Bus 630 Week 1 Discussion

BUS630 WEEK 1 Ashford University MANAGERIAL ACCOUNTING: This week students will: 1. Explain the primary ethical responsibilities of the management accountant. 2. Illustrate the key principles of managerial accounting including cost concepts. 3. Distinguish between the behavior of variable and fixed cost. 4. Explain the significance of cost behavior to decision making and control. 5. Determine the necessary sales in unit and dollars to break-even or attain desired profit using the break-even formula. FINANCIAL VS MANAGERIAL ACCOUNTING-Financial accounting is the branch of accounting that organizes accounting information for presentation to interested parties outside of the organization. The primary financial accounting reports are the balance sheet (often called a statement of financial position), the income statement, and the statement of cash flows. The balance sheet is a summary of assets, liabilities, and shareholders’ equity at a specified point in time. The income stateme nt reports revenues and expenses resulting from the company’s operations for a particular time period.The statement of cash flows shows the sources and uses of cash over a time period for operating, investing, and financing activities. Managerial accounting is the branch of accounting that meets managers’ information needs. Because managerial accounting is designed to assist the firm’s managers in making business decisions, relatively few restrictions are imposed by regulatory bodies and generally accepted accounting principles. Therefore, a manager must define which data are relevant for a particular purpose and which are not. In managerial accounting, however, the segment is of major importance.Segments may be products, projects, divisions, plants, branches, regions, or any other subset of the business. Tracing or allocating costs, revenues, and assets to segments creates difficult issues for managerial accountants. Two important similarities do exist. The tra nsaction and accounting information systems discussed earlier are used to generate the data inputs for both financial statements and management reports. Therefore, when the system accumulates and classifies information, it should do so in formats that accommodate both types of accounting.Discuss a possible negative managerial scenario that the regional manager may be sensing. The Regional Manager is piecing together trends and abnormalities in order to predict the near future of store #9. At a glance, we determine that store 9 run by an effective manager with a successful track record. However, the lack of investment in training signals an attempt to cut overhead cost in order to show a larger store profit. Cutting employee training may be an effective tool for the short term but may create issues in the future. Additionally, we see that the Store has decided to withdraw from several costly, but high visibility events.Again, this may be a reduction in variable cost in order to reduc e store overhead in the short term and increase profitability. The Regional Manager’s concern is that the entire company profits from these community events, not just the single store, and therefore, the impact may be detrimental to sales in multiple areas. Lastly, we see that store #6 has increased its operating costs since the store manager in question departed. This signals an issue consistent with the concerns above that this manager simply aims to reduce overhead as low as possible in order to increase the overall store profit.Might the manager of Store 9 be an exceptional manager? Although on the surface, the three trends above may appear to be negative; this store manager may in fact be a very effective manager. For example: Perhaps instead of accounting for the trainee’s hours as overhead in training costs, he has put that individual in a position to learn-on-the-job, therefore, making the employee’s working hours into a direct labor cost and minimizing overhead. When it comes to advertising, we saw the manager spent most of his advertising dollars early in the year.It may be possible that the manager elected to spend his variable expense advertising dollars during a time period where they would produce the most sales, and then tapered off his advertising dollars during a time period of steady business flow. Lastly, the cancellation of high visibility events may have been due to the determination that cost was not yielding substantial sales or visibility. Despite this fact, it stands to reason that a store manager would inform a regional manager of any choices having a broader impact to the overall company.If there was a lack of communication here, I believe it is to the detriment of the store manager’s credibility. What are the ethical implications of the scenario? Variable Cost defines the cost of a single assembled product based on the materials consumed and labor invested directly in unit production. To illustrate our po int, we can say that making a single baked potato with all of the fixings will cost $3. 00 to produce (potato, sour cream, chives, plate, fork, napkin and labor). If we decide to go into the baked potato business, we must then sell these potatoes for at least $3. 00 per unit.Any less would cause us to lose money on the endeavor. This cost cannot be made up by increasing volume of sales. Judy Koch discussed the fact that bulk purchases can benefit you reduce these variable costs. If we decided to purchase potato-making materials in larger quantities and hired more workers to produce these products, we could then possibly produce our product for a lower Variable Cost based on the new price. Fixed cost will remain the same no matter how our potato shop does. As an example, our potato restaurant rental costs will be the same whether we sell one hundred potatoes or zero potatoes per month.The electricity, the heating costs, the manager’s salary. All of these factors will stay cons istent no matter how many units we sell. Judy Koch’s statement is in reference to the fact that these costs are indeed changeable, however, they do not vary per unit sold. We can decide to upgrade our successful restaurant and pay higher rental fees, the government can increase our tax liability and we can hire more management. None of these costs will increase if we sell more potatoes. They are independent of unit sales.

Observation and Gross Motor Skills

Observing a child can be a fascinating experience. It’s amazing to see how a child can view something so different than an adult. I recently observed my niece. Her name is Unique. She was born February 9, 2011, and is now two years and four months old. I observed Unique on June 4, 2013 from one until about three in the afternoon, at daycare with just her teacher present. After leaving daycare I continued to observe her for a few more hours once she got to her grandmother’s house, with her aunts present. Unique has one older brother and has just started daycare this year. Unique has amazing fine and gross motor skills, which is having a better control over her hand and finger movements; also having ability to control her arm and leg movements more. I watched her turn pages in her Dora book without any problem. As she finished looking through her book we scribbled together. Unique held the crayons perfectly, with both her thumb and her finger. I also watched Unique climb up and down off the sofa. We went outside for a few and I noticed how well she kicked the ball back and forth with her aunts that are ten and eleven. Unique gets together with daycare friends and begins to play games such as matching, coloring, going to play together outside. As they come together everyone is happy and enjoying their selves. I notice that everyone had a smile on their faces and in a good mood, everyone interacting in a good way, there wasn’t any negativity. When getting together with adults she can be very alert and outgoing. She repeats a lot of what is being said. Unique talks and listens to what is being told. Unique and teachers are in the classroom having learning time. Teachers ask questions and sing songs as she answer the questions and sing along. Cooperating and enjoying learning time with the other kids. These observations can tell a lot about Unique and her development in many areas. Her development in different areas is good and understanding. I would consider the way she interacts and acts with others appropriate for her age. She is advanced and gets along with others very well when doing things such as talking, playing and laughing with others.

Many students expand their view of the world during

There was a time when the world we live in was in a somewhat peaceful mode. There was existing discord among countries and there were political and social misunderstandings being resolved but overall, there was a semblance of a fragile peace and tolerant understanding of each others problems, race, and gender. That all changed overnight after the events of September 11.Overnight, the tolerance and fragile peace existing between our country and those of the Middle East, Europe, and Asia was thrown into a dizzying tailspin. Everything that we thought we knew about our middle-eastern neighbors was thrown out the window and they suddenly became an almost persecuted race worldwide. This loss of tolerance and understand towards the Middle Eastern nationals saddens me no end. Perhaps it is because, even though I was born and raised as an American, my family's roots are deeply entrenched in the Middle East.I lived eleven years of my life as a citizen of the Middle East. Â  I am one of them. Therefore, I understand the culture and religion even though I am now more influenced by my westernized upbringing. Even though my parents tried hard to instill some of our Old World value into me, it was a struggle for me to identify with the traditions and ways they wanted me to follow.No one else in my social circle had to follow the same norms as set by their family that I did. Eventually, the western ways won out and I forgot what it was like to be a Mid Easterner. This is why I believe that the person or classmate who will have a tremendous impact on my life while in college will be someone who is an exchange student or foreign national enrollee from any part of the Middle East.The reason I believe this is because; I have slowly come to realize that the people from the Middle East have been suffering from prejudice since the events of 9/11. The race has been judged collectively and branded by the world as terrorists. All member countries of that eastern block have been judged by the decisions and acts of a few misguided people from their area of the world. It is time for us to stop the prejudice. It is time to stop the war. It is time for us, as the free leader of the world, to stop, analyze and think about what we are doing to those people. It could be an act of veiled of revenge already on our part. That understanding can start small and trickle down. It can start with me.I would expect that this potential classmate of mine to help me understand where the prejudice comes from. Why do we see them in such bad light? How do they view us as a nation? I believe that a fellow Middle Easterner student and I will be able to relate and have many things in common. Â  He may not be from the country my parents come from. But, he will at least share the same beliefs and traditions as my parents and maybe, just maybe, I can learn even more from him about my roots and traditional heritage. Those things and lessons will be fun for me to encounter because I missed ou t on those things when my family moved to the United States.Since he will be like a mentor to me, I also expect to learn other things from him. I expect to learn more about tolerance for others who may not understand from him. He can show me how to deal with the situations he faces everyday. I have been known to have a short attention span so dedication and effort are not really very strong points in me as a student and person. I am hoping that he will be able to teach me that since Middle Easterners are known for their tolerance and patience in the face of adversity.Aside from those specific things, I know that I will learn a lot in terms of life lessons from him or her simply by observing the person as his or her daily life unfolds. Everyday is a learning experience for everyone, he or she can be my out of class mentor, friend, and ally if need be.

