LOVE. Review the NHS changes proposed in the Health and Social Care Essay

LOVE. Review the NHS changes proposed in the Health and Social Care Bill now proceeding through Parliament and evaluate how these reforms are to address the problems with the Service - Essay Example The reduction of inequalities in the provision of health and social care is highlighted as one of the focus areas for the secretary of state under the new Bill (Dow 2011, p13). In addition, the Bill proposes that the provision of comprehensive health services which include various aspects of health care including mental and physical through proper diagnosis, prevention, and treatment. This aspect proposes that quality of services in the health sector is raised to meet the standards set for continuous improvement in the health sector. The Bill proposes that the level of public contribution to health and social care service provision is increased (Crisp n.d., p4). Public proposals for development of the services provided are to be highlighted and considered by the NHS Commissioning Board in decisions affecting health care services. The Board will be mandated with establishing of various platforms to involve the public in the identification of the needs of the specific needs and approaches needed for improvement. Establishment of the Public Health England will be the focus of the improvement of public health care provision. The roles of the Local Authorities and commissioners of health in the provision of health and social care services are expected to be integrated under the Bill. In view of the need to provide a coordinated service, the government will eliminate unnecessary costs of duplication and offer the benefits of synergies. It is important that scrutiny of the services offered of such diverse service providers is introduced in the improvement proposed by the Bill since accountability issues derail quality service (ACKA Consulting 2008, p1). The Bill undertakes to offer regulatory authority for the various types of health and social care practitioners as required in a functional system. It is important that the professionals involved in the health care and social sector be regulated for conformity with quality and improvement as

Overcoming Church Conflicts Essay Example for Free

Overcoming Church Conflicts Essay It may come as a surprise for some yet Christian churches are not exempt from political problems and conflicts. Pastors, church workers, leaders, and other church members may become involved in bitter bickering and quarreling. Factions may be created, petty issues magnified, and problems blown out of proportion. As a result, the fellowship and the harmony in the Church, which is the Body of Christ, are replaced with discord, disunity, and recurring conflict. If conflict and quarrels go on unchecked, the overall health of the Church deteriorates and before long, it might simply self-destruct leading to split and broken relationships. Firestorm: A Book on Church Conflict Ron Susek’s book â€Å"Firestorm: Preventing and Overcoming Church Conflicts† deals with this important issue. He takes a look at church problems and conflicts, and the dynamics that a church undergoes as it self-destructs. The author does not only present theory and principles, he presents real-life scenarios and conflicts. In doing so, he presents what he called the church firestorm. Susek does not cringe in presenting the true situation in churches. A lot of Christians and church members tend to have a high regard for the church. In the sense that a church, since it is the Body of Christ, should have love and caring and not conflict or even any hint of discord and conflict. Yet, we are also aware that as humans, we do have our imperfections and we sin. Since the church is diverse and the people hold different opinions, if this scenario is coupled by sin, then the church may undergo a firestorm. Susek’s use of Firestorm as a metaphor is an apt description of church conflict left by itself without any attempt at healing and reconciliation. It devours with such force as a forest wildfire, which leaves a trail of ruin, loss, broken hearts and relationships. Conflict is a part of human life, and since humans are essentially involved in the church, then it would be wise for us to manage conflict and prevent it from destroying the church completely. Negative Traits and Problems Discussed by Susek A number of negative traits and sources of problems were discussed