Characteristics Of Lilly As A Homosexual - 1244 Words

Characteristics of Lilly as a Homosexual Lilly discovers that she has an erotic and emotional connection to women as opposed to men. However, she does not want to reveal her sexual orientation to the society, rather makes it a secret affair. In school, she continues to study like a normal student leaving her nightlife out of the public limelight. She opts to live two lives; one that is known to the majority of the society and another that is a secret to her and friends. She is not willing to make her sexual orientation known to the people for fear of victimization by the society members. Moreover, Lilly is in denial of her sexual orientation at some point. In an attempt to try and be straight, she marries a gay man, but the marriage lasts for less than a year. The quest of trying and becoming a person she does not make one understand how she feels about her sexual orientation. Moreover, her marriage to a gay man confirms her fears of being a lesbian. Although she tries hard to try something out, it refuses to work; hence, opting to stick to her sexual orientation. Lilly uses her sexism to appeal to people in night clubs. As a lesbian, she poses nude photos as well as stripping in clubs for money. She also goes to lesbian clubs in Los Angeles since it is the place she feels contented. She engages in lesbian relationships in an attempt to satisfy her gratification for women. She lives the life of a lesbian without being suspected as a homosexual. Article Analysis In the 1950Show MoreRelatedWomen s Sexual Orientation Within The Society1249 Words   |  5 PagesLilly discovers that she has an erotic and emotional connection to women as opposed to men. However, she does not want to reveal her sexual orientation to the society, rather makes it a secret affair. Because she was scared she will be outcast from society. In school, she continues to study like any normal student, but she separated her school life from her night live. She opts to live two lives; one that is known to the majority of the society and another that is a secret to her and friends. SheRead MoreModern Family : Do Not Push And Marco Polo1455 Words   |  6 Pagesattempt to portray a more â€Å"Modern† contemporary view of American families. In both shows I watched: â€Å"Do Not Push† and â€Å"Marco Polo†. Modern Family deals with the traditional family as portrayed by the Dunphys with a mom, dad and three children; a homosexual family with one adopted dau ghter, the Printhett-Tuckers and a mixed marriage family with one child, the Pritchetts, an older white male remarried a much younger Colombian trophy wife who had a son from her first marriage. In the Modern Family nameRead MoreHuman Diversity1292 Words   |  6 Pagesas voting, education and equal pay. In America, thanks to the 19th amendment passed in 1920 which gives woman the right to vote, The Womans Educational Equity Act of 1974 which gives woman the right to attend any school without persecution and The Lilly Ledbetter Fair Pay Act of 2009 which gives woman a leg up in their fight for equal pay, woman in America are well on their way to finally having the equal rights that they deserve. Another common taboo found in many cultures around the world and hasRead More`` Do Not Push `` And `` Marco Polo ``1811 Words   |  8 Pagesfabulous hysterical show that attempts to portray a more contemporary view of American families in both shows â€Å" Do not push† and â€Å"Marco polo†. Modern Family deals with the traditional family as a portrayed by the Dunphys, which is also shown the homosexual family lifestyles in the Princhett-Tuckers and mixed marriage in the Pritchetts, who are older and younger couple. There is a blended family made up of an older white male, a much younger Colombian trophy wife and her son from her first marriageRead MoreAn Analysis Of Esther And Plath s Life1947 Words   |  8 Pagesconvention of lightly disguising the identity of real people under a thin veneer and some fictitious names for the characters. Plath was no doubt familiar with the tradition. Often in the 1600s, writers would publish romance novels using the characterist ics of well-known aristocrats from Louis XIV’s court, but with different names. Bloom argues that when Plath describes how Esther entered an internship at Ladies Day, it may be based on Plath’s own internship at Mademoiselle. Philomena Guinea mayRead MoreEssay about C181 Course Study Guide2397 Words   |  10 Pages-Chief Executive -Head of State -World Leader -Legislative Role -Political Party Leader -Commander in Chief -How did these roles ‘evolve’ historically? Chapter 13 1. What are the primary functions of government bureaucracies? 2. What are the characteristics of any bureaucracy? 3. Why has the Federal Government bureaucracy grown? 4. What are the different types of bureaucracies? Give examples of each. -Cabinet Departments -Independent Agency -Regulatory Commission -Government Corporation 5. How doRead MoreFundamentals of Hrm263904 Words   |  1056 PagesProjecting into the future is often an educated guess at best. Trying to predict the exact composition of our workforce diversity is no exception, even though we know it will be a heterogeneous mix of males and females, whites and people of color, homosexuals and straights, many ethnic and religious groups, the disabled, and the elderly. The now-aging baby boom population has had a significant impact on the workforce. Commonly referred to as the â€Å"graying of the workforce,† more individuals are workingRead MoreHuman Resources Management150900 Words   |  604 Pageskey capability that HR professionals need is to be able to influence others and guide changes in organizations. Given the myriad HR-related changes affecting today’s organizations, HR professionals must be able to influence others. One study at Eli Lilly and Company found that influencing through relationship building, leadership, and e ffective communication are important HR competencies.44 Specific HR Knowledge and Expertise The idea that â€Å"liking to work with people† is the major qualification

Observation Infant and Toddler Development - 1568 Words

Observation: Infant and Toddler Development There are various factors that play a role in a child’s development. Based on several articles I will be discussing the physical, cognitive, and social development of infants and toddlers. The level of exposure to these various factors will determine how successful they develop in years to come. All children develop at their own rate and no two children are the same. The development of the child is based solely on child’s caregiver to provide these essential skills within their environment. Article Summary The article that I read discussed that when it comes to physical development there are three types of physical activity considered as play. Rhythmic stereotypies are the first activities which†¦show more content†¦Children who have a lower status are usually faced with high risk environments which impede their cognitive development. It seems as though the more access and exposure a child has the greater their chances are to develop cognitively. Infant Observation Review My observation of an infant included his physical, cognitive, and social development. The infant I observed was a nine month old boy. He weighed eighteen pounds and was 29 inches long. The infant has a little bit of hair and dark brown eyes. He was able to sit up by himself and crawl a short distance. He was able to drink a six once bottle in one sitting. He could grip my finger when I placed it in hand. With assistance the infant was able to stand up either by grabbing on to an object or by holding on to my hands. While standing he was able to take two steps forward with assistance and verbal prompting. He was able to identify his mother’s voice. When initiated the infant would smile and laugh. He also laughed when I played peek-a-boo with him. He began to start whining when he wanted a bottle and/or to be changed. It seems like the infant new the difference between his milk bottle and his water bottle. The infant was able to express various emotions when I initiated different scenarios. Any object given to the infant was automatically placed in hisShow MoreRelatedUniversal Needs Of Infants And Toddlers1651 Words   |  7 Pages Three universal needs of infants and toddlers Infancy is an important stage of life. At this stage, babies and toddlers will have universal developments or needs which can connect physical, cognitive, language, social, emotional domain of development. I would like to discuss three universal needs, which are important for the infant / toddler learning and development foundations. There are exploring the world, learning from observation, Infancy is one of the periods which has most exploring spiritRead MoreInfant Toddler Observation1282 Words   |  6 Pagespaper 6 scholarly research articles focusing on infant and/or toddler development will be discussed. These articles will cover physical, cognitive, and social or psychosocial development. A 30 minute observation of a 1month old (Willow) and a 13month old (Emmett) will be conversed, with particular focus on physical development including body shape and motor skills, cognitive development, and social development. The information obtained in the observations will be compared to the information obtainedRead MoreHow Do Infants And Toddlers Develop Their Cognitive Abilities?1372 Words   |  6 PagesHow do infants and toddlers develop their cognitive abilities? Essentially, the formative years of research on the aspect of cognitive growth in infants made certain assumptions, for instance, an infant growth was significantly simplified. However, modern research indicates that there is a complex pattern of cognitive development in infants. To answer the question, it is imperative to start by understanding what the cognitive aspect of the development of infants is. Ideally, infants and toddlersRead MoreUsing Video Based Techniques For Children Essay1198 Words   |  5 PagesINVESTIGATING THE â€Å"WHAT, HOWS AND WHYS† OF RELATIONAL PEDAGOGY WITH INFANTS AND TODDLERS Summary: According to the study, Researchers from TLRI and teachers came together to find solution to the key issue of understanding and articulating the â€Å"what, hows and whys† of infants and toddlers to support learning. Two hour video footage and learning stories compiled by teacher for three or four children per centre across five infants and toddler care centre from Auckland and Wellington were used as practiceRead Morecompetency statement 3780 Words   |  4 PagesPennsylvania Department of Education Bureau of Career Technical Education CDA-Ready Certificate Documentation Infant/Toddler (Developed from The Child Development Associate: Assessment System and Competency Standards Infant/Toddler Caregivers in Center-based Programs, Second Edition,  ©2006, www.cdacouncil.org ). Student Name: _______________________________________________________________ School: Instructor: ___________________________________________________________ Instructor ContactRead MoreErikson s Stages Of Development And Child Directed Speech862 Words   |  4 Pagesmany more things. Their psychological development and interactions with their social environment change along with their forms of communication as they mature and learn; all of which can be seen and explained in Erikson’s stages of development and child-directed speech. According to Erik Erikson, a developmental psychologist and psychoanalyst, from birth to 1 year of age, children psychosocially go through the stage of Trust vs. Mistrust. At this stage infants either trust they will be taken careRead MoreThe Effects Of Language On The Development Of A Child1261 Words   |  6 PagesThe acquisition of language is essential to the development of a child. Though some children are born genetically mutated, specifically children with Down’s syndrome, the capabilities of acquiring language during developmental markers is far less than a child with just 21 chromosomes. Parents and/or guardians of infants and toddlers with Down’s syndrome believe that their child will one day be able to verbally communicate with them. They presume the possibility, but does research support their beliefsRead MoreMindful and Reflective Practice Essay1120 Words   |  5 PagesThe resources presented helped me to learn ways to promote healthy development and wel l-being of all children and how to be an advocate for them. I believe this class enriched my knowledge about infant-toddler care and education to the point that I would most like to express to others its importance. One thing that I would like to share is that infant–toddler care and education is crucial for physical and cognitive development. The caregiver/parent interaction is necessary for the children to keepRead MoreEssay On Childcare1323 Words   |  6 Pages(EHS-CC) partnership program located in the Vermillion area. A very recent program started on January 1, 2017 that runs all year round and serves infants and toddlers starting from just six weeks old to two years old. There is currently a waiting list for children to be enrolled in the program, but are currently servicing eight toddlers and six infants. The Vermillion EHS-CC is open four to five days a week from 9:00-3:30 each day. The program also provides wrap around childcare from 8:00-9:00 andRead MoreInfant Toddler Curriculum Essay2106 Words   |  9 Pagesï » ¿In this term paper I will explore infant and toddler curriculum. I will discuss: the developmental themes in infancy, infant toddler curriculum, and the differences between preschool curriculum and appropriate infant toddler curriculum. In conclusion I will share some of my personal feelings about infant and toddler curriculum, including the challenges and rewards. Developmental Themes of Infancy ‘The behaviors and abilities that develop during each stage are influenced by the theme that consumes