American Studies Essay Example | Topics and Well Written Essays - 500 words

American Studies - Essay Example nd their wives were hostages in the home, unaffected by self-interest thus creating a perfect world in which men were free to pursue every material pursuit they wished while women were constrained to remain at home and protect the moral and ethical values of the family unit. Submission became a defining aspect of the urban, immigrant woman first as daughter then later as wife and mother. She was taught that if she chose to think for herself or espouse her own opinions, she would lose both her happiness and respect of others. The immigrant woman living in urban areas began taking advantage of the abundant job opportunities and enjoyed a measure of individuality and autonomy those previous generations of women in America had seldom experienced.   The individuality and power of these women marked a shift away from communal domesticity, undermining the Victorian culture that had existed prior to the mass immigration of that era, with a new emphasis upon autonomy, pleasure, and consumpt ion. Between 1900 and World War I the old Victorian code which prescribed the subjugation of women crumbled.   The feminist movement that has served to lift women to a greater level of equality today was greatly aided by these immigrant women who broke the mold by working outside the home. Immigrants to the U.S. leave the familiar surrounding of their country of origin, the homeland of their ancestors, to travel great distances then struggle to assimilate into a new culture and learn a new language. They are strongly motivated to embark on this life-altering journey into the unknown because they are impoverished with little hope of improving their situation within their home country. That the U.S. is a prosperous nation, that its people enjoy high standards of living is not and has not been a secret. The tired, poor and huddled masses that immigrated to the U.S. at the turn of the twentieth century had heard of ‘streets paved with gold.’ In most cases, if the streets were

Explain the influence of T. S. Eliot on 20th century Arabic poetry, Essay

Explain the influence of T. S. Eliot on 20th century Arabic poetry, giving examples - Essay Example He died in 1965 but his fame did not die with him. Infact he became a model for the future generations in all parts of the world (Nobelprize.org). Eliot’s influence on English writers is well known to everyone. His books â€Å"Prufrock and other Observations†, â€Å"Four Quartets† and in particular â€Å"The Wasteland† has influenced many English writers. However, Eliot’s fame and influence did not confine itself to the borders of Europe and America. Where English poetry under Eliot’s influence moved with a steady pace, the Arabic poetry made a giant leap unleashing itself from the age old Arabic classical poetic model, the qasida, whose form, structure and pattern were laid down in the seventh century and were older than the religion Islam itself (Loya, 1971). The qasida was a couplet which consisted of two symmetrical hemistiches, separated by a caesura followed by a fixed pattern of long and short vowels. Each couplet was independent of the rest of the poem. All the couplets followed a similar rhyme scheme and meter throughout the poem. In Arabic poetry there was also restriction in the selection of themes as well. This pattern was being followed by the Arab poets without any significant changes for the past fourteen hundred centuries. The tribal Arab society gave way to the urbanized society which desperately demanded changes in the poetic form to express its message. The Arab poets became aware of the fact that the traditional qasida form consisting of fixed meter and rhyme was not sufficient to express the harsh realities of life. Despite all this the Arab poets continued to write in the traditional form till the twentieth century. The situation continued till the influence of West, in particular, the influence of T.S. Eliot changed the trend of the Arabic poetry. Many Arabic poets were deeply influenced by T.S. Eliot, whose literary work had touched all parts of the world with admiration (Loya,

Introduction to Financial Markets Essay Example | Topics and Well Written Essays - 1250 words

Introduction to Financial Markets - Essay Example From this discussion it is clear that  by differentiating the functions of the financial markets, it is important to mention both, diverse financial institutions that operate in such markets as well as the diverse ways in which these souks are structured. This is referring to the financial institutions otherwise referred to as the major players in the financial markets.  This paper highlights that brokers are often considered as commissioned mediators of a buyer or seller who aids transaction by identifying a seller or buyer to achieve the desired transaction. A broker does not have a say in the assets she or he just trades. In other words, the broker does not reserve records in these assets. The benefits or wages of brokers are established by the commissions that they charge to consumers of their services such as the sellers, the buyers, or sometimes both. For instance, brokers include stockbrokers and real estate brokers.  The next institution is the dealers. Like brokers, th ey facilitate business by matching purchasers with assets from sellers; they do not connect in asset conversion. Unlike brokers, however, dealers can maintain records of the assets that they have traded such bought or sold. Such activities often allow them to, the dealer to vend out of the catalogue rather than constantly having to identify sellers to match each tender to purchase. The difference between the price a dealer provides to sell and the price at which he offers to purchase a product is referred to as bid price. Examples of dealers include car dealers, dealers’ of government bonds, and stock dealers. The investment bankers. The third institution which is involved in the financial markets affairs are the investment Banks. It facilitates the first offer of newly issued securities

Uchina Guchi Preservation as a Viable Language Research Paper

Uchina Guchi Preservation as a Viable Language - Research Paper Example This statistics has left many researchers across the globe active on the possibility of some of the languages becoming extinct. Extinction of languages is a threat to any society that uses or which the language belongs to. These researches have led a revelation that there are several languages that are no longer inexistence due to certain reasons related to the original speakers, as well as, the authority that ruled the speakers. An example of the most affected languages is Uchina Guchi. Without the language, communication in the Islands would be literary shunned. Communication is the core and fundamental tool on which progress rely. Without communication, people will not conduct business. There would be no exchange of ideas. There will be no learning or education. These reasons prompt for the preservation of Uchina Guchi language as an important and viable language. Statistically, the languages remained are roughly about 5,800. This leaves an important question: how can 5% of the world population speak 5,800 languages? Further research depicts that two-thirds of the 5,800 languages are in great danger of extinction. The research also shows that in every two weeks, one of the two-thirds of the languages become extinct. The danger of such losses never goes unnoticed. Many of the indigenous minority language speakers struggle to retain their mother tongues. The same is true with the Ryukyu Islands, which is situated between Taiwan and Kyushu. One of the languages that face the dangers of becoming extinct is the UchinaGuchi language, also known as the Okinawan language. Okinawa is one of the endangered languages of the Ryukyu Islands. The UNESCO (United Nation Educational, Scientific, and Cultural Organization) recognizes six languages spoken by the Ryukyu Island dwellers. The languages are, Kanigami, Amami, Uchinaa, Miyako, Yonaguni, and Yaeyama. According to the UNESCO, The most endangered languages in the list are

T&M -wk11 Essay Example | Topics and Well Written Essays - 500 words

T&M -wk11 - Essay Example I would use Rorscharch’s Ink blot test which is an effective instrument for assessing personality in forensic settings. It is the best known projective test in which a series of ten irregular but proportioned inkblot designs are shown to the subject, who is then asked to explain their understanding of it (Cordon, 2005, pp. 201–204). Subjective interpretations of the ambiguous pictures, the response time taken and response to a picture by a subject relative to responses by other subjects would enable me to infer the thought structure and feelings. I might also use the Minnesota Multiphasic Personality Inventory-2 (MMPI-2 RF), which is the latest revision of the MPPI personality tests that was released in 2003. It is popularly applied in forensic psychology as a self-report assessment of psychopathology (Goldstein, 2007, pp 73.). It consists of 567 items with true or false questions arranged on a hierarchical set of scales (Tellegan, 2003). I prefer it because its objectivity saves time and is easier to administer. It addresses adolescent problems more effectively through well-researched clinical and substance abuse measures as well. Psychological tests should be appropriately selected for issues that are relevant to the plaintiff. Tests should account for plaintiff’s language, culture and its own appropriateness to legal decision-making. Failure to regard these issues may result in unreliable assessment (Goldstein, 2007, pp 272-273). I have chosen to respond to Sharon’s posting to industrial settings. I agree with her point that testing plays a significant role in assessing trainees and applicants, and test their knowledge and skills in this area. Her choice of Assembly and Matching test and Blueprint test are important accordingly. However, the tests chosen by my colleague are not useful in psychological assessment of the employees as they are an assessment of job-specific skills, and do not test their

Assessing an Organization's Effectiveness at Managing Diversity Research Paper

Assessing an Organization's Effectiveness at Managing Diversity - Research Paper Example The company on its 170th anniversary stands as a potential voice in the American economy with record breaking financial gain from the policy sales. The management of New York Life thanks the unshakable values like integrity, humanity, humanity and financial strength for all the achievements the company has gained so far (New York Life: â€Å"Celebrating 170 years of strength†). The Company provides its services by way of multiple insurance and investment products, all of them assuring the customer’s safety in choosing the smartest way they can secure their prospective life and save their hard-earned money. The official website of the company provides the most reliable and accurate details of the management and operations of the organization. It has an impressive design with provisions for information links and clearly authenticated access points. The homepage is attractive with the color combination of light oceanic blue and light grey on the background gives the texts an embossing effect while they are printed on the flash file format. Moreover, the literature of the documentations is highly attractive and pleasant even for the moderately educated readers. The details are easy to understand and the interactive language is transparent in nature. There is no complex intervention of legal terminology or technical jargons in the communicative language of the entire website of the company. These attributes give the advertisement a smart look and that is how the company succeeds in grasping the new customers’ attention. The Company believes in doing value-based business within the conceptual framework established by the mission statement and the value statements. The association of mission and values alone can take a company to the road of progress and sustainability especially when it deals with the public’s investment. New York Life Insurance Company identifies this and keeps trying to best incorporate the virtues of being the most reliable provider of

