Body Language Free Essays

Non-verbal communication paper by Danielius Orlovas from International Business School International Business English Group 2012 Today we live in a quick paced world. It is a universe of activity, where non-verbal communication is much more significant than what we state. There is a decent saying that activities are stronger than words, which is evidence for logical examination that people express what they need to state by 7% for Words and 93% for body act, motions, outward appearances, eye developments. We will compose a custom article test on Non-verbal communication or on the other hand any comparative theme just for you Request Now That is Body language and it can help you seeing someone, in business, and it is urgent to our day by day life. We practice non-verbal correspondence consistently, when we collaborate with another person. Whenever watched cautiously, we can see that it is the best instrument for discovering who the individual is and what he thinks right now. You can get data from watching their stance, hearing their manner of speaking and breathing, or even skin shading which may mention to us what is happening in people mind. The body, the face, and the voice, that is the place all the insider facts are covered up. At the point when you can peruse non-verbal communication, each second you go through with others you can make it important, and in business you can make it beneficial. It is significant in nowadays, to contemplate non-verbal correspondence, since it might assist us with growing in our comprehension of this world. For instance, some governmental issues use non-verbal communication to conceal lies, and control individuals. A government officials non-verbal communication can without much of a stretch part with him, particularly when hes under tension. Uneasiness can be perused from body, if the hands are attempting to be covered up, or if the words don’t coordinate with the developments. Big names like lawmakers are consistently in a media spotlight. They can slide through any circumstance, doesn’t matter anyway humiliating, utilizing certain non-verbal communication developments. A few famous people or government officials even compensation for a mentor, to gain proficiency with all insider facts of non-verbal correspondence. Everyone’s non-verbal communication is unique. On the off chance that you need to pull out all the stops on the planet, at that point to learn it is essential. Seeing the signs that others send to us with their non-verbal communication is a helpful ability to have. A few of us are normal in it, a few of us have to sit, peruse and find out about it, however in all actuality we shouldn’t judge individuals just by their non-verbal communication. Step by step instructions to refer to Body Language, Essay models Non-verbal communication Free Essays Non-verbal communication implies correspondence with the development or position of the human body. It very well may be cognizant †or oblivious. It is something that is seen by everyone except isn't constantly given enough consideration. We will compose a custom article test on Non-verbal communication or then again any comparable theme just for you Request Now An approach to become familiar with the mysteries of non-verbal communication is to stare at the TV with the sound killed and attempt to decipher what is being said essentially from perusing non-verbal communication. You will encounter that people say a great deal with their mouth which is negated by their body, motions and different channels of correspondence. This makes it simpler to tell whether an individual you are conversing with is glad, miserable, dismal or aggravated. Or on the other hand whether the person in question is deceiving you, or is eager, or exhausted. You ought to likewise have the option to enroll whether the individual seems to like you, concurs or can't help contradicting you, is forceful to you, or is dubious, irate or stressed. Non-verbal communication is the developments of arms and legs, body act, the way where you sit, outward appearances, stride, eye developments and normal signals, for example, stroking your hair, contacting your nose, and so on. Inclining your head flags that you are not perilous. Maybe you hold your hands near your face when you talk †for the most part, this is an indication of frailty. The equivalent is valid on the off chance that you roll a whiskers or mustache with your hands or fix your hair, maybe pushing or twisting it behind an ear. The way that individuals sit in seats isn't adventitious. In the event that you are relaxing with arms and legs dangling, it is most likely a sign that you are loose and feeling good. On the off chance that you are situated on the edge of the seat with you legs extended before you and your feet crossed it can flag lack of concern. Somebody heading off to the dental specialist or hanging tight for a prospective employee meet-up may be situated on the edge of the seat with their feet together. In the event that it’s a lady she’ll likely be embracing her satchel, or gripping a hanky. Body strain spreads to the respiratory framework, compelling your breathing and making you sound shy of breath. At the point when you are in such a position it is anything but difficult to lose your head and essentially flee if things get ugly. We don't accept that you can instruct individuals to control their non-verbal communication totally; they will lose control sooner or later or other †when they become excessively energetic or excessively furious. At the point when you attempt to decipher non-verbal communication, you should decipher comparable to what is being said with words In request to arrive at your decision you should likewise focus on outward appearance, the mouth’s position, eye developments and understudy enlargement and withdrawal. Examination has demonstrated that the speaker’s face is the most dependable wellspring of data about the disposition of an individual. Eyebrows that ascent all over quickly signal acknowledgment of social contact. On the off chance that you cause a stir and keep them raised for some time it signals shock and surprise †maybe even anger. At the point when the cocked eyebrows are utilized alongside a wink you are being a tease. This can cause issues. For instance, in Japan where it is viewed as extremely unseemly, for all intents and purposes ill-advised, to utilize eyebrow raising by any stretch of the imagination. Tears and giggling are types of articulation that we believe are genuinely simple to decipher. Step by step instructions to refer to Body Language, Papers

Body Conscious free essay sample

It’s a sweltering, hot summer day in August 2010.Perfect day for swimming and unwinding, isn't that so? Rather I head to my yearly physical and I expect the standard thing: step on the scale and go take a pee sample.No, this arrangement was completely unique, â€Å"Hi I am Doctor Sacklerso you are in the red territory of the BMI outline which states you are obese.†Cool. Simply one more thing to add to the rundown of things amiss with me.I let myself know don’t cry you will look substandard and frail, yet I can’t hold it back.This establishes the pace for the remainder of my week, year, and life: Do not eat. The yearly physical before going into seventh grade changed me.Physically, intellectually, sincerely I was unable to deal with being told I was obese.So as most multi year olds would do, I halted eating.Completely.After 7 days, I disclosed to myself I need to eat, yet just a single saltine that’s it. We will compose a custom paper test on Body Conscious or then again any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Be that as it may, the saltine was so rich and flakey that I permitted myself one more, which at that point transformed into a whole box.I was totally nauseated with myself in the wake of eating up a whole box and I couldn’t simply stay there realizing I did that. As an offspring of the mechanical age, I googled â€Å"ways to dispose of food before digestion†.That’s when I ran over the idea of cleansing or hurling your food deliberately. Net I know, yet at the time it appeared my just option.This one time cleanse then turned into a regular thing and at the very least I would cleanse up to multiple times a day.It not just caused me to feel better and less blameworthy, yet cleansing my food helped me dispose of all the dreadful emotions I kept inside. I continued cleansing for longer than a year and it was just when I had lost a lot of weight that my folks suspected something.I felt so embarrassed when we plunked down and they went up against me.I was humiliated that I needed to find support and felt dreadful that I had now put this enormous weight on them.I was so against sharing my emotions that the idea of setting off to an advisor totally alarmed me.But something inside me said â€Å"If you don’t endeavor to overcome this malady now, it will destroy an incredible remainder or more terrible, murder me.†I then found support from a specialist, yet conversing with somebody was not enough.I still proceeded with my daily schedule for an additional 2 years. It was not until my sophomore year in highschool that I chosen to stop and rethink my way of life choices.You may consider what made me understand this was not the best approach to fight my weight issues? It was a book I read called Wintergirls by Laurie Halse Anderson.In this book the storyteller, Lia, recounts to the tale of how her and her closest companion Cassie built up their dietary issues together and how Cassie’s bulimia in the long run prompts her death.This book terrified me into rethinking my life and at last caused me to stop cleansing. As I stay here and review my experience, it causes me to acknowledge how far I’ve come, and the amount I’ve developed over these years. Having lived with bulimia for more than four years, I would now be able to state that I know who I need to be.My weight is not even close to where I need it to be, however I won't let a number characterize me.I discovered that my value isn't dictated by whether I have a hole between my thighs.My body is ideal for me and I currently reward it rather than deny it.What I find in the mirror presently is a real, dedicated, athletic, and certain woman.I’ve discovered that caring myself for who I am is the best thing I can do.

Synthesis Essay Samples

Synthesis Essay SamplesWriting an essay is hard work, but if you are looking for tips on how to make it easier, there are a few great essay writing samples out there. Synthesis essays are a very popular type of writing, so if you are trying to write one, look for good samples. These will be posted online by various people, so see what you like best.Many people find that they are able to read the word processor and then write their own essay much quicker than when they write it from scratch. The reason for this is that they have already spent time reading a sample of the writing and understand the structure. A word processor gives the person the chance to know how to take a sentence and turn it into an essay.Before using any sample thesis statement, do some research on the subject. It can take a bit of work to learn all the different styles, but it will be worth it in the end. Make sure you are completely familiar with your topic before starting, because once you do, you can make it a s easy or difficult as you want.Synthesis essays have been around for many years. Since they are used by many people, the sample sentences and outline are readily available for anyone who wants to use them. Some people use the same sample essay thousands of times, until they find one that they like the most.If you are not familiar with writing, the best way to learn is by finding a sample thesis statement. The original authors will usually give the sample at some point in the writing process, but if you have never done it before, it is best to look for it before you begin. This will help you with learning the proper structure for your essay.You should also take your time with your writing. The readers will not expect you to be perfect, so they should not expect you to be either. Just go along with the flow and make sure you do not miss a word when you are writing.Take the time to research the sample to get an idea of how to structure your essay. In addition, it will also help you wr ite the essay quickly. Good examples can be found from just about anywhere, including sites where people post the sample on the Internet.Do some research to find out if you can use the sample and if it is an excellent option for you. You can also go over the sample with a friend or family member. This will make it easier to learn the essay and makes you think about what to change in the final draft.

