The eNotes Blog Downloadable Shakespeare Map for YourClassroom

Downloadable Shakespeare Map for YourClassroom The settings of Shakespeare’s thirty-seven plays cast a wide net across Europe. The majority are set outside of England, providing his audiences with intriguing, foreign lands and allowing for flexibility in expressing social and political commentary. Our free, downloadable map of Shakespeares plays  features the locations and dates of his comedies, tragedies, and histories across Europe, which can serve as a helpful resource in your classroom to show how each location lends itself to different types of plays. Download the Shakespeare map of works  » Let’s take a look at five ways in which you can reference  our Shakespeare map during your lessons or classroom activities. 1. Explaining Historical Context When teaching Shakespeare’s plays, it’s important to note that Shakespeare wrote to entertain. While many of Shakespeare’s plays feature historical elements, their historical accuracy is often dramatized for the sake of performance. Because Shakespeare’s plays were being performed in public theater, the audience was composed of a wide range of economic, educational, and social levels. Therefore, the characters Shakespeare included in his plays hail from a variety of different backgrounds and social classes to make them relatable to the audience. Additionally, many of the characters are created with stereotypes and prejudices that would fit the audiences understanding of a place and its people. Why exaggerate history? Shakespeare produces a historical bias in his plays that favor the Queen and the Tudor dynasty. Examples of the historical events exaggerated for the stage: Shakespeare’s three Henry VI plays and Richard III were part of â€Å"The War of the Roses,† that portrayed the conflict between the House of Lancaster and The House of York. While the War of the Roses was a real event, historians claim that there were no actual roses involved as symbols for the houses. In fact, The War of Roses was not coined until the 19th century, and the struggle between the two houses had been known as the â€Å"Cousins’ War.† One of Shakespeare’s most monstrous characters is Richard III, who is depicted as a relentless murderer in the interests of his own ambitions. While Richard III was responsible for the execution and murder of several people during his rule, Shakespeare exaggerated the long list of ghosts who haunt him in the play. For example, there is no proof that King Richard III murdered his wife, Anne, or King Henry IV. 2. Analyzing Shakespeare’s Commentary Although Shakespeare’s plays reflect the cultural, social, and political conditions of the Elizabethan Age, Shakespeare could not explicitly critique the monarchy without being accused of treason or slander. Therefore, Shakespeare used foreign settings to mask his criticism of Christian orthodoxies and political ideologies of England. For example, by setting plays in Rome, Shakespeare could discuss sensitive issues like the political assassination of Julius Caesar. Examples of Shakespeare’s commentary: In both Hamlet and Macbeth, Shakespeare depicts murder and regicide as means of obtaining positions of power. Setting these types of violent scenes in foreign countries allowed Shakespeare to criticize powerful leaders without being prosecuted for treason or having his plays censored. In King John, Shakespeare explored the issue of what establishes a â€Å"right† to the throne of England, which alludes to the doubts of legitimacy regarding both King John and Queen Elizabeths reign. 3. Exploring the Setting of Comedies A majority of Shakespeare’s comedies are set throughout contemporary Italy and the Mediterranean. During the 17th century, English writers were fascinated by their Italian neighbors and regarded them as passionate, devious, and often violent people. The Italian stereotype leant itself to the comedic elements in his plays that feature tangled plots of love and mistaken identity. In Shakespeare’s characterization of different Italian cities, Verona became associated with love (Romeo and Juliet and The Two Gentlemen of Verona), while Padua was a place of learning as described in The Taming of The Shrew. Reoccurring themes in Shakespeare’s comedies: Appearance vs. reality Elements of mistaken identity or disguise to advance the plot and characters Fate and fortune The influence of fate, fortune, or some obscure force that changes characters’ course of action Love and romance Characters that fall in love and must overcome various obstacles in order to be together- or die trying 4. Exploring the Setting of Tragedies Shakespeare’s tragedies include a protagonist, or tragic hero, battling internal or external obstacles. A majority of Shakespeares tragedies are based on historical figures, but because the sources of the stories were foreign and ancient, they are almost always classified as tragedies rather than histories. Shakespeare’s best-known tragedies are set in Great Britain and Scandinavia (Hamlet, King Lear, Macbeth) or around contemporary Italy (Julius Caesar, Titus Andronicus, Antony and Cleopatra, and Coriolanus). There were many social and political similarities in classical Rome and 17th century England, in which Shakespeare could reflect familiar stories to his audience that resonated with their experience living in Elizabethan England. The Roman tragedies raise questions about the consequences of political overthrow and the duty of citizens and their government. Reoccurring themes in Shakespeare’s tragedies: Death Conclusions often end in death to comment on human morality or to resolve conflicts in the plot Tragic flaw (hamartia) A character trait that leads to a fall from power or eventual demise Revenge Often motivated by uncontrolled jealousy that leads to tragic consequences 5. Exploring the Setting of Histories Shakespeare wrote ten historical plays that explore political themes of power and divine right with blended elements of tragedy and comedy. All ten history plays are named for and about English monarchs who ruled between the 12th and 16th centuries: Kings John, Edward, Richard II, Richard III, and Henry IV, Henry V, Henry VI, and Henry VIII. The history play explore the nature of kingship and what grounds are justifiable to oppose or overthrow it. While the majority of history plays are set in medieval England, they reflect the contemporary context of Shakespeare’s time and may be perceived as warnings to not repeat mistakes of the past. Reoccurring themes in Shakespeare’s histories: Ambition A motivator for characters to pursue positions of power or to overthrow those who currently possess it Corruption Characters who are corrupted by nature or circumstance that leads them to abandon their moral constraints Succession Who or what dictates kingship and how is one able to obtain that power Want more Shakespeare? Check out our other Shakespeare resources to use in your classroom: How to Understand Shakespeare’s Language †¨ William Shakespeare Lesson Plans and Activities†¨ Shakespeare Annotated Texts

