doubt may follow. This phase can involve an attempt to make light of a concern. Others may keep worrying through this stage, and decide they need to find another approach to dealing with the issue. Phase 3: Exploration. In this phase, people accept that they are moving toward some kind of change or transformation. They ask questions, develop options and make discoveries. They find out about other people who are dealing with similar things. They gather more information. Phase 4: Finding Alternatives. This phase can also be called the transition stage when old ideas are either left behind, or clarified, and new ways of thinking or acting are started. Decisions are made about how far change should go, and how fast. Phase 5: Integration. This phase involves finding ways to fit new ideas and information into everyday lives. In some cases this means making major changes. In other cases, it means confirming the old ideas. STAGES OF CRITICAL THINKER Critical thinking skill also has stages. These stages is a phase that Critical thinker will master the skills. There are 6 stages of Critical thinking laid out are as follows: Stage One: The Unreflective Thinker. Unreflective thinkers most are unaware of the role of determining that the thinking is to play in their lives and the many ways in thinking that the problems that caused the problem in their lives. Unreflective thinkers lack the ability to explicitly assess their thinking and improve it. Stage Two: The Challenged Thinker. Thinkers move to the â€Å"challenged† stage when they become initially aware of the determining role that thinking is playing in their lives, and of the fact that problems in their thinking are causing them serious and significant problems. Stage Three: The Beginning Thinker. Those who move to the beginning thinker stage are actively taking up the challenge to begin to take explicit command of their thinking across multiple domains of their lives. Thinkers at this stage recognize that they have basic problems in their thinking and make initial attempts to better understand how they can take charge of and improve it. Based on this initial understanding, beginning thinkers begin to modify some of their thinking, but have limited insight into deeper levels of the trouble inherent in their thinking. Most importantly, they lack a systematic plan for improving their thinking, they hence their efforts are hit and miss. Stage Four: The Practicing Thinker. Thinkers at this stage have a sense of the habits they need to develop to take charge of their thinking. They are not only recognizing that problems exist in their thinking, but they are also recognizing the need to attack these problems globally and systematically. Based on their sense of the need to practice regularly, they are actively analyzing their thinking in a number of domains. However, since practicing thinkers are only beginning to approach the improvement of their thinking in a systematic way, they still have limited insight into deeper levels of thought, and thus into deeper levels of the problems embedded in thinking. Principal Challenge is to begin to develop awareness of the need for systematic practice in thinking. Stage Five: The Advanced Thinker. Thinkers at this stage have now established good habits of thought which are â€Å"paying off.† Based on these habits, advanced thinkers not only actively analyze their thinking in all the significant domains of their lives, but also have significant insight into problems at deeper levels of thought. While advanced thinkers are able to think well across the important dimensions of their lives, they are not yet able to think at a consistently high level across all of these dimensions. Advanced thinkers have good general command over their egocentric nature. They continually strive to be fair-minded. Of course, they sometimes lapse into egocentrism and reason in a one-sided way. Stage Six: The Master Thinker. Master thinkers not only have systematically taken charge of their thinking, but are also continually monitoring, revising, and re-thinking strategies for continual improvement of their thinking. They have deeply internalized the basic skills of thought, so that critical thinking is, for them, both conscious and highly intuitive. As Piaget would put it, they regularly raise their thinking to the level of conscious realization. Through extensive experience and practice in engaging in self-assessment, master thinkers are not only actively analyzing their thinking in all the significant domains of their lives, but are also continually developing new insights into problems at deeper levels of thought. Master thinkers are deeply committed to fair-minded thinking, and have a high level of, but not perfect, control over their egocentric nature. TYPES OF CRITICAL THINKING SKILLS As explained before, critical thinking is a process of thinking about an idea or ideas in a methodical way and from a variety of angles. One method of thinking critically involves a series of questions to be applied to the idea under consideration. These questions can be broken down into three categories: (1) Questions which help us observe a text; (2) Questions which help us evaluate the text; (3) Questions which help us respond to and use (or apply) the text critically. First skill: Observation skills. Observation skills are the skill of someone to observe the case with given question. The question of observation can be divided into a two subcategories: (1) Those relating to the immediately sated assertion, reasoning, evidence, and conclusion; (2) Those relation to the derived meaning for the reader. Observational questioning includes the personal response of the reader since the reader constructs and in therefore part of the text. Here are some observation-based questions, those which help us identify the assertions, line of reasoning, and systematic explanations: 1. What are the meanings of the special terms in this text? 2. What is the point of the text, namely the authors conclusion (thesis)? 