by Susek. These problems are present in most churches. These sources of conflict may be categorized under cultural problems, factions and leadership problems. There might be crash of cultures within the church brought about by impatient and misplaced idealism. If individuals are used as means to an end, then conflict also ensues. The church may also be wracked by factions and blind loyalties to various individuals in the church. This leads to an immature manner of handling differences in points of view and opinion. When people start pressing others to join their side, then conflict is magnified further. Some people inside the church may also think that their point of view is the only valid one and that all others are completely wrong. In these instances, the focus is no longer on spiritual behavior and brotherly love. Rather, it becomes one of politics, pride, and party. In this case, the interest of the church is compromised in favor of one’s own agenda. The issue of church leadership may also be an important factor in church conflicts. The leadership of the church—the pastors, the lay leaders, deacons, and other members of the leadership team play an important role in the escalation or prevention of church conflict. If these leaders then have other ambitions and agenda, or if they use their position to get what they want, then conflict becomes inevitable. Stubbornness and insubordination, on the other hand, also contributes to the problem. Leaders should also display maturity by recognizing their weaknesses, otherwise, conflict becomes greater. When some people in the church feels that things are no longer acceptable, then they may simply cry out and before long, a firestorm has ignited. Satan then exploits this situation to initiate the destruction of the church. Susek presented examples to bolster his arguments in the book. Some examples he cited are simply shocking and led to the bankruptcy and eventual closing of the church. Dealing with the Damage The Body of Christ is beloved by Christ, himself. As believers who love Christ, all means should be found out in order to prevent the complete destruction of the church. In this regard, Susek presented a number of great ideas on how to manage conflict within the church. He also discussed solid suggestions on how to implement Matthew 18. He boldly gives advice to elders of the church who are dealing with difficult situations in the church. If the conflict is truly difficult to manage, then the church may consider getting an ad hoc or temporary leader. This way, the leader who may be perceived to have vested interest may inhibit himself from the conflict. Leaders tend to be at the center of church conflicts. So when an interim leader is brought in, he can help deal with the issues. Since he also bring an outsider’s perspective, he may also be more objective. He also encourages congregation to deal with the problem and not dwell on who wins or loses. The minister can then use the pulpit in developing this kind of attitude among the members of the congregation. If conflict is still budding and about to explode, it would be wise for the leaders to start doing steps to mitigate the conflict. This way, greater damage would be prevented. Impact on a Minister’s Life Quite naturally, a minister would be at the forefront of some of the problems and conflicts inside the church. Most of the time ministers are at a loss on how to deal with conflicts, especially if they perceive that their job and their very self is on the line. The rigors of ministry, the combative attitude of various leaders in the church, the problems in leadership and an escalating conflict could take away the morale of the minister. Susek’s book, however, is a veritable guide for ministers in dealing with church conflict. The practical suggestions that Susek presented including the dynamics of firestorm and the stages he outlined are all helpful information for ministers to monitor the situation of their churches. When they see conflict escalating, then the minister can use the pulpit in preaching about the godly way of dealing with conflicts and avoid lambasting anyone. In cases of conflict, a minister’s family is also dragged into the process. When church conflicts escalate, the family, particularly the wife, tends to become the shock absorbers. In this regard, Susek’s book can also help a ministers’ family deal with the stress of the conflict and provide emotional support and encouragement.