How Ballast Water Systems Work

How Ballast Water Systems Work A ballast water system is essential for the safe operation of a ship, but the operation of these systems causes significant threats to the environment and local economy. What Is a Ballast Water System? A ballast water system allows a ship to pump water in and out of very large tanks to compensate for a change in cargo load, shallow draft conditions, or weather. The capacity of ballast water tanks might be millions of gallons on a large vessel. This allows vessels to carry a light or heavy load while maintaining ideal buoyancy and handling conditions in all situations.A ship might discharge all ballast water tanks to pass a shallow area or forward tanks only to raise the bow in rough open seas.Physical components of the system include; raw water intakes, large and small strainers, pumps, distribution pipes, ballast water tanks, treatment system, discharge system, and all the valves, sensors, and controls to run the equipment. Invasive Species in Ballast Water Invasive species are a significant threat to ecosystems and the economies of the affected areas. Researchers think that about one-third of all documented invasive plants and animals are able to travel in the ballast water tanks of ships. Zebra Mussels were introduced into Lake Saint Clair in 1988 when a ship emptied ballast water into the Great Lakes System. The Great Lakes hold nearly twenty percent of the earth’s fresh surface water in a watershed system. The non-native mussels eliminated native varieties once used by industry and have caused an estimated 7 billion dollars (US) in damage by encrusting or clogging underwater equipment essential to industrial and recreational activities.Sea Lamprey and ​Spiny Water Fleas are organisms which feed off of host fish or compete with young fish for food. Many species of fish impacted by these invasive species have significant commercial or sporting value. These animals and others can live in fresh or salt water and may spread into inland waterways from saline ports and harbors.Plants can also travel long distances in ballast water. Eurasian Milfoil is a surface plant which can clog equipment and deter recreation where it forms thick mats. Eurasian Milfoil was introduced to the United States in the 1940s. Because the plant can produce large colonies from only one small fragment it is likely the plant was introduced in the ballast water of a ship. Resolving Ballast Water Issues For years amateurs and professional researchers have experimented with a huge array of weapons to combat invasive species in a ship’s ballast water. Most of the difficulty is due to the fact that huge volumes of water must be treated in a reasonably short period of time. Many land-based systems for treating public supplies takes many hours or days to pass water through their treatment systems. A ship, on the other hand, must be able to discharge ballast water as quickly as cargo is loaded. In emergency situations, ballast tanks need to empty as quickly as possible. A quick pass through most ballast water treatment systems is not enough to kill all the organisms that may be present. Ballast Water Treatment Solutions and Shortcomings No Discharge or Ballast Exchange Rules: International, National, and Local law govern ballast water discharge. Some areas require ballast tanks to be sealed while others allow ballast to be exchanged. Ballast exchange allows tanks to be filled with local waters. Sealed ballast tanks may need to be emptied in an emergency situation and exchange is hindered by the fact that foreign waters must be discharged in close proximity to ​the sensitive area for vessels to operate safely.Mechanical Filters: Filters which are fine enough to remove the small immature young and eggs of invasive species clog quickly and require constant maintenance.Thermal Treatment: The idea is to heat ballast water to kill any unwanted organisms. Unfortunately heating such a huge volume of water is impractical due to time and energy constraints.Other Energy Treatments: Ultraviolet, sonic, and other radiation have all been tried but have similar problems to a thermal treatment; limits on time and energy.Chem ical Treatments: One of the earliest and most dangerous of all the methods used to control invasive species in ballast water. Chlorine bleach and other toxic chemicals will kill existing organisms but the release of these chemicals on the scale necessary to treat every ship would reach toxic levels for all aquatic life near the discharge points. The Future of Ballast Water Treatment Researchers are pursuing this difficult and financially lucrative goal at institutions around the world. In 2011, a team announced their successful small-scale test of a two-phase ballast treatment system which eliminates unwanted organisms and produces sodium bicarbonate as a byproduct. The system is undergoing full-size tests in the Great Lakes. The test for a scalable system is expected to perform well. It is not clear how regulatory agencies around the world will respond to the potential discharge of industrial amounts of sodium bicarbonate into their waters. Sodium bicarbonate is a common and safe chemical in small amounts, but studies must be conducted to assure this method is safe for long term use.