3. What evidence does the author give? 4. What is the actual path of reasoning offered? Second skill: Evaluation Skills. Evaluation Skills is evaluating the stated text in relation to the history of its ideas and imbedded beliefs and looking at contextual elements such as the method of gathering, evidence, the mode of presentation, the assumption behind the logic of the reasoning, and the events which led to the methods, presentational form, and assumptions. In other words, in evaluation questions, we historicize the stated text. Here are some examples of evaluation skill questions: 1. Are the meanings of the special terms ambiguous in any way? How so? 2. Does the evidence make sense? Why or why not? 3. Does evidence match the conclusions? If not, what might explain the mismatch? 4. Does the reasoning lead well from assertion through evidence to conclusion or are there gaps in the sequencing or ambiguity in the language? 5. What other conclusions might be drawn? 6. What other evidence might be brought to bear on the reasoning? 7. What other assertions might have been made? 8. Why might the author have left out evidence which changes the meaning of the text? Third skill: Critical Response and Application skills. To further reveal the mosaic of idea, evidence, and intention, the critical thinker will usually include him/her in some way part of the context, using a third set of questions. The following response/application questions lead to a critical understanding of the readers relationship to a text: 1. What is it about this text that interests me? 2. Did I agree or disagree strongly with the author any time during the course of reading the text? What is the precise language I disagree with? 3. Does the idea under consideration relate in any way to my own life or lives of people I know? How so? 4. Why I am interested in this text? 5. Is there something I might gain or lose by accepting the conclusion of the author? What is the gain or loss? 6. Do the values and beliefs of the author appear to match my own? If not, is this mismatch responsible for my judgment of the idea? The response/application questions, like evaluation questions, are â€Å"why† questions. They dig into the casual factors shaping ideas, evidence, methods, and presentational forms of thought. As such, they are the foundation of thoughtful critique and argumentation. HOW TO BE A GOOD CRITICAL THINKER Furthermore, the next topic is the way to be a good critical thinker. Here are the steps that can be followed by someone who wants to be critical thinkers. The questions related to each other following allows people to evaluate their own thoughts and ideas of others. If people use these questions with organized to assess their thoughts on various topics or evaluate ideas they find in articles, books, conversations and other places, they will come to the conclusion that an independent and credible. By using these questions on a regular basis, people learn to examine assumptions, facing prejudice, recognize different points of view, considering the meaning of the word, noting the implications of the conclusions and evaluate evidence.Each person can learn to think critically because the human brain is constantly trying to understand the experience. In continuing quest for meaning, the brain connects abstract ideas with real-world context.The following steps are presented in the form of a question. Because by answering questions, people involved in mental activities that they need to obtain a deep understanding. These questions are presented in the order thoroughly examine each problem, issue, project, or the decisions faced by the people especially the students in the face of learning in the classroom or personal experience.The steps of critical thinking are as follows: Ask questions; be willing to wonder. Always be on the lookout for questions that have not been answered in the textbooks, by the experts in the field or by the media. Be willing to ask whats wrong here? and/or Why is this way it is, and how did it come to be that way? Define the problem. An inadequate formulation of question can produce misleading or incomplete answers. Ask neutral questions that dont presuppose answers. Examine the evidence. Ask yourself, What evidence supports or refutes this argument and its opposition? Just because many people believe, including so-called experts, it doesnt make it so. Analyze assumptions and biases. All of us are subject to