Background Of Language Learning Strategies English Language Essay

Background Of Language Learning Strategies English Language Essay This chapter covers the background of language learning strategies (LLS), the literature review including the definitions of key terms, classifications of LLS, the characteristics of LLS, the factors influencing the choice of LLS, evidences from previous research studies, the teachers role in LLS training, and theoretical concepts. 2.1 Background of Language Learning Strategies Research on language learning strategies has been conducted since the 1960s. Williams and Burden (1997, p. 149) stated that developments in cognitive psychology influenced much of research done on language learning strategies. In most of the research on language learning strategies, the principal concern has been on identifying what good language learners report they do to learn a second or foreign language, or, in some cases, are observed doing while learning a second or foreign language (Rubin Wenden 1987, p. 19). In 1966, Carton published The Method of Inference in Foreign Language Study, which was the initial effort to describe second language learners strategies. Then in 1971, Rubin began to conduct research regarding the strategies of successful learners and affirmed that, once acknowledged, such strategies could be made available to less successful learners. Rubin (1975) categorized strategies in terms of processes contributing directly or indirectly to language learning. Won g-Fillmore (1976), Tarone (1977), Naiman et al. (1978), Bialystok (1979), Cohen and Aphek (1981), Wenden (1982), Chamot and OMalley (1987), Politzer and McGroarty (1985), Conti and Kolsody (1997), and many others have also researched strategies employed by language learners during foreign language learning. 2.2 Literature Review 2.2.1 Defining concepts There have been many researchers trying to give a definition of the term language learning strategies. In the ancient Greek language, Strategy = strategia means generalship or the knack of fighting (Yi et al., 2007). In a more precise intelligence, strategy entails the most favourable supervision of troops, ships or aircraft in a designed operation while tactic is diverse, but is associated with sub-strategies which are the apparatus to accomplish the achievement of strategies. In non-military settings, the concept of strategy has been applied to the non-adversarial situations, where it has come to imply an arrangement, movement or an act is used for attaining a detailed purpose (Oxford, 1990). Oxford (1990) stated that strategies are particularly important for language learning because they are tools for active, self-directed involvement, which is essential for developing communicative competence (p. 1). Because they are very noteworthy, learning strategies have been broadly employe d in the learning field. Many researchers have tried to give definitions to language learning strategy using different terms and different concepts of their own which will be discussed in the following paragraphs. Many researchers have conceptualised variously the term language learning strategies. Strategy originates from ancient Greek language strategia, which implies fighting capability (Yi et al., 2007). Regarding military field, strategy is fundamental to troop surveillance, while tactic is a tool to achieve the strategic goal. Apart from militarism, strategy has been defined as preparedness to accomplish a target (Oxford, 1990). To develop communicative competence, strategies are indispensable to language learning (Oxford, 1990, p.1). For this reason, most researchers have viewed language learning strategy diversely as follows. Schemeck (1988) defined strategy as the performance of a set of actions (tactics) for accomplishing some goal and learning strategy as a chain of actions for accomplishing learning (p. 5). Weinstein and Mayer (1986) explained that learning strategies are behaviours and thoughts that a learner engages in during learning and that are projected to persuade the learners encoding process (p. 315). More specifically, Rigney (1978) gave a definition of a learning strategy as cognitive strategy which is used to indicate operations and procedures that the student may use to acquire, retain, and retrieve different kinds of knowledge and performance (p. 165). Rubin (1975) defined strategies as the techniques or devices, which a learner may use to acquire knowledge (p. 43). Later, Rubin (1981) did a study to discover cognitive strategies in second language learning and got to know the distinction between direct and indirect language learning strategies. In 1987, Rubin proposed language learning strategies as strategies which lead to the improvement of the language structure which the learner builds and which shapes learning from then on (p. 23). She also recommended that language learning strategies consist of any set of operations, steps, plans, routines used by the learner to facilitate the obtaining, storage, retrieval and use of information (p. 19). Bialystock (1978) defined learning strategies as optional means for exploiting available information to improve competence in a second language (p. 71). He then identified four kinds of language