How Golding Uses Symbols in Lord of the Flies Essay Example for Free

How Golding Uses Symbols in Lord of the Flies Essay William Goldings book, Lord of the Flies (published in 1954) tells the story of a group of boys, who are stranded on an unknown island, when their plane crashes. On the surface, it is an interesting story of how the civilised English boys, during their time on the island, gradually lose their veneer of respectability and decent behaviour and devolve to the basest and barest form of humanity. Eventually, the boys almost entirely shake off the civilisation of the world they once knew. If we scratch beneath that surface, what we find is a much more complicated observation of society, laden with corporeal, philosophical and religious symbols. Indeed, the superb use of symbolism in the book is one of the contributing factors to the profundity of the book. The symbols that stand out the most are the conch; the gradual destruction of the island; Piggys spectacles; fire, and how it is used; and the beast, or the Lord of the Flies (another name given to the Devil), the crucial symbol, used throughout the book. All of these will be looked at into more detail, and, also, whether the beast is real or a physical manifestation of the boys fears, as well as the key comment that it is the evil which resides within man, will also be discussed. First, is the conch. This is the shell, which is discovered by Ralph and Piggy, and is used to represent power, authority and rules. From the very first time it is mentioned, Golding describes it as: pretty and a worthy plaything. It is, like everything else on the island, a simple and innocent object: and immediately afterwards, it becomes something so precious, due to its apparent beauty. Also, in the beginning, it is a mere utility: Piggy suggests that, when blown, it would be able to call the other boys, scattered around the area of the crash, to have a meeting. The fact that it is used to call already highlights its importance in the book, as it has instant results. The sound is, as Jack later says, like that of a trumpet, using the metaphor of summoning the boys: it has an authority all on its own. By the time of the next meeting, in the afternoon of that same day, Ralph, now elected leader, decides that it will be used during meetings, where only the person with it may speak. Ill give the conch to the next person to speak. He can hold it when hes speakingAnd he wont be interrupted. Except by me.' Rules have been established, and the conch is at the centre if them, so it, now, is the means of putting across ones feelings and/or ideas. Naturally, everyone agrees, including Jack. Golding puts this into the book, commenting on mans need for rules within a society, and a code of behaviour, thus demonstrating what the conch symbolises. As well as these, it also symbolises democracy and free speech in our modern society, one of the few positive statements on humanity within the book, in the fact that all the boys are able to say something, as opposed to rule by force, or an autocracy, as demonstrated by Jacks leadership, later on in the book. By chapter Five, things have already drastically changed among the boys. The threat of the beast has been lurking among them all for some time, now, and it has been left to grow to such an extent, that more and more people are behaving differently towards the island and each other. When Ralph has to call an assembly concerning these issues, he finds it difficult to get anything across, or even to be listened to, without brandishing the conch, or repeatedly reminding them that he has it. This symbolises that the power and authority of the conch is weakening, as the boys are tiring of adhering to the rules. Ralph even comments on this during his speech, when he says: things are breaking upWe began well; we were happy. And then-. It also makes a sly comment on rules and authority among real human societies, saying that we are unable to keep to them because of our nature as free beings, and therefore, the very idea of a rule, something that will confine us, is only temporarily effective, because we just cannot rigidly or lastingly keep to them. Many have argued for and against this theory, and much of it has to do with where we believe our origins as humans lie. For instance, if one believes in the Christian God, they believe that we are the way we are, because of the Original Sin; if Atheist, one may believe in evolution, and that we should, possibly each of us, create our own rules and boundaries, and not let any one person or body decide for us. It is, indeed an interesting debate. The idea of power corrupting, and being corruptible in return, is also evident in the way that Jack speaks out openly against Ralph, repeatedly, either with or without the conch. He even says, during the assembly scene in chapter Five, bollocks to the rules! In chapter Eleven, by which time Jack has succeeded in taking almost complete control over the island, the idea of the conch has become a laughing stock, and it has physically become worn and faded, and less beautiful. Golding shows how everyone, including Ralph and Piggy, regards the conch. Despite them knowing, and seeing in practice, that the conch is virtually useless, Piggy still tells Ralph to call an assembly, and use it, because he is so rule-rigid and loyal to Ralph, that he refuses to undermine him by abandoning the rules; while even Ralph only uses it, under the direction of Piggy: You call an assembly, Ralph, we got to decide what to do. An assembly for only us? Its all we gotBlow the conch,' This strict allegiance of Piggys, even now, to Ralph and the conch proves to be his fatal feature, as, when he, Ralph, Sam and Eric go up to the Castle Rock of Jacks tribe, among jeers, insults and being ignored, Piggy still says: Ive got the conch! This annoys Jack and Roger so much, that both he, and the conch, now having lost its glow, are destroyed by the boulder, the conch being: exploded into a thousand white fragments and ceas[ing] to exist. Although there has been no real authority or rules for some time, by now, apart from Jacks, the end of the conch marks the real end, as even the husk, the last remaining vestige of organisation and rules, has been done away with. The fact that it is destroyed along with its one true follower, and the way that Golding writes it, links it with the idea of a murder: not only of Piggy, but of the conch, itself. Golding cleverly emphasises how insignificant it has become by putting its destruction into half of a sentence, and concentrating on the main part of the event, Piggys death. The next symbol to be discussed in the book is that of the island, and its gradual and subsequent ruin. Like the conch, it is a beautiful, peaceful and untouched world, but it is constantly affected by the boys actions throughout, even from before the book. From the first paragraph, the site of the crash is referred to as the scar, as if it were an injury to a living being, which, it could be argued, it is. Nevertheless, in chapter One, Golding creates a beautiful image of the island as a whole, using vivid description to emphasise its natural beauty, and this is continued right up to the point of the discovery of the conch: a great platform of pink granite; a criss-cross pattern of trunks, very convenient to sit on; bright with the efflorescence of tropical weed and coral; a golden light danced and shattered just over his face; the brilliance of the lagoon. Goldings intense description of the lagoon and the watery areas all create the calming effect of water, due to his detailing th eir appealing aspects. The boys initial reactions to it are similar to what the reader should have. They find it amazing and exotic, seeing their whole situation as an adventure, likening it to popular adventure stories, aimed, mainly, at boys, such as Swallows and Amazons, Treasure Island, and Coral Island, which they say. Their excitement overpowers their sense of reality, and the fact that they are alone, without any parents or adults, which piggy reminds them of. But in chapter two, only just after Jack, Ralph and Simon have surveyed the island, and told everyone else how big and beautiful it is, their enthusiasm leads them to make an irreparable mistake. In an attempt to make some sort of signal to the outside world, they start a fire, which subsequently ends up scorching a large chunk of the islands vegetation. This clearly symbolises mans effect on the natural world, and how selfish and inconsiderate we have been, in furthering our own society. The excitement and vigour with which the boys readily execute the fire also comments on this: A fire! Make a fire! At once half the boys were on their feet. Just like the young and carefree boys, man has created and used industry and technology to advance his own civilization, without the slightest thought for anything else. Already the intrinsic beauty of the island has been permanently tarnished twice. Piggy says, sarcastically, when commenting on the fire: You got your small fire all right. This theme of the gradual destruction of the island is continued throughout the rest of the book, which charts, in a way, the time and scale of mans destruction of the Earth. In chapter Six, the mother pig is brutally murdered, meaning that, now, although there will be plenty of meat, there wont be any new pigs to hunt, when they are all hunted down. And, of course, it all comes to an end, when the fire courses through the island, at the end, in chapter Twelve, finally completely obliterating anything natural, or pure, about the island. [Ralph] heard a curious trickling soundas if someone were unwrapping great sheets of cellophaneSmoke was seeping through the branches in white and yellow wispsand then the smoke billowed around him. Concerning the island, and what it represents, Golding has used such vivid imagery in his description, that, when the island is being razed to the ground, the reader is left to feel slightly sorrowful about its end, and it encourages the reader to reflect on what has happened on it ever since the boys arrived. This ties in very well with the religious connection, the island even being described as an Eden: the idea of the Original Sin being the cause of mans present physical and moral condition. At the beginning, the boys enjoy the island and are treating the whole experience as a great big adventure; after time elapses, and the boys have become afraid of the beast, lurking around the island, their terror and fear causes them to fight back against the island, thus doing things which, though they are not fully aware of it, are ruining their environment. Towards the end, they are conducting an all-out attack on the island, with the beast on it (though, with the leadership of Jack, this is somewhat directed against Ralph). Another distinctive symbol in the book, is Piggys spectacles. Not only are these a utility, when being used as the means to start a fire, but they also symbolise more: Piggys (or just, on its own) intelligence. It is the only asset that Piggy has over the others on the island, and it also ties in with him, his behaviour, and what they symbolise. Like the conch, and what it symbolises, Piggy holds dear his spectacles: this can be argued as natural, for realitys sake, but he is not the only boy who has such high esteem for them. Jack seizes them from him twice, and it could be said that Jack only does it partly for their usefulness, partly for what they symbolise (intelligence and foresight), and partly because Jack just hates Piggy and will do anything to cause harm or suffering towards him. When in chapter Four, they are damaged, with one of the lenses being broken, he doesnt care, as he mimics Piggys cry of Just you wait. And, in chapter Ten, Jack behaves triumphantly, when it is revealed that he and a couple of members of his tribe have raided the huts, and stolen Piggys