Unit 2 IP Presentation Essentials Essay Example | Topics and Well Written Essays - 500 words

Unit 2 IP Presentation Essentials - Essay Example (0323); Reconnaissance Man, Combatant Diver Certified (0324); Reconnaissance Man, Parachute and Combatant Diver Certified (0326); Machine Gunner (0331); Mortarman (0341); Infantry Assaultman (0351); Anti-Tank Missileman (0352); Infantry Unit Leader 0369) (Powers, 2012). II. Taking a step back, the grunt is part of the highly esteemed US Marine Corps, whose commander is a member of the Joint Chiefs of Staff in the US, and which functionally is part of the US Navy (Columbia Encyclopedia, 2012) 2. The place of US Marine Corps in American culture is one of honor, as evidenced by the dedicated war memorial that has come to be the final resting place of US Marine grunts (National Park Service, 2012) I. Life as a Marine grunt is hard and strenuous, from the first day of training through the different missions and tasks that the grunt is assigned to. It is demanding physically, emotionally, and psychologically, and only the fittest survive through to the training and the actual field deployments (US Marine Corps, 2012; Wetzel, 2012; Lodder, 2011; Hogan, 2008; Mitchell, 2010; Small Wars Foundation, 2009). 1. The dangers that grunts face in the Marines is real, and there are testimonies to the strength and courage of those who suffered serious and life-threatening disabilities and injuries on the field. Those testimonies and stories make up the vast lore of valor and bravery that make up the life of the Marine grunt, and they are widely discussed and honored by all Marines and the larger society. The story of one Marine who suffered massive injuries while on duty in Germany is the story of all Marines (Wetzel, 2012) References to grunt life in the protracted wars that the US continues to fight, such as those in Afghanistan, are graphic and unedited, giving us a glimpse of the unromantic aspect of grunt life, so unlike the romantic images we get from the movies and from popular culture. Real grunt life in the Marines is sometimes harrowing, but Marine grunts try and

Critical Thinking Essay Example | Topics and Well Written Essays - 250 words - 7

Critical Thinking - Essay Example 2. Are there any similarities between the characteristics demanded of an entrepreneur and those of a professional athlete? Would an athlete be a good prospect for entrepreneurship? Why or why not? Could teamwork be important in an entrepreneurial effort? Why or why not? I think that there are many similarities between the characteristics of an entrepreneur and a professional athlete, most notably the discipline required to succeed. Preparation time is also a key aspect of both jobs because nothing should be left to chance. Just like an entrepreneur has to come up with short and long-term business plans, professional athletes need to set goals so that they are always improving. An athlete would be a good prospect for entrepreneurship because he or she would be able to carry over these same traits. Teamwork is very important in an entrepreneurial effort because no one can do something by themselves. Although they may have a thought or vision, they will need other people to carry out the objectives and work for the betterment of the

Creative Piece for as Level English Literature Coursework Comparing Two Film Adaptations of Hamlet Essay Example for Free