biases, beliefs that prevent us from being impartial. Evaluate the assumptions and biases that lie behind arguments, including your own. Avoid emotional reasoning: If I feel this way, it must be true. Passionate commitment to a view can motivate a person to think boldly without fear of what others will say, but when gut feelings replace clear thinking, the results can be disastrous. Dont oversimplify. Look beyond the obvious, rest easy generalizations, reject either/or thinking. Dont argue by anecdote. Consider other interpretations. Formulate hypotheses that offer reasonable explanations of characteristics, behavior, and events. Tolerate uncertainty. Sometimes the evidence merely allows us to draw tentative conclusions. Dont be afraid to say I dont know. Dont demand the answer. REQUIREMENTS TO BE A CRITICAL THINKER If there is a way, there is also a requirement. This matter also occurred in Critical thinking. These are 16 requirements to be Critical Thinker that must be fulfilled to reach the goal: (1) state and explain goals and purposes; (2) clarify the questions they need to answer and the problems they need to solve; (3) gather and organize information and data; (4) explicitly assess the meaning and significance of information you give them; (5) demonstrate that they understand concepts; (6) identify assumptions;( 7) consider implications and consequences; (8) examine things from more than one point of view; (9) state what they say clearly; (10) test and check for accuracy; (11) stick to questions, issues, or problems; and not wander in their thinking; (12) express themselves precisely and exactly; (13) deal with complexities in problems and issues; (14) consider the point of view of others (15) express their thinking logically; (16) Distinguish significant matters from insignificant ones.[2] APPLYING CRITICAL THINKING In peoples life there are many types of Critical thinking can be applied, but in this explanation will be focused just on two Applications. They are Application Critical thinking in Reading and American History. Apply to Reading (Critical Reading). One alternative to increase students critical thinking skills is to become familiar with critical reading. Habituation is not only done by teachers or Lecturers language (more specifically the faculty to read) but also by all teachers of all disciplines. Is not the modern learning process, in the field / discipline of any kind, theres always reading.There are equal parts between the activities of critical thinking with reading activities. Both require the brain works. The core activities of critical thinking are the use of reason in judging the truth of something. Similarly, reading activities, in which there is a process of reasoning to understand the meaning of written symbols. Thus, the process of learning and habituation to read is essentially a process of learning and habituation to think too. One type of reading activity in which obviously requires the ability to think critically is a critical reading. Critical Reading is the ability and willingness to assess claims and make objective assessments based on well-supported reason in the reading. These seven critical reading strategies can be learned readily and then applied not only to reading selections in a Literature class, but also to your other college reading. Mastering these strategies will help to handle difficult material with confidence. Annotating. Annotating is an important skill to employ if you want to read critically. Successful critical readers read with a pencil in their hand, making notes in the text as they read. Instead of reading passively, they create an active relationship with what they are reading by talking back to the text in its margins. And annotation is a key component of close reading. Since we will annotate texts all year, you need to develop a system Effective annotating is both economical and consistent. The techniques are almost limitless. Use any combination of the following: (1) Make a brief comments in the margins. Use any white space available inside cover, random blank pages; (2) make brief comments between or within lines of the text. Do not be afraid to mark within the text itself; (3) circle or put boxes, triangles, or clouds around words or phrases; (4) use abbreviations or symbols brackets, stars, exclamation points, question marks, numbers, etc; (5)Connect words, phrases, ideas, circles, boxes, etc. with lines or arrows; (6) underline (CAUTION: Use this method sparingly). Underline only a few words. Always combine with another method such as comment. Never underline an entire passage. Doing so takes too much time and loses effectiveness. If you wish to mark an entire paragraph or passage, draw a line down the margin or use brackets; (7) highlight See underline. You cannot write with a highlighter anyway; (8) create your own code. (9) Use post-it notes only if you have exhausted all available space (unlikely). Previewing. Previewing is learning about a text before really reading it. Previewing enables readers to get a sense of what the text is about and how it is organized before reading it closely. This simple strategy includes seeing what you can learn from the headnotes or other introductory