spectacles: The chief led themexulting in his achievementFrom his left hand dangled Piggys broken glasses. This reaffirms how jack abuses intelligence, by stealing the spectacles, and glorifying his triumph. Another clear sign that the glasses represent intelligence is the fact that Piggy, the most rational and scientific boy there, is less confident, without them. In chapter Ten, after the damage, but before the raid, Piggy says, to Ralph: I only got one eye, now. You ought to know that'. Despite his reliability, even Ralph is beginning to lose hope in Piggy, his spectacles, and the meaningless conch. Golding makes the glasses now represent hope, or the lack of it. Because Piggys sight is dimmer, no one can see a way out of their predicament. This links with what Golding is saying about how man needs rules, with the conch: so, man must also need hope, otherwise, listlessness and hopelessness set in. Therefore, the link between rules and authority, hope, intelligence and foresight, and rationality is strongly emphasised. Golding is saying that we, as civilised humans need all four, which have made up our present society. Its also telling that their present society is in the middle of a nuclear war, which could be argued as whats happening on the island, anyway. This is most clearly represented by the fact that, at the end, where the island has been devastated, and the conch, Piggy and the glasses have all been done away with, there is no moral code. The island now mirrors both their and our present society. The next major symbol in the book is the fire, and it has many different uses in the story. In chapter One, the boys have the idea of making a fire, to act as a signal to any passing ships, despite their lack of concern or consideration for the rest of the island, already discussed. But, towards the end of the chapter, the fire is described as being something different: dangerous and destructive, as it burns down a part of the mountain. This is a hint of what is to come, both in terms of the plot, and Goldings way of using fire to symbolise how destructive humanity can be. All at once the lights flickering ahead of him merged together, the roar of the forest rose to thunder and a tall bush directly in his path burst into a great fan-shaped flamethe heat beating on his left side and the fire racing forward like a tide. It is telling, also, to what Golding believes about mans effect on the earth, as the fire has made the island a hell, compared to the paradise that it was at the beginning. When, in chapter Four, the fire goes out, it symbolises the loss of hope, in Ralph, as he is losing control of Jack and his hunters, and Jack is wresting the boys to his power. This is also where Piggys spectacles are damaged, and the chain of events, here, all symbolise the despair that Ralph is beginning to have. It also ties in with chapters Eight and Eleven, where Ralph speaks of Jack stealing the fire, or hope, that was keeping him and the boys sane, and working together. Here Golding is making another comment about our society: without hope, there is nothing worth fighting for or bothering with. The boys have become savage over a period of time, during which they were almost rescued, but due to their own selfishness in wanting to enjoy themselves, they have concerned themselves with fun and pleasure, seeing as there is no hope of anything else. And this is where fire, as a symbol, takes on a darker side. In chapter Nine, during the feast, and having used it to cook the meat of the mother-pig (though the utilisation of the fire for cooking the could be a positive thing), the boys dance around it, as if in some ritualistic sacrament: shouting, howling and chanting: Jack leapt on to the sand. Do our dance! Come on! Dance! A circling movement developed and a chantthe littluns ran and jumpedPiggy and Ralph, under the threat of the sky, found themselves eager to take a place in this demented but partly secure societyThe movementbegan to beat like a steady pulseThere was the throb and stamp of a single organism. The way that Golding describes it, conjures up the image of the boys transforming, literally, into the very same beast that they are all afraid of. The pace and the language of the words give off a feeling of great tension, signified by the coming storm in the scene. Also, the boys are described as a single organism. Due to the nature the story, Golding deliberately dehumanises the boys, and turns them into a mob, to comment on humanity as it acts in a very closed society. When one looks into human history, it is evident that in any one group, as factions, we have done terrible things to each other and to our environment. Simons death, included here, is probably the most lucid example of how destructive human beings are en masse. The final, and most distinctive, symbol to be discussed is that of the beast. This is the most profound icon used by Golding to convey his overall message of the evils within man, and his pessimism towards human nature. The beast is first introduced by one of the littleuns in chapter Two, after Ralph and Jack have explained their situation to the other boys. He wants to know what youre going to do about the snake-thing.Now he says it was a beastie' The idea that the beast is a snake-thing links in with the idea of the Original Sin: the Devil taking the shape of a serpent (snake) to tempt Eve, the mother of humanity, into wrongdoing. As looked at in discussion of the conch, the island, and the fire, we already know that things go wrong on the island, and that Golding attributes this to human nature. The beast, and this idea of it being inescapable represents this. For instance, the different methods by which the boys dream up its presence (from water, air, snake-like) al are natural, or biblical references. Every idea of the form of the beast is a comprehensible, human, one. Also, during the frequent discussions among the boys meetings, as the fear of the beast increases among the boys, so, too, does Simons understanding. In chapter Five, he says: Maybe there is a beastmaybe its only us This shows his comprehension of the idea of something evil and primitive growing within the society of the boys. This is made completely evident in chapter Eight, with his conversation (in actual fact, an epileptic fit) with the beast. Simon is in his special place, originally a peaceful area of contemplation, abused by Jacks placing the head of the hunted mother pig there, as an offering to the beast. The conversation itself is very insightful towards Goldings view of humanity and towards what Simon represents, also. The beast, or Lord of the Flies, as it is called, here, mentions Ralph, Jack, and Piggy, hinting at how they each represent an important aspect of human society (leadership, dictatorship, and rationality, respectively all of the secular, or physical features of humanity). The fact that the pig/beast is named as the Lord of the Flies links in with Goldings view that it is humanitys one true fault, that we have it in ourselves to be evil. Man is the beast; its simply the evil within the boys that motivates them to think of it. The Lord of the Flies says: You knew, didnt you? Im part of you?Im the reason why its no go? Why things are what they are? Of course, Simon isnt really talking to the Devil; the fact that its all taking place inside his own head highlights that he is merely seeing that this is the darker part of human nature. When Simon then goes up the mountain, to search for the truth about the beast which he, Ralph and Jack see, Golding is showing us that Simon is representative of Christ. He is the one who sees the problem with humanity, right from the beginning. He tries to explain this to his fellow man, and is laughed at about it, and considered to be mad or a fool; he eventually reaches enlightenment, when he finds out the truth (the figure they saw was only the dead body of a parachutist); and when, again, he tries to make this clear to the other boys, he is killed, tragically, during the feast-turned-ritual, while they are out of control: the crowd surged after it, poured down the rock, leapt on to the beast, screamed, struck, bit, torethe tearing of teeth and claws. Here, again, the boys are described as being the beast. Though extremely graphic and violent (as the death of Jesus was), Golding writes a beautiful aftermath, when describing the body being carried out to sea, paralleling the angelic ascension to heaven of Jesus: The edge of the lagoon became a streak of phosphorescence which advanced minutelyThe clear water mirrored the clear sky and the angular bright constellationsthe advancing clearness was full of strange, moonbeam-bodied creatures with fiery eyes. The way in which Golding has crafted the language to create this imagery, is conjuring up the thought of Simons spirit, as it were, drifting up. It also emphasises the idea of the calm after the storm. A storm, during which, dark and violent events have occurred amongst the boys, and on the island. Now, as an irredeemable act has been carried out, Golding helps the reader reflect on this, with the serenity and beauty of the aftermath. As we know, after Simons death, everything happens very quickly. Within two days, Jacks hunters raid Ralph, Piggy, Sam and Eric, and take Piggys glasses; Piggy is consciously murdered, in an attempt to retrieve them, and the conch is destroyed with him; Ralph is hunted down like a pig, and the island is destroyed completely by a raging fire, which, ironically, is the beacon that gets them rescued. The beast is Goldings main device, used to convey this overall theme of the evil within man and his society. Most of the events in the book revolve around it. Ralph, the leader, tries to reassure the boys that it doesnt exist, while being unsure of that himself; Piggy, the rational scientist, completely denies its existence, and pins the boys behaviour down to things which he can be certain of; Jack, the dictator, pragmatically uses the beast as fodder for the boys, denying its existence at one point, then offering it gifts at others. While Simon, the philosopher, is aware of its true form all along, but is ignored and killed for his speaking out about it. In conclusion, Goldings exceptionally complex novel is, probably, one of the grimmest, pessimistic, cynical, and yet extremely profound literatures ever written. His view of humanity and human nature is unparalleled in the way he conveys it. Whether it is realistic or not would need another essay to discuss it, but by studying all of his injected symbols, and the different purposes he creates for them, we are given a very vividly bleak image. The conch, a beautiful shell, used for a noble purpose, is abused and ridiculed, eventually unceremoniously destroyed, by which point it is dirty and uncared for. Its symbolising hope, authority, rules and freedom of speech comments on how we use these ideas today, in our society. The island, a paradise world, untouched and naturally beautiful, is ruined right from the boys very entrance, and is progressively destroyed, due to their unconcern for it. This shadows mans behaviour towards his surroundings and how he has advanced his own race without caution or care for the earth. Piggys glasses, rationality and intelligence, cherished by Ralph and Piggy, and abused by Jack, mirror how people have used science and philosophy for their own ends, so as to get away with terrible things. The fire is, at one point, a symbol of hope and rescue; and at other points, it symbolises destruction, danger, and fear. And, of course, the beast: Goldings main means. The evil within man, and how it is manifest. It is telling, however, that Lord of the Flies is only the first in a series of novels by Golding, used to convey his pessimistic view of humanity. As mentioned, there is so much to say about just the symbols he uses here, that makes this book one of literatures finest pieces.