learning strategies: (a) formal practising; (b) functional practising; (c) monitoring; and (d) inferencing. According to OMalley et al. (1985), language learning strategies have been broadly defined as any set of operations or steps used by a learner that will facilitate the acquisition, storage, retrieval or use of information (p. 23). In this study, they classified twenty-six strategies into three subgroups: metacognitive, cognitive, and social-affective. In the same way, Chamot (1987) said learning strategies are techniques, approaches, or deliberate actions that students take in order to facilitate the learning and recall of both linguistic and content area information (p. 71). She proposed that some language learning strategies are observable, but some may not be. In a cognitive perspect ive, OMalley and Chamot thought of language learning strategies as the special thoughts or behaviours that individuals used to help them comprehend, learn, or retain new information (p. 1). Nisbet (1986) gave another explanation of language learning strategies as always determined and goal-oriented, but perhaps not always accepted at a conscious or deliberate level. They can be long-lasting or so speedy in implementation that it is unfeasible for the learner to bring back, recall or even be responsive that one has utilized a strategy (p. 25). Oxford and Crookall (1989) defined language learning strategies as steps taken by the learner to aid the acquisition, storage, and retrieval of information (p. 404). They noted that strategies may be used consciously but they can also become habitual and automatic with practice. Similarly, Oxford (1990) claimed that learning strategies are steps taken by students to enhance their own learning (p. 1), and she said they were specific actions taken by the learner to make learning easier, faster, more enjoyable, more self-directed, more effective, and more transferable to new situations (p. 8). Scrella Oxford (1992) found that learnin g strategies were specific actions, behaviours, steps, or techniques-such as seeking out conversation partners, or giving oneself encouragement to tackle a difficult language task-used by students to enhance their own learning (p. 63). MacIntyre (1994) argued that the term strategy implied active planning in pursuit of some goal, which was not something that would automatically occur. He emphasised the learners deliberate action of language learning strategies. He provided a different perspective of defining language learning strategies as the actions chosen by language students that are intended to facilitate language acquisition and communication (p. 190). The definition focuses more on learners intention and choice in using language learning strategies. In 1999, Nunan gave the definition of learning strategies as mental and communicative procedures learners use in order to learn and use language (p. 171). Four researchers, Chamot, Barnhadt, El-Dinary Rubbins (1999), defined learning strategies as the thoughts and actions engaged in, consciously or not, to learn new information (p. 1). Lastly, Hall (2001) referred learning strategies to goal-directed actions that were used by learners to mediate their own learni ng (p. 92). Researchers have recognized and illustrated language learning strategies which language learners use when they process new information and perform responsibilities (Hismanoglu, 2000). In the subsequent section, how different researchers have classified language learning strategies will be shortly summarized. Language learners should know exactly the strategies to be used in order to improve their achievement. Cohen, Weaver, Li (1996) argued that: Strategies for language learning and language use have been receiving ever-growing attention in the areas of foreign language teaching and learning (Oxford 1990, Cohen 1990, OMalley Chamot 1990, Wenden 1991, Brown 1991, Rubin Thompson 1994, Mendelsohn 1994, Mc Donough 1995). It is fair to say that language educators in many different contexts have been seeking ways to help students become more successful in their efforts to learn and communicate in foreign languages. The application of foreign language learning and use strategies is viewed as one vehicle for promoting greater success. A strategy is considered to be effective if it provides positive support to the students in their attempts to learn or use the foreign language. (p. 3) The Qualifications and Curriculum Development Agency (2009) defines successful learners as: people who own essential literate learning skills, numeracy and information and technology of communication. people who have good sense of creativity, are resourceful in identifying and problem solving. people who process information, reason, question and carry out evaluation by themselves. people who communicate in many means. people who understand how they learn and learn from their mistakes. people who are able to learn individually and work in groups. people who have world knowledge. people who enjoy learning and are motivated to achieve the best they can now and in the future. 