Creative Piece for as Level English Literature Coursework Comparing Two Film Adaptations of Hamlet Essay Kenneth Branagh takes Hamlet from play to screen in an intense, full-length adaptation and he got it right! Gregory Doran also takes a whack at bringing Hamlet from the stage to the screen but with a more modern-day interpretation. Branagh restores Hamlet’s greatest scenes and brings out the most in Shakespeare’s awe-inspiring revenge-tragedy plot; in both performance and direction, Branagh displays energy and cogency. The language has the upmost clarity and makes the film feel accessible and comprehensible for a range of viewers. Branagh’s pragmatic approach, which includes short illustrative ‘flashbacks’, work as a perfectly credible cinematic device that helps the audience to understand the complex scenarios. Branagh tends to rant on and shout throughout the film, especially in his soliloquys, but to the audience it could feel commanding and passionate and so it creates quite an impressive effect. The musical scores are generally helpful, although on occasions they don’t quite fit in with the mood, for example in Act 4, Scene 4, during Hamlet’s speech, the music just made it more humorous rather than serious and dramatic, honestly it sounded more like a cheesy American speech with a flag in the background! At the start of the film, the setting is a bit weak, with the shaking of the earth and the appearance of the ghost proving to be a poor attempt at special effects! However the film then gets flooded with colour and majestically inviting grand halls and rooms which are truly beautiful. The BBC’s adaptation of Hamlet (2009), takes a modern-day approach; from the start it is clear that this adaptation is modern dress, Hamlet wears jeans and a T-shirt and he kills Polonius with a handgun, as well as there being Helicopters and women in military roles. Some dialogue and scenes were ‘trimmed’ and adapted to suit viewers of the modern day and unlike the exuberant, bravura styling of Branagh’s version, Doran has favoured a more refined minimalist dramatization. Whilst the production design is theatrical, Doran directs the camera in a manner that is more typical of television; he uses a few cinematic flourishes and can reach angles that would be impossible on the stage. The use of modern CCTV may enforce the element of surveillance but their clumsy, intrusive functioning is more distractive rather than innovative. It is interesting however how Doran puts a camera in Hamlet’s hands to highlight that character’s observations of others. Onstage, Tennant made eye-contact with the audience, bringing  viewers into the plot and the tense impression of the play; this quality was also apparent in the film where Tennant looks directly into the camera, enhancing the meaning behind the text whilst recreating the theatrical intimacy. Branagh doesn’t stray from the original text in his exciting adaptation of Hamlet and the cast, acting, set and overall production was brilliant and can really captivate viewers. However despite the fact the former Doctor Who star tackled his role with an excellent fierceness, Doran’s modern-day approach was nowhere near as dynamic as Branagh’s performance.

Portugal :: essays research papers

The republic of Portugal is located in the southwestern part of Europe, situated in the western portion of the Iberian Peninsula, bordered by Spain on the north and east and by the Atlantic Ocean on the south and west. The Azores and Madeira Islands in the Atlantic are independent regions of Portugal, considered integral parts of the republic. Portugal administers one overseas territory, Macau (Macao) in eastern Asia near Hong Kong. Macau is scheduled to return to Chinese administration in 1999. The total area of metropolitan Portugal, including the Azores (2247 sq. km./868 sq. mi.) and the Madeira Islands (794 sq. km./307 sq. mi.), is 92,345 sq. km. (35,655 sq.mi.). The capital and the largest city is Lisbon.   Ã‚  Ã‚  Ã‚  Ã‚  Climate varies in Portugal according to the altitude in which you are located. Low temperatures occur only in the comparatively low regions of the south. The mean annual temperature north of the Douro River is about 10 C (about 50 F). Between Tajo and Douro the temperature is about 16 C (about 60 F). The temperatures in the valley of the Guadiana are at about 18 C (about 65 F). Rainfall is very heavy, especially in the north.   Ã‚  Ã‚  Ã‚  Ã‚  Minerals are the most valuable natural resources in Portugal. Much of these resources were developed until after World War 2 (1939-1945). Some of the mineral resources are coal, copper, gold, iron ore, kaolin, tin, and wolframite, which is Acosta 2 source of tungsten. The most sufficient trees are the evergreen oak, cork, poplar, and olive. Portugal is also a home of many kinds of wild animals. some of these wild animals include the wolf, lynx, wildcat, fox, wild boar, wild goat, deer, and hare. Portugal also has big waterpower resources in its rivers and mountain streams.   Ã‚  Ã‚  Ã‚  Ã‚  The Portuguese are a combination of several ethnic elements, principally Iberians, Romans, Visigoths, and later Moors. The people still live for the most part, in rural villages. The population of Portugal, including the Azores and Madeira Islands, is 9,931,045. The overall population density is 108 people per sq. km. (280 per sq. mi.). Mainland Portugal is divided into 18 districts for administrative causes: Aveiro, Beja, Braga, Bragnca, Castelo Branco, Coimbra, Évora, Faro, Guarda, Leiria, Lisbon, Porto, Portalegre, Santarà ©m, Setà ºbal, Viana do Castelo, Villa Real, and Viseu. The Azores and the Madeira Islands each constitute an autonomous region.   Ã‚  Ã‚  Ã‚  Ã‚  Roman Catholicism is the faith of more than 94 percent of the Portuguese people. The Constitution guarantees freedom of religion, and some Protestant churches have been established. The official language of the country is Portuguese.   Ã‚  Ã‚  Ã‚  Ã‚  Portuguese culture is closely related to the Spanish culture and has been influenced by the three primary cultures from which