Employment Relations Of France And Denmark-Myassignmenthelp.Com

Question: Discuss About The Employment Relations Of France And Denmark? Answer: Introduction: The factors of the French unions highlight the presence of the socialists in the labor movement and the approaches of the employees (Wilkinson et al, 2014). France ranks the sixth in terms of the economic power in GDP. This country has a population of almost 64 billion and the rate of labor market is almost 64% (Feigenbaum, 2017). The employment of the female is increasing in the country and that of the young people is lessening due to school retention. The economic growth is very low compared to the other countries and the forms of employment have been changed by adapting temporary employment and part time employment. The intervention of the state is very important in employment relation of France. The state reflects the reluctance of the unions. However in the last thirty years a huge change have took place due to which the state is losing the position of the regulator in the employment relation of France (Suleiman, 2015). The employment relation of Denmark is different from that of France because this country has no labor code and has the freedom of membership (Fossum, 2014). The state is the minimum regulator of the employment relation of Denmark. In the recent years, the employment system of Denmark includes a system of wage bargaining (Wilkinson, Wood Deeg, 2014). The state has a less involvement in employment and is not the regulator to provide the employees the rights that in general belong to them. The role of the state in employment relation of Denmark is just the procedural legislation. This country has no governmental trade unions. The state consult with the unions, boards to take decision regarding the labor policy. The employment relation of Denmark has pressure from Europe and incorporates many European laws. The Tripartite committee is a process, which implements the rules by agreements and legislatures (Hauptmeier Vidal, 2014). Role of state in employment relation of France: The state is also a form of employer and influences the pay rates of the employment sector. The state is in charge of increasing the wages of the employees. The state is in charge of reducing the unemployment. The industrial relations of France are always uptight and are highly dominated by involvement of the state (Poole, 2013). This is because of the bargaining system that gave the companies autonomy to legislation of labor and collective agreements. France guarantees the people for a high extent of social protection and uses this key to border the inequality. The state here covers the social protection, which is funded by the tax financier and in thus way the economy of the country is controlled. Here the state is responsible for the social regulation of the employment relation of the country. The state is known as the guardian of the country and manager of the employment relation in France. In France, neither the employers not the unions have control on the employment relations n or is the state in charge of controlling the employment relation (Bamber et al, 2015). The country is fully dependent on the state, which takes care of the resources of employment relations. The state here influences the view of globalization in market and deliberately takes in to consideration the economy and welfare of the employment relations. The employment relation of France has great interference of the state. The state of France always played and is still playing the role of a guide and director in the employment relation since the year of 1980. France has a population of 65 million according to a research of 2010. This is one of the modern countries across the world. The state encourages the employment relation of the country to bend on the way to the market driven economy. The state also intervene the power supply, transport system and the telecommunication system of France along with privatizing many famous companies (Donaghey et al, 2014). However, the state has lessened its intervention in other sectors the labor market is still under the intervention of the state. The employment relation in this country is inclined by the demographics and to some extent by the political environment of the country. This country has an increasing number of female labors and according to a research is almost 52 percent (Bonoli, 2017). The economy of the country is state managed and the communists and the owners manage the employment relation of the country by paternalistic effective view. The role of the state is not only as manager of the employment relation but it is also effective in playing the role of the employer. The state reduces the unemployment of the country by employing labors and thus it becomes the employer of the employment relation. There are some privatizations in the employment relation of France but still this did not dominate the role of the state in the employment relation. The state played huge role in applying the collective bargaining system i n France employment relation. The state is the center of the organization of Frances employment relation and bridges the gap between the principal and labor (Fukuyama, 2017). Role of state in employment relation of Denmark: The state plays a significant role in the international relations of Denmark, as it is the employer in every public sector. Maybe the role of the state is limited but the role is very important. The state does not increase the employment here and nor the number of female employees are increasing here but this country has holidays like maternity and childbirth. The political parties exerts the influence one the employment system. In relation to the employment, the state is not an active part of the employment relation of Denmark but it has a significant role to play in the employment relation (Atkinson Storey, 2016). There are a few laws that the state has ushered which provide job security to the labors. Those laws instruct the employees that they have their own rights and they can use it for their wellbeing but this is where the role of the state ends. The concept of flexibility and security is enough to dismiss the employees without any expense. Due to the less involvement of the state the level of protection of the employees are low and the employees do not get any compensation even after they are unemployed on any basis (Atkinson Storey, 2016). The rules that the state has implemented for the job security provides help in generating beneficial systems and practicing an effective labor market, which allows the labor to save their monetary interest for future. The enterprises take care of the number of employees needed in every market condition but they do not provide any compensation but the trade unions provide the compensation to their employees whenever they get unemployed due to certain reasons. As there is a continuous unemployment system in the labor market of Denmark, there is a consequence about having high mobility among the labors (Atkinson, J., Storey, 2016). This country has the record of having a large number of new employees in every workplace. As the level of unemployment is very high, there is a certain benefit in the flexibility rate of t he labor market. The state considers all the expenses of the welfare of labor market in Denmark and there is an insurance system introduced by the state for the unemployed (OReilly Nazio Roche, 2014). The state influences the regulation of the employment relation for every working person in Denmark and has no discrimination regarding the originality of the labor and they are allowed to choose any law in their employee contract (Lee et al, 2017). The state has initiated an act named salaried employees act, which protects the salaries of the employees. In case the state does not cover the employment relationship then the legislation secondarily affects the collective bargaining system. The state also offers the employees the maternity and the females get paid off in before and after the pregnancy (Pfau-Effinger, 2017). The time span of the leave that they get is 4 weeks before and 14 weeks after the childbirth. The paternity leave is granted for 2 weeks after the childbirth. Though s urrogacy is an illegal practice in Denmark, the surrogate woman is allowed to have all the rights the other females have during childbirth (Heyes Lewis, 2014). Comparison of the two countries based on states role in employment relation: From the above discussion, it is very clear that the state plays two different kinds of roles in both the countries. State of France is the managing body of the employment relation and sometimes it plays the role of the employer, as another policy of the state of France is to reduce unemployment. The state handles all the important decision of the employment and labor market and is not dominated by the trade unions or the employers. Whereas, in Denmark the state is dominated by trade unions and employers and has to discuss with the board of employment about every decision. Still the state has introduced many laws for the wellbeing of the employees and has many acts, which provides the employees with lot of benefit. The state of Denmark has parental leave, pension, compensation and many other policies so that the employees are indirectly benefited by the state (Campbell Pedersen, 2014). The state is always in charge of the welfare of the countries and in both the countries, the role of state clearly indicates that not even a single state is free from the duty of maintaining welfare. State guides every decision regarding labor market in France and provides many laws to help the employees in Denmark. In France, it is directly the duty of the state to maintain the god will in labor market and introduces it to global market and in Denmark; the state indirectly helps the labor market to be enhanced. The