2.2.2 Taxonomy of Language Learning Strategies Since the 1960s, the research of language learning strategies has been conducted by many language researchers (Wenden Rubin, 1987; OMalley et al., 1985; Oxford, 1990; Stern, 1992; Ellis, 1994). Most of these attempts to categorize language learning strategies are a sign of more or less the same classifications of language learning strategies without any fundamental changes. As below, OMalleys (1985), Rubins (1987), Sterns (1992), and Oxfords (1990) taxonomies of language learning strategies will be described: 2.2.2.1 OMalleys (1985) Classification of Language Learning Strategies OMalley et al. (1985, pp. 582-584) divide language learning strategies into three main subcategories: Metacognitive Strategies Cognitive Strategies Socioaffective Strategies A. Metacognitive Strategies It can be stated that metacognitive is a term to express executive function, strategies which require planning for learning, thinking about the learning process as it is taking place, monitoring of ones production or comprehension, and evaluating learning after an activity is complete. Among the main metacognitive strategies, it is possible to include advance organizers, directed attention, selective attention, self-management, functional planning, self-monitoring, delayed production, self-evaluation. B. Cognitive Strategies Cognitive strategies are more limited to specific learning tasks and they involve more direct manipulation of the learning material itself. Repetition, resourcing, translation, grouping, note-taking, deduction, recombination, imaginary, auditory representation, key word, contextualization, elaboration, transfer, influencing are among the most important cognitive strategies. C. Socioaffective Strategies As to the socioaffective strategies, it can be stated that they are related with social-mediating activity and transacting with others. Cooperation and questioning for clarification are the main socioaffective strategies (Brown, 1987, pp. 93-94). 2.2.2.2 Rubins (1987) Classification of Language Learning Strategies Rubin, who pioneered much of the work in the field of strategies, makes the distinction between strategies contributing directly to learning and those contributing indirectly to learning. According to Rubin (1987), there are three types of strategies used by learners that contribute directly or indirectly to language learning. These are: Learning Strategies Communication Strategies Social Strategies A. Learning Strategies They are of two main types, being the strategies contributing directly to the development of the language system constructed by the learner: Cognitive Learning Strategies Metacognitive Learning Strategies A.1 Cognitive Learning Strategies They refer to the steps or operations used in learning or problem-solving that requires direct analysis, transformation, or synthesis of learning materials. Rubin identified six main cognitive learning strategies contributing directly to language learning: Clarification/Verification Guessing/Inductive Inferencing Deductive Reasoning Practice Memorization Monitoring A.2 Metacognitive Learning Strategies These strategies are used to oversee, regulate or self-direct language learning. They involve various processes as planning, prioritizing, setting goals, and self-management. B. Communication Strategies They are less directly related to language learning since their focus is on the process of participating in a conversation and getting meaning or clarifying what the speaker intended. Communication strategies are used by speakers when faced with some difficulty due to the fact that their communication ends outrun their communication means or when confronted with misunderstanding by a co-speaker. C. Social Strategies Social strategies are those activities learners engage in which afford them opportunities to be exposed to and practice their knowledge. Although these strategies provide exposure to the target language, they contribute indirectly to learning since they do not lead directly to the obtaining, storing, retrieving, and using of language (Rubin Wenden, 1987, pp. 23-27). 2.2.2.3 Sterns (1992) Classification of Language Learning Strategies According to Stern (1992, pp. 262-266), there are five main language learning strategies as follows: Management and Planning Strategies Cognitive Strategies Communicative-Experiential Strategies Interpersonal Strategies Affective Strategies A. Management and Planning Strategies These strategies are related to the learners intention to direct his own learning. A learner can take charge of the development of his own programme when he is helped by a teacher whose role is that of an adviser and resource person. This is to say that the learner must decide what commitment to make to language learning set himself reasonable goals decide on an appropriate methodology, select appropriate resources, and monitor progress, evaluate his achievement in the light of previously determined goals and expectations (Stern, 1992, p. 263). B. Cognitive Strategies They are steps or operations used in learning or problem solving that require direct analysis, transformation, or synthesis of learning materials. In the following, some of the cognitive strategies are exhibited: Clarification/Verification Guessing/Inductive Inferencing Deductive Reasoning Practice Memorization Monitoring C. Communicative-Experiential Strategies