Whywhy Children Should Play or Organized Sports

Why Children Should Play School or Organized Sport â€Å"Research has shown that participation in outside of school sports and or other organized sports is associated with lower dropout rates, reduced problem behaviors, and increased school performance. Children build interpersonal skills, positive assets needed to become active and productive young adults. Studies suggest that children who are involved with after school sports or organized sports have higher self esteem, lower depression rates and have better opportunities for optimal growth and development†. Howie, 2009) Children should play school sports or organized sports, because sports improve children’s self esteem, sports teach children skills that they can use to become leaders, and sports give children the exercise they need to stay healthy. Although, school sports or organized sports help children with their self esteem, teach children to be team players and give children the exercise to stay healthy there a re cons to playing sports. School sports or organized sports are commitments that a child needs to make.When there is a child that is going to play sports, the family also needs to be a part of the team as well. Playing sports is time consuming and takes a lot of time from be able to do other things outside of sports. It is important that the child and parents know the length of the season, the practice schedule and game schedule to make sure that there is time for family time too. It is also important that when a child has decided to play a sport that the entire family is willing to be a part of the team as well. School sports and or organized sports are wonderful to help increase self esteem in children.When children have a high level of self esteem they reduce the chances of depression and anxiety. Children that play school sports or organized sports have a high level of self esteem and do well in school; it helps children to become problem solvers and gives children encouragemen t to do well in school. It has been proven that children that participate in school sports or organized sports earn better grades, have better behaviors in and out of the classroom, and there is a lower rate of them dropping out of school. School sports or organized sports keep hildren going to school on a regular basis with fewer unexcused days missed, because they know that if they are not in school they are going to miss the opportunity to play with their team. â€Å"Furthermore, non participants of school sports or organized sports were more likely to drop of school; children were more likely to smoke cigarettes, more likely to become teen parents and more likely to be arrested than children who are sport participants†. (Donaldson, 2007) School sports or organized sports gives children skills to become team members and helps children to become leaders.Children that play school sports or organized sports learn skills that they can use their entire lives. â€Å"Development al benefits include: developing individual and team goals, meeting deadlines, working as a team, learning to perform under pressure, dealing with adversity, handling success and failure, developing self confidence, developing decision making strategies, and learning communication skills†. (Zaichowsky, 2007) School sports or organized sports are a wonderful way to encourage children to learn skills to become leaders in today’s society.After children graduate from high school and continue on to college, they are going to be able to take the skills that they have learned with them to the â€Å"Real World†. When children play school sports or organized sports they know that they are part of a team and that their team needs them. They need to make sure that they go to practice, go to school and make sure that they get good grades so that they are eligible to play in their games. Sports give children the feeling of membership and know that they are needed to complete a task from start to finish. Playing sports starts a foundation for children to be leaders.As children grow older and are learning the skills to become better adults, it is important that they understand that the younger generations are going to look up to them for guidance. They need to take their skills that they have learned and teach it to the younger children that are looking up to them for guidance. They have been taught the skills to be good role models for