labor market of Denmark is marked to be the most modern one whereas France is known as a country with less unemployed people around (Ring, Nissen Nielsen, 2017). The state of France is in charge of employing more female employees so that the ratio becomes the same. The state of France has adapted many settlement services and frameworks that initiate the employment relation of the country (Keynes, 2016). The state of France offers many facilities, strategies to keep up the level of employment system and have a effective labor market. Employment relation is to some ex tent managing the communication between the employer and employee and as the state itself, acts as an employer in France the relationship with the employees are generally managed without any problem (Brewster et al, 2017). The term of employment relation is basically managed by an organization but in France the state itself manages all the prospects of the employment relation. That of Denmark is actually maintaining the definition as here the state does not have any direct link to managing the employment relation and the organizations are in charge of managing the employment relations (Kim, 2017). The state of Denmark just provides the necessary support to the system of employment by some statutory assessments and policies. The state of Denmark just renders to the employees their rights and helps them to get those with the help of legal terms. The state does not have direct link with the employees as the state of France has but still the role of the state of Denmark cannot be kept a side (Atkinson Storey, 2016). The state makes sure that the employees are compensated due to the layoffs and make sure that the employees who get employment in another organization soon after their unemployment does not take undue favor of the compensation. The state of France makes sure that there is less involvement of the employers in the employment and does not practice the unemployment concept on a regular basis. An employment relationship has into context need of profit, work organization and resolving of prior issues. The state of France plays a vital role in incorporating all the issues and takes care that the employment relation of France is managed well. The employment relation has its own transition and the state of Denmark tends to manage every bothering context of the employees. The state of Denmark even indirectly stops the unemployment of female workers and allows them maternity leave so that they can have the right of their own and no employer can turn down female l abors. Managing employment relation is tough for the state of Denmark as there are trade unions and boards that do not allow the state to take any severe decision that is why the state uses the power that it has of setting laws and acts and uses it to benefit the employees. The employment system of France has the changing unions, employers, the state, employees and collective bargaining system; all of this controls the employment relation of the France (Gilpin, 2015). Among all of this, the effective role is of the state itself and it takes into consideration the other concepts. However, the employment relationship of Denmark is mostly dependent on the trade unions, employers and the board of employment (Atkinson Storey, 2016). The state of France has brought diversification of the employment relation and ushered regulations matching the standards of the workers. The state has also brought the development in employment relation of France. The state is an effective part of the emplo yment relation of France and helped to shape up the employment relations of France with other countries. The state of France has brought many new resources in the employment relation and those are the collective bargaining system, the individual training right and the modernization in the market (Atkinson Storey, 2016). Due to the state, the employment relation of France is reaching towards decentralization and has adapted more flexibility to manage labor market. However, the state of Denmark forbids the employers to put any wrong reason for layoffs and makes it mandatory for the employer to keep in mind all the legal right that the employees have to avoid any kind of consequences. Though the trade unions and employers play the most efficient role in developing the labor market, still the state has indirect hold on the employment relation and on the employers. The state of Denmark does not allow the employer to choose an employee and turn into layoff anytime they want because while the recruitment is done the employer needs to keep a broad record of the legal status of the employees as it helps the employer with the idea of the context of employment (Atkinson Storey, 2016). Only the employees who are executive officers have less amount of self-rights but that of the other employees are a long list and to avoid the employment terms which are not according to the law leads to penalty of the employers. Conclusion: In every employment relation, state plays either a direct or an indirect role. The state is in charge of exerting an influence on the development of every employment relation system. As it plays role in development of the labor administration, it even influences the function of employment relation system. In countries like France, the state plays a direct role in employment relation. The state tends to promote employment relation by adapting many frameworks and settlement services. The employees of Denmark are helped by the state in various means like parental rights, pension, adoption leave and many more. The state does not actually help the employees but indirectly the role it plays is not deniable. The state even takes care of the fact that no employee is compensated in special cases like those that if the employee is employed anywhere else they will not be compensated. The state only provides and allows compensation to employees who are unemployed and are not well accommodated. T he state of Denmark has a law that states that if an employee needs compensation they can apply for the same to their employers and the employer will have to compensate when the employees explain their condition within four months span from the unemployment date. Both the confidential and communal agendas are at risk in every employment relation system. The state reflects the reluctance of the unions. The state consult with the unions, boards to take decision regarding the labor policy. The state is a great player for every countrys employment relation system despite of having different roles in the employment relation system. The roles are maybe setting of some laws or employing more labors to reduce the unemployment. The state is always effective participant in employment relation system of every country and has various kind of role to play for managing the employment relation. References: Atkinson, J., Storey, D. J. (Eds.). (2016).Employment, the small firm and the labour market. Routledge. Bamber, G. J., Lansbury, R. D., Wailes, N., Wright, C. F. (2015).International and Comparative Employment Relations: National Regulation, Global Changes. Allen Unwin. Bonoli, G. (2017).Labour market and social protection reforms in international perspective: parallel or converging tracks?. Taylor Francis. Brewster, C., Hegewisch, A., Mayne, L., Tregaskis, O. (2017). Employee communication and participation.Policy and Practice in European Human Resource Management: The Price Waterhouse Cranfield Survey, 154. Campbell, J. L., Pedersen, O. K. (2014).The national origins of policy ideas: Knowledge regimes in the United States, France, Germany, and Denmark. Princeton University Press. Donaghey, J., Reinecke, J., Niforou, C., Lawson, B. (2014). From employment relations to consumption relations: Balancing labor governance in global supply chains.Human Resource Management,53(2), 229-252. Feigenbaum, H. B. (2017).The politics of public enterprise: Oil and the French state. Princeton University Press. Fossum, J. A. (2014).Labor relations. Mcgraw Hill Higher Educat. Fukuyama, F. (2017).State building: Governance and world order in the 21st century. Profile Books. Gilpin, R. (2015).France in the Age of the Scientific State. Princeton University Press. Hauptmeier, M., Vidal, M. (Eds.). (2014).Comparative political economy of work. Palgrave Macmillan. Heyes, J., Lewis, P. (2014). Employment protection under fire: Labour market deregulation and employment in the European Union.Economic and Industrial Democracy,35(4), 587-607. Keynes, J. M. (2016).General theory of employment, interest and money. Atlantic Publishers Dist. Kim, D. O. (2017).Employment relations and HRM. Taylor Francis. Lee, S., Jensen, C., Arndt, C., Wenzelburger, G. (2017). Risky Business? Welfare state reforms and government support in Britain and Denmark.British Journal of Political Science. OReilly, J., Nazio, T., Roche, J. M. (2014). Compromising conventions: attitudes of dissonance and indifference towards full-time maternal employment in Denmark, Spain, Poland and the UK.Work, employment and society,28(2), 168-188. Pfau-Effinger, B. (2017).Development of culture, welfare states and women's employment Routledge. Poole, M. (2013).Industrial relations: origins and patterns of national diversity(Vol. 4). Routledge. Ring, P., Nissen, M. A., Nielsen, V. B. (2017). Social work education and a changing welfare state in Denmark. InNeoliberalism and Social Work in Scandinavian Welfare States. Taylor Francis (Routledge). Suleiman, E. N. (2015).Politics, power, and bureaucracy in France: The administrative elite. Princeton University Press. Wilkinson, A., Donaghey, J., Dundon, T., Freeman, R. B. (Eds.). (2014).Handbook of Research on Employee Voice: Elgar original reference. Edward Elgar Publishing. Wilkinson, A., Wood, G., Deeg, R. (Eds.). (2014).The Oxford handbook of employment relations: Comparative employment systems. Oxford University Press.