Determining Cognitive Functioning of Individual

Determining Cognitive Functioning of Individual Serial assessment in neuropsychology is necessary to make inferences regarding an individual’s level of functioning, i.e. to determine whether there has been ‘real’ improvement or decline, outside of measurement error, normal variation and clinically insignificant change [1]. A number of psychometric methods have been developed in order to interpret changes in test scores over repeated occasions of assessment. The associated problems and processes that are involved in delineating observed scores into their subcomponents of measurement error and true scores are complex and problematic [1]. Acquiring knowledge and understanding of issues pertaining to measurement error, such as the standard error of measurement (SEM,) is crucial to accurate interpretation of neuropsychological test results and change scores. The SEM refers to the total error variance of a set of obtained scores, where the obtained scores are an unbiased estimate of an individual’s true score [2]. It is the standard deviation (SD) of an individual’s test scores had the specified test been undertaken multiple times, and is calculated by multiplying the baseline SD of a measure by the square root of one minus the reliability coefficient of the measure [3]. The SEM is inversely related to a test’s reliability, such that larger SEMs reflect less reliable tests, and therefore denote diminished accuracy with the measure taken and the scores obtained [1]. This leads to greater variability within a test battery and thus any interpretation of results in such a case should be undertaken with a considerable degree of caution [4]. SEMs are useful in preventing the unwarranted attachment of significant meaning to between-score differences. That is, SEMs and their corresponding confidence intervals may overlap, indicating that some of the observed score difference may actually be attributable to error in measurement [1]. However, whilst the SEM is useful for estimating the degree of measurement error, it is not a suitable predictive measure as it is based on a distribution that presumes true score knowledge, which will always be unknown as tests do not have perfect reliability. As such, utilising the standard error of estimate (SEE) for such purposes may be the more appropriate method [2]. The SEE is a method which utilises a regression-based approach and measures the dispersion of predicted scores [5]. The SEE reflects the SD of true scores when the observed score is held constant, and is the statistic from which confidence intervals should be constructed [2]. The construction of confidence intervals is closely related to a test’s reliability. More reliable tests, in terms of internal consistency, represent homogeneity within the test itself. Thus, the associated confidence intervals will encompass a more narrow range of scores, with the resulting estimate being more precise [2]. It is therefore necessary to consider a test’s reliability coefficient, as below a certain point, the utility of a test is compromised [2]. Furthermore, as the reliability of a test is the single largest factor in determining the degree of change needed to occur over time from which the observed difference can be deemed to reflect actual change, using tests with high reliability coefficients is of paramount importance [6]. The consideration of measurement error in neuropsychological test results may also incorporate the assessment of observed score differences in terms of clinical significance. Clinically significant change can be interpreted on the basis of whether an individual’s change in test performance over two occasions reflects sufficient improvement, so that the individual has shifted classification categories, for example from ‘impaired’ to ‘normal’ [6]. Therefore, if a change is to be considered clinically significant, the tests being used to assess observed score differences need to be reliable. However, interpreting clinically significant change may also be problematic. Whilst there may be a considerable observed change in test scores from one measurement occasion to the next, if the starting point is at the extreme low end of a category, and the end point is at the extreme high end of a category, then an individual’s classification will not change and clinically significant improvement will not be deemed to have occurred [6]. This is a problematic interpretation as these changes may well have had important functional consequences for the individual that underwent assessment, and thus it is important to employ sensible clinical judgement [6]. Caution also needs to be applied to the interpretation of statistically reliable change, to avoid the implication that it represents real change. In reality, the observed change may instead reflect measurement error [6]. Statistically meaningful differences may also be a common occurrence within a particular population [7], but these are not necessarily clinically significant differences. Whilst neuropsychological test interpretation must consider, amongst other things, base rates of expected differences and abnormalities, the number of measures in a battery must also be taken into account, as abnormal performance on a proportion of subtests within a battery should be regarded as psychometrically normal [4]. A number of methods for calculation of reliable change have been proposed, adopted and further modified. These methods are usually given the designation of Reliable Change Index (RCI), and are used to estimate the effect of error variance on test score accuracy [6]. The value of the RCI is used to indicate the probability of the difference between two observed scores being the result of measurement error, and thus if the resulting probability is low, the difference is likely due to factors external to the test itself [1]. The notion of reliable change originated in classical test theory, with the standard error of the difference used as the criterion for determining whether an observed difference is credible under the null hypothesis of no real change [8]. However, the original, unmodified classical approach assumes that there are no practice effects. Certain subsequent variations of this approach have aimed to account for practice effects, in one of two ways. Either by a simple adaptation of the Jacobson and Truax approach (a widely used, simplified version of the classical approach, called the JT index), or via estimation of true change by using a regression equation, with the latter method being the favoured alternative in this context [8]. This regression-based approach does not require the test scores at each of the time points to have equal variance, and thus practice effects can occur [6]. There are many further approaches to calculation of RCIs, with no real consensus about which method is superior and should represent the ‘gold standard’ approach [8]. Furthermore, whilst RCI methods do have a number of advantageous features, there are still inherent limitations when considering factors such as real change that remains undetected if it falls below the RCI threshold [6]. Additionally, whilst reliable change methodology adjusted for practice effects has the potential to reduce measurement error and improve clinical judgement, it utilises a constant value the group mean – and so does not take into account the full range of possible practise effects, nor does it traditionally account for regression to the mean, so that error estimates are not proportional to the extremities of observed changes [1]. However, this methodology does at least provide a systematic and potentially empirically valid approach to assessment of real change [6]. In contrast, whil st regression methods do also have their own inherent limitations, such as greater utility in larger sample sizes, these are considered less extensive than RCI methodology [1]. The methods discussed thus far are primarily distribution-based approaches, meaning that they express observed change in a standardised format. A primary disadvantage of this type of approach is that they are purely statistical measurements which do not reveal the clinical significance of any observed change [9]. Alternative approaches include the use of reference states to estimate the minimal important difference or change, which refers to the smallest change in health quality that the patient is able to perceive and that is considered clinically relevant change [3]. However, these approaches have their own inherent limitations, with direct and subjective patient involvement in the change assessment process increasing the complexity of the measurement [3]. As the determination of an individual’s current cognitive functioning, as well as whether this functioning has improved or declined since prior assessment, is fundamental to the efficacy of clinical neuropsychology, the ability to reliably determine change via comparison of test scores is crucial [6]. However, as has been outlined above, the approaches involved in this determination are varied in their efficacy, and come with inherent limitations. As such, when considering the clinical significance of test results, a patient’s performance needs to be interpreted contextually, taking into account relevant behavioural, medical and historical information, as psychometric variability alone is not sufficient [4]. Furthermore, examination of the functional outcomes of any measured change is crucial, as this is of at least equivalent importance in determining whether improvement or decline has taken place [6]. References 1. Brooks, B.L., et al., Developments in neuropsychological assessment: Refining psychometric and clinical interpretive methods. Canadian Psychology/Psychologie canadienne, 2009. 50(3): p. 196. 2. Charter, R.A., Revisiting the standard errors of measurement, estimate, and prediction and their application to test scores. Perceptual and Motor Skills, 1996. 82(3c): p. 1139-1144. 3. Rejas, J., A. Pardo, and M.à . Ruiz, Standard error of measurement as a valid alternative to minimally important difference for evaluating the magnitude of changes in patient-reported outcomes measures. Journal of clinical epidemiology, 2008. 61(4): p. 350-356. 4. Binder, L.M., G.L. Iverson, and B.L. Brooks, To err is human:â€Å"Abnormal† neuropsychological scores and variability are common in healthy adults. Archives of Clinical Neuropsychology, 2009. 24(1): p. 31-46. 5. McHugh, M.L., Standard error: meaning and interpretation. Biochemia Medica, 2008. 18(1): p. 7-13. 6. Perdices, M., How do you know whether your patient is getting better (or worse)? A users guide. Brain Impairment, 2005. 6(03): p. 219-226. 7. Crawford, J.R., P.H. Garthwaite, and C.B. Gault, Estimating the percentage of the population with abnormally low scores (or abnormally large score differences) on standardized neuropsychological test batteries: a generic method with applications. Neuropsychology, 2007. 21(4): p. 419. 8. Maassen, G.H., E. Bossema, and N. Brand, Reliable change and practice effects: Outcomes of various indices compared. Journal of clinical and experimental neuropsychology, 2009. 31(3): p. 339-352. 9. Ostelo, R.W., et al., Interpreting change scores for pain and functional status in low back pain: towards international consensus regarding minimal important change. Spine, 2008. 33(1): p. 90-94.