Book Report in Micheal Pollan´s Book - 769 Words

INTRODUCTION________________________ What will you have for dinner? This question is harder than what it seems. Eating may seem to be a simple act, a thing not to be worried about. This may be true for animals such as koala: if it looks, smells, and tastes like eucalyptus, it is good. But it is not the case for humans. We have such a large array of options that the act of choosing the food we are going to eat is indeed difficult. On top of that, there is another problem. Unless you grow it yourself, you do not exactly know where food comes from. In his book, Michael Pollan, by embarking the reader into a discovery journey, explains both of this topics using his research and experience. PART ONE: â€Å"Industrial/Corn†__________ In this first section of his book, Pollan begins by examining the food-production system from which most American meals derive. This industrial food chain is largely based on corn. According to Pollan, we could say that we are â€Å"walking corn† as most of industrial food traces its origins to corn whether it is fed to livestock or processed into products such as corn syrup or ethanol. He also explains how this plant spread from Mexico to the entire world by biological, cultural, and economic factors. To finish this part of the book, he explains how wrong we are when we eat industrialized food or fast food and say that we eat a variety of food. He supports this fact by using, as an example, a McDonald’s meal, which items contain a high

The Achievement Gap Of The Bus Picks You Up And You Are...

The bus picks you up and you are now presented with two options, keep riding and go to school, or hop off at the next stop and join your rebellious friends. It is the choices and influences similar to this scenario that has created what is called the achievement gap. The achievement gap is a separation between where a student â€Å"should be† and where a student is in respect to their academic achievement. This is based off of class attendance, college acceptance rates, and high school dropout rates. Simple literacy tests along with other test scores assist in gauging the basic levels of achievement. Are U.S. schools failing? Simply, no. The U.S. is failing. The U.S. is failing economically, socially, and morally. How is this shown?†¦show more content†¦This tree now has so much potential; producing buds that will make flowers, and eventually producing a juicy, crunchy apple. Ideally, the life of an apple would follow this life cycle and go on to make more se ed, yet, this is not always the case. Misformed, bruised, infected, and in many cases, uncompleted; an apple will not reach certain stages of its life. It takes outside factors to succeed. A more detailed breakdown of each layer of the the school system can help analyze which aspects are failing. Starting with the teachers, the nutrients in the soil; the seed is introduced to the first factor affecting student learning and progress. The No Child Left Behind initiative has accumulated some bugs. Rather than improving opportunities so that each child is receiving equal chances to close the achievement gap, the outcomes of sometimes misrepresented data is being monitored and recorded. This means, while the purpose of educational proposals are to close the achievement gap, this act had unexpected opposite effects. This is due in part to the way schools are graded, which is based off results of standardized test scores and similar tracking identifications like attendance (Educators Share, 2015). After the results are reported to the state, a grade is administered to the school district and teachers. If proficiency is not met for two years, changes can be made at

Gut Feelings Feedback Example

Essays on Gut Feelings Feedback Coursework Gut feelings feedback al affiliation: Due Intuition of a practitioner The article review has a succinct and detailed outlook of institution of a practitioner. The inclusion of how institutive assessment forms part of the diagnose process our conscience in decision-making. Subsequently, the clear difference between analytical data and intuitive assessment is important in my opinion. Explanation on the non-analytical institutive thinking also offers accessibility to intermediate thought, which offers a platform for complex reasoning. Most importantly, the inclusion of hypothesis for correct testing of knowledge. Certainly, this plays an important role towards development of experience and information gathering. Additionally, it is worthwhile bringing into perspective the rules that dominate the analysis, which induce specific diagnostic thought. Therefore, I believe this plays a significant role in the development of appropriate health service professionalism in the nursing industry. G ut feelingsIt is a non-contested fact that the analysis on gut feeling elevates knowledge to greater heights important for our professional field. The relationship between gut feeling and medical examination lays foundation for understanding of different phenomenon. Indeed, the inclusion of analytical and non-analytical understanding induces a balance in understanding not only behaviour of health professionals, but also other medical features. Additionally, the inclusion of cultural and psychosocial elements for analytical reasoning works from different perspectives in enhancing proper decision-making. In many cases, nurses are faced with tough decisions when caring for patients. The balance of power to adequately care and make intuitive judgments does great justice in justifying additional tests. It is also worth mentioning inclusion of important patient situations that advance exposure or experience. I strongly believe this plays an important role in enhancing proper diagnosis.