Management Strategies Creativity in Decision Making-Free Samples

Question: Discuss About the Strategies Creativity in Decision Making? Answer: Introducation According to Floyd (2000), creativity refers to the know-how process of developing and drafting an idea, commodity, discovery or a concept perceived as novel by the discover to the targeted audience. On the other hand, decision making refers to a rational and high-thinking judgment that stirs strategies for implementation. Conventionally, decision-making improves and enhances the quality of decision-making process, which propels the scope of options and alternatives for problem-solving. According to Cameron Green, (2004), a problem that is non-repetitive requires imaginative thinking to achieve the most convenient solution; thus, pre-defined solutions cannot provide helpful solutions. Therefore, creativity breeds innovation, ponder and generation of new ideas to make a final decision. Human resource management career requires creativity in decision making because managers deal with different people from different backgrounds, who have different up-bringing backgrounds; which creates a wider room for problems and frictions at workplace. Components of Creativity in Decision-making According to previous empirical studies, creativity occurs in; domain skills, creativity skills and task motivation skills. Through domain skills, managers utilize the theoretical and conceptual awareness and the problem-at-hand relevance in respect to its environmental factors to draft solutions (Floyd 2002). In this domain skills analysis, managers acknowledge the problem environment, identify skills, and assign talents to solve the problem. For decision-makers and problem-solvers, domain skills creativity helps management to cope and survive workplace conflicts as well as business-oriented problems. For creativity skills, managers use skills to improvise new skills, and think of new strategies of performing operations. For instance, by employing new promotional and advertisement marketing tools managers grasp the decision-making rationale and arrive at sufficient solutions. Gennard Judge (2010), asserts that task motivation skills are highly employed by managers, specifically, Human Resource managers, to raise the employees workplace ego, self-esteem and boost up their performance morale. In fact, employees satisfaction and workplace accountability propels creativity in decision-making; which when combined with intrinsic employee motivation leads to proper decisions. Problem finding or sensing: In respect to decision-making, managers, entrepreneurs, and business executives identify problem/s to work on it. The core task here revolves around familiarizing with the problem, analyzing the problem, identifying its importance to the business, and revolutionizing its impacts to its relationship to other business segments. Apparently, this step forms the basis for the whole creativity and determines the decision-making process at large (Bratton Gold 2012). The creativity derived focuses on arriving at solutions with the respect to reality and actual business satiation. Ultimately, the curiosity to identify and familiarize with the problem culminates to the development and generation of new ideas. Preparation: After the problem has been identified, the decision maker(s) focuses on the problems strategic approach. The information regarding the problem is collected in respect to its root cause, effects to the business, and the culminating organizational changes experienced. Conventionally, a workable and most suitable hypothesis is formulated to commence the problem-solving process. In the collection of the problems information, past experience, new study rationality, and innovations are highly utilized (Cameron Green 2004). For instance, if the organizational motive is to introduce a new product, in the market, then consumer behavior in the region becomes the problem-solving basis for the hypothesis before the idea is made a reality. Gestation or Incubation: Incase in the preparation phase the decision-maker(s) did not develop great ideas to arrive at a definite solution, then this stage creates the room for a conscious deliberation to initiate sub-conscious development of new skills and inventions. This stage somehow drifts ways from the problem itself and focuses on organizational routine activities to think of the problem in a sub-conscious perspective. The decision-maker(s) here rationalizes on the collected information and makes concrete decisions in a sub-conscious thinking way (Bratton Gold 2012). Ultimately, the decision-maker(s) stores the thoughts and ideas in the mind(s), which are later combined sub-consciously and inter-connected to aid the generation and innovation of new ideas. Insight or Illumination: In this stage, the decision maker(s) meditate on all possible solutions to the problem or business scenario identified. Thereafter, ideas are written down with a flash of ideas in the decision-making process. In fact, this stage involves the combination of many ideas where some of ideas maybe rejected and others accepted on the basis of further analysis. The stage breeds newer ideas that were not in the decision-makers conscious mind. For instance, some social meetings and gatherings may stir new ideas (Floyd 2002). For example, the Compaq computer culminated from social encounters, where a rough sketch of the mobile computer on an illustrated on a paper napkin by three buddies on a lunch hour led to setting of the well known Compaq Company. Verification and application: This is the last stage in the creative decision-making process. Here, the entrepreneur, manager and the decision-maker(s) proves logically and experimentally how idea(s) solves the problem and it is implementable. Empirical tests and proves though mathematical models and experimentation are provided. If feasible, it is applied to solve the identified problem or condition in stage one (Bratton Gold 2012). In creativity decision-making, the verification stage helps to nullify ideas that may appear attractive and achievable but its implementation lacks the problems rationale. Examples of Utilization of Creativity in Decision-Making According to Bratton Gold (2012), managers focus on introducing workplace-change to promote and breed creativity in decision-making. In fact, employees, consumers and people at large ought to feel change, and focus on the importance and benefits of the change. Apparently, when managers welcome change and new innovations, listening ideas and implementing the most profitable ideas creates creativity in the organizational hierarchy at large. In fact, most of the dominant profitable and well-established organizations resulted from creativity in decision-making such as Compaq Computer Company. The interaction of the three friends at a lunch-hour-meeting led to the exchange of useful information that was implemented to Compaq Company in existence today (Gennard Judge 2010). The examples of creative decision-making include; the establishment of Compaq Computer Company, and Pepsi Pricing Strategy innovation. Establishment of Compaq Computer Company Floyd (2002) asserts that creativity in decision making led to the illumination of ideas between three friends. The lunch-hour meeting led to the rough sketch of a portable computer device, which culminated to the invention of the Compaq laptop used today. During the insights of ideas, the three friends came up with an idea to have a portable office, which would fit personal file and details. The idea became a reality; however, the idea was borrowed and imitated by many companies to introduce the laptop devices utilized today. Pepsi Company Pricing Strategy In1965, Pepsi introduced the price-reduction policy combined with the Stuff Promotion Program. Under the leadership of Lay Company and Donald Kendal, Pepsi decision-makers came up with the new ideas as a way of attracting new consumers as well as maintaining the existing consumers (Bratton Gold 2102). Pepsi policy-makers combined both food and beverages through a Quaker Oats merger in 2001, which led to a $ 25 billion profit. The decision-makers aimed at creating the loyalty and trust with the consumers since Coca-cola seemed to make great impacts in the drinks industry (Floyd 2002). Ultimately, due to the creativity in decision making in respect to the market gap, Pepsi has managed to stay dominant in the market, and in a good state despite its competitor threat. Conclusion Creativity in decision making requires a proper scrutiny of the problem or the situation at hand, which enhances the drafting and implementation of a solid solution. In fact, the stages of creativity in decision making process propel the rationalization of ideas and allocation of skills to the prioritized objectives of the solution-seeking process. Ultimately, creative decision making remains the only ascertained problem-solving strategy to mangers at the global workplace arena, which copes perfectly with the dynamic growth of the technological know-how and the inflationary forces in the business market. References Bratton, J Gold, J 2012, Human Resource Management: Employee Motivation. Basingstoke: Palgrave Macmillan Cameron, E., Green, M 2004, Making sense of change management: A complete guide to the models, tools, techniques of organizational change. London: Kogan Page. Floyd, P 2002, Organizational change. Oxford [England: Capstone Pub Gennard, J Judge, G 2010, Managing Employment Relations: Diagnostic Models: London: CIPD

Francis Drake Essays - Francis Drake, , Term Papers

Francis Drake Francis Drake was an experienced and daring seafarer. Among many adventures, the'famous voyage', his successful circumnavigation of the world between 1577 and 1580 ensured that he would be one of the best remembered figures of Tudor England. In his own lifetime, he was thought of with mixed feelings, both at home and abroad. Some English people regarded him as a hero, but he was distrusted by others, who saw him as having risen 'above his station'. Although he was feared and hated by the Spanish, he was also regarded by some with secret admiration. What was England like at the time of Drake? For most of Drake's life, Queen Elizabeth I ruled the country. It was a time when England was growing in population, power and wealth, and was also becoming more outward looking. New markets and colonies were needed, so that English produce, especially wool, could be traded. England was also keen to gain from the huge profits to be made from the 'New World' of the Americas and from the Eastern spice trade, as Spain and Portugal were already doing. It was a time when religion was extremely important to people, especially the question of whether England was to be a Protestant or a Catholic country. Arguments about religion and trade meant that England was at war with Spain for much of Drake's life. Where was Francis Drake born? Francis Drake was born in Tavistock, Devon, sometime between 1541 and 1543. What sort of family did he come from? A very ordinary family, certainly not rich or powerful. His family was a devoutly religious one. When Francis was still a small boy, the Catholic Queen Mary came to the throne, and there were religious disturbances in Devon. The family left, and moved to Chatham in Kent where for a time they lived on an old, laid-up ship. Drake's father became a Protestant preacher. These early experiences had a profound effect on the young Francis. The Protestant religion was to be one of the most important things to him throughout his life. On his voyage around the world he led religious services on board ship twice a day. When did Drake first go to sea? He first started going to sea while living in Chatham, at the age of twelve or thirteen. He was an apprentice on a small trading ship which was left to him when the master died. After selling this ship, he returned to Devon and sailed with his relative John Hawkins. Together, Hawkins and Drake made the first English slaving voyages, bringing African slaves to work in the 'New World'. Did Francis Drake marry? Yes. He married twice. When he was twenty-five he married Mary Newman, who died in 1583. He married again in 1585. His second wife, Elizabeth Sydenham, came from a much more influential family. He did not have children with either of his wives. What was Drake looking for on his voyages? Spanish ships, sailing back from their new conquests in South America were extremely attractive, as they were laden with silver. Drake attacked such ships, and if he was successful in capturing them, took their treasure for himself and for his queen. He also raided Spanish and Portuguese ports in the 'New World' and the Atlantic. On Drake's voyage to Panama in 1572-3, he was helped by cimarrones. The cimarrones were former slaves, who had escaped to live in the forest and mountains as outlaws. Many were prepared to help the English as they blamed the Spanish for their position. One cimarrone in particular, named Diego, became especially close to Drake, accompanying him to England and later around the world. How long did it take Drake to sail around the world? The circumnavigation took three years, from 1577 to 1580. Originally, the voyage was probably planned as a raid on Spanish ships and ports. Five ships, manned by 164 seamen, left Plymouth, with Drake himself sailing in the Pelican. Nearly all the crew thought they were heading for the Mediterranean. After reaching America, Drake was worried that his ships might get separated from each other, so he gave orders for two of them to be destroyed. Then the Marigold was lost, with all her crew, and the Elizabeth turned back and sailed home. By October 1578, as the company started up the western coast of South America, there were just 58 left, all on the Pelican. Drake renamed his ship the Golden Hinde. What did Drake find out on his voyage around the world? Drake's