Features of Verbal and Nonverbal Communication

Features of Verbal and Nonverbal Communication Introduction Communication is extremely important in our life. Due to the need for protection, companionship and nourishment, our ancestors had communicated and gathered to form a community. Effective communication, both verbal and nonverbal communication helped us to become successful as an individual and species. Business relationships, interpersonal relationships, and also our physical and psychological well-being are shaped by the verbal and nonverbal communication. To nurture relationships and enhance positive communication, we have to understand the different features of verbal and nonverbal communication. Main Body According to Lucas (2014), verbal communication includes many forms of communication, such as written, words, signed or spoken. The news we read in the morning, the text message send by parents are both verbal communication. Language is the one which enable us to communicate rather than merely sounds. Besides, technology also allows us to communicate although we are far from each other. Verbal communication is often use to inform, either it is to impart knowledge or inform our needs. Besides, it is also use to correct a wrong. The words â€Å"I’m sorry†, is definitely more effective than action. Verbal communication deepens and creates new relationships and also provides an opportunity to debate. Robert M. Krauss, a professor in the Psychology Department at Columbia University had written an article with the title of The Psychology of Verbal Communication†. In the article, he said that â€Å"A species survival depends critically upon its ability to communicate effectively, and the quality of its social life is determined in large measure by how and what it can communicate. (Krauss, 2002) While nonverbal communication consists of body language such as facial expressions, gestures, posture and eye contact. It is coexists along with verbal communication. â€Å"Bodily Communication†, a book written by Michael Argyle, stated that the five main functions of nonverbal communication are reflect personality, express emotions, support verbal interaction, communicate interpersonal relationships and also perform rituals. (Argyle, 1975) Touch is a nonverbal communication that shows a person’s feelings, personal characteristics, as well as level of comfort. A timid handshake and a firm handshake; a warm hug and a loose pat on the back are both very different. The tone, pitch and volume of our voice are also nonverbal communication. Sometimes, the meaning of a person’s word is entirely different from the literal meaning, which is sarcasm. When a man trying to attract a woman, a playful wink is always more effective than saying a well-thought sentence. According to the paper â€Å"The Importance of Effective Communication† written by Edward G. Wertheim, Ph.D, mentioned that how verbal communication interacts with non-verbal communication. We can substitute, emphasize, contradict, reinforce, and complement our verbal communication with non-verbal cues such as expressions, gestures and vocal inflection. Baby use nonverbal cues while they still not able to speak. Belasco (2013) said that a 19-month-old baby, Matthew Orozco uses a few signs in American Sign Language (ASL) while communicating with his parents although he has no hearing impairment and has normal speech development. Signing is very important to children as it is the bridge to the verbal world. Why are we more likely to believe nonverbal behaviours than words when the two conflict? People often send conflicting verbal and nonverbal messages. When a nonverbal message conflicts with the verbal message, people will always believe the nonverbal message. As the saying said actions speak louder than words. Dr. Albert Mehrabian had written an article titled â€Å"Silent Messages† which he analysed the messages people send. The messages are divided into three parts, which are verbal, vocal and nonverbal. The actual words we use in message is the verbal part. Then, the vocal part is the tone while we speak. The message will has different meaning when we speak in sarcastic tone or sincere tone. While the nonverbal part of the message consists the physical aspects such as gestures, expressions, eye contact and posture. Dr. Mehrabian estimates that there are 7 percent of a message is verbal, and vocal is 38 percent. So, it means that 55 percent of a message is nonverbal, and it involve in each message in a few ways. (Mehrabian, 1971) Nonverbal cues have the functions of complement, regulate, repeat, replace, contradict, and accentuate our vocal and verbal messages. A message is complement by nonverbal cues via adding reinforcement to it. The intended message is supported by the nonverbal cues, for example, the distance between people. Most of the employees tend to stand nearer to their colleague compare to their boss. This does not express the message much by itself, but when it is coupled with a simple sentence such as â€Å"How are you?† or â€Å"Good morning†, it does. This shows that the employee is respectful and responsive and is not challenging the authority of the boss. Besides, by controlling the course of the discussion, nonverbal cues can regulate a conversation. For example, touching someone will be a signal that you wish to interrupt and wish to speak to that person. When a verbal message could stand alone but nonverbal cue is added to it, it is repeating the message. For instance, when someone told you some information and you said â€Å"I do not believe it† and at the same time you rolled your eyes, then the message is repeated. Actions speak louder than words; verbal can be replaced by nonverbal cues. For example, when an employee receives an unwanted assignment from the boss, the employee gives a few seconds of cold stares at the boss before returning to work instead of protest verbally or refuse the task. Contradict happens when the nonverbal and verbal messages carrying a totally opposite meaning. An example will be when an employee is looking bored and distracted while his or her boss is discussing about a boring topic, but the employee gives a comment such as â€Å"How interesting!† Accenting is used to punctuate part of a message, instead of giving the entire message a general support. It is different from complement a message. For instance, pounding fist on a table is accenting the verbal message. (College of DuPage, 1998) Stewart (2011) said that nonverbal communication is bound to culture and sex. In detail, different cultures and nationalities have different relative value of talk versus action, silence versus speech, the social role of gossip or small talk, and the role of rhyme, animation and exaggeration in speech. While male and female are different in emotional expressiveness, vocalics, eye contact, appearance and the need of personal space. So, the study of verbal and nonverbal communication always been done within a cultural or social context due to these differences. A study which carried out by the Buffalo State (n.d.) shows that nonverbal communication is separated into a few categories, which are kinesics, occulesics, proxemics, haptics, vocalics, chronemics, appearance, environments, artifacts, olfactics and synchrony. Kinesics, also called as body language, deals with the movement physically. Traditional linguistics principles are applied in the study to the whole body or to specific parts of a body, mainly the hands, face and arms. The eye and facial expressions, such as rolling of the eyes or arching of eyebrows as well as the posture of sitting and standing are also included. Kinesics is different depends on the culture. For instance, a Japanese may act less excited compared to a person from Mediterranean culture when expressing anger. The person from Mediterranean culture may use extensive body gestures and hand movements while the Japanese may just have a slight movements. Furthermore, usage of frowning, smiling giggling and others also included as kinesics, they are all different in different cultures. The sign language that counts on expressions and gestures is an alternative to spoken language, it is not kinesics. Kinesics is supported and reinforced by physical gestures and emblems to what is being said verbally. There are some emblems are universal, but some are differs in cultural, or even different interpretations between men and women. Uplifted shoulders and upturned hands that represents â€Å"I don’t know† which can be seen everywhere in this world is an example of universal emblem. An encircled thumb and forefinger would be an example of culture-bound emblem. In Japan, the gesture is interpreted as money; in France, it is interpreted as worthless; a curse in Arab; OK in United States; and in Brazil, Australia and Germany, it is an obscenity. Occulesics is dealing with eye behaviour as part of communication. Part of the occulesics deal with a dynamic eye movement versus a fixed or static gaze. The interpretation of eye contact is very hard to predict as it is interpret differently in different cultures. Direct eye contact is very common in the western countries, they look into other people’s eye about 70 percent of the time while listening and 40 percent while talking. While it is more common to look at other people’s throat while talking in Japan. Direct eye contact is considered as bad manners in Indonesia and China, so they are practice to lower their eyes. In Hispanic culture, it is a form of challenge and disrespect when look into other people’s eyes. However, it is common for both listeners and speakers to have direct eye contact for a long period in Arab’s culture, it represents that they are interested in the conversation. The usage of social space in a communication situation is termed as proxemics. The distance between people when they speak is one of the aspects of proxemics. The distance is from a public distance (more than 12 feet) to social or formal distance (4-12 feet) to personal or informal distance (18 inches to 4 feet), and intimate space (less than 18 inches). The effective use of space in social settings also being deal by proxemics, for example the arrangement of space in businesses and homes can encourage or inhibit communication. Other than the above, haptics emphasize on touching as one of the elements of communication. Haptics also vary in different cultures, just like other elements of nonverbal communication. For instance, the culture in Middle Eastern, Latin America and Mediterranean include a lot of social touching in their conversation, such as hand holding and embraces. So, they are categorised as high-contact cultures. In Northern Europe and North America, they only touch occasionally, such as back slapping and handshakes. They are considered as moderate-touch culture. In Northern Asian cultures, which considered as low contact culture, social touching is not always happen. But, for example, people in the nation of Philippines include a lot of social touching in their conversation. Haptics may vary although is in the same culture. For instance, the strength and length of handshakes depends on the intimacy level of the two people shaking hands. Vocalics or paralanguage, deals with vocal, or more emphasize it is referred as the nonphonemic qualities of language. The loudness, pitch, accent, tempo, tone, cadence, nasality, insofar and even the rate of speech are included in vocalics, all these carrying different meaning. Vocalics also vary in different cultures. For example, the practice of belching is accepted in different ways depend on the cultures. Other than that, the vocal qualifiers such as pitch, volume, tempo and rhythm also associated with different cultures. Speaking loudly represents sincerity in Arab culture, but it is considered as aggressive in North America. Chronemics is about the usage of time as a component of communication. Minutes, hours and days are categorised as formal time, while informal time includes seasons, lunar cycles and social customs. Chronemics includes specifics, for example the punctuality together with the forms of dominance or the deference during a communication situation. For instance, men are more likely to interrupt or dominate a conversation compared to women. Besides, chronemics also deals with arriving time to a social setting. Americans tends to arriving early for a business meeting but will be â€Å"fashionably late† for social activities. However, Sioux are very relaxed toward time as the word â€Å"late† is not even exists in Sioux language. Chronemics are divided into monochronemics and polychronemics. Monochronemic is define as doing one thing at a time, and is stress on agendas and promptness; while polychronemic means doing several things at a time, it emphasis on relationships. In North America and Northern Europe, monochronemic conversation is common. While people are more likely to use polychronemic conversation in Asia countries, Middle East, Latin America and Mediterranean. Appearance is dealing with a person’s physical appearance or look. It deals with the physical aspects such as hair colour, body shape, dressing which included accessories and clothing, skin tone and the use of appearance enhancement such as body tattoos and piercings. The public speakers in North and Western Africa are prefer to wear big sleeves and long robes so that they are able to raise their hands, they are looking bigger and more elegant as the extra sleeve cloth will slips through their arms and puffs up their shoulder. Environment is also very important in nonverbal communication, for example the physical space such as location, room size and colour, and accessibility. In a company, there are significant meanings about the size of desk and the design or location of the office. For instance, the most important people in a company will locate his or her office at the highest floor of the building. Furthermore, artifacts deals with the visible objects in communicative aspects, this may indicates a person’s status or even revealing the lifestyle of a person. For example, the choice of automobile is carrying much meaning about a person. However, artifacts always important in some cultures, for instance, rugs are prestigious in Arab. Olfactics is dealing with smell, such as the use of perfume and spices. In communication, the smell is more likely to be relevant when the people are closer. It is normal that a person get close enough to smell other people during a conversation in high-contact cultures such as Arab and Samoan. According to the teaching of Prophet, smell nice for others is a charity. So, it is known that Muslims and Arabian like to use perfume. Lastly, synchrony deals with the amount of coordination in the behaviour of people when their nonverbal cues are synchronise with another person, for example, mimicry, mirroring and also behavioural meshing. Lucas (2014) also mentioned that to enhance a person’s verbal communication skills, he or she needs to be an affective listener. The person needs to understand the point of view of another person, it is not just hearing. So, takes time think before speak to ensure that the information that expressed is correct. While to enhance nonverbal communication’s skills, a person needs to observe the facial expressions and intonations, body language, and also being aware of own feelings and physicality. Conclusion In a nutshell, communication is really significant in our daily life. Effective communication can only be achieve when all types of communication is proper used. No matter it is communicating verbally or nonverbally, both the sender and receiver need to understand the message. So, a sender should have good communication skills and the receivers should have good understanding and interpreting skills by understand the functions of both verbal and nonverbal communication. References Lucas, A., 2014. The Importance of Verbal Non Verbal Communication. [online] Available at: http://www.livestrong.com/article/156961-the-importance-of-verbal-non-verbal-communication/ [Accessed on 20 June 2014] Krauss, R. M., 2002. The Psychology of Verbal Communication. [online] Available at: http://www.columbia.edu/~rmk7/PDF/IESBS.pdf [Accessed on 21 June 2014] Argyle, M., 1975. Bodily Communication. York: Methuen. Belasco, J., 2013. Babies signing before speaking. The Star, 19 Sep. p.46. Mehrabian, Albert (1971). Silent Messages (1st ed.). Belmont, CA: Wadsworth. College of DuPage, 1998. Communication. [online] College of DuPage. Available at: http://www.cod.edu/Course/Mgt100/mgtcomm.htm [Accessed on 22 June 2014] Stewart,J., 2011. Bridges Not Walls. 11th Edition. McGraw-Hill. Buffalo State, n.d.. Verbal and Nonverbal Communication. [online] Buffalo State, The State University of New York. Available at: http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit2.pdf [Accessed on 22 June 2014]