the next generation. Although school sports or organized sports teaches children lessons in life to be successful human beings, the most important reason that children should play sports is to be healthy. When children are school sports or rganized sport teams, they are going to get the exercise that they need to get healthy and stay healthy. â€Å"An increase in physical activity has many health benefits: it lowers the risk of obesity, coronary heart disease, type II diabetes, hypertension, and osteoporosis†. (Colla rd, 2008) Exercise teaches children to be physical fit, but also teaches children that nutrition is also important. Child obesity is on the rise in the United States. In today’s society we lead very busy lives and it is convenient to stop at fast food restaurants between work, home and sporting events to pick up dinner.Also, there are a lot of entertaining shows on television that children are interested in watching. We can help our children become healthier by leading healthy lifestyles as a family. Exercising is important to keep children fit and healthy to prevent injuries. Injuries can happen to healthy children do, but the risk is higher for children that are not in physical shape. Everyone should have at least 20 to 30 minutes of cardiovascular exercise each day, when children are playing school sports or organized sports they are exercising and having fun at the same time.Children should play school sports or organized sports to make sure that they get enough exercise. The word exercise to children sounds like work, however when they are playing sports they are exercising and getting into shape without knowing it. The importance of limiting television time and playing games on the computer or other gaming systems would be helpful to children too. When children are not playing school sports or organized sports, they should be encouraged to go for walk, go for a bike ride, take their dog for a walk or simply run up and down a set of stairs.By playing school sports or organized sports it is easier for children to get the exercise they need, but when they are not playing they also need to make sure they get the exercise they need to stay in shape. Physical Education classes in school help children, but there are schools in our country that are cutting PE classes from their budgets. School sports are great to get children exercising during the season but once the season ends it is just as important that they stay fit and healthy for the next season.Th ere has been a drop in the number of students enrolled in daily physical education classes, so that one in four children do not attend any school physical education class. Seventy percent of children drop out of sports by the age of 13. Nearly half of young people ages 12 through 21, and more than one-third of high school students do not participate in any vigorous physical activity on a regular basis. Fewer than one out of four children get 20 minutes of vigorous daily activity. The percentage of overweight young Americans has more than doubled in the past 30 years†. Engle, 2010) Children that play school sports or organized sports have a better chance of getting the exercise that they need compared to students that do not play sports. For children that don’t play sports, it is important that they are encouraged to join some other activity that involved daily exercise to keep children fit and healthy.In conclusion school sports or organized sports is wonderful for chil dren to learn tools that they are going to use through their childhood, but most importantly they are going to be able to take these tools and use them through the entire life. Sports participation is a major factor in the development of most American children. About 20 million American children ages 6 through 16 plays organized out of school sports, and about 25 million youth play competitive school sports. 30 to 45 million kids’ ages 6 through 18 participate in at least one school or community based athletic program†. (Engle, 2010) School sports or organized sports improve children’s self esteem levels, gives children the tools and lessons to become a leader and also allows children time to get the exercise that they need to get and stay healthy.When children have a high level of self esteem they do better in school and have more confidence. School sports or organized sports are a wonderful tool that is used to help children achieve their goals.