The Role of Electronic Commerce in the Current World Free-Samples

Questions: 1.Define the role of using Electronic Commerce on the Business expansion 2.Recognize the typesof Business Models 3.Recognize the related revenue model in the selected website 4.Recognize the Implemented Business strategies in the selected website. 5.Describe the Development of Secure Electronic Transactions on the Internet 6.Explain Privacy Policies, Online Auctions and any potential legal or Ethical Issues 7.Describe the ways that the website manages the Customer relationship. Answers: Introduction The business report has been created for understanding the role of electronic commerce in the current world. Choice of the Australian e-commerce website has been made to understand and carry out the in-depth study. This website is for eBay Australia. Australia is a kind of Asia-Pacific's largest they've left e-commerce market which provides with a huge market size and technology savvy client base which prefers to shop online. As per A.T. Kearney's Global retail e-commerce index published in 2015, Australia was holding 10th position all over the world with respect to e-commerce market's capacity to attract buyers (Atkearney.com, 2015) There have been rising number of Australians who purchased online due to the is and huge variety to select from, being offered by e-commerce. In the year 2014, the eBay was one of the top five e-commerce websites, followed by company and Amazon. This survey had been undertaken by Experian Hitwise Australia (Rajput, 2016). 1.The role of e-commerce in business expansion: E-commerce has had individuals who get to buy at any time of the day, in a convenient way even when they are sitting at home (Karakaya and Shea, 2008). Even the clients save huge time and money because they get so many options to buy from. The sellers also have got added advantages in terms of expansion of business. Looking at the structure of eBay, it can make use of e-commerce for keeping a constant check on the buying habits of people and see what interests the people. As per these requirements, eBay can provide with huge amount of goods and services which suit the needs of clients. EBay has been using this strategy of constantly improving its current relationships with the buyers and getting into long-lasting relations. The business can expand easily by use of e-commerce because the set up cost is very low in comparison to any physical outlets been started. E-commerce required very less number of submissions and licences because it did not start with any physical store rather jus t an online store. There has been a growth because business has been saving lots of funds by hiring of lesser number of staff members to carry outtheoperations such as management of inventory;dealing with clients and others which would have been much more in case there had been a physical store (Huang and Benyoucef, 2013). One more highly significant benefit that e-commerce offers is that the store is open for 24 x 7 x 3 65 because the e-commercewebpageare running throughout. This way the sales get increasedand peoplecan alter anything irrespective of time (Boateng, 2014). The e-commerce has helped a lot inexpansionof business because now there is no need to invest the funds to words physical storage, insurances and big infrastructuresbecause allthat is needed is a great design, are unique items so that the clients by the courts. This way the e-commerce websites save on their cost and the same benefit is transferred to the buyers in terms of economical and reasonable pricing of goods (Barnes, 2016). Just like e-commerce was nice can be useful for the B2B businesses to attain new clients similarly it is useful for posting the brand awareness regarding the company. The development ofwebpagewhich can be indexedthroughthe search engine crawlers is a kind of approach that can be used by different e-commerce retailers toboost their sales and target audiences. It also helps in expansionoffmarketfor niche products because in the physical world it seems the farther purchasers and sellers to locate each other however when there is anE-storethen the buyer can simply find what he is looking for (Datta, 2010). This way thebuyers canbuy anything without any hassle and from any part of the world. Byuseof effective e-commerce solutions for, eBay has been able to expand simply tofulfilthe market demands and it has beencallto reach to the different parts of the world. 2.The types of business model The types of business models used by eBay (Editors, 2017) are: Yard sales: people buy you need rare items at yard sales of free markets and then option it on eBay. Consignment: the eBay has a consignment business model which fetches the goods to people instead of people looking out for those goods. As per this model, people give advertisement locally for the quality items that people wish to sell out. The item is found and then the individual decides if this item would be sold when officially on eBay or not and then a consignment agreement is created. This way the consignment agreement documents that the person will shell out the percentage of auction prize in case the item is sold. The individual clicks pictures, makes an auction list and takes care of the payment and deliverance therefore the selling price has to pay higher to cover all those costs(Smallbusiness.chron.com, 2017). EBay stores: why this the seller can start with an online store where the goods are sold at plea decided prices rather than any kind of waiting on auction. This business model is light by a lot of people as they can easily know the amount of profit that they would be earning by sales. Option selling: the sellers put their product for sale through auction on eBay auction store where the potential buyers can wait for the Product. Wholesale: this model focuses on sales of birds in bulk rather than individual selling and this is generally are B2B model Drop shipping model of eBay: it is generally utilise my eBay stores to give the goats for direct selling. In this the seller doesn't has to stop any goats rather a drop shipping partner has to be found who fetched the items to be sold through eBay. 3.The related revenue model in the selected website EBay does not hold any stocks like Amazon.com. It just offers the technology platforms and equipment for carrying out the e-commerce. EBay has a lot of revenue models: It generated the transaction paymentby owning PayPal, but after the separation from the PayPal it has been facing hard time attracting more visitors eBay also attains byselling of the service of list customers goods to be sold to other buyersi.e. seller pay the percentage of their sale to eBay for using the website as a platform to sell It earns a little of advertisement fee (Miglani, 2017). EBayis able to yearlygenerate revenueof approximately $6 billion from its three keytrades: auctions, imbursements (PayPal, but this has split now) and communication (through Skype). 4.The implemented business strategies in the selected website As a part of its e-commerce strategy, eBay has brought about bring some changes which involve the improvement in site search capacity is so that the lookout for items would be furtherorganised. Rather than listing ofentiresetof available courtswheneveranything is looked out for, now there has been differentcategorisationslike "best value ", "brand-new "and similar other categorisations. This has allowed the buyer to narrow down his search and the buyer will get improved choices which closely match to the requirements (Turnaround challenge, 2014). One more aspect of the e-commerce strategy is the way eBay is working on the ranking in the Google search results. It is trying to resolve the issue of websites searchoptimisationbyimproving the structure of information. The average time of shipping for any eBay order is three days and it plans to continue with the same delivery strategy. 5.Development of secure electronic transactions on the Internet Secure Electronic Transaction (SET) is the approach used by e-commerce businesses for ensuring the protection of monetary transactions on the websites. It has been supported by MasterCard, Visa, internet banking, Netscape, etc. By use of SET, a user is provided with an a digital certificate and any exchanges is performed and confirmedby a blend of digital certificates and digital signatures between the buyer, a merchant, and the buyer's bank in a manner that allowsconfidentiality and secrecy. The One time password (OTP) is sent to users mobile, which has to be entered for the transaction to be successful. At the checkout page, the user enters credit card numberinthe checkout page and the details of buying her sent to claimant gateway to be processed (Jarupunphol and Buathong, 2013).This weathertransition detailsare forwardedthrough the payment gateway to the Bank of the seller. This bank againforwardthe formation of the transaction to the bank from which credit card has been issued f or the theorisation of the exchange. In case of the approval or denial the information is sent back to the bank of the seller. In case of approval of the card the bank deposits money into merchant account at apredefined time. The transaction information is sent from other payment gateway to the eBay and even informs the buyer that the transaction was successful or not. 6.The privacy policies, online auctions and any potential legal or ethical issues There ethical issues: Who should be given access to information? Who is the owner of data? Who has to maintain the accuracy and protection of data? How the data captured has to be used and how this use has to be monitored? Privacy issues: Risky data with employees of e-commerce business The mails, calls and communication needs to be tracked Privacy of records (Choton Basu, 2005) Legal issues: Privacy Customer and seller protection from the fraudulent activities Censorship vs. freedom of speech regarding dissemination of information Intellectual property rights Spam Internet stocking fraud Bogus investments Non-financial issues like poor quality, damaged goods, unnecessary delays in delivery 7.The ways that the website manages the customer relationship EBay makes use of the customer relationship management tool and it trains all of its workers on the usage of this tool. All the activities are logged in to the CRM tools that are the client calls, all emails are passed through this tool (Nassar, 2015). There is complete information and daily reporting is carried out. This reporting allows the business to build its customised reports for tracking the efficiency of the representatives, looking out for the problematic areas and also for the problematic clients. Recommendation for improvement of the website performance The clients must be assured that they are accessing the real web page and its not a fraud. The consumer protection must be assured (Lendle and Vzina, 2015). There has to be seller protection also in case the clients deny of placing order or the clients download any copyright software to sell to other people. For going to different countries, there must be an option of choosing different pages in which webpage get translated. This will make the communication easier and also the buyer will not lose interest in the page and also they will have trust in the website References Atkearney.com (2015). Global Retail E-Commerce Index. [online] Available at: https://www.atkearney.com/consumer-products-retail/e-commerce-index [Accessed 12 May 2017]. Barnes, S. (2016). E-commerce and v-business. 1st ed. [Place of publication not identified]: Routledge. Boateng, R. (2014). Resources, Electronic-Commerce Capabilities and Electronic-Commerce Benefits: Conceptualizing the Links. Information Technology for Development, 22(2), pp.242-264. Choton Basu, S. (2005). On Issues of Computer Crimes, Online Security and Legal Resources. Journal of Information Privacy and Security, 1(4), pp.1-2. Datta, P. (2010). A preliminary study of ecommerce adoption in developing countries.Information Systems Journal, 21(1), pp.3-32. Editors, A. (2017). The eBay Business Model | AllBusiness.com. [online] AllBusiness.com. Available at: https://www.allbusiness.com/the-ebay-business-model-3251-1.html [Accessed 17 May 2017]. Huang, Z. and Benyoucef, M. (2013). From e-commerce to social commerce: A close look at design features. Electronic Commerce Research and Applications, 12(4), pp.246-259. Jarupunphol, P. and Buathong, W. (2013). Secure Electronic Transactions (SET): A Case of Secure System Project Failures. International Journal of Engineering and Technology, pp.278-282. Karakaya, F. and Shea, T. (2008).Underlying Motivations for Establishing E-Commerce Business and Their Relationship to E-Commerce Success.Journal of Internet Commerce, 7(2), pp.153-179. Lendle, A. and Vzina, P. (2015). Internet Technology and the Extensive Margin of Trade: Evidence from eBay in Emerging Economies. Review of Development Economics, 19(2), pp.375-386. Maamar, Z. (2003). Commerce, e-commerce, and m-commerce.Communications of the ACM, 46(12), p.251. Miglani, J. (2017). How eBay Makes Money? - Revenues Profits. [online] Revenues Profits. Available at: https://revenuesandprofits.com/how-ebay-makes-money/ [Accessed 17 May 2017]. Nassar, B. (2015). The customer trust and customer commitment of e-customer relationship management: study at Jordan of mobile phone services. International Journal of Electronic Customer Relationship Management, 9(1), p.33. Rajput, W. (2016).E-Commerce systems architecture and applications. 1st ed. Boston, Mass.: Artech House. Turnaround challenge: business and the city of the future. (2014). Choice Reviews Online, 51(09), pp.51-5107-51-5107. Smallbusiness.chron.com. (2017).What Is an eBay Business Model?. [online] Available at:

MGMT 331 Week #6 Paper Essay Example

MGMT 331: Week #6 Paper Essay MGMT 331: Week #6 Paper Name: Institution: MGMT 331: Week #6 Paper We will write a custom essay sample on MGMT 331: Week #6 Paper specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on MGMT 331: Week #6 Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on MGMT 331: Week #6 Paper specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Leader rewards and punishment behavior help leaders rally their followers around their causes or objectives. Rewards issued appropriately (at the right time and for the right reason) help motivate workers and followers. These rewards can be special recognition for a follower’s effort and exemplary work or pay increments for commendable work. On the other hand, punishment is used to stop undesirable behavior within followers. Punishment works by making the offender cease the subject behavior and by working as a deterrent against such behavior within the other workers or followers. It is important to understand how rewards and punishments work to implement them successfully. Using rewards and punishment effectively can help leaders motivate and drive their followers. In an organization, this drive would help increase productivity, and this would benefit the organization. One interesting thing in the text was the concept of contingent rewards and punishments. The basic idea in the concept is that the issuance of a punishment or a reward must be reliant on the recipient’s actions. This means that when issuing a punishment or reward, a leader must clearly explain why the follower received the said punishment. This way, the worker will know what is needed of them so they can get more rewards or avoid further punishment (Howell Costley, 2006). Another interesting idea in the text is that of consistent monitoring of worker’s progress and behavior. This goes hand in hand with the concept of contingent punishment. Leaders need to monitor their followers constantly so that they can be able to track progression and regression. This will then determine the issuance of rewards and punishment. The third interesting issue in the chapter is the idea of looking at a leader’s use of rewards and punishments as a â€Å"process of social exchange between the leader and the followers† (Howell Costley, 2006, p. 171). By controlling the rewards, the leader has something that the workers want. On the other hand, good performance by the workers is something that the leader wants. This creates an unwritten contract between the two parties where each provides what the other desires (Howell Costley, 2006). The interesting thing about the concept of contingent rewards and punishment is the idea that a punishment or a reward is ineffective if the follower does not clearly understand the reason it was given. It is important for a leader to make sure that followers are sure about their reason for being punished. In a leadership position, I would make sure that communication between my workers and me is excellent so that punishments and rewards can have the desired effect. This would also help create a good understanding between my workers and me. The idea of constant monitoring is compelling because it explains why most organizations have ineffective reward and punishment systems. The main concept in this case is that the constant monitoring helps leaders be sure about the workers who deserve rewards and those who need to be punished. Few organizations monitor their workers constantly meaning they fail to note progress or regress. As a leader, I would make sure that the work done by my fol lowers is constantly monitored noting down improvements, successes and failures. This way, workers are not wrongly punished or rewarded. The idea of looking at rewards and punishments as part of a social exchange is interesting in that most people do not share this perspective. Most organizations see rewards and punishments as part of a carrot-stick approach. As a leader, I would ensure that my followers understand that the use of rewards and punishment is of mutual benefit and that neither party is exploiting the other, as is the case in carrot stick situations. The use of contingent punishment and rewards is seen in military structures where promotions and demotions are directly related to performance and effort. This helps soldiers understand that there is an obvious correlation between the two. Soldiers will then know what they need to do to be rewarded and what they should not do to avoid punishment. Military systems also use constant monitoring to help with the issuance of rewards and punishments. Soldiers are always in direct contact with their superior officers and this gives the superior officers a chance to monitor the soldiers. This way, the right soldiers are always promoted or demoted. Motorola’s past chairperson, Robert Galvin, exercised the use of rewards and punishments as a form of social exchange. Workers could earn bonuses of up to 41percent for achieving set targets. These high bonuses made the workers added effort worthwhile. The relationship between the leadership and the workers became mutually dependent as both benefited from each other. References Howell, J. P., Costley, D. L. (2006). Understanding behaviors for effective leadership. New Jersey: Prentice hall. When How Becomes What Name: Course: Date: When How Becomes What One of the most fundamental beliefs and principles of Hideo Sasaki is that of the need for different professionals within the design, architecture, and landscape to collaborate and work together. Sasaki advocates the idea of integration of different disciplines. This involves the professionals having an open mind about architecture and design. Professionals are not only involved in planning and following the requirements and guidelines of their profession, but they should also think critically and have an open inquiry involving different people with diverse ideas. Architecture does not only involve putting up structures, but it also involves examining other aspects of architecture, which many professionals tend to forget. This includes examining and recognizing the importance of maintaining the surrounding community’s culture and history, as well as the social context. Professionals should also ensure that they take care of the economic and geographical context of the surround ing regions. This will ensure that they capture the important factors that matter to the community, and that people do not just recognize them for the structures they put up, some of which may not benefit the community in any way. When how becomes what involves recognizing the important elements of life, which, in addition to professional and up-to-date structures, also recognize the elements of humanity. As much as people admire tall and complex buildings and designs, they also want to feel a part of the process. They want to feel that they have contributed something towards the completion of the project. They recognize the efforts of the professionals, when part of their culture and the geographical elements of their surroundings make up part of the professional work. They feel that they own part of the structures, and that their culture is worth recognizing. In addition, communities want buildings that will recognize their abilities. They will have more appreciation and recognition for designs and structures that embody their economic contexts. People have different perspectives of issues when they have an open mind. Moreover, the interdisciplinary approach encourages the sharing of ideas and it is essential during the brainstorming process. Professionals from different disciplines are able to assess each other’s work critically, correct each other, and give advice and recommendations. This helps in developing wholesome designs, which serve different purposes. It leads to the creation and development of structures, which are different from the usual designs of the practice. This brings out something new, unique, and original to the industry. This has revolutionized the different industries in the field of design. It would not be possible to leave legacies without the implementation of such ideas. The integration of different disciplines in design has led to changes in the industry. This has included changes in architecture, and landscape design. There has been an increasing concern regarding different issues such environmental concerns and this has led to the development and design of products that are environmentally friendly. It has led to the incorporation of technology. Digital technology in design has made work easier and it has eased some of the processes in design work. In addition, it has led to increased collaboration among different professionals because it has eased the communication process. This integration has led to increased awareness of the issues affecting the community, and this has contributed to the designers looking for different ways to enhance and make people’s lives better. People are able to learn more from each other and from other regions. Their sources of knowledge are not just confined to their areas of practice and learning, but they are also forced to look beyond their countries and learn from other regions.

A comparative study of Omani employees’ perception toward managers’ leadership styles and management competences in public and private sectors. The WritePass Journal

A comparative study of Omani employees’ perception toward managers’ leadership styles and management competences in public and private sectors. Introduction A comparative study of Omani employees’ perception toward managers’ leadership styles and management competences in public and private sectors. IntroductionBackground of the StudyProblem StatementResearch Question and ObjectivesBackground Literature ReviewMethodologyLimitations / Ethical ConsiderationsReferencesRelated Introduction Leaders are fast becoming recognised as the key to success for organisations across the globe and as such studies on how leaders are created and how leaders interact with others are becoming much more prevalent (Chemmers, 1997). That said, the area of leadership in the Oman context has been largely overlooked when it comes to academic study and it is here that the research is going to focus. Leaders within business are increasingly being perceived as those who are responsible for either the success or the failure of the organisation in question and therefore their role within the organisation and the perception that others have of them are likely to be critical to their actions. Leadership has both an extrinsic and an intrinsic role. Firstly, it could be argued that leadership reflects the way in which the public view the company or the perceptions that those outside of the organisation have of how the company manages its operations; secondly, leadership looks at the way in which the employees and those who work directly with the managers are inspired and encouraged to perform in a suitable manner to meet with the organisation’s goals (Chemmers, 1997). Merely defining what is meant by â€Å"leadership† and the various styles that are seen to be available for such leaders is an academic study in itself, with one of the most accepted definitions being that of Chemers (1997, p.1) who stated that leadership is seen as â€Å"a process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task†. This type of collaborative approach will form the basic underlying concept of leadership, regardless of the jurisdiction in which it is operating. Following on from this background understanding the research will then go on to look at how leadership in Oman can be developed to achieve greater commercial success with reference to the distinction between public and private sector organisations. Background of the Study Although there has been a large amount of general literature in the area of leadership and the emergent theories of leadership that have come about in recent years, there has been a small level of understanding regarding the role of leadership within the developing region of Oman. It has been suggested by Dorfman in 2004 that one of the main difficulties is that organisations in Oman are typically not very transparent with their operations and this can make it harder to identify any form of business strategy, let alone one that is rooted in the perceptions of individual employees. Taking an internal view of the way in which an organisation works is a crucial element of then looking at the role of the leader and how they can influence the performance of employees. It is argued here that one of the key issues is, in fact, that the political context of the region has a real and direct impact on the organisation and the types of leadership that are likely to be effective. Crucially, it i s also necessary to look at the cultural and political factors that are at play within Oman and not to simply assume that Arab culture will prevail. As a further point, by way of background, it is also noted by Dorfman that in Oman (as is the case in many developing regions) the public sector is often the driving force with internal practices, such as leadership development emanating from public sector agendas. Finally, it is worth noting that Oman itself is a relatively small country when looking at population, with a total of 3.5 million. On the face of it, the country has many similar characteristics with its Arab neighbours and is also subject to rapid economic growth; however, it is suggested in this paper that Oman has a unique geographical and political scope which encourages the organisations, both public and private, to outperform other countries in the same region (Haligan, 2007). There are arguably multiple factors that are likely to impact on how leadership is dealt with in Oman and these will be considered in greater detail in the thesis when comparing the approaches in the public and private sectors. These are briefly identified by Haligan in 2007 and include the political development in the region and the British influence, in particular. Issues of religion and culture are also thought to be important in the region and these are arguably factors that remain prevalent, even where there are economic changes or there are factors that may otherwise impact on the operation of the business. Problem Statement The problem statement for this research paper is to look primarily at the comparison between the public sector and private sector leadership skills, with reference to the employees’ perceptions of their leaders. Although this is a relatively specific area of study, there are potential issues that need to be looked at surrounding the study, in order to ascertain the impact that the various leadership styles have on the perceptions of employees and therefore on their ultimate behaviour. Employee behaviours are arguably linked to the leadership style, but it is also expected that other underlying factors, such as religion, culture and politics will have an impact. A comparison between public and private sectors may provide a greater understanding of these issues and the ways in which leaders can improve their own behaviours, in the future, to influence the performance of their employees. Research Question and Objectives The question here is to undertake a comparative study of the role of the managers and their leadership styles, from the point of view of employee perspectives, in both the public and private sectors in Oman with a view to presenting overall findings. In order to be able to provide a balanced response to this research question, there are several other objectives that need to be looked at, so that the answer to the research question can then provide future guidance, which can add value to those involved in corporate Oman. Firstly, there is a requirement to understand the various leadership styles that may be employed by leaders and the way in which these are likely to develop within the workplace. Factors that may impact on the choice of leadership approach will also be looked at, with reference to the corporate climate in Oman. For example, it may be thought that the political context is relevant to the leadership style and that this will then be different in the public and private sectors. Similarly, it may be argued that religion or culture plays a much greater role than whether or not the organisation is public or private sector orientated. Secondly, as well as the actual factors that influence leadership styles, the next part of the research is to look at the impact that leadership styles have on employee perceptions of the leaders themselves, or indeed the organisation. The ultimate aim of this research is for those involved in leadership to be able to understand how they can influence employee behaviours to the benefit of the organisation, in the future. With this in mind, the research question will need to be broken down, to understand the factors that are present but unchangeable and those which can be influenced, so as to create a more balanced view as to what leaders and managers can do to change the operation and the perceptions of their employees within the workplace. Background Literature Review Despite the fact that there is a large amount of literature available in terms of leadership styles, all of which will be looked at as part of the main research, the real essence of this research will be to look at leadership in the context of Oman and Omani culture. Over the years, it is argued that Omani culture and how it deals with politics, in particular, is that it has supported a participative leadership approach as being the dominant form of accepted leadership within the culture. This was the subject of the discussion in the paper of Eickleman, (1987) who found that the people of Oman, in general, operated by consultation, with leaders being largely selected based on merit, rather than on succession. This type of underlying culture is important as a means of understanding the prevailing culture and the likely employee perceptions of their leaders. Specific research in the area of Omani business has also taken place, identifying that the way in which leaders are selected by priests within the community by merit from a religions context which offers an opportunity for further analysis within the commercial context. Arguably, this type of social selection was also seen to be prevalent when Al-Ghailani researched the area, in 2005, considering how this then influences human resources practices. It was found in this research that the use of social criteria was often seen as important when it came to recruitment and promotional decisions. This was evidenced in the 2005 research by the fact that it was found that many religious leaders were petitioning the public sector to recruit family members into certain roles. He found that there were essentially two different leadership structures in operation, the first looking at merit and the notion of recruiting to fill a need and the second based on family and cultural issues. This two fol d approach suggests that leadership is unlikely to be a black and white scenario and perceptions are going to vary from person to person not just from organisation to organisation. By looking at other areas of research into leadership and therefore the employee perceptions that emerge as a result of the leadership, it can be seen that there are very distinct opinions, with those such as Farazmand, (2006) noting that this social element in fact complements leadership and improves perceptions, rather than being a detriment to the European and Western approach. A specific research paper that looked at the leadership values in Oman was undertaken by Neal et al (2005), which found that positive leaders were seen as those displaying attributes of strong charisma, being largely interactive and also having a degree of authority inherent in their attitude. This indicated that those successful leaders in Oman were not actually far remote from the Western ideals. In particular, Neal et al. found that an effective leader in Oman needed to be concerned with the personal welfare of all of the employees and that a further level of respect is given to the use of legal authority, which is seemingly logical given the high level of bureaucracy within the region. Methodology The methodology that is going to be used in the research here is inductive in nature, as it will look at the observations and actions of the various different managers, before then attempting to produce an overall theory that could ultimately apply across both private and public sector organisations. The first step of this research, therefore, is to undertake a full literature review and analysis of the leadership approaches and those factors that theoretically have a means of determining the different perceptions which are going to emerge from employees in relation to the leadership skills displayed. From this general theoretical understanding, primary research in the form of case study interviews will then be undertaken, with the author looking specifically at two organisations, one in the public sector and one in the private sector. Although it is recognised that ideally several different organisations should be looked at, it is noted that the reality is such that focusing on two organisations will allow for sufficient depth of comparison between the styles of leadership. This will then be used to produce a theory and a set of suggestions as to how the information can then be applied to establishing a set of recommendations for managers across Oman and indeed across other simi lar jurisdictions. Limitations / Ethical Considerations A key limitation which has been identified is that the case study element will only look at one organisation from the public sector and one from the private sector. It would be desirable to look at a broader range of organisations and even to undertake such research over a period of time, to ascertain how these issues change and the long term impact of culture and politics, at that point in time. There may also be concerns that the employees will not be as open as they could be, due to concerns about what their manager will think; therefore, anonymity is crucial and is something that needs to be taken to the forefront when collecting data. References Al-Ghailani, R. (2005). Equal opportunity in public office in principle and practice: An empirical study of the Omani Civil Service. Doctoral dissertation, University of Hull, Hull. Al-Hamadi, A., Budhwar, P., Shipton, H. (2007). Management of human resources in Oman. International Journal of Human Resource Management, 18(1), 100-113. London Chemers M. (1997). An integrative theory of leadership. Lawrence Erlbaum Associates, CA, Publishers. Dorfman, P., House, R. (2004). Cultural influences on organizational leadership. In R. House, P. Hanges, M. Javidan, P. Dorfman, V. Gupta (Eds.), Culture, leadership and organizations, the GLOBE study of 62 societies. Thousand Oaks, CA: Sage. Farazmand, A. (2006). Public sector reforms and transformation: Implications for development administration. In A. Huque H. Zafarullah (Eds.), International development governance. Boca Raton, FL: CRC/Taylor and Francis. Halligan, J. (2007). Leadership and the senior service from a comparative perspective. In B. Peters J. Pierre (Eds.), Handbook of public administration (pp. 63-74). London: Sage. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions and organizations across nations. Thousand Oaks, CA: Sage. Jabbra, J., Jabbra, N. (2005). Administrative culture in the Middle East. In J. Jabbra O. Dwivedi (Eds.), Administrative culture in a global context. Whitby, ON: de Sitter. Neal, M., Finlay, J., Tansey, R. (2005). â€Å"My father knows the minister†: A comparative study of Arab women‟s attitudes towards leadership authority. Women in Management Review, 20(7/8), 478-498. Riphenburg, C. (1998). Oman: Political development in a changing world. Westport, CT: Praeger. Winckler, O. (2000). Gulf monarchies as rentier states: The nationalization policies of the labor force. In J. Kostiner (Ed.), Middle East monarchies: The challenge of modernity (pp. 237-256). London: Lynne Rienner.