The Role of France in the American Revolutionary War

The Role of France in the American Revolutionary War After years of spiraling tensions in Britain’s American colonies, the American Revolutionary War began in 1775. The revolutionary colonists faced a war against one of the world’s major powers, one with an empire that spanned the globe. To help counter Britains formidable position, the Continental Congress created the Secret Committee of Correspondence to publicize the aims and actions of the rebels in Europe. They then drafted the Model Treaty to guide negotiations of alliance with foreign nations. Once the Congress had declared independence in 1776, it sent a party that included Benjamin Franklin to negotiate with Britain’s rival: France. Why France Was Interested France initially sent agents to observe the war, organized secret supplies, and began preparations for war against Britain in support of the rebels. France might seem an odd choice for the revolutionaries to work with. The nation was ruled by an absolutist monarch who was not sympathetic to the principle of no taxation without representation, even if the plight of the colonists and their perceived fight against a domineering empire excited idealistic Frenchmen like the Marquis de Lafayette. In addition, France was Catholic, and the colonies were Protestant, a difference that was a major and contentious issue at the time and that had colored several centuries of foreign relations. But French was a colonial rival of Britain. While it was arguably Europe’s most prestigious nation, France had suffered humiliating defeats to the British in the Seven Years War- especially its American theater, the French-Indian War- several years earlier. France was looking for any way to boost its own reputation while undermining Britains, and helping the colonists to independence looked like a perfect way of doing this. The fact that some of the revolutionaries had fought France in the French-Indian War was expediently overlooked. In fact, the French Duc de Choiseul had outlined how France would restore their prestige from the Seven Years War as early as 1765 by saying the colonists would soon throw the British out, and that France and Spain had to unite and fight Britain for naval dominance. Covert Assistance Franklin’s diplomatic overtures helped prompt a wave of sympathy across France for the revolutionary cause, and a fashion for all things American took hold. Franklin used this popular support to help in negotiations with French Foreign Minister Vergennes, who was initially keen on a full alliance, especially after the British were forced to abandon their base in Boston. Then news arrived of defeats suffered by Washington and his Continental Army in New York. With Britain seemingly on the rise, Vergennes wavered, hesitating over a full alliance, though he sent a secret loan and other aid anyway. Meanwhile, the French entered negotiations with the Spanish. Spain was also a threat to Britain, but it was worried about supporting colonial independence. Saratoga Leads to Full Alliance In December of 1777, news reached France of the British surrender at Saratoga, a victory that convinced the French to make a full alliance with the revolutionaries and to enter the war with troops. On February 6, 1778, Franklin and two other American commissioners signed the Treaty of Alliance and a Treaty of Amity and Commerce with France. This contained a clause banning both Congress and France from making a separate peace with Britain and a commitment to keep fighting until the independence of the United States was recognized. Spain entered the war on the revolutionary side later that year. The French Foreign Office had trouble pinning down â€Å"legitimate† reasons for France’s entry into the war; they found almost none. France couldn’t argue for the rights that the Americans claimed without damaging their own political system. Indeed, their report could only stress Frances disputes with Britain; it avoided discussion in favor of simply acting. Legitimate reasons were not terribly important in this epoch and the French joined the fight anyway. 1778 to 1783 Now fully committed to the war, France supplied arms, munitions, supplies, and uniforms. French troops and naval power were also sent to America, reinforcing and protecting Washington’s Continental Army. The decision to send troops was taken carefully, as France was not sure how the Americans would react to a foreign army. The number of soldiers was carefully chosen, striking a balance that allowed them to be effective, while not being so large as to anger the Americans. The commanders were also carefully selected- men who could work effectively with the other French commanders and the American commanders. The leader of the French army, Count Rochambeau, however, did not speak English. The troops sent to America were not, as has sometimes been reported, the very cream of the French army. They were, however, as one historian has commented, for 1780...probably the most sophisticated military instrument ever dispatched to the New World.† There were problems in working together at first, as American General Sullivan found at Newport when French ships pulled away from a siege to deal with British ships, before being damaged and having to retreat. But overall the American and French forces cooperated well, although they were often kept separate. The French and Americans certainly were quite effective when compared to the incessant problems experienced in the British high command. French forces attempted to buy everything from the locals that they couldn’t ship in, rather than requisition it. They spent an estimated $4 million worth of precious metal in doing so, further endearing themselves to the Americans. Arguably the key French contribution to the war came during the Yorktown campaign. French forces under Rochambeau landed at Rhode Island in 1780, which they fortified before linking up with Washington in 1781. Later that year the Franco-American army marched 700 miles south to besiege Cornwallis’ British army at Yorktown, while the French navy cut the British off from desperately needed naval supplies, reinforcements, and complete evacuation to New York. Cornwallis was forced to surrender to Washington and Rochambeau. This proved to be the last major engagement of the war, as Britain opened peace discussions soon after rather than continue a global war. The Global Threat From France America wasn’t the only theater in a war, which, with France’s entrance, had turned global. France threatened British shipping and territory around the globe, preventing their rival from focusing fully on the conflict in the Americas. Part of the impetus behind Britain’s surrender after Yorktown was the need to hold the remainder of their colonial empire from attack by other European nations, such as France. There were battles outside America in 1782 and 1783 as peace negotiations took place. Many in Britain felt that France was their primary enemy, and should be the focus; some even suggested pulling out of the American colonies entirely to focus on their neighbor. Peace Despite British attempts to divide France and Congress during peace negotiations, the allies remained firm- aided by a further French loan- and peace was reached in the Treaty of Paris in 1783 between Britain, France, and the United States. Britain had to sign further treaties with other European powers who had become involved. Consequences Britain quit the American Revolutionary War rather than fight another global war with France. This might seem like a triumph for France, but in truth, it was a disaster. The financial pressures France faced at the time were only made worse by the cost of aiding the Americans. These fiscal troubles soon spiraled out of control and played a large role in the start of the French Revolution in 1789. The French government thought it was harming Britain by acting in the New World, but, just a few years later, it was itself harmed by the financial costs of the war. Sources Kennett, Lee. The French Forces in America, 1780–1783. Greenwood Press, 1977.Mackesy, Piers. The War for America 1775–1783. Harvard University Press, 1964.

Industry, Ideology, and their Global Impact, 1700-1912 Assignment

Industry, Ideology, and their Global Impact, 1700-1912 - Assignment Example Thirdly, the period also experienced the development of new working tools and equipment. Lastly, there was the development of new energy sources as well as innovation of production processes that maintained efficient use of power. During the Industrial Revolution, the textile industry was adversely affected in terms of capital invested, employment and the value of output obtained. Most scholars believe that the industrial revolution began in the Great Britain. In this regard, the revolution was initiated by agricultural transformations (in form of changes in the methods of stockbreeding and farming) resulting in increased agricultural output. The British government was able to feed its citizens by providing food at lower price while using less labor (Hatch, 1998). Eventually, there was fast increase in population that provided surplus labor. Ultimately, the British government introduced new industries, such as cottage industries that provided employment to rural workers. Additionally, Britain also had excessive capital for investment in new machinery. The capital accumulation also included profits obtained from the cottage industry. In addition, the well-developed British Central Bank provided flexible credit facilities that provided essential capital to prospective investors. The bank facilitated capital transactions through paper instrument, a service that was novel and was not offered elsewhere in Europe. Additionally, Britain had developed a culture where individuals were solely interested in making profits, business expansion and accumulation of wealth, individually or as a group (Hatch, 1998) . In this regard, most business organizations were often risky, open (hardly considered experience and skills) and were very profitable. Britain was highly endowed with essential minerals such as iron ore and coal. These minerals provided raw materials for the established manufacturing industries. Britain was a small country

U.S. Involvement in the military coup against Hugo Chavez Essay

U.S. Involvement in the military coup against Hugo Chavez - Essay Example The coup was later given up by Hugo Chavez which had taken 16 lives and resulted in injuring of 60 individuals. Chavez spent his life in jail for 2 years before being pardoned. He later reorganized his movement turning from a military officer into a Politician. [3] The opposition has been striving to oust the president through legal legislation methodology since 2002 accusing him of imitating the communist Cuban State but in 2004 it managed to secure a referendum on his leadership which only helped in Mr. Chavez getting more strength, winning the referendum won by a large majority and went on to win the 2006 presidential elections. Hugo Chavez has also been the first world leader who has attacked the US president on the floor of the United States; Nikita Khrushchev of the former Soviet Union, threatened the West in 1960, but he did not personally attack President Eisenhower. He said, "The devil came here yesterday," Chavez said, referring to Mr. Bushs address on Tuesday and making the sign of the cross. "He came here talking as if he were the owner of the world."[4] On 9th of April 2002, a two day strike was called by Carlos Ortega by CTV (Confederation of Workers of Venezuela) in which scored of hundred of thousands of strike suporters took to the street of the capital [5] and marched towards the headquarters of Vanezuela’s State owned oil Company Petrà ³leos de Venezuela S.A. (PDVSA) on the 11th of April 2002. The mob was supporting the recently fired management of the oil company. A demonstration in support of the President Chavez was also being staged at the presidential palace and the organizers of the strike supporters decided to re-direct the mob to the presidential palace which resulted in severe violence eruption between the supporters of the two demonstrations. While the action was on, the head of the venezuelan army Lucas Rincon Romero announced the resignation of the Chavez from the

Cultural Gap Essay Example | Topics and Well Written Essays - 500 words

Cultural Gap - Essay Example Raised in a Christian family. My parents lived by the church doctrines. Something to do with the relationship was out of the question, especially at our tender age. Going to LGBT meeting was a big decision I made. Many of the online discussions about the meeting seemed appealing. The encouragement I received from online friends gave me hope; I had to find out what I did not know. I focused on finding self-fulfillment. At first, I was nervous and at the same time excited. I never knew what was in place for me. It was like going to another planet. It seemed something intimidating and a scary one to walk into a room and be sincere over something I could barely admit. The truth looked fantastic, but from hiding in it, it ended up being the scariest thing. As I joined college, I sent an email to the LGBT coordinator concerning where and when the meeting could occur. Unfortunately, at that time, I failed to turn up for the meeting due to some reasons I could not avoid. On this occasion, I was confident and focused on attending it, though felt scary than before. On the initial day of the meeting, I walked to the building and found the room number. My nerves took held of me. How I wished, I knew it was okay to be who I am and to feel the way I felt. I had spent years denying who I was. It is so ridiculous to feel so at the place where I should have called home. I had no idea of having people around me who cared and who could understand me. I took a friend to the meeting with me. I was too nervous to go alone. The environment inside was nothing I expected. At first, I felt it would not work. In some few minutes, the room was with young men who were open, smart, fantastic, and very welcoming. The room was so welcoming and open. Afer introducing myself, I talked about how I felt. I had to accept myself and come out. With time, I am glad to have learnt a lot about LGBT people and myself. I wished I had involved myself