Organizational Conflict Essay

Often when we come across the word conflict, we usually think of more than a simple disagreement. We think of individuals or groups in sharp disagreement over issues, ideas, or interests. This results in an emotional disturbance between the involved parties, with stress developing & undesirable behaviors being exhibited. [1] The present diverse workforce characterized by organizational change, competition, and complex communications are drawing attention to interpersonal conflicts among workers. 2] Organizational change for example, alters the status quo and requires members of an organization to work together in new ways and under new rules. Competition compounds issues of power and escalates conflicts of personalities and behavior. The complexities of communication make it more difficult for culturally, economically and socially diverse workers to resolve the issues and problems they encounter on the job. While conflict is inevitable in groups and organizations due to the complexity and interdependence of organizational life, theorists have differed about whether it is harmful or beneficial to organizations. Early organizational theorists suggested that conflict is detrimental to Organizational functioning (Pondy, 1967; Brow, 1983) and focused much of their attention on the causes and resolution of conflict (Schimidt & Kochan, 1972; Brett, 1984). More recently, researchers have theorized that conflict is beneficial under some circumstances (Tjosvold, 1991; Van de Vliert & De Dreu, 1994). [3] Thus, this paper attempts to present the losses and benefits from conflicts in organizations. I. CONFLICT IN GROUPS AND ORGANIZATIONS A. Definition Generally, conflict is defined as a contest of opposing forces or power. 4] it is a perceived difference between a two or more parties that results in mutual opposition. [5] Looking at conflict in the context of groups, there is what we call an Intergroup Conflict, which can be defined as the behavior that occurs among organizational groups when participants identify with one group and perceive that other groups may block their group’s goal achievement or expectations. [6] Intergroup conflict with in organizations can occur in both horizontal & vertical directions. A. 1 Horizontal Conflict. This type of conflict occurs among groups or departments at the same level in the hierarchy, such as between line & staff. 7] This is commonly observed between Production & Quality Control Departments, Sales & Finance Departments, or R&D & Marketing Departments. A. 2 Vertical Conflict. This arises over issues of control, power, goals, and wages and benefits. [8] A typical source of vertical conflict is between head quarters executives and regional plants or franchises. Status and power differences among groups are often greater for vertical conflict. Part of the reason vertical conflict occurs is to equalize power differences; for example, u nions try to give workers more power over wages or working conditions. [9] B. The Nature of Conflict Conflict as related to competition is illustrated by the following figure: The illustration shows how conflict and competition are related. Competition occurs when groups strive for the same goal, have little or no antagonism toward one another, and behave according to rules and procedures. In conflict, on the other hand, one group’s goals jeopardize the others; there is open antagonism among the groups; and few rules and procedures regulate behavior. When this happens, the goals become extremely important, the antagonism increases, rules and procedures are violated, and conflict occurs. 10] C. Causes of Conflict A number of factors contribute to conflict. Several of the most important causes are discussed below. C. 1 Task Interdependence. Task interdependence refers to the dependence of one unit on another for materials, resources, or information. [11] Two types of task interdependence are particularly prone to conflict. One is sequential interdependenc e, in which one individual or work unit is heavily dependent on another. For example, waiters generally are more reliant on cooks than the reverse because waiters must depend on cooks to furnish good meals in timely manner. Line and staff conflicts often arise because staff members frequently are dependent upon the line to implement their ideas. The second form of task interdependence is reciprocal interdependence, in which individuals or work units are mutually interdependent. For instance, purchasing agents want engineers to provide detailed generic specifications so that they can negotiate lower costs from suppliers. At the same time, engineers need to obtain materials of the proper quality on a timely basis, so they may find it more convenient to specify a brand name. 12] Generally, as interdependence increases, the potential for conflict increases. [13] Sequential & reciprocal interdependence require employees to spend time coordinating and sharing information. Employees must communicate frequently, and differences in goals or attitudes will surface. Conflict is especially likely to occur when agreement is not reached about the coordination of services to each other. Greater interderdependence mean s departments often exert pressure for a fast response because departmental work has to wait on other departments. C. 2 Scarce Resources. Another major source of conflict involves competition between groups for what members perceive as limited resources. [14] Possibilities for conflict expand when there are limited resources, such as office space, equipment, training, human resources, operating funds, and pay allocations. In their desire to achieve goals, groups want to increase their resources. This becomes another cause for conflict in groups. C. 3 Goal Incompatibility. Goal incompatibility is probably the greatest cause of intergroup conflict in organizations. The overall goals of an organization are broken down into operative goals that guide each department. The accomplishment of operative goals by one department may block goal accomplishment by other departments and hence, cause conflict. [15] Out of necessity, organization members frequently pursue goals that are somewhat different from one another, setting the stage for potential conflicts. [16] For example, sales personnel may find it easier to battle the competition by promising very quick deliveries, while people in manufacturing may find that small production runs on short notice interfere with their cost cutting efforts. C. 4 Communication Failures. Breakdown in communication due to distortions or lack of communication often lead to conflicts. [17] Conflict in an organization is an indication of the most basic communication failure. Failure to talk with someone. Failure to notify someone of something before it becomes public. Failure to involve someone in a problem-solving process. [18] C. 5 Individual Differences. Differences in personality, experience, and values make frequent conflicts likely. [19] Functional specialization requires people with specific education, skills, attitudes, and time horizons. When an individual who have ability and aptitude in marketing joins the marketing department. Eventually, that individual will be influenced by departmental norms and values, attitudes, and standards of behavior, differ across departments, which is often a source of horizontal conflicts. Cultural differences can be particularly acute in the case of mergers or acquisitions. Employees in the acquired company may have completely different work styles and attitudes, and a â€Å"we against them† attitude can develop. [20] C. 6 Poorly Designed Reward System.