Genetic Algorithms Essay Example | Topics and Well Written Essays - 1000 words

Genetic Algorithms - Essay Example There are few behavior to crack the N-queens problem. A number of of them are trying all the variations, using backpedal methods, by means of strengthening learning methods, and etc. In this scheme, genetic algorithm will be old to solve this problem by with GAlib package. Genetic Algorithms are adaptive methods which may be used to resolve look for and optimization problems. They are base on the genetic processes of organic organisms. Over a lot of generation, natural populations develop according to the principles of usual assortment and "continued existence of the fittest". By mimicking this procedure, genetic algorithms are clever to "evolve" answers to real world problems, if they contain been suitably prearranged. Genetic Algorithms utilize a direct analogy of usual behavior. They labor with a population of "individuals", every representing a likely solution to a known problem. Every individual is allocating a "fitness score" according to how good a answer to the problem it is. The highly fit persons are given opportunities to "copy", by "cross propagation" with other persons in the population. This produces new persons known as "offsprings", which share some skin taken from each "close relative". The smallest amount fit members of the population are less probable to get chosen for copy, and so determination "die out". How do they work A whole new population of likely solutions is thus shaped by selecting the best persons from the current "generation", and mates them to produce a new set of persons. This original age group contains a higher amount of the characteristics obsessed by the high-quality members of the previous age group. In this way, over a lot of generations, good individuality is increase throughout the population, life form mixed and exchanged with other high-quality individuality as they go. By favouring the mating of the additional fit individuals, the most talented areas of the look for space are travel around. If the genetic algorithm has been intended well, the population will meet to an optimal answer to the problem. How contain they been productively practical to any real-world problems The authority of genetic algorithms come as of the fact that the technique is healthy, and can deal productively with a wide variety of problem areas, counting those which are hard for other techniques to solve. Genetic algorithms are not certain to find the global most favorable solution to a problem, but they are usually good at finding "well enough good" answers to problems "well enough quick". Where specialized methods exist for solving exacting problems, they are probable to break genetic algorithms in both speed and correctness of the last consequence. The main earth for genetic algorithms, then, is in hard areas anywhere no such techniques exist. Smooth anywhere existing techniques employment well, improvements have been complete by hybridizing them with a genetic algorithm. What do they contain to do with cognitive discipline Genetics will more and more enable physical condition professionals to recognize, treat, and stop the 4,000 or more genetic diseases and disorders that our class is heir to. Genetics determination

Lying Essay Example | Topics and Well Written Essays - 500 words

Lying - Essay Example However, sometimes in life, one is faced with situations that require some amount of lying, or rather twisting the truth. For instance, parents do relate white lies to children, by saying that a demon would come and kidnap the baby, if he or she does not eat. A teacher might threaten a student, to prevent him or her from getting attuned to what is not morally right. One is, sometimes, forced to lie due to the turn around of circumstances. At such a juncture, one might be troubled by the question, as to whether it is right to lie or not. When is it alright, to lie and when is it not This question is one that is ethically quite perception-oriented. What might seem right to some might not to the rest. In the Indian epic of Mahabharatha, Lord Krishna says that it is alright to lie, if it translates into being committed for the welfare of the others. This, is considered ethically appropriate. If lying does not bring about harm and is more so, good for the majority, it is alright to lie. According to Buddhist scriptures, there ar