Communication strategies, such as circumlocution, gesturing, paraphrase, or asking for repetition and explanation are techniques used by learners so as to keep a conversation going. The purpose of using these techniques is to avoid interrupting the flow of communication (Stern, 1992, p. 265). D. Interpersonal Strategies They should monitor their own development and evaluate their own performance. Learners should contact with native speakers and cooperate with them. Learners must become acquainted with the target culture (Stern, 1992, pp. 265-266). E. Affective Strategies It is evident that good language learners employ distinct affective strategies. Language learning can be frustrating in some cases. In some cases, the feeling of strangeness can be evoked by the foreign language. In some cases, L2 learners may have negative feelings about native speakers of L2. Good language learners are more or less conscious of these emotional problems. Good language learners try to create associations of positive affect towards the foreign language and its speakers as well as towards the learning activities involved. Learning training can help students to face up the emotional difficulties and to overcome them by drawing attention to the potential frustrations or pointing them out as they arise (Stern, 1992, p. 266). 2.2.2.4 Oxfords (1990) Classification of Language Learning Strategies Oxford (1990, p. 9) sees the aim of language learning strategies as being oriented towards the development of communicative competence. Oxford divides language learning strategies into two main classes, direct and indirect, which are further subdivided into six groups (cognitive, memory, and compensation under the direct; metacognitive, affective, and social under the indirect class) (see Figure 1). Each of six groups shown above has some more concrete strategies, as shown in Table 1 and Table 2. Some language learning strategies which relate with learning directly are called direct strategies. All direct strategies require mental processing of the target language, but the three groups of direct strategies (cognitive, memory and compensation) do this processing differently and for different process (Oxford, 1990). Cognitive strategies, such as practising or analysing, enable learners to understand and produce new language by many different means. Memory strategies, such as grouping or using imaginary, have highly specific functions. They help students store and retrieve new information. Compensation strategies, like guessing or using synonyms, allow learners to use the language despite their often large gaps in knowledge. Other language learning strategies are called indirect strategies because they support and manage language learning without, in many instances, directly involving the target language (Oxford, 1990). Indirect strategies are divided into metacognitive, affective and social. Metacognitive strategies allow learners to control their own cognition; that is, learners can coordinate their own learning processes by using study habits such as centering, arranging, planning and evaluating. Affective strategies help regulate emotions, motivations and attitudes. Social strategies help students to learn through interaction with others. Indirect strategies are useful in virtually all language learning situations and are applicable to all four language skills: listening, reading, speaking and writing. 2.2.3 Characteristics of Language Learning Strategies Clouston (1997) maintains that the terminology is given differently by researchers, some use the terms learner strategies (Wendin Rubin, 1987), others learning strategies (OMalley Chamot, 1990; Chamot OMalley, 1994), and others still use language learning strategies (Oxford, 1990a, 1996), but there are a number of fundamental characteristics in the commonly acknowledged analysis of LLS. First, learners generate LLS which are steps taken by learners of the language. Second, LLS improve language learning and facilitate enlarge language competency, as feedback in the learners skills in listening, speaking, reading or writing the L2 or FL. Third, LLS might be able to be seen (behaviours, steps, techniques, etc.) or unseen (thoughts, mental processes). Four, LLS engage information and memory (vocabulary knowledge, grammar rules, etc.). Reading the LLS literature, additional aspects of LLS are less consistently acknowledged. Oxford (1990a) and others such as Wenden and Rubin (1987) distinguish an aspiration for control and independence of learning on the part of the learner all the way through LLS. Cohen (1990) persists that only mindful strategies are LLS, and that there must be a selection about the part of the learner. Strategy transferring from one language or language skill to another is an associated purpose of LLS, as Pearson (1988) and Skehan (1989) have argued. In her teacher-oriented text, Oxford sums up her opinion of LLS by citing twelve vital qualities. Additionally, she states that LLS: let learners become more self-directed enlarge the responsibilities of language teachers are problem-oriented include many points of view, not just the cognitive can be educated are changeable are manipulated by a wide range of factors (Oxford, 1990a, p. 9) 2.2.4 Factors Influencing Strategy Choice There are several factors which affect the second language learner with regard to types of strategies she or he chooses to use. Oxford (1994) concluded available research on how the