material, skimming to get an overview of the content and organization, and identifying the rhetorical situation. Previewing is especially useful for getting a general idea of heavy reading like long magazine or newspaper articles, business reports, and non-fiction books.It can give you as much as half the comprehension in as little as on tenth the time. For example, you should be able to preview eight or ten 100-page reports in an hour. After previewing, youll be able to decide which reports (or which parts of which reports) are worth a closer look.Heres how to preview: Read the entire first two paragraphs of whatever youve chosen. Next read only the first sentence of each successive paragraph. Then read the entire last two paragraphs.Previewing doesnt give you all the details. But it does keep you from spending time on things you dont really want-or need-to read.Notice that the previewing gives you a quick, overall view of long, unfamiliar material. For short, light reading, theres a better technique. Contextualizing. The contextualizing is the way to placing a text in its historical, biographical, and cultural contexts. When you read a text, you read it through the lens of your own experience. Your understanding of the words on the page and their significance is informed by what you have come to know and value from living in a particular time and place. But the texts you read were all written in the past, sometimes in a radically different time and place. To read critically, you need to contextualize, to recognize the differences between your contemporary values and attitudes and those represented in the text. Questioning. Questioning is about understanding and remembering by asking questions about the content. Questions are designed to help you understand a reading and respond to it more fully, and often this technique works. When you need to understand and use new information though it is most beneficial if you write the questions, as you read the text for the first time. With this strategy, you can write questions any time, but in difficult academic readings, you will understand the material better and remember it longer if you write a question for every paragraph or brief section. Each question should focus on a main idea, not on illustrations or details, and each should be expressed in your own words, not just copied from parts of the paragraph. Reflecting. It means that reflecting on challenges to your beliefs and values by examining your personal responses. The reading that you do for this class might challenge your attitudes, your unconsciously held beliefs, or your positions on current issues. The steps are bellow: (1) As you read a text for the first time, mark an X in the margin at each point where you fell a personal challenge to your attitudes, beliefs, or status. (2) Make a brief note in the margin about what you feel or about what in the text created the challenge. (3) Now look again at the places you marked in the text where you felt personally challenged. (4) Then check the patterns that you see. Outlining and summarizing. Outlining and summarizing is identifying the main ideas and restating them in your own words. Outlining and summarizing are especially helpful strategies for understanding the content and structure of a reading selection. Whereas outlining reveals the basic structure of the text, summarizing synopsizes a selections main argument in brief. Outlining may be part of the annotating process, or it may be done separately (as it is in this class). The key to both outlining and summarizing is being able to distinguish between the main ideas and the supporting ideas and examples. The main ideas form the backbone, the strand that holds the various parts and pieces of the text together. Outlining the main ideas helps you to discover this structure. When you make an outline, dont use the texts exact words. Summarizing. Summarizing begins with outlining, but instead of merely listing the main ideas, a summary recomposes them to form a new text. Whereas outlining depends on a close analysis of each paragraph, summarizing also requires creative synthesis. Putting ideas together again in your own words and in a condensed form shows how reading critically can lead to deeper understanding of any text. Evaluating an argument. Evaluating an argument means testing the logic of a text as well as its credibility and emotional impact. All writers make assertions that want you to accept as true. As a critical reader, you should not accept anything on face value but to recognize every assertion as an argument that must be carefully evaluated. An argument has two essential parts: a claim and support. The claim asserts a conclusion an idea, an opinion, a judgment, or a point of view that the writer wants you to accept. The support includes reasons (shared beliefs, assumptions, and values) and evidence (facts, examples, statistics, and authorities) that give readers the basis for accepting the conclusion. When you assess an argument, you are concerned with the process of reasoning as well as its truthfulness (these are not the same thing). At the most basic level, in order for an argument to be acceptable, the support must be appropriate to the claim and the