Dance In The Curriculum Drama Essay

Dance In The Curriculum Drama Essay Dance as a discipline is marginalised in academic discourse as an ephemeral, performance-focused subject, its power articulated through the body. In UK schools it is a physical subject with an aesthetic gloss, languishing at the bottom of the academic hierarchy, conceptualised as art but located within physical education in the national curriculum (Downing et al, 2003; Brehoney, 2005). Placing additional emphasis on performance at A level also undermines the development of dance studies more widely within a subject hierarchy that places literacy, rather than embodiment, as a key factor of high-status knowledge. Beyond the confines of the dance curriculum, these changes illuminate Foucaults assertions that power and knowledge are interconnected and that power produces knowledge (1979, 1980b). He outlined three core processes for exerting disciplinary power: observation, examination and normalising judgement. Benthams Panopticon, a prison with cells constructed around a central tower, demonstrates how discipline and control can be transferred to the prisoners themselves. The inmates are always potentially visible to the guards and so must behave at all times as if they are being watched. They are their own guards, controlled by the gaze: Just a gaze. An inspecting gaze which each individual under its weight will end by interiorizing to the point that he is his own overseer, each individual thus exercising this surveillance over, and against, himself. A superb formula: power exercised continuously and for what turns out to be minimal cost (Foucault, 1980b, p. 155). Foucaults second disciplinar y technology, normalisation, is the way in which behaviour can be aligned with societys standards, to correct what is seen as deviant. The third, examination, is the combination of the other two and exemplifies power/knowledge as it both establishes the truth and controls behaviour. This article illustrates how these processes work in the context of dance in education. Taking into account Foucaults suggestion that the traditional way of describing power in negative terms as something that excludes or represses should stop, that it is the productive aspect of power that creates reality, the article explores how dance in education might be seen as both literate and a physical activity suitable for anyone, and thus to have more power in the twenty-first-century curriculum. Yet dance is more than just performance: to dismiss it as purely bodies in action is to ignore not only the language of its own structural conventions but also the language in which it might be recorded. Currently there is little indication in school that dance, like music, has its own complex systems of notation. The current discourse of dance in education has normalised it as an illiterate art form and the removal of the notation component at A level has entrenched that perception. Furthermore, the idea that dance studies is solely about beautiful bodies in motion, the exclusive pursuit of slender, flexible females, is an unhelpful blueprint at a time when there is a need to encourage more physical activity to combat rising levels of childhood obesity. So if students are not to self-exclude from dance whether on grounds of perceived body type, gender or lack of academic currency, then there needs to be a more inclusive, valued and thus more powerful form of the subject in the curriculum. Dance in the Curriculum: an overview Dance developed as a part of public education in the UK during the 1880s when Swedish educator Martina Bergman Osterberg brought Lings physical education ideas to London. Physical training was introduced in 1909 into what were then called elementary schools to improve fitness levels and encourage discipline and cooperation in young men. The dance aspect was perceived as an exclusively female pursuit (Brinson, 1991). Western dance tradition is still strongly associated with the female; as Ferdun points out, the term dance is usually associated with girls and feminine qualities by a significant portion of the dominant culture. Labelling dance as female prevents it from functioning fully as an educational medium. It limits participation by anyone, male or female, who does not want to be associated with stereotyped gender images and practices (Ferdun, 1994, p. 46). Whilst dance still remains a part of the PE curriculum, McFee (2004) argues for the distinctive nature of dance as an artistic activity, for its value in the curriculum within an education system that demands accountability. He adopts a personal enquiry view of education which stresses the importance of personal development. Drawing on the work of Lawrence Stenhouse (1975) and David Best (1991), he argues that dance is a suitable medium for such an educational endeavour. However, whilst for McFee dance should be treated as an artistic activity that has intrinsic value, the notion of dance being understood in such a way as to make it accountable is at the heart of his text. His emphasis on accountability resonates with arguments around high-status knowledge and with the need for robust assessment in public examinations. Dance can be assessed as a sub-section of physical education and is also available as a separate subject at GCSE (usually taken age 16 at the end of compulsory education) and at GCE A level (advanced-level subjects, taken two years later, which usually form the basis of university entrance). Articulating the Power of Dance: Ideology into Practice Dance requires the development of physical skills just as other sporting activities do, but differs in that technical skill is not the end in itself. That skill must be used to create meaning; its main concern is aesthetic experience. Unsurprisingly, as McFee (2004) points out, many PE teachers have little interest in teaching dance. Not only does it require an understanding of dance technique if it is to embrace masterworks that is, known works in current repertory but it also has an aesthetic aspect that makes it distinctive. Indeed, when combined with the particularly female orientation of dance, it seems somewhat ironic to place it within a department that is culturally perceived as masculine and essentially in opposition. But in spite of the implication that to put dance with PE is to fail to emphasise the subjects aesthetic qualities, the dance as art model has become the predominant way of studying it. And this is a central problem for dance in education: the aesthetic dimension inherent in dance as an art form and expected by the national curriculum, at GCSE and at A level, leads to this subject having no obvious department in which to sit. All dance examination syllabi in school reflect the dance as art model. As well as having traditional written aspects, GCSE and A level have a practical component, carrying 70% and 55% of the total marks respectively (AQA, 2009). When first examined in 1986, the A-level syllabus required candidates to show ability to choreograph; to perform; to be able to read and use notation; to show knowledge of the constituent form and features of dances and their historical and social contexts; and, finally, to be able to interpret and evaluate dances (University of London Schools Examination Board, 1986). Changes to the syllabus in 2008 resulted in dropping the notation requirement; they also streamlined the choreographic tasks and placed an added emphasis on health and safety in training and performance. The specification also removed the technical study and instead assesses technical competence through the solo choreography task. The power of the dance itself is examined through students ability to analyse the choreographic structure of masterworks in essay form and to use defined compositional structures in their own choreography. It is also assessed through their ability to perform. The proportion of marks allocated for the practical components at both GCSE and A level reflects the need not only to understand dance in theory but also to use that knowledge in practice. It also points to the centrality of the body as the instrument through which the power of dance is articulated and made accountable through assessment. But examination is, in Foucaults terms, under the power of the gaze. The gaze, whether on the dance itself or on the wider notion of dance studies in the academic hierarchy, influences what is seen, what is valued, what is deemed to have power. It influences the kind of inspection itself. If literacy is valued in the academy, then how might dance be written, read, considered and interiorised under its inspecting gaze? Dance is a language with its own systems expressed through choreography and performance. The word choreography itself derives from the Greek, choreia, meaning choral dance, and graphia, meaning writing. But if, as Cohan states, dance speaks in a very special language, both to the doer and the watcher. It speaks of things read between the lines, things that are impossible to put into words (Cohan, 1986, p.10), how can school students articulate those impossible qualities, have the power to express them in a way that is accountable, to use McFees (2004) term? Not just toread and write about dance, but to read and write dance itself? Foster states: Literacy in dance begins with seeing, hearing and feeling how the body moves (1986, p. 58). From the high culture of classical ballet to the nineties revival of Lindy Hop, from contemporary technique to street dance, the dance reader must recognise the qualities of those movements, consider their features, remember and identify patterns. The syllabus, whether at GCSE or A level, refers to constituent features and compositional devices that should be understood, and later read in the masterworks studied for the latter. These include movement components (action content, dynamics and spatial arrangement); dancers (numbers, gender, physique, role); physical and aural setting; and the development of dance ideas. Choreographic devices such as motif development, variation and transition are also required. The cultural perspective Reading dance is not only about its internal structure, it is also about its place within culture: it is complex. The reader must understand the choreographic codes and conventions that give the dance its significance (Foster, 1986, p. 59). This complexity is reflected in the way choreography is examined, for example, at A level. The written papers ask both for discussion of the component features of a dance, but also to demonstrate how the dance relates to its cultural context. In other words, the papers ask the candidate to be able to read the dance in terms of form and context for example, to understand not only how Christopher Bruce creates the power of Ghost Dances (1981) through technical means, but why such a powerful and searing indictment of political oppression, the disappeared of Pinochets Chile, was significant. The practical examination calls for the student to write dance, to compose both solo and group choreography. The compositional components described above are to be used in this writing. But as Adshead (1986) points out, dance composition, where the elements of dance are put together in a recognisable construction, is only the beginning of choreography. Understanding the crafting of the piece only takes us so far and while it might in principle be the aspect of choreography most understood, dances are imaginative constructions designed to do far more than string steps together in a neat and tidy way, or even in an untidy conglomeration of movements (Adshead, 1986, p. 20). The power of choreography is not just about using form correctly, it is about creating meaning and its effective communication to the audience. Dance in education, then, as examined at GCSE and A level, requires students to read dance through understanding its own language of compositional devices, making reference to the cultural context of the practitioners and masterworks studied. There is also the requirement to write dance using those same compositional structures, and the solo must reflect the characteristics of a specific practitioner. Having envisioned and created meaningful artistic relationships derived from knowledge about dance, the student must have the technical skill to realise them in practice. Those qualities have to be conveyed to the observer through the dancers instrument, the body. Young observed that it is power, not knowledge, that counts in education (Young, 2008, p. 94). And power can be constructed as the power of Foucaults gaze (Foucault, 1980b). Dance knowledge encapsulated in its internal concepts of literacy may not have status in the eyes of those who have the power to create the curriculum and endorse its values; it has little power as academic currency. Dance as articulated through the body is similarly problematic: Shilling (2004) develops Bourdieus conception of the body as physical capital which needs to be converted into other forms in order to have value. But according to Foucault, the body itself has a complex relationship with power. As former ballerina Jennifer Jackson notes, The focus on the body, as against the person who dances, links standards of perfection to the instrument of the dance rather than the dancer or the dancing itself (Jackson, 2005, p. 32). Dance in education does not immediately appear to share this professional obsession with technical perfection either in the national curriculum or at GCSE and A level. Syllabus documents make no reference to technical excellence; no statements are given to indicate standards by comparison to technical qualifications. The Assessment and Qualifications Alliance (AQA) mark scheme for the 2009-10 choreographic section of the GCSE level paper which asks candidates to show appropriate and sensitive use of dancers skills and attributes to communicate the dance idea (AQA, 2009, p. 4), and my discussions with practical examiners reiterate the notion that dancers are used to illustrate the choreography, that their performance is not assessed, for a choreographers skill is, in part, to use what abilities the dancers have. In this view, the body is pushed aside, as if dance can simply be reduced to representation, not embodiment. But this is disingenuous: the power of dance is inevitably mediated through the body and the body cannot be removed from that representation, leaving embodiment and representation in irresolvable tension. A professional choreographer can indeed tailor the dance to the strengths of the performers, but those dancers will already be in possession of the docile body created through years of technique classes. School-level student choreographers creating dances for examination have to work with dancers who might but equally might not have technical skill. And so the technical skills of the dancers available to the candidates will affect both their choice of steps and the aesthetics of the performance. As one dance teacher colleague observed, I am sure you could look at a dance performed by two different candidates and think that one was better because you are more impressed by the performance of one because she was a better dancer, or slimmer, or more elegant Even with the best intentions, it is very difficult to remove the effect caused by a poor performance and a body that does not conform to normalised expectations because the two are so inextricably linked. And so the self-correction of the docile body is not limited to technical excellence but is also affected by the expected body shape, even at school level. Foucault describes the ideal body of the soldier, the muscular physique and bearing that replaces the peasant. In dance, as in society, there is an ideal body myth, the normalised body constructed as the aesthetic standard, the