Macbeths Conniving Lady Essay -- Macbeth essays

Macbeth's Conniving Lady      Ã‚  Ã‚   William Shakespeare's popular tragedy Macbeth surprises the audience with the character of Lady Macbeth, who is quite evil in her inclinations. Let us explore her memorable character in this paper.    Clark and Wright in their Introduction to The Complete Works of William Shakespeare interpret the character of Lady Macbeth:    Lady Macbeth is of a finer and more delicate nature. Having fixed her eye upon the end - the attainment for her husband of Duncan's crown - she accepts the inevitable means; she nerves herself for the terrible night's work by artificial stimulants; yet she cannot strike the sleeping king who resembles her father. Having sustained her weaker husband, her own strength gives way; and in sleep, when her will cannot control her thoughts, she is piteously afflicted by the memory of one stain of blood upon her little hand.   (792)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons comments on the Lady's cold manner:    [Macbeth] announces the King's approach; and she, insensible it should seem to all the perils which he has encountered in battle, and to all the happiness of his safe return to her, -- for not one kind word of greeting or congratulations does she offer, -- is so entirely swallowed up by the horrible design, which has probably been suggested to her by his letters, as to have forgotten both the one and the other. It is very remarkable that Macbeth is frequent in expressions of tenderness to his wife, while she never betrays one symptom of affection towards him, till, in the fiery furnace of affliction, her iron heart is melted down to softness. (56)    Fanny Kemble in "Lady Macbeth" depicts the character of M... ...Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Siddons, Sarah. "Memoranda: Remarks on the Character of Lady Macbeth." The Life of Mrs. Siddons. Thomas Campbell. London: Effingham Wilson, 1834. Rpt. in Women Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

China :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  China, (People's Republic of China), is situated in eastern Asia, bounded by the Pacific in the east. The third largest country in the world, next to Canada and Russia, it has an area of 9.6 million square kilometers, or one-fifteenth of the world's land mass. It begins from the confluence of the Heilong and Wusuli rivers in the east to the Pamirs west of Wuqia County in Xinjiang Uygur Autonomous Region in the west, about 5,200 kilometers apart; and from the midstream of the Heilong River north of Mohe in the north to the southernmost island Zengmu'ansha in the South China Sea about 5,500 kilometers apart.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  CLIMATE: China lies mainly in the northern temperate zone under the influence of monsoon. From September and October to March and April next year monsoon blow from Siberia and the Mongolia Plateau into China and decrease in force as it goes southward, causing dry and cold winter in the country and a temperature difference of 40 degree between the north and south. POPULATION: Total Population 1.2591 billion (1999) about 22% of total population in the world. Year  Ã‚  Ã‚  Ã‚  Ã‚  Total Population  Ã‚  Ã‚  Ã‚  Ã‚  Urban Population  Ã‚  Ã‚  Ã‚  Ã‚  Rural Population 1995  Ã‚  Ã‚  Ã‚  Ã‚  1.2112 billion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1996  Ã‚  Ã‚  Ã‚  Ã‚  1.2239 billion  Ã‚  Ã‚  Ã‚  Ã‚  359.5 million (29.4%)  Ã‚  Ã‚  Ã‚  Ã‚  864.39 million (70.6%) 1997  Ã‚  Ã‚  Ã‚  Ã‚  1.2363 billion  Ã‚  Ã‚  Ã‚  Ã‚  369.89 million (29.9%)  Ã‚  Ã‚  Ã‚  Ã‚  866.37 million (70.1%) 1998  Ã‚  Ã‚  Ã‚  Ã‚  1.2481 billion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1999  Ã‚  Ã‚  Ã‚  Ã‚  1.2591 billion  Ã‚  Ã‚  Ã‚  Ã‚  388.92 million (30.9%)  Ã‚  Ã‚  Ã‚  Ã‚  870.17 million (69.1%) 2000  Ã‚  Ã‚  Ã‚  Ã‚  1.29533 billion  Ã‚  Ã‚  Ã‚  Ã‚  36%  Ã‚  Ã‚  Ã‚  Ã‚  64%   Ã‚  Ã‚  Ã‚  Ã‚   Country name:  Ã‚  Ã‚  Ã‚  Ã‚  conventional long form: People's Republic of China conventional short form: China local long form: Zhonghua Renmin Gongheguo local short form: Zhong Guo abbreviation: PRC Government type:  Ã‚  Ã‚  Ã‚  Ã‚  Communist state Capital:  Ã‚  Ã‚  Ã‚  Ã‚  Beijing Administrative divisions:  Ã‚  Ã‚  Ã‚  Ã‚  23 provinces (sheng, singular and plural), 5 autonomous regions* (zizhiqu, singular and plural), and 4 municipalities** (shi, singular and plural); Anhui, Beijing**, Chongqing**, Fujian, Gansu, Guangdong, Guangxi*, Guizhou, Hainan, Hebei, Heilongjiang, Henan, Hubei, Hunan, Jiangsu, Jiangxi, Jilin, Liaoning, Nei Mongol*, Ningxia*, Qinghai, Shaanxi, Shandong, Shanghai**, Shanxi, Sichuan, Tianjin**, Xinjiang*, Xizang* (Tibet), Yunnan, Zhejiang; note - China considers Taiwan its 23rd province; see separate entries for the special administrative regions of Hong Kong and Macau Independence:  Ã‚  Ã‚  Ã‚  Ã‚  221 BC (unification under the Qin or Ch'in Dynasty 221 BC; Qing or Ch'ing Dynasty replaced by the Republic on 12 February 1912; People's Republic established 1 October 1949)

Breaking the Rules, Wrong or Right

Ismayrani Olmos October 20, 2015 English 2. Peeples. 1st period Breaking the Rules, Wrong or Right? Is it ever okay to break the rules to get what you want? Well it is never okay to break the rules to get what you want. Do you know what that is called? Greed, acquisitive, avaricious, self-seeking. You become so caught up in winning or getting what you want that to satisfy your desires that you disobey the rules. Regulations that have been set so that things run smoothly or fairly for that matter. The unimaginable depravity it requires to commit such a wicked perverse act is unbelievable.It is wrong, unfair, and disrespectful to the other person who of which you are cheating. Take this for example, lying on your food stamps application. You are cheating the government and actually stealing. There are people, families that apply for food stamps and are truly in need of them and they are rejected. And if you really sit down and think about it you are taking away that opportunity from th ose who are really do need that extra help, but don’t get to receive it all because you don’t want to have to pay with your money.Money that comes from your pocket. Money that you do have. Instead you are taking advantage of the governments money. That is to loathe, it is unfair to the other people who are rejected but need it. Another example to take into consideration is not paying your taxes. When you do not pay your taxes to the IRS, for starters it's wrong and at the end you come out loosing because they will find you and you will pay all that you have been holding back on. There are people who do pay their part.What makes you think that you are anymore special to feel you have the liberty to no pay just because you don't feel like it. Nobody in their right mind has the authority to say they won't pay taxes. If the case is that you just want to save a little more money well then cut back on extra things that you really don't need to be buying or start couponing. Y ou can even go looking for sales. There is nothing wrong with saving money but there is a lot of wrong doing when you decide you are not going to pay the IRS.Paying your do's is a must. There are thousands and thousands of people who work extremely hard for what they want, whether if it's a position at the office, a higher title in a business, or even a spot on the team. What ever it may be, and then for some stranger to come along one day and cheat his or her way in without doing any sort of backbreaking work to have received what you so desperately put all your blood and sweat in.To want something just doesn't cut it. You have to work even fight if it's necessary to get what you want. When and while you do it the right way, meaning you don't play dirty, throwing people under the bust. Then when that day comes you will be recognized as worthy of what you are receiving and not seen as an egoistic person. So next time you see something that yo want are you going to think twice about how you are going to obtain it.