Diversity of Online Communities Essay -- Technology Internet Games Ess

Diversity of Online Communities The article in U.S. News & World Report called "Go Play-On the Web" represents a community of virtual gamers on the Internet. These games are a lot more complex than the online gaming of the past. When these people that belong to this particular community log on to the net they are interacting with each other in huge 3-D virtual worlds. Some of these games focus on a particular subject like playing virtual game shows with others on the net. Some of the new games that are just recently being released are far more complex. One of these new more complex games is called "Motor City Online". Motor City Online is a game where people buy old muscle cars and customize them to their own personal specifications. When they are ready they can go out to the virtual races and race other people that are logged on to the game. Although most people like to race cars what makes this game unique is the fact that people can do a lot more in this game than just race cars. Some people spend their time bro wsing the car actions and buying cars cheap, then they strip the cars down in order to sell the parts to other people online and make a profit. Other people find a niche in the game as a mechanic helping others find the best and cheapest parts for their street rods. These are just a few of the roles that a person can play in this game. I think the fact that you can assume so many different roles in games like Motor City Online makes it unique. To me these types of games seem to be more than just games but they are almost a virtual life that some people live in the spare time. When they log on to these games they are taking positions in jobs in these worlds such as Race car drivers, Mechanics, Promoters, and Auctione... ...of the Internet say that the net is a dangerous place for people to spend their time because there are so many horrible people and things that users can be exposed to on the net. I don't agree with this at all I think that the Internet is very similar to real life. The Internet can be what ever each individual user wants it to be. It all depends on what communities that people chose to go online and be apart of. It takes a lot longer to find a community online than it does in real life but there is a community online for everyone. I think the critics of the Internet just haven't spent enough time browsing for a place where they feel comfortable. Works Cited Reingold, Howard "The Heart of the WELL" Composing Cyberspace Ed. Phillip A. Butcher Boston: Mc Graw Hill 1998 151-163 Terrell, Kenneth "Go Play- on the Web" U.S. News & World Report Sept. 2001: 78-80

Personal Competency Essay

Personal competencies represent a person’s ability, skill, character, and knowledge that develop through life experiences. Competencies are required to perform efficiently in any professional organization. The ability to fully understand his or her personal competencies and using it as a resourceful tool for improvement constructs the foundation of highly effective management department. Poor communication is often the biggest barrier in organizational effectiveness. In a managerial position, development of communication skills is an integral part for managers to build and maintain relationships by employee‘s self-concept. When expectations are known, uncertainties are reduced, outcomes can then be better predicted allowing the organization to run smoothly. To overcome conflicts and effectively communicate with different areas of the business, management uses communication technique to have a pleasant and productive work atmosphere. Clearly defining each position’s roles and responsibilities sets a foundation and reduces tension in the workplace. Employees feel valued when managers actively listen to concerns and allow workers to participate in any decision-making process. This helps build a positive, parallel relationship between the manager and employee. Keeping an open mind and knowing that disagreements can occur help contribute to advancement of a business by realizing that management may not always be right. Innovating and strategizing are the essential competencies to focus on in order to adapt strong communication skills. A successful innovative organization clearly explains to each employee the organization’s vision, mission, purpose and each position’s responsibilities. Making sure the vision is understood, trusting staff members and prioritizing meetings is a guiding light for an innovative organization. Strategizing also is another critical element that allows better communication. Reflecting on the previous year, and current year and planning for future years allows the organization to expand through the use of communication. Communication is the key to the success of many objectives and goals set by individuals and upper management. Recognizing each individual’s personality and finding various ways to communicate is an integral part of management in any organization.