International Business Skills

International Business Skills International Business Skills In modern business, what makes some people more successful than others and more valuable to the company is not only their knowledge in the field but most importantly their competence in using certain soft skills. These skills can be developed and learnt so as to facilitate an organization to thrive towards success but also to enhance personal characteristics and capabilities of people. The module in International Business Skills has given me the opportunity to develop skills I already had so as to enable me succeed in my future career but also in my academic performance. The eight topics studied are complementary to each other and have therefore provided a solid foundation for development. This learning log introduces the topics by stating how they are relevant to international business; it then emphasises how the seminars have been beneficial to me and how I will be able to develop and apply the skills I have acquired during the sessions. Emotional Intelligence Over the past years, corporations have started to look for more varied qualities in the people they employ. Emotional intelligence is important as it is relevant in people working at different parts of international business such as in management development, recruitment interviewing and selection, customer relations and service. It provides a way of understanding and assessing people thus it is vital where it concerns human resources. Reflecting on the seminar, I believe that I can now separate between two main areas of competencies. On the one hand there is a personal aspect, which requires competencies such as self-awareness, self-regulation and motivation. On the other hand, there is a social aspect, which concerns bringing humanity and compassion at work by conveying empathy. Learning how to manage both personal and social capabilities will help me become more successful in my work but also in my everyday life. Being a very emotional person, I have sometimes found that my emotions keep me back from my work when faced with certain challengers who affect me emotionally. The seminar has taught me how to manage my emotions and motivate myself, be more adaptable but most importantly on how to suspend judgment, be optimistic and try to find ways in bettering myself and becoming successful. I have learned above all to understand myself and then understand others and their feelings. As emotional intelligence is vital in developing many skills such as networking, teamwork or leadership I had the opportunity to put into practice what I have learned. In teamwork, I was able to show self-awareness by assessing my behaviour and how this would affect others, and then by exercising self-management by being adaptable, optimistic and having emotional self-control. By showing social awareness I was able to meet my teams needs and also understand their emotions and their perspective. Learning about emotional intelligence will help me when it comes in employment opportunities. For example if I establish good rapport and a strong relationship with my manager and show him that I do not only have good training or expertise in my domain but I can also handle myself as well as others, then this will increase my opportunities of getting promoted to higher levels in the company. Cross-cultural teamwork Working in teams has proven to be essential in contemporary business due to increased competition in the global arena. In the module â€Å"Issues in Management† I have learned that especially in knowledge based businesses, the collective practice of people on a certain task has demonstrated better outcomes than individual work since with the interaction of people there is better exchange of knowledge and efficiency in task completion. However, in cross-cultural teams certain barriers such as language, clash of personalities, cultural backgrounds or different ways of approaching problems may restrict members in integrating in a team. Dealing with different people from diverse backgrounds and cultures may cause problems but the need to work collectively for the achievement of the same task can make people come together and bring about compromising for the mutual benefit of the group. The cross-cultural teamwork seminar has proven to be vital for my understanding of how teams are formed, how they function and the different stages of team development they undergo. The four stages of team development provided insight to the common traits of relationship building I had observed in previous teamwork. Learning about the storming stage gave me confidence to confront uncooperative behaviour in a positive way by trying to bring balance and harmony in the team so as the team will undergo successful development. My personal academic experience always had to deal with teamwork. Throughout the years I had noticed that in a team each person would always take up a role, for example that of a decision-maker or an implementer. Learning about Belbins team roles validated my observations by illustrating how each member contributes to a team through certain roles they adopt. This has helped me in dealing with my â€Å"Issues in Management† assignment where each team member was assigned a particular task based on his/her abilities. Moreover, through the Belbins Self- Perception Inventory I had the chance to assess my â€Å"best team roles† and as a result raise my awareness of the informal roles I adopt within a team and how they might be valued by other team members. This gave me an explanation as to how I contribute in a team and why I react in specific ways, especially in situations where there are no effective leaders in the team and I automatically take initiative. It is indubitable that the knowledge I have acquired through this seminar will help me in my next teamwork assignment since above all I now know myself better but I am also more aware of others. After working with a multicultural team in the practical exercises I now have a better understanding of the different particularities of each culture. I have also learnt to adjust my behaviour so as to facilitate the smooth collaboration towards the successful completion of a task through effective team working. Therefore, I will be able to overcome any difficulties that may arise with ease when working in an international business environment which will involve interacting and working with people from different cultures. As a result, this practical session gave me the opportunity to put theory into practice by being conscious of my behaviour and the different development stages we underwent as a team. Cross-Cultural leadership In international business working with and leading groups of people from different cultures is common in multinational projects. For me, being an effective leader means directing successfully the people you work with by the means of motivation towards the accomplishment of a mission. Knowing how to do things right is what characterises a leader and having the capability to be both an effective manager and leader in a business will undeniably lead a business towards success. The importance of emotional intelligence in successful leadership cannot be refuted since leaders have to deal with other people and relationships. As a result, effective leaders primarily need to have self-awareness and self regulation in order to be able to lead a group of people. The seminar taught me that the key to earning someones trust and to building a relationship with a team is to show empathy and to understand their emotions. This knowledge will facilitate me as a leader in managing relationships effectively and in implementing change where needed. Leading a multicultural team is not an easy task. I came to know this when working with a multicultural team this year. After the seminar, I realised the mistakes I had made and how I had been sending across the wrong messages to them unintentionally. Even though I tried to communicate with respect, the fact that I was not flexible in my way of working to fit in with their culture preferences created stress and panic in the team. They felt under pressure and that they could not work by the hectic working plan that I had set. After the seminar I had the chance to remedy my actions by recognising that my own perceptions and opinions may not be shared by others but also made me realise how differently some cultures might perceive power and leadership. I therefore became less assertive and I motivated them to co-operate and show commitment by satisfying their psychological needs. I achieved this by giving them more responsibility and by letting them make choices more often. I then showed my appreciation and recognised the significance of their work. In the future I will aim to strengthen my emotional leadership by being conscious of the particularities found in other people and also by constantly practicing and gathering feedback from peers. In this way I will be able to identify my strengths and weaknesses and try new ways to improve myself. I will then be able to correct my mistakes on the spot so as to become an effective leader. Win-Win Negotiations Negotiations are considered to be an integral part of our everyday lives, particularly of our jobs. It is a skill that everyone may possess to some degree, however, it is essential to develop and cultivate this skill through learning and practice. In business, negotiation skills are constantly tested through completing contracts, sales, team building but also negotiating on salary issues. Win-Win negotiations refer to both parties emerging as winners from their negotiation. Therefore, knowing how to persuade but also please the other party is essential for a successful and rigid negotiation process. The seminar has been vital in improving my negotiation skills by teaching me what makes a good negotiator. It has helped me correct my biggest mistake by emphasising that an effective negotiator does not only think of what he wants out of the negotiation but is also capable of identifying the needs of the other party. Learning how to use specific tactics but also being able to change them in order to facilitate the negotiation process has been the main competence I have gained. This has reinforced my creativity as well since finding different methods of negotiation and possible solution requires creative thinking in order to produce unique ways of persuading. My creativity was put into practice during the case study exercise when I had to make a decision which would result in mutual benefit and when I had to find different methods of solving the problems raised. In summary, the further development of this skill will help me gain lifelong success in my life and career in business. I will be able to apply my negotiation and communication skills when having to influence people with regard to salaries and contracts or be able to increase the sales and profit of the company. My learning will be supported through further developing my negotiation skills when working in teams in my academic work. When working in such an environment I will implement and develop a plan with possible scenarios that could be followed to reach my objectives and at the same time satisfy the others needs. As a result, my skills will be strengthened to such a degree that in the future I will understand my opponents position ahead of time and be able to use different tactics to reach my goals. Numerical Skills One of the reasons people go into business is to make money hence when working in a business environment, you are bound to come across numbers at some point; that may be the profits of the company, balance sheets, interest rates or exchange rates. Having only a literature background, I have not had much exposure to numbers. My numerical skills have been fairly poor since the last time I had to do work with numbers was in high school. Undeniably, I could not build on any skills I previously had or on any knowledge since this was completely new to me. However, the two sessions of Financial Mathematics have proved to be of valuable importance since I have now developed some abilities in calculating basic financial mathematics equations which will be necessary in my future career. The exercises we had to complete have given me the ability to apply and use numerical skills within a business context. I can now do exchange rate calculations which will be vital when working in an international business environment which might involve transactions between different companies across different countries using various currencies. This session has prepared me to interpret business information with ease since I am now familiar with the diff erent terminology and with the different formulas needed to calculate potential investments. Moreover, this session has complimented on the theory of finance which was taught in Issues in Management. My interaction with numbers has made me more confident since I now feel that I can manage basic financial numerical exercises which I will come across in my future career in business. As a result, I will be able to support and keep developing my learning by interpreting the Markets Data column in the Financial Times which will also keep me up to date with the world economy and finance. Networking Networking is considered to be an essential way of creating contacts and connecting with people in order to share information and build a mutually beneficial relationship. Working in a business will require networking skills since employees may have to attend conferences, seminars or even some social events where making good personal contacts is essential in building the business. As an extrovert and a social person, I have never faced any particular problems when interacting with people. I have always found it easy to talk to people that I have never met before. Nevertheless, the seminar on networking has helped me improve the communication skills I already have by emphasising the importance of body language and outlining the ways we can establish non-verbal rapport. I have learned to use small actions that we make unconsciously, such as smiling or nodding, in a conscious way so as to build and maintain rapport effectively. In this way, I will ensure that I am expressing interest in the matter discussed. Moreover, I have learned how to control my body language so as to transmit efficiently the desired messages to other people. This has been managed and further developed by continuous observations of interaction in between others and myself. Furthermore, the people bingo exercise was a successful way in conveying how people move from one person to the other in search for information but also how they build relationships based around a mutual benefit. It is indubitable that the networking skills seminar has taught me how to get prepared before a networking session and how to research on the desired future contact so as to make a good impression when conversing with them. I had the opportunity to practice and improve this skill in the â€Å"Executive Insight† session which brought me into contact with senior level directors from a range of international firms. The skills I developed through this session will be essential in building my future career in business but will also help me reach my targets through building relationships with important people. Presenting with presence Usually managers consider presentation skill as a desirable quality in employees. It is of vital importance in a business since if an employee representing the firm does not have the presentation skills to explain an idea, a project, a service or a product to others, then these ideas or projects may remain in the conceptual stage and the service or product may not be sold. Throughout my education, I have had to prepare a number of presentations. However, I always have difficulty in presenting with ease in front of an audience. Not knowing the correct method of delivering and structuring my ideas makes me less confident and nervous when presenting. The presentation skills sessions made me realise that having to do a presentation is not only about presenting ideas in a structured way but it also has to do with capturing the audiences attention using different techniques. The main concern in presentations is having the audiences complete attention until the end. The seminar taught me how to overcome the problem of loosing the audiences attention by getting them involved in the presentation but also by using power point presentations in an amusing way. After this experience, I had the chance to put my knowledge into practice in the daily seminars by consciously monitoring myself and others when presenting. Whenever I felt that the audience lost concentration I used a â€Å"hook† such as a real life example or a rhetorical question to grab their attention. The seminar presentations also helped me become confident when having to do a presentation unexpectedly which could happen in any company. Moreover, I am now more aware of what is expected of me when I am put on the spot, how to control my body language so as not to show my nervousness to the audience and also how not to lose the aim of the presentation by being clear and concise. Presentations are based on how effectively and efficiently the presenter delivers the main ideas concerning the topic presented. What is therefore required on my behalf is to continue developing my communication skills by observing other presentations and thinking of ways to improve them but also by keeping up to date with technology so as to make attractive presentations using appropriate means such as power point presentations. Art and Business As demonstrated in the module â€Å"Global Shift†, today more than ever, globalization is forcing businesses to be more transnational, multi-cultural and increasingly competitive. In order for an international business to confront the global challenges it constantly faces, it needs to be innovative by developing unique and original ideas. Therefore, art and creativity play an essential role for successful markets to stay ahead. This seminar taught me how creative thinking and success is born when the environment you work in is equally creative. This was conveyed through the example of â€Å"SOL† and â€Å"Red Bull†. By having a creative atmosphere at work, creative thinking is promoted in employees resulting in unique ideas being generated. By attending the seminar I learned to be a risk-taker since by doing so I will have the possibility to innovate. In the past, I always feared to express an idea that I had in my mind because I considered it to be silly. Now I know that often good ideas are initially considered to be as such. As a result, I now always express my ideas in class when we are asked to deal with a problem. I have learned to think from different perspectives and always re-think things during breaks because creative and imaginative thinking usually comes at a time when people are more relaxed. In the future I will use brainstorming more often since as it has been portrayed in the s eminar, simple ideas can be developed through innovation into successful new business ideas, such could be the case of the iPhone. Even though in my opinion imagination cannot be taught, it can certainly be promoted when working in a creative and more flexible environment. Creativity might also arise by listening to the ideas of other people and trying to connect them with your own. In past work experience I have had, seeing miserable faces in companies made me think of ways I could change this if I had to manage the workforce. After researching some creative businesses such as Google, the seminar gave me the incentive to aim in inspiring and making a difference in the working environment of my colleagues when attaining this future career goal. I will achieve this by creating an exciting environment for them to work in so as to motivate them to come to work with pleasure. This will certainly promote hidden talent which will contribute towards success.