object of the observers gaze. Following Foucault, Green (2002) describes the ideal body of the female dancer as seen by her student participants, the long legs, the flexible, skinny body with no curves, thin face, long hair. An ideal, constantly striven for, self-policed, light as a feather. Never eat sweets (Green, 2002, p. 135), emphasising the sentiments of students and teacher referred to above. The self in the mirror is not checked just for technical accuracy but for any excess fat. The skinny dancer, existing on caffeine and cigarettes, is part of the dancing myth, if struggled against in reality. But the importance of indeed obsession with maintaining the perfect dancing body can lead to a range of eating disorders (Thomas, 1995). Perhaps addressing this concern might be one of the benefits referred to in the restructured GCSE specification that is, an understanding of health and safety in dance. Additionally, seeking to question the objectification of the body can result in a deeper understanding of the nature of dance and of its role in society (Shapiro, 1998, p. 10). The male professional dancers body is more contested, especially within the essentially patriarchal structures of ballet. In the nineteenth century he was caught between two competing discourses: if he looked muscular, strong and vigorous, he appeared too contrasting to the sylphlike ballerina who took the central role. But if he looked too ethereal and aesthetic, anxiety was generated in the theatre-going public through perceived homosexual overtones, a link that still persists whatever the reality. Male dancers in the contemporary idiom are perceived as more masculine than their classical counterparts, in part emphasised through the differences in classical and contemporary technique and choreographic principles, yet doubts regarding sexual orientation still remain in popular thought (Burt, 2007). The film Billy Elliot, in which Billy struggles to be permitted to dance, illustrates this perfectly: boys should play football or learn boxing dancing is for girls. What is more, in theatrical dance, the body is on view and most frequently a female body and with it historically, a link with moral laxity. The female body has long been regarded as a source of discord and danger to the patriarchal order, through distraction from knowledge, seduction away from God, capitulation to sexual desire, violence or aggression, failure of will, even death (Bordo, 1993, p. 5). Churches preached against social dance on grounds of immorality in the close physical proximity of male and female bodies, whether it was the introduction of the waltz in Victorian England or the perceived depravity of the tango and Charleston in the 1920s (Brinson, 1991). The theatre itself was the domain of women of questionable morals. Foucault saw the body to be central in the operationalising of power. Since the female body is repressed in a patriarchal culture and cultural representations of it (Fraser Bartky, 1992) that is, it is seen as the other to be controlled by the male, the relationship between dance and gender is influential in articulating the power of dance. The female body can be seen in terms of competing discourses and social control. If the power of dance must be expressed through the body, and that body is female (or if male, then with potentially homosexual overtones), then the dance expresses not power but subservience within that patriarchal hierarchy. And in the school curriculum, the body is similarly positioned and manipulated, its realities hidden (Oliver Lalik, 2001). Bakhtin (1968) argued that these impure meanings around embodiment could be overturned. Taking the world of medieval and Renaissance carnival as depicted in Rabelais novels, he showed how the worldview was upturned, where usual power structures were inverted and the boundaries between what was considered pure or profane could be crossed. The body image itself moved to a celebration of the grotesque but at its extreme it never presents an individual body; the image consists of orifices and convexities that present another, newly conceived body. It is a point of transition in a life eternally renewed, the inexhaustible vessel of death and conception (Bakhtin, 1968/1984, p. 318). But carnival is transitory: participants can only be temporarily free of Foucaults disciplinary technologies. In professional dance, the power of the choreography is essentially expressed through performance, and outside a carnival world view the lithe, trained dancer is considered uniquely able to interpret the choreographers ideas with the docile body. Dance and the Curriculum 2: Notating Dance But if in school the choreography is merely to be illuminated by the performer, then perhaps an alternative way of dealing with the potential interference from the use of (inadequately) docile bodies would be to ask dance candidates to write down their intentions, to allow the power of their choreographic choices to be examined in isolation from the power of the performing body. The question then arises of how this might be achieved in a curriculum that does not acknowledge the existence of dance notation. There are two main systems of notating dance, Labanotation and Benesh. Labanotation, devised by the influential dance figure Rudolf Laban, was published in 1928 and is used to record movement across a range of dance styles. Without notation, there is little chance of being able to accurately reproduce the movements; one can only know about the dance and its role within that particular culture. In spite of its availability, notation was used very little, with a resultant lack of documented dance scores (Redfern, 2007) although the number of scores is now gradually increasing. In the United States, for example, the Dance Notation Bureau, located at the University of Ohio, uses Labanotation to create a record of dance works, so that dance scores can be accessed and used in the same way as music scores. Other institutions in Europe and elsewhere are similarly collating notated dance works. These works are then available for interpretation, as are other art forms. And, as Redfern (2007) points out, increasing the number of interpretations of an art work increases its stature; the power of the dance can be enhanced by inviting different readings of its texts. As well as creating records of dance, notation use can also have learning-outcome implications. Goodmans (1976) theory of notation suggests that the created score defines a body of knowledge. Warburton (2000) goes on to argue that trying to express that knowledge verbally can be counterproductive because of what he refers to as the ambiguity and redundancy of spoken language. He illustrates this by explaining how the verbal description to glide for a ballet step called a glissade sets up expectations of the kind of movement to be completed that gliding overlaps the meanings of travelling and leaping moreover, to tell the dancer to perform a travelling-leaping-action-that-skims-across-the-floor permits a variety of interpretations (Warburton, 2000, p. 195). The anecdote he tells goes on to explore the problems of description and how one particular ballet mistress resolved this by demanding repetition until he performed the step properly the power of the dance expressed through the body, not through words. But although a dance step is a bodily experience, rarely conceptualised in terms of its component parts, notation, he asserts, might provide the means for this conceptualisation in a way that language cannot. He concludes that if the goal of dance education is to help dancers increase their abilities to use dance concepts, to read, write, and dance dance, then notation-use is a good tool for doing so (Warburton, 2000, p. 210), since it enables movement, concept and notation to be linked, which improves learning. Dance notation has never been a requirement for access to dance courses, whether at degree level or for professional training. Few institutions offered the particular AQA specification in which it appeared, and so many potential students would have been unable to study it. It is available for study in professional training courses at specialist dance schools and also features in some dance degree courses as an option. But at school level, the situation is rather different. From its inception in 1986 until restructured and examined for the first time in its new format in 2009, notation was a part of A-level dance, both for conveying the technical study to the teachers and their students and also as a separate test. Originally, according to one examiner, it was included at A level, for mainly cultural reasons. Dance has been regarded as an illiterate art for too long. There are few scripts or records of materials, so dance is seen as a time-based art, disadvantaged in comparison with drama or music. We wanted to help bring it into line with the other arts (Ridley, 1992, p. 37). Literacy, as used here, can be defined by the ability to read and write dance scores using either Benesh or Labanotation. At that time, the latter was the dominant choice of candidates; later examiners reports note the ability of students in both forms (AQA, 2008). The first and rather indirect test of notation skills at A level was through sending the compulsory technical dance study to centres in notated form. However, unless the students were extremely confident with notation, above the standard required for the exam itself, they were unable to read the complex scores themselves and thus were reliant on their teachers for their choice. This had important repercussions. Perhaps the first classical study might be slow, a piece of adage requiring balance, control and strength, whilst the second might emphasise speed, elevation and intricacy, a piece of allegro. Dancers tend to be more comfortable, and thus more competent, in one rather than the other. If the teacher decided to teach both studies then candidates would be able to choose their preferred option; if not, then some students would have to learn, perform and be assessed on a technical study which did not reflect their best performing ability. One solution was the option to buy video recordings from the National Resource Centre for Dance at the University of Surrey. However, this raised a further problem: any performance is inevitably an interpretation of the notation, not the definitive answer. The Resource Centre attempted to minimise this by offering a male and a female interpretation of each piece, but the essential problem remained. Students therefore copied the interpretation when perhaps they could have offered an equally valid, or possibly even better, interpretation from the score itself. The power of the dance as notated and to be interpreted was subsumed into copied technical performance. The specific notation component was also examined practically: students were tested in groups of six, each candidate having a different dance score. They were given sixteen bars of their chosen notation (either Benesh or Labanotation) to decode and perform. The bars were repeated in performance, to create a thirty-two-bar sequence. Thirty minutes were given in which the notation not only had to be understood but also memorised, then fitted to music and a creditable performance rendered which was itself graded. Candidates had to cope with distraction as well as having to race against the clock: the music was played periodically during the thirty minutes, which was potentially distracting if, at that moment, the individual was not ready to put the steps to music but was perhaps decoding a specific section. The memorisation aspect also meant that whilst a candidate might be able to read the notation and perform it with score in hand, marks would be lost if they could not perform it accurately without the score. If notation is a tool of dance, a way of recording movement, then memorisation and performance can hardly be a fair test of the ability to read it. One could read a poem for a test, but just because those lines were not remembered accurately would not be a reason to assume the person could not read. This memorisation aspect shifted the emphasis from reading the notation to one of demonstrating that understanding by way of perfected performance. The task was not a straightforward test of notation literacy but rather one of memorisation demonstrated through bodily skill. The power of dance was once again articulated through the performing body. Nevertheless, successive examiners reports throughout this period indicated the increasing familiarity of students with notated scores, and hence an increasing ability to cope with them. For example, in 2008, the report noted: As stated in previous years, some candidates are to be congratulated on their achievements. It was pleasing to see a number of candidates dance the whole 32-bar score and gain high marks in this component of the Unit 5 examination. This continues to be a positive progression over the past couple of years, indicating an increasing confidence in preparing reconstruction skills (AQA, 2008, p. 4). Yet the restructured 2009 A level removed the examined notation component completely. AQA suggested a summary of benefits of the new syllabus, which included encouraging critical engagement with dance as an art form, providing a suitable foundation for pursuing dance in higher education, providing experience of choreography and performance, and, finally, encouraging a hea lthy lifestyle (AQA, 2008). However, according to the National Dance Teachers Association (NTDA), the notation component was dropped because AQA was concerned about the ability of teachers to deal with this aspect of the course. Too few teachers were able to teach notation to a high enough standard and examiners had seen too many crying candidates attempting the notation part of unit five. It seems that we as teachers have failed to meet the standards required to deliver this part of the course successfully (NDTA, 2008, p. 13). Those teachers trained to use the system acknowledged the difficulties it posed, but nevertheless the outcome can only be seen as a retrograde step. Rather than calling for an improvement in teaching standards, this significant aspect of dance scholarship was dropped. The gaze of the literate hierarchy was rejected, not interiorised. So whilst schoolchildren may routinely be expected to understand that music has its own form of language that is, music notation there is no such expectation for dance; dance in schools is taught as if it were an illiterate art form that is, as if its notation does not exist. An unfortunate effect of this is, as Redfern (2007) points out, that a lack of interest in dance scores is perhaps what makes for, or at least reinforces, the tendency to concentrate on performance rather than the work; and this absence of a tradition of studying a dance script in the way that it is imperative for musicians or actors to study their scores or texts means that relatively little has been expected or demanded of the dancer in respect of interpretational ability (Redfern, 2007, p. 197). Notation is thus important for the development of dance studies. It allows dance works to be recorded and studied other than during the performance itself, giving dance a language equivalent to music. It can also enhance learning. But reading and interpreting through notated scores (however unskilled) is no longer a possibility at school level, and whilst writing scores was expected only at a very basic level, this too has gone. In addition, complex and analytical notation gives academic weight to a subject so often seen as unsuitable for serious study. It is also assessable in a way in which the more ephemeral aspects of the subject are not. The absence of notation at A level cannot help but reinforce