Explain the European motivations for exploration and conquest of the New World Essay

The discovery of the New World happened to coincide with the spread of European power and culture around the known world. This spread was the result of various developments that had occurred, particularly the following: â€Å"the explosive growth of trade, towns, and modern corporations; the religious zeal generated by the Protestant Reformation and the Catholic Reformation;†1 as well as the usual reasons of â€Å"greed, conquest, racism, and slavery. †2 By the time of the 1400s, these and other forces combined to make Europeans search for new lands to conquer and settle, as well as for new people to convert, civilize, or exploit. 3 Columbus’ various voyages to the New World opened the door for more exploration and settlement of the New World. The first European power to make concerted efforts to explore the New World was Spain, and they had three distinct motives: to win over converts to Catholicism; to conquer land; and, to get rich. 4 Eventually following Spain were England and France, both of which had similar motives: to extend their empires into the New World, as well as profit from the establishment of colonies in the New World. Clearly, then, the ultimate goal of exploration and conquest in the New World was to increase power and wealth. 2. Explain the religious persecutions in England that pushed the Separatists into Plymouth and the Quakers into Pennsylvania. Explain how England’s Glorious Revolution also prompted changes in the colonies. The Separatists, also known as the Pilgrims, were forced out of England due to their religious beliefs. They were part of the â€Å"most uncompromising sect of Puritans†¦who had severed all ties with the Church of England. †5 They felt that the Church of England was not completely separated from the Catholic Church. Speaking out against the Church of England led to persecutions by King James I and Anglican officials. 6 The Separatists then fled to Holland, but while there, felt that their children were becoming too Dutch and straying from their staunch Puritan beliefs. As a result, they secured a land patent from the Virginia Company and in 1620, sailed to America. 7 The Quakers were the â€Å"most influential of many radical groups that sprang from†¦the English Civil War. †8 They carried further than any other group the doctrine of â€Å"individual spiritual inspiration and interpretation,† which they called â€Å"the inner light. †9 Doing away with many of the trappings of the Church of England, the Quakers embraced a simple way of life and were extremely pacifist. 10 This did not coincide with the ways of the Anglican Church, and thus, they were persecuted a great deal. They chose to leave England and settle in the New World, where they would be able to practice their beliefs without fear of reprisal. First establishing the colony of New Jersey, they soon migrated to the opposite side of the Delaware River and established the colony of Pennsylvania. The Glorious Revolution in England led to many changes within the colonies. The colonies that had been absorbed into the Dominion of New England – Massachusetts, Connecticut, Rhode Island, New York, and New Jersey – all reverted to their former governments. 11 They were also able to retain their former status, â€Å"except Massachusetts Bay and Plymouth, which†¦were united under a new charter in 1691 as the royal colony of Massachusetts Bay. †12 Another change was the passage of the Bill of Rights and the Toleration Act in England in 1689, both of which â€Å"limited the powers of the country’s monarchs and affirmed a degree of freedom of worship for all Christians, thereby influencing attitudes – and the course of events – in the colonies. †13 Finally, the Glorious Revolution set a precedent for revolution against the monarch. In other words, it laid the groundwork for the American Revolution, which would free the colonies from British rule. 14 5. Explain how and why the British won the French and Indian War. The French and Indian War was the last of four major wars involving the European powers and their New World colonies. 15 In this particular war, the cause of contention was upper Ohio River valley. Controlled by the French, they became irate when some Virginians moved into the territory to make trade with the Indians easier, as well as to survey land granted to them by King George III. 16 Attempts to warn off the French failed, and eventually warfare broke out in the disputed area. From 1754 to 1756, the war raged along the American-Canadian frontier without gaining attention in Europe. 17 From 1756 until the war ended, it would be merged with the Seven Years’ War in Europe. 18 The change in status of the French and Indian War coincided with a change within the British government. William Pitt became Prime Minister of Britain, and under his leadership, the British would defeat the French. Allied with the Indians, who wanted the French out of their territory, the British utilized their superior naval fleet to cut off French reinforcements and supplies to the New World. 19 The decisive point of the war was the Battle of Quebec in 1759. After two months of attempting to break French defenses, the British were able to find a path that allowed them to get closer to the French camp. In the battle that followed, the British routed the French, thus ending French power in North America. 20