Psy 240 the Nature-Nurture Issue Essay

The Nature-Nurture Issue The nature versus nurture perspectives have been have been argued for centuries. The pro-nature perspective follows the theory that genetics and biological inheritance determine behavior, internal forces or stimuli; the pro-nurture perspective follows the belief or theory that experience and environment determine behavior, external forces or external stimuli. The psychology field known as biopsychology researches the aspects of both perspectives using critical thinking and research practices to determine the effects of both of these perspectives on human behavior; the control groups used in experimentation can be human or non-human subjects of a similar species. (Pinel. (2009)). The flaw in attempting to determine what degree of behavior is attributed to nature and what degree is attributed to nurture is that both of these perspectives play a role in how and why a behavior is exhibited. Some of the behaviors which individuals exhibit can be linked to animal or primal instinct, these are behaviors based on nature; however, we must consider that the primal fears we have as children such as fear of the dark, often no longer exhibited in the individual as an adult. This change in the behavior can be attributed to experience over time, the nurture perspective agrees with experience’s influence in behavior. (Pinel. (2009)). The brain is the central focus of the study of biopsychology, and researchers have determined that the brain’s functions are responsible for human behavior; research has determined the neuroplasticity theory of the brain changing based on both genetics and experience. The neuroplasticity of the human brain can be used as an example of why it is important to consider how much of behavior is based on genetics and how much is based on environment; however, it would be difficult if not impossible to determine what portion of behavior is nature or nurture because both effect behavior based on the neuroplasticity theory There are genetic factors that can affect behavior; however, experience and nurturing can assist in controlling some behaviors based on learning or the xpectations set for an individual. This idea makes sense that both genetics (nature) and environment (nurture) play important roles in behavior, the behavior of an individual may change over the course of a lifetime. (Pinel. (2009)). Reference Pinel, J. P. J. (2009). Biopsychology. Boston, MA: Pearson.

Rebuilding Employee Morale Essay

Layoffs and work-force reductions have a big impact on both those who lose their jobs and those who remain. Employees who remain after a work-force reduction may be affected for weeks or months afterwards. They may feel overwhelmed, have a hard time focusing on work, or experience low morale. This may be a stressful time for you as well. As a manager you not only have to make the transitions yourself, but you’re also counted on to help steer your team through the changes. As a manager, it’s important to be aware of what employees are feeling and to offer support in ways that can help your team get through this difficult and challenging period. And it’s important to recognize how the changes affect you as well. Common feelings employees may have Several employees, or hundreds of employees, may have lost their jobs at your company. Whatever the size of the work-force reduction, it’s likely that many well-liked people who were doing good work will be leaving the company and that the employees who remain are sad and are grieving for co-workers who were let go. The remaining employees may also be fearful about the security of their own jobs or how their roles might change. Employees may experience some or all of the following emotions, all of which can affect productivity, commitment, and morale: †¢ Sadness. †¢ Anger. †¢ Guilt. †¢ Fear and anxiety. Many may wonder, â€Å"Am I the next to go?† †¢ Envy of those who are leaving. Employees may feel that those who were laid off are moving on to new opportunities while they are â€Å"stuck at the same old job.† †¢ Apathy. They may find it hard to concentrate or get back to work. †¢ Loss of trust in the organization. Employees may lose trust in upper management’s messages and mission and may not feel that the company cares. †¢ Overwhelmed. People may feel overloaded and worried about how their workload will change. 57114-1008 2 Rebuilding Employee Morale Following a Layoff Helping employees cope A layoff or downsizing is a business decision. But before employees who remain can move on and begin working productively again, it’s important to deal with the emotional side of the job cuts and their impact on people’s lives. †¢ Hold an initial meeting with employees staying on your team on the day of the downsizing announcement. Have an open and honest discussion with them about the job cuts and why they took place and how they will help keep your organization moving forward. Employees need to know why the cuts happened and what the organization is doing to avoid more job cuts. Talk about the layoffs in terms of job functions and the business. Do not discuss specifics or specific individuals. Expect this to be a time of deep emotion, confusion, and anxiety for your employees. †¢ Hold a â€Å"jump-start† meeting. A work-force reduction can change the way your team functions. In the days following the announcement, plan and hold a jumpstart meeting to get people focused on what matters. At the meeting: – Review the organization’s goals, strategy, and new direction. Enlist your team’s support in finding ways to meet those goals. – Clarify the reasons for the change. Identify and describe ways that individual employees may have to shift their attention. – Explain fully the expected results of the team’s efforts, linking those results to the overall business goals of the organization. – Identify those things the team and individuals are already doing well that support the new direction or business strategy. Highlight what may change. – Discuss needs and develop concrete action plans for short- and long-term periods. – Provide training if employees will be asked to take on new work or functions. †¢ Give employees continued opportunities to talk about their feelings. Encourage them to voice their fears, questions, complaints, and concerns. Hold meetings. You can do this both one-on-one with employees and as a group. Have drop-in sessions. These will be helpful for employees and for you as a manager. Remember that when people are allowed to express their feelings they are better able to adjust and move on. Continue to have these discussions for as long as they seem productive. Watch that employees don’t get stuck or caught up in too much negativity. Use coaching skills to help them accept the change and move on. †¢ Be honest with employees and keep lines of communication open. The more honest and straightforward you are, the more quickly you’ll rebuild trust on your team. During times of major change, information is often incomplete. No manager has all the answers. If an employee asks a question about the reorganization that you are not in a position to answer, don’t be afraid to say, â€Å"I don’t have the answer to 3 Rebuilding Employee Morale Following a Layoff that question.† If possible, commit to finding answers and information within a fixed period of time and â€Å"close the loop† with the employee who asked the question. If relevant, share the information with everyone on the team. Remind employees that in times of flux even some of the updated information will change but that you will keep them as up to date as you can when this happens. †¢ Lead by example. Take a close look at your own attitudes and behavior and how you are responding to the workplace change. Positive, sincere, and communicative managers who demonstrate strong leadership qualities while acknowledging the difficulty and pain of the layoff are typically able to get their staff back on track during times of adversity and challenge. †¢ Offer resources to help employees reduce feelings of stress. Make sure members of your team are aware of the resources available to them to help reduce feelings of stress, including the employee assistance program (EAP) or the program that provided this publication. †¢ Recognize that, initially, employees may be so absorbed with the reorganization that they get less work done than usual. During times of major change, especially in the period right after the change, it’s common for people to look out for themselves. Employees may spend increased amounts of time on personal activities like phone calls and Internet use. By keeping employees actively engaged in constructive job-related tasks with a direct value to the business, anxiety can be kept in check and employees will be more focused on what matters. It’s important to take action to rebuild the team and help employees get back up to speed and move forward. Ways to rebuild trust and morale It can take months for employees to adjust to a major organizational change and to new systems and ways of doing things. It’s important to keep an eye on employee morale during this transitional period. Here are some ways to rebuild trust and morale on your team during this time: †¢ Spend extra time with your team and with individual employees. In times of stress managers can be tempted to spend more time in their offices away from their anxious employees, but this is just the time your employees need you to be more visible and accessible than usual. †¢ Communicate openly and often about company strategies and goals. Share information. Clarify goals. Be honest in your communications. If more change is coming, share as much as you’re able to with employees. It’s critical to check with upperlevel managers on what messages to communicate to employees. Different messages coming from managers across departments will result in mixed messages and rumors. Encourage employees to share any rumors they hear with you and address each one as quickly as you can. 4 Rebuilding Employee Morale Following a Layoff †¢ Talk about changes within the organization and how these may affect the work and your group. Talk about how the work will change as a result of the reorganization. Let everyone know that plans or tasks may change and that this is normal during times of transition. If work expectations for the department or individuals have changed, communicate this as soon as possible. Be clear and concise about new job duties and responsibilities. Remember to give frequent updates. This helps employees deal with feelings of uncertainty and confusion. †¢ Avoid complaining about the organization or telling employees your woes. Managers sometimes do this to reduce feelings of guilt — they want employees to feel that they are suffering, too. But a manager who complains to employees only loses respect and creates more anxiety among employees. Speak with other managers you trust about your feelings and concerns and to get more ideas of what steps you can take to help rebuild your team. Take very good care of yourself during this time as many managers experience additional stress as they guide their teams through challenging times. †¢ Use team-building exercises to renew relationships and commitments to goals. Work on a group or team project together. You might order pizza or bagels when you do. Offer a seminar on dealing with workplace change. Work hard to be sure everyone understands his or her role on the team and how group efforts contribute to the larger business goals. †¢ Be respectful of the people who have been laid off. Avoid comments like â€Å"He wasn’t such a great employee anyway.† Focus on the positive attributes of employees who have left. Express regret and make sure your team knows that you wish them well. This will show those who are staying that the organization treats people with respect and dignity. Your employees will assume that if they were to be laid off, you would talk about them the same way you talk about former em ployees. †¢ Help employees see the opportunities that change can bring. The reorganization may mean that people will have the opportunity to learn new skills or to take on new responsibilities. †¢ Recognize and reward good work and continued commitment. Let employees know that you appreciate everyone pulling together to do their part in meeting the company’s goals. It’s more important than ever at this time to reward employees who are staying — for meeting goals and milestones and for steady, dependable effort. Here are some ways to offer rewards: – through company recognition or incentive programs – by giving public recognition at a meeting – by sending an e-mail to upper management applauding an employee’s efforts and spelling out what those efforts were and how they contributed to the company’s goals – by using bulletin boards to call attention to someone’s good efforts 5 Rebuilding Employee Morale Following a Layoff Keep in mind that it takes time for people to let go of old ways, adapt to new ones, and recommit to the organization. The more proactive you are in helping employees through this transition, the more everyone will be able to adjust, move on, renew their enthusiasm, and confirm their commitment to the company. Written with the help of Elizabeth Bakken, B.A., M.A. Ms. Bakken has a certificate in organizational development and an extensive background in the fields of human resource development and career coaching. She writes a column, CareerWise, on executive career issues for the Rochester Business Journal.  © 2001, 2008 Ceridian Corporation. All rights reserved. 102908