Going Round Our Selves :: Personal Narrative Woolf Essays

Going Round Our Selves To tell the truth about oneself, to discover oneself near at hand, is not easy. -Virginia Woolf, "Montaigne" It was the end of August. I was eight years old and my mom, dad, brother, uncle, and I had gathered on the front porch of our lakeside cottage in Indiana. All day a thunderstorm raged outside. The rain swept across the lake in sheets from the north, flooding the boathouse and drenching the sheets and towels my mother and I had hung on the clothesline the night before. My brother and I had gone through every board game in the house and worn out the deck of cards, so he told me we were going to play catch, snatched up a tennis ball, and headed from the porch into the main part of the house. I, four years his junior, followed. It is here, first, that I feel I must pause; for just now, in this event as I have begun to recount it, there seem to be numerous forces at work. The way in which I remember the beginnings of this incident, the method by which I have started to put it into words, speaks to the rain that drove my family and me into the house and onto the porch, to my brother who effortlessly coaxed me into one game of monopoly after another, to the ease with which I complied with his silent instructions to follow him into the house for a game of catch. My actions seem so driven by things and people external to me that recalling my eight-year-old self has surprised and startled, unsettled me. In allowing this sensation of shock to play through my mind, I am instantly drawn to Virginia Woolf's "A Sketch of the Past," her version of a memoir in which she brings the places she grew up in, the people she knew, and a handful of the experiences that shaped her over the course of her life back into existence for us to read, perhaps eventually to come to know and be shaped by ourselves. Woolf is interested in this shaping and molding, the malleability, the instabilities of human existence that drive our daily lives; and so she sets out to explore and examine the power and influence of the forces in the early, formative years of one's life. She writes that somehow into the space and time of one's childhood must be brought, too, the sense of movement and change.

Marketing Management of Ocean Park Essay

Brief Description of Ocean Park Hong Kong Ocean Park Hong Kong is one of the most popular theme parks in the world. It was officially opened on January 10th 1977 by the governor of Hong Kong and was funded by the Hong Kong Jockey Club on July 1st 1987, with a Government-appointed Board. It constitutes of marine mammal, oceanarium, animal and amusement as a theme park, located in Wong Chuk Hang and Nam Long Shan in the Southern District of Hong Kong. Reason for Choosing Ocean Park Hong Kong Ocean Park Hong Kong ruled the local amusement park landscape alone. In 2005, Hong Kong Disneyland had arrived and busted out the Park from its near 30-year comfort zone. However, Ocean Park has secured the prestigious 2012 Applause Award, which was the first in Asia to be rewarded. The reason for choosing Ocean Park Hong Kong is thus to study how effectively the marketing strategies are used in the Park against its main competitor, Hong Kong Disneyland. SWOT Analysis A Strength of Ocean Park Hong Kong is the numerous attractions with different levels of amusements ranging from roller coasters to aquariums. Another one is the five major annual events throughout the year: a varying Animal in High Definition Month, the Ocean Park Summer Splash, the Halloween Bash, Christmas and Chinese New Year celebrations. Yet, the most obvious weakness is the several incidents happened in the past five years. Panda attacking a feeder, dying of Chinese sturgeons and sudden pause of attractions – all these had surprised the public’s confidence to the park. In terms of opportunity, there is a proposed MTR station on the east of South Island Line for Ocean. Park Hong Kong. The station would help attract more customers for the Park because it will be easier and more convenient to visit. The major threat is from the future development plan of Hong Kong Disneyland, which is expected to build more themed areas, rides and hotels in the coming decade to match the increasing needs. There will be keen competition between Ocean Park Hong Kong and Disneyland after such an expansion. Marketing Objectives Since Ocean Park Hong Kong aims to become a leader among the theme park industry, its marketing objective is to strive for a place in the top ten of the total number of visitors of the Global Attractions Attendance report by AECOM within two years. Moreover, the Park hopes to increase its profit by at least 20% within two years due to the huge amount of visitors every year. Last, due to the accidents happened in recent years, customers’ satisfaction towards Ocean Park Hong Kong has been damaged. To increase customer retention and satisfaction, the Park should make an effort to ensure there will be no accident in the coming two years Reference list 1 / 2 Rubin, J. (2013). Global attendence attractions report. Retrieved from http://www. aecom. com/deploy edfiles/Internet/Capabilities/Economics/_documents/ThemeMuseumIndex_2013. pdf (2014). Vision and Mission. Retrieved from http://www. oceanpark. com. hk/html/en/footer/corporate-information/vision. html (2014). Annual Report. Retrieved from http://www. oceanpark. com. hk/doc/common/footer/ar/ophk_ar12-13. pdf Ocean Park, Hong Kong. (n.d. ). In Wikipedia. Retrieved October 7, 2014 from http://en. wikipedia. org/wiki/Ocean_Park_Hong_Kong Pelle, J. (2012). Liseberg – The Applause Award. Retrieved October 5, 2014 from http://liseberg. com/en/home/Entertainment/Awards1/ Nip, A. (2014). â€Å"Annual tourists to Hong Kong could rise to 70 million in three years, commission says†,SCMP,17 January from http://www. scmp. com/news/hong-kong/article/1407779/visitor- numbers-can-rise-70m-three-years-commission-says? page=all POWERED BY TCPDF (WWW. TCPDF. ORG).   

African American Influence On Music - 2019 Words

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