Position Paper on Amr Moussa :: Essays Papers

Position Paper on Amr Moussa I am Amr Moussa. I am currently Secretary General of the League of Arab States. Time magazine has described me as â€Å"being the most adored public servant in the Arab world.† A U.S. war against Iraq would â€Å"open the gates of hell in the Middle East.† (On-line Pravda, 2002; 1) I have declared that the Arab League is in favor of the â€Å"total implementations† of the UN Security Council resolutions. I have urged to allow the U.N. weapons inspectors to resume with their searches in Iraq, in a bid to head off a U.S. attack. Since the United States has accused Iraq of trying to develop nuclear, biological, and chemical weapons in violation of U.N. resolutions dating back to the 1991 Persian Gulf War. (Middle East Information Center, 2002; 1) I have stated â€Å"An action against Iraq, with the general opposition of the world, I believe would lead to serious repercussions in this region and perhaps beyond.† (Middle East Information Center, 2002; 1) Along with myself, the Arab world has said that they will not stand for any attack on Iraq as an extension of the U.S. â€Å"war on terrorism.† Washington has stated that such Arab countries, Sudan, Libya, Iraq, and Syria are potential supporters of terrorism. (People’s Daily, 2001; 2) I am against any attack on Iraq or any Arab country for that matter. â€Å"Launching military action against any Arab state would spell the end of consensus in the international alliance against terrorism.† (People’s Daily, Arab League Warns Against Attacking Iraq, 2001; 1) No matter what the comments of president Bush, my standpoint will not be changed. If an attack from the United States on Iraq were to occur, I believe that it would â€Å"lead to destabilizing protest among ordinary Arabs already angry at the United States for its perceived bias in favor of Israel in the Israeli-Palestinian conflict.† (Fox News, Arab States Declare Allegiance to Iraq, 2002; 1) Since the United States is backed by Britain, it has said that it wants a â€Å"regime changed† in Baghdad. Even though the U.S. has not decided if it will use military force in Iraq, the Arab League will not tolerate any excessive force, or any force for that matter in Iraq.