Free Essays on Every Man A King

Every Man a King There is perhaps no individual in Louisiana History who was as charismatic, influential and â€Å"interesting† as that of Huey Long. In his autobiography, Every Man a King, Long shares his story from his childhood in the north Louisiana hills to his magnetic climb into Louisiana and American politics. Long, in Every Man a King, does an exemplary job in describing one of America’s most remarkable politicians [himself] through his own eyes. Long was born in Winnfield, Winn Parish, Louisiana on August 30, 1893, the eight of nine children of a farmer. As a small boy, Long absorbed many of the ideas that came out of the Populist – Socialist traditions that were found in the region. He attended High School but had many troubles with the school officials and other local authorities and left the school before graduation. He sold vegetable oil door-to-door for four years. He conducted a cake-baking contest in Shreveport. The winner was Rose McConnell; they married in 1913. He told her that he would hold a secondary state office and would then become, in succession, governor, senator, and president; a job that allowed him to travel to several states, including Oklahoma. He attended the University of Oklahoma briefly to study law. He decided to become a lawyer and enrolled in the law School of Tulane University. He took courses for a year and was admitted to the bar. He began practicing law in his native stat e in 1915; first in Winnfield, but later moved to Shreveport. Long prospered as a lawyer, but had only used law as a jumping board into politics. He was elected a member of the Louisiana railroad commission in 1918; and later, in 1921, it enlarged in power and became known as the Public Service Commission. Huey Long ran for governor in 1924 and lost, but ran again four years later – on the platform of building better roads and free textbooks for all school children. Long won. He was the first maj... Free Essays on Every Man A King Free Essays on Every Man A King Every Man a King There is perhaps no individual in Louisiana History who was as charismatic, influential and â€Å"interesting† as that of Huey Long. In his autobiography, Every Man a King, Long shares his story from his childhood in the north Louisiana hills to his magnetic climb into Louisiana and American politics. Long, in Every Man a King, does an exemplary job in describing one of America’s most remarkable politicians [himself] through his own eyes. Long was born in Winnfield, Winn Parish, Louisiana on August 30, 1893, the eight of nine children of a farmer. As a small boy, Long absorbed many of the ideas that came out of the Populist – Socialist traditions that were found in the region. He attended High School but had many troubles with the school officials and other local authorities and left the school before graduation. He sold vegetable oil door-to-door for four years. He conducted a cake-baking contest in Shreveport. The winner was Rose McConnell; they married in 1913. He told her that he would hold a secondary state office and would then become, in succession, governor, senator, and president; a job that allowed him to travel to several states, including Oklahoma. He attended the University of Oklahoma briefly to study law. He decided to become a lawyer and enrolled in the law School of Tulane University. He took courses for a year and was admitted to the bar. He began practicing law in his native stat e in 1915; first in Winnfield, but later moved to Shreveport. Long prospered as a lawyer, but had only used law as a jumping board into politics. He was elected a member of the Louisiana railroad commission in 1918; and later, in 1921, it enlarged in power and became known as the Public Service Commission. Huey Long ran for governor in 1924 and lost, but ran again four years later – on the platform of building better roads and free textbooks for all school children. Long won. He was the first maj...

Dialogue Dos and Donts

Dialogue Dos and Donts Dialogue Dos and Donts Dialogue Dos and Donts By Erin In the post Show, Dont Tell, I mentioned dialogue as one of the ways you can â€Å"show† your reader what’s happening in a scene. Effective dialogue is an essential part of both fiction and creative nonfiction writing. Good dialogue can be tricky. It needs to move the story forward and reveal important character information without seeming artificial. It needs to seem realistic without actually being realistic. Confused? Let’s break it down. Here are some things good dialogue should do: It should follow some simple grammatical rules. Dialogue should be enclosed within quotation marks. Each new line of dialogue is indented, and a new paragraph should be started every time a new person is speaking. It should be concise. Long, wordy passages of dialogue might seem like a good way to get information across, but they can be tedious for the reader. It should communicate character information. Good dialogue lets the reader know something about the person speaking it. It should be broken up with action. People don’t typically stop everything when they talk. They fidget. They keep washing the dishes. They pace. Don’t forget that your characters aren’t static. And here are a few dialogue don’ts: Don’t get too crazy with dialogue tags. Usually, a few well-placed â€Å"he saids† or â€Å"she replieds† will do the trick. If your dialogue is well-written, it should be clear who is speaking, even without the tags. Don’t go overboard with backstory. You should never use dialogue to tell the readers things your characters already know. Don’t use too much dialogue. Your readers don’t need to know everything your characters say, word-for-word. Dialogue should be chosen carefully. Don’t try to be too realistic. Our actual speech wouldn’t make great dialogue. We say â€Å