statements must be consistent w ith one another. Comparing and contrasting related readings. Comparing and contrasting related readings means Exploring likenesses and differences between texts to understand them better. Many of the authors on the subject of thinking critically approach the topic in different ways. Fitting a text into an ongoing dialectic helps increase understanding of why an author approached a particular issue or question in the way he or she did. Apply to American History. Being able to distinguish between a statement of fact, an opinion or an inference is an important skill to critical thinking. It involves knowing what can be proven directly, what is a legitimate implication derived from the facts, and what is fair to conclude from the historical record. Historians typically interweave statements of fact, inferences they derive from the facts, and statements of their own opinion into a seamless historical narrative. Critical thinkers must be able to distinguish among these three types of communication. (1) FACT: reports information that can be directly observed or can be verified or checked for accuracy. (2) OPINION: expresses an evaluation based on a personal judgment or belief which may or may not be verifiable. (3) INFERENCE: a logical conclusion or a legitimate implication based on factual information. Generally, facts are constants in historical study. But a compendium of facts is inevitably incomplete and deathly dull to read. Historians construct history by closing the gaps in their knowledge about the past, enlarge our under- standing, and enliven their narrative by drawing logical inferences from their assembled facts. Often, they then use their expertise to arrive at a considered judgment about the wisdom or significance of past decisions and events. ADVANTAGES BECOME CRITICAL THINKER Each good manner must have its advantages. If people have succeeded mastering Critical Thinker, he/she will get big advantages. Many advantages that they can get, ten of them is: (1) They will learn content at a deeper and more permanent level; (2) They will be are better able to explain and apply what they learn; (2) They will be better able to connect what they are learning in one class with what they are learning in other classes; (3) They will ask more and better questions in class; (4)They will understand the textbook better; (5) They will follow directions better; (6)of course, they will understand more of what you present in class; (7) They will write better; (8) They will apply more of what they are learning to their everyday life; (9)They will become more motivated learners in general; (10) They will become progressively easier to teach. Advantages in education Some research in education was indicated that critical thinking can prepare students to think in different disciplines, and can be used to fulfill the intellectual needs and development of potential students, because it can prepare students for careers in real lives (Liliasari, 1996; Adams, 2003). Furthermore, Chiras (1992, in Kurniati, 2001) explains that critical thinking that is learned in science class also affects the lives of students long after they leave their formal education by providing a tool where they can analyze a large number of issues they will face in their daily lives days. Unfortunately, the education system does not teach how to think. Education system more focused on delivering information rather than developing the ability to think. And yet the information into knowledge to analy

Student :: essays research papers

OF MICE AND MEN A novel by John Steinbeck Two Youngs, George e Lennie were going to Soledad to work in a farm. The two mans were friends for a lot of time. Lennie wasn’t sane, but he was a good guy and a strong worker: George looked after him. They were fleeing from an other farm in Weed, where Lennie caused umpteenth trouble because of the strange manias of Lennie who liked touching everything soft: he touched the dress of a girl who thought he wanted to maltreat her. Lennie and George had a dream: an own farm where they can do everything that they want to. In the new farm they knew the other worker and the con of the owner, Curley, a typical picker of quarrels: he was neurotic for his stature and Lennie was high. Soon they knew his wife too who, unhappy for her marriage, wandered around the farm to speak with someone on the sly and for her habit she didn’t have a good reputation. Candy, a worker of the farm, knew the projects of the two Youngs and he asked them if he had been able to join them because he had some money for the indemnity of an incident on work. George, Candy and Lennie made a pact and they foresaw that by a month they would have had their farm. Lennie liked touching the soft things and he spent a lot of time stroking some little dogs. A day, when he was in the stable where there were the dogs, while other people were playing in a different part of the farm, came into the room Curley’s wife who didn’t know Lennie’s character. Lennie told her about his pleasure in touching soft things and her let him to caress her hear. The man was seizing her by hear brutally. She was howling. He shook her accidentally, he broke her neck and she died.