Participant Observation and Grand Theory Essay

Bronislaw Malinowski, with his ground-breaking field work of the Trobriand Islander community in the beginning of the 20th century still today counts as a pioneer, if not the founder of the British Social Anthropology. In his famous book Argonauts of the Western Pacific. An Account of Native Enterprise and Adventure in the Archipelagos of Melanesian New Guinea that was first published in 1922 he develops an elaborate methodological framework for ethnographical research, also known as ‘participant observation’. This method will highly influence the anthropological way of approaching its field of study and hence its theoretical landscape from then on. Looking at Malinowski’s description of the clan system of the Trobriand community, his descriptive and specifying style of formulation becomes apparent: â€Å"Each of the four clans has its own name: Malasi, Lukuba, Lukwasisiga, Lukulabuta. (†¦) There are special combinations of the clan names with formative roots, to descrive men and women and the mixed plurality belonging to the same clan: Tomalasi – a Malasi man; Immalasi – a Malasi women; Memalasi – the Malasi people (†¦). Near the village of Laba’I, on the northern shore of the main island, there is a spot called Obukula, which is marked by a coral outcrop. Obukula is, in fact, a ‘hole’ (dubwadebula), or ‘house’ (bwala); that is to say, one of the points from which the first ancestors of the linage emerged. † (Malinowski 1929: 496 f. , italics in original) This very nuanced and case specific example of the material gained from his methodological approach gives rise to the question if Malinowski’s heritage of participant observation has forever distanced Anthropology from bringing forward grand theories? To be able to consider and discuss this question, it is important to first define what Malinowski circumscribed when he laid out his dogma for ethnographical research by the term participant observation. Secondly, a closer inspection of the dictum ‘grand theory’ is indispensable for our purpose and will be clarified in the second section of this essay. Subsequently, we will look at these two concepts and their relationship to one another in section three in order to approach the question whether Anthropology can be viewed as a science able to produce grand theories. I. Participant observation In the foreword to Argonauts of the Western Pacific Malinowski states that he has â€Å"lived in that [Trobriand Island] archipelago for about two years (†¦), during which time [he] naturally acquired a thorough knowledge of the language. [He] did [his] work entirely alone, living for the greater part of the time right in the village. † (1966: xvi). This statement already contains the essence of participant observation in fieldwork. The hallmark of this methodological way of collecting data is the immersion of the researcher into her or his field of study over a long period of time and the personal part taking in the interactions of the people in the community studied. When Malinowski defined this new approach of ‘first-hand’ observation he broke with the, at that time prevailing tradition of ‘armchair’ ethnography. In this prior approach, ethnographers compiled data gained from historical sources to deduce theories about certain aspects of a usually ‘native’ community (Osterhoudt 2010). One of the main contributions of Malinowski’s new method to anthropological theory was that by participating and observing behaviour in the sample community he found out that a discrepancy between actual behaviour and narrative statements exists. â€Å"The smoothness and uniformity, which the mere verbal statement suggest as the only shape of human conduct, disappears with a better knowledge of cultural reality. † (Malinowski 1979: 83). This discovery in itself already composes a point of criticism towards the preceding ethnographical ‘arm-chair’ approach to data collection and evaluation. Even though participant observation is based on a seemingly broad and intuitive research design, it would, however, be incorrect to assume that this approach would be free of any directive principles on how to collect relevant data. Therefore, Malinowski describes how first, the researcher must â€Å"possess real scientific aims† (Malinowski 1966: 6) and be familiar with the theoretical background of anthropology. Further, the researcher should live in the field among the natives all by herself/ himself, and lastly the researcher has to stick to special and strict scientific methods, such as drawing â€Å"tables of kinship terms, genealogies, maps, plans and diagrams† (idib. 1966: 10) to collect, prepare and record her/his data. The previous example of the clan system provides a sense of the detailed and case specific information that is obtained by the application of participant observation. Besides the kind of the data collected, it should also be looked at the area of research and Malinowski’s suggestion of the subject to be studied. He proposes that the â€Å"field worker observes human beings acting within an environmental setting, natural and artificial; influenced by it, and in turn transforming it in co-operation with each other. † (Malinowski 1939: 940). Thus, he focuses on the individual as a starting point and its relation to, and mutual dependence on a social group. The inquiries of a researcher will hence have to include a â€Å"specific study of the individual, as well as the group within which he has to live and work. † (idib. 1939: 950). The collective life within that group or society is widely to be seen in certain types of activities, ‘institutions’ such as the â€Å"economy, education, or social control and political system in place† (idib. 1939: 954). These institutions, as he points out, can be seen as a fruitful base to investigate the individual’s motives and values and they will provide â€Å"insight into the process by which the individual is conditioned or culturally formed and of the group mechanisms of this process. † (idib. 1939: 954). II. Grand Theory In the following, the dictum ‘grand theory’ will be specified and by doing so distinguished into two different tendencies of understanding the concept. Wiarda (2010) defines a grand theory in his book Grand Theories and Ideologies in the Social Sciences as â€Å"those large, overarching explanations of social and political behavior—liberalism, Marxism, socialism, positivism, corporatism, political culture, institutionalism, psychoanalysis, rational choice theory, environmentalism (Jared Diamond), sociobiology, and now chemistry and genetics—that give coherence to the social sciences, help us to organize and think about change and modernization, and give us models to understand complex behavior. † (Wiarda 2010: x) This definition of grand theory as an ‘overarching explanation’ is in line with Anthony Good’s (1996) understanding of a ‘generalizing science’ that produces â€Å"universal, descriptive and predictive laws† (idib. 1996: 34). Here a grand theory is understood as a theorem providing a universal and structural framework that gives meaning to particular and individual phenomena ‘on the ground’. In this process the â€Å"importance of the local and the contingent, (†¦) the extent to which our own concepts and attitudes have been shaped† (Skinner 1985: 8) builds also a part of the universal framework. The second tendency to conceive the idea of grand theory goes a step further and is mainly characterized by C. Wright Mills application of it. He vigorously criticised the concept in his book The Sociological Imagination (1959): â€Å"The basic cause of grand theory is the initial choice of a level of thinking so general that its practitioners cannot logically get down to observation. They never, as grand theorists, get down from the higher generalities to problems in their historical and structural contexts. This absence of a firm sense of genuine problems, in turn, makes for the unreality so noticeable in their pages. † (idib. 1959: 33) As this quote shows, Mills’ understanding of a grand theory goes beyond our first definition. In this second understanding Mills implies that scientists generating grand theories are engrossed in their endeavour to build abstract, normative and all-embracing frameworks and thus neglect the study of the ‘meaning’ behind their constructs. The individual with its particular values and interpretations, as well as variety on the scale of the actual area of research fall behind. III. Participant Observation and its relation to Grand Theory Taken the just outlined conception of grand theory influenced by Mills and putting it in relationship with Malinowski’s methodology of participant observation, the answer to our question whether or not Malinowski’s heritage barred the way of Anthropology to ever produce grand theories appears unambiguously to be ‘yes’. Participant observation in its very nature is close to the individual and aims to explore, over a long period of time, which social and cultural forces influence the human being in a specific setting. Therefore, with regards to Mills conception of grand theory, Anthropology has a birth defect called participant observation that will always prevent it from producing highly abstract grand theories, which stand in no relation to the circumstances from where they were deduced from. A closer look reveals that Malinowski’s understanding of the anthropological formation of theory aligns with Mills criticism towards highly abstract grand theories: â€Å"It would be easy to quote works of high repute, and with a scientific hall-mark on them, in which wholesale generalisations are laid down before us, and we are not informed at all by what actual experiences the writers have reached their conclusions. (†¦) I consider that only such ethnographic sources are of unquestionable scientific value, in which we can clearly draw the line between, on the one hand, the result of direct observation and of native statements and interpretations and on the other, the inferences of the author, based on his common sense of psychological insight. † (Malinowski 1966: 3) Here Malinowski differences between two approaches of data processing. One approach leads to mere ‘wholesale generalisations’ and the other approach also includes the ‘actual experiences’ the researcher faced on the local level that explain on what assumptions and observations her or his generalizations are based on. He hence supports the notion of Anthropology as a science of producing generalisations, as long as they are comprehensible and in direct relation to the reality on the ground. Malinowski’s ethnographies exist to a vast amount of descriptive details that are very specific to certain social groups or individual preferences and he has hence often been criticized as an ‘empiricist’ (see Firth 1957). Also, one could argue that his attempt to put his findings in a neat structured box with columns, as he has done in his article Group and Individual in Functional Analysis (1966) seem rather compelled. Nevertheless, he was able to provide social science with universal and generalizing frameworks on, inter alia, on how social institutions function in relation to society. He states that â€Å"social institutions have a definite organisation, (†¦) they are governed by authority, law and order in their public and personal relations, while the latter are, besides, under the control of extremely complex ties of kinship and clanship. † (Malinowski 1966: 10). Malinowski’s suggestion to use institution as a starting point for social and cultural analysis has â€Å"produced integrated descriptions instead of loosely classified catalogues of traits, and has stimulated the fuller recording of case material from actual behavior as a supplement to the listing of ideal patterns. † (Murdock 1943: 443). Following Malinowski’s ethnographic method and theory construction therefore aims to create a firm framework of the â€Å"social constitution† that â€Å"disentangle[s] the laws and regularities of all cultural phenomena from the irrelevances. † (Malinowski 1966: 10f. ). His approach is thus far more that only an accumulation of meaningless observations of an individuals life in a very specific society. Considering these arguments, Malinowski approach can, indeed, be seen as congruent with our first tendency to understand grand theory. The answer to our initial question should hence be that Anthropology is a science that can certainly produce grand theories in the sense of generalized frameworks and universalistic theories, without neglecting the importance of the â€Å"local and the contingent† (Skinner 1985: 12). Furthermore, Anthropology can be viewed as an established science with its own field of study being the human being and its social group as well as their mutual dependencies and influences. â€Å"Anthropology stands in a clear relationship to the other basic science, because it is concerned with studying phenomena at one clearly discriminate level vis-a-vis those other sciences. † (Good 1996: 32) IV. Conclusion and Outlook As just set out, if the question is, if participatory observation was the downfall of grand theory in the anthropological work field, my answer to it would be ‘no’, depending on the definition of grand theory. The science of Anthropology certainly had to withstand some rough winds of criticism, for instance as Wood (1996) lays out, with its strong focus on ‘meaning’ and â€Å"actors’ understanding of ‘facts’ rather than ‘facts’ themselves† (idib. 1996: 31). Some might even buy into Radcliff-Browns (1977) proposal that due to its inconsistency of attribution of meaning to commonly used scientific terms â€Å"social anthropology reveals itself as not yet a formed science. † (idib. 1977: 28). In my opinion, however, it was not the launch and implementation of participant observation as introduced by Malinowski in the late twenties of the 20th century that caused a rupture in Anthropology as a grand theory producing science. A more significant menace came 50 years later when Malinowki’s diaries that he wrote, while he was conducting research at the Trobriand Islands were published. These diaries unveiled the he spend a lot of time with Europeans during his fieldwork, and it unfolds the emotional difficulties that Malinowski as fieldworker experienced. Statements such as â€Å"this drives me to a stage white rage and hatred for bronze-colored skin† (Malinowski 1989: 261) imply that he was a man thinking in discriminating racial terms, who did not have such a good rapport with the people he studied after all. These disclosures and inconsistencies between his ethnographies and his emotional encounters raised serious doubts on the validity of Malinowski’s theoretical conception and methodological approach of participant observation, and thus questioned the anthropological stance as an established science in general. Especially James Clifford’s critique on Malinowski and his later to be published book Writing Culture: The Poetics and Politics of Ethnography (1986), together with George Marcus has created a controversy and critical debate with a strong impact on the anthropological work field. The writing culture debate resulted in a ‘crisis of representation’ that implied to question every ethnographical voice. This shaped a new postmodern â€Å"genre of self-reflective research report† (Clifford 1993: 119; trasnl. C. R. ), where the unanimous voice of the author has to be subject to a consistent reflexion process and the emphasis is put on polyphony and complexity. In my opinion, this postmodern ‘angst’ of the anthropological author to be too determinate in her or his statements and conclusions, led to a trend that was far more hazardous to Anthropology as a grand theory producing science, than the introduction of Malinowski’s participant observation methodology. To make myself clear, I am not claiming that the criticism on Malinowski’s diaries and the postmodern episode was in itself a curse on Anthropology. I highly value the positive impact it had, such as, inter alia, the sensitization of the ethnographer. He or she has to be aware of her or his own position of power in the society studied, and her or his mutual influences on the informants. However, when it comes to extracting and generating universal laws, I believe it is majorly important for Anthropology as a science to not dwindle in a postmodern bulge of relativizations, but confidently create grand theories with regards to the actual phenomena observed. Thus, I strongly agree with Anthony Good (1996) who states that â€Å"if anthropology is not a generalizing science, it is not worth doing. † (idib. 1996: 30; italics in original). Bibliography Clifford, James; Marcus, George E. , (1986) â€Å"Writing Culture. The Poetics and Politics of Ethnography. †, Berkley,: University of California Press Clifford, James, (1993) â€Å"Halbe Wahrheiten† In: Rippl, Gabriele (Hg. ): Unbeschreiblich weiblich: Texte zur feministischen Anthropologie, Frankfurt am Main,: Fischer-Taschenbuch-Verl. Firth, Raymond, (1957) â€Å"Man and Culture: An Evaluation of the Work of Malinowski†, New York,: The Humanities Press. Good, Anthrony, (1996) â€Å"For the Motion: Social Anthropology is a Generalizing Science or it is Nothingâ€Å" from Ingold, Tim (ed. ), Key Debates in Anthropology pp. 30-36, Oxon,: Routledge.