Al Capone and Probation Essay -- essays research papers

Al Capone is the single greatest symbol of collapse of law and order in the United States during the Prohibition Era. The act of Prohibition brought power to Al Capone, which he used to expand his organized crime activities into a stranglehold over the city of Chicago. Liquor trade became very profitable during Prohibition, and the struggle for control over the bootleg empire erupted into a full-scale war between rival gangs in Chicago. Capone gradually came to symbolize all the criminal evils of prohibition; to many throughout the world, he became the symbol of a lawless nation#. Publicity grew around the actions of Capone, with accounts of his sordid activities published in newspapers along with his image of power, money, and wickedness#. Using the funds that he had collected from his bootlegging operations, Capone ensured that friends were elected to certain political positions, which in turn, amplified his control over Chicago#.   Ã‚  Ã‚  Ã‚  Ã‚  Alphonsus Capone was born on January 17, 1899 in Brooklyn, New York. Capone quit school in the sixth grade at age fourteen. He became part of the notorious Five Points gang in Manhattan and worked in gangster Frankie Yale’s Harvard Inn as a bouncer and bartender. While in New York Capone murdered two men and hospitalized a rival gang member, however he was tried for his crimes. With a reputation for a willingness to kill, Yale sent Capone to Chicago to work as a bodyguard.#   Ã‚  Ã‚  Ã‚  Ã‚  Capone arrived in Chicago in 1919 and started to work for head mobster John Torrio.# Soon he was helping Torrio manage his bootlegging business and increasing the territory of gang control. Capone eventually became Torrio’s full partner in saloons, gambling houses, brothels, nightclubs, distilleries and breweries and earned a reported income of $30,000,000 a year from liquor alone#. Capone expanded his control into the suburbs to the extend that some places became known as â€Å"Caponeville.†# When Torrio was shot by rival gang members and consequently decided to leave Chicago and the â€Å"outfit†, he reportedly told Capone, â€Å"It’s all yours, Al.† #   Ã‚  Ã‚  Ã‚  Ã‚  Prohibition did not create organized crime#. However, it did create a new opportunity for lawbreakers and for the spread of criminal activity. It allowed Capone to expand his force and gain incredible power over the city of Chicago. P... ...ion for the years 1925-1929 and for failing to file tax returns for the years 1928 and 1929. The Department of Justice also charged him with conspiracy to violate Prohibition laws from 1922-1931.# Although Capone had his lawyers offer to settle his tax claims for four million dollars, the Treasury Department was not willing to make any deals. Found guilty on several accounts, Capone was sentenced to eleven years in federal prison. After his release, Capone’s health deteriorated rapidly and he was forced to withdraw from the outfit. In 1947, at the age of forty-eight Al Capone died of health complications.#   Ã‚  Ã‚  Ã‚  Ã‚  Through his organized crime activities, Al Capone seized the opportunity that the Prohibition Act created in the 1920s. By exploiting the demand for liquor created by Prohibition, his bootlegging activities helped to fund and expand his organized crime empire#. Al Capone has aroused the nation against prohibition’s gangs and developed a deep as lasting revulsion among the people. Brought to power by prohibition, Al Capone clearly demonstrated to America the evils of organized crime.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  

Ursula K. LeGuins The Lathe of Heaven and Science Fiction and the Futu

Ursula K. LeGuin's The Lathe of Heaven and Science Fiction and the Future What will happen in a couple of days? a month ? a year? or twenty years from now? The answer is not known. Author Ursula K. LeGuin gives us the answers about the future from her point of view which can be seen through her article Science Fiction and the Future and her novel, The Lathe of Heaven. Ursula K. LeGuin believes people try to control the future they may have when in reality they have no control over the future. Every single day we see examples of people trying to control the future and see the situation fail every single time. Through Le Guins article Science Fiction and the Future, LeGuin uses examples to support her theory of not being able to control the future. First, she uses the Quechua speaking people to relate their perception of the future. The Quechua people view the future as in back of us. What does that mean? I feel that the Quechua people and LeGuins use of the Quechua as an example shows how each individual is ultimately without control. Each person can see what is ahead of them. Each person can see right in front of them consequences of actions ones have made. Each one can see who they currently have in their life. But, if you are looking straight ahead you have no idea what is behind you. Not being able to see anything is where LeGuin proves her theory. If you cant see something, how are you suppose to be able to change it? Many times in life, society as a whole likes to think of having knowledge of what the future may bring when actually the future is just predicted. I think that sometime s it is not good to try to predict the future for we never know if the prediction is really the best thing for us even though we would it... ... way Dr. Haber in The Lathe of Heaven does. Dr. Habers use of power misses the most vital point society needs: change. I prefer to go with the Quechua speaking peoples view of not being able to see your future but being able to make glimpses. I like to think of having obstacles come my way so that I in turn can become a better person. I also believe that challenges in life our good because that is when you see how strong your faith is. If there were no obstacles in the world and only what you wish for, the world is a place that I would not like to be found at. So as for now, and with the many obstacles I will have to face in the future, I will let the God that I believe in decide what my future will consist of. As far as Im concerned, I am safer with letting God be in control because I know he ultimately knows what in fact is the best for me and not my own desires.

Conflict in the Workplace Essay

Abstract Organizational conflict is a state of disagreement brought on by the real or saw resistance of requirements, values, and investment between individuals cooperating. Conflict takes numerous structures in association. There is the certain clash between formal authority and power and those people and gatherings influenced. There are disagreements regarding how incomes ought to be separated, how the work ought to be carried out and to what extent and hard individuals ought to work. For some individuals, clash is negative, troublesome, and unwanted, for example, a contention with one’s mate or with a companion. In any case, others discover conflict fun and stimulating; they revel in the energy and incitement that conflict can give. At the point when conflicts are left uncertain they have a tendency to have an antagonistic outcome for associations and the individuals working in them. It is vital to figure out how to resolve a conflict in a way that amplifies its potential profits an d minimizes its potential damage. In the ideal situation, appropriately determined conflict enhances benefit, work fulfillment, particular prosperity, and the clashing parties’ relationship. Defining Conflict The term conflict has no single, clear definition. Be that as it may, in the setting of association conduct, conflict may be characterized as a condition in which one gathering contrarily influences or looks to adversely influence an alternate gathering (Thomas, 1992). Conflict might be discernible or saw (Wall & Callister, 1995), which implies that somebody may accept a clash exists actually when it would be hard to bring up as a recognizable even. Conflict and arrangements are nearly related ideas, in that both recommend that two gatherings are included, and both try to force their will or pick  up in a questioned circumstance. Conflict can run from inviting rivalry to great roughness. Conflict has several starting points before it becomes an issue; it starts with conflict within the workplace, different levels of conflict, resolution for conflict, and the outcome from the resolution of conflict. Conflicts at Work When you work in an environment with numerous egos it is hard not to clash with each one in turn. Individuals who procure inner selves to perform an occupation title or who pick up a self image after advancements are tricky to work with and under. Individuals with inner selves likewise tend to control everything and everybody that works with and for them. When I worked for the State of Tennessee, the Assistant Commissioner over my specialty had an exceptionally extreme time working with individuals who had a supposition that clashed with hers. My executive at the time was attempting to change the arrangements inside the office to help it run all the more viably. They would meet on various events with case burdens and approach changes that she denied each time on the grounds that it didn’t fit into what she needed for her specialization. Seeing that she contracted him for that reason, to change arrangements, you would have suspected that she would regard his position and endorse each change; particularly on the off chance that it was a positive change for the division. As time went on, she quit corresponding with him and started to speak with the associate chief of our specialty. He started to understand of the circle of what was going on and felt like his position was not regarded by her or his different associates. In the end, he surrendered from his position and was offered a superior position with an alternate division. Levels of Conflict Not all conflicts are the same. Administrators ought to be mindful that four levels of clash happen in the working environment. Determining clash can’t happen until the level has been legitimately recognized. The four levels of conflict are as takes after: intrapersonal, or intrapsychic conflict, interpersonal conflict, intragroup conflict, and intergroup conflict. Intrapersonal conflicts happen inside a single person. Plans, musings, qualities, and feelings can clash with each other. Interpersonal conflicts happen between people. Commonly, two people in an organization enter into clashes. Identity conflicts regularly come about because of work environment incivility. Illustrations of incivility incorporate sexually unseemly remarks, racial or ethnic slurs, mocking of more seasoned/more youthful laborers, ridicule focused around sexual introduction, and obtuse remarks about physical or mental incapacity (Blau & Anderson, 2005). Intragorup conflict alludes to episodes between p arts of a gathering. Differences about objectives, strategies for operations, and authority make intragroup clashes. At the point when conflicts are not appropriately overseen and determined, the deciding results could be poor choices and inadequate gathering working (Bazerman & Neale, 1992). Intergroup conflict happens between different gatherings, for example, between divisions inside an organization, or between factions, for example, ethnic gatherings or female and male workers. Intergroup conflicts develop when contradictions about objectives, contrasts of conclusion about which gathering ought to be appointed an undertaking or errand, or plan portions turn into the center of consideration. The level of conflict that took place between the two parties was the interpersonal conflict. The wellspring of the conflicts in this circumstance was the absence of correspondence, authority, and techniques for operations inside our nature. A large portion of the conflict that emerged between my executive and the Assistant Commissioner was from contradictions about them not meeting division objectives in an auspicious way. Another conflict that the two shared amongst one another is the fact that one felt like they were more mentally capable than the other to finish the task. Being that both of these two individuals had solid assessments on how things ought to be carried out they were not able to complete the cycle with a sound answer for their issues. Resolution for the Conflict Conflict triggers solid feelings and can prompt, frustration, and uneasiness. At the point when taken care of in a bad way, it can result in hopeless fractures, feelings of hatred, and break-ups. However when conflict is determined in a solid manner, it builds our understanding of each other, forms trust, and fortifies our relationship bonds. At the same time when there is no positive determination made between two conflicting parties negative practices begin to emerge. Since there were no steps taken to resolve the issues that happened between the two parties, I would make proposals on what I felt would have worked in stopping the progressing conflict. Before offering a resolution for any conflict, I feel that it is important to understand the relationship before the conflict took place. After the identifying factors have been made, I would then suggest that they look beyond the incident and find the source of the conflict; which would be the egos more so than the people involved. After bringing the source of conflict to light, then it would be imperative to suggest solutions that would make both parties happy. In this particular scenario, I would suggest that both parties put their egos to the side and work on getting things done in a timely matter. I would also suggest that since she hired him to change policies for the department that she should allow him to do his job. After both parties agree to disagree, I would make sure that I implement positive rules for the future so that this scenario won’t affect them again in the long run. Three Outcomes from Conflict One of the most common outcomes of conflict is that it upsets parties in the short run. However, conflict can have both positive and negative outcomes. On the positive side, conflict can result in greater creativity or better decision making. For example, as a result of a disagreement over a policy, a manger may learn from an employee that newer technologies help solve problems in an unanticipated new way. There are many positive things that come from conflict after a conflict has a resolution. In the conflict describe, the three outcomes that can come from the resolution I suggested are: consideration of a broader range of ideas, resulting in a better, stronger idea; increased participation and creativity, and clarification of both individuals views that build learning. A broader range of ideas can help cease conflict among both parties and future parities. When a superior considers other people and their ideas you get a better sense of what your employers needs are. It is very hard to work under a person who feels that he/she has a bigger need in the company/business than the others. This will not only fix many problems within the workplace but it will also increase the moral and productivity within the workplace. When your team has a supportive superior you will notice a difference in how they work and the way they work. Clarification is a very essential key in any work environment. Clarification and communication go hand in hand.  Clarification involves offering back to the speaker the essential meaning, as understood by the listener. Thereby checking that the listener’s understanding is correct and resolving any areas of confusion or misunderstanding. In Conclusion Everybody needs to feel comprehended, sustained and upheld; however the routes in which these needs are met shift generally. Contrasting requirements for feeling great and sage make probably the most serious difficulties in our particular and expert connections. The needs of both parties assume a critical part in the long haul achievement of most connections, and each one merits appreciation and thought. In work environment conflicts, contrasting needs are regularly at the heart of sharp debate, now and then bringing about broken arrangements, less benefits and lost employments. When you can perceive the authenticity of conflict needs and get eager to inspect them in an environment of caring comprehension, it open pathway to imaginative critical thinking, group fabricating, and enhanced connections. References Baac, D. (2012). Organizational behavior. San Diego, CA: Bridgepoint Education, Inc. Bazerman, M. H., & Neale, M. A. (1992). Negotiating rationally. New York: Free Press. Blau, G., & Anderson, L. (2005). Testing a measure of instigated workplace incivility. Journal of Occupational and Organizational Psychology, 72(4), 595–614. Thomas, K. W. (1992). Conflict and negotiation processes in organizations. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (2nd ed., Vol. 3). Palo Alto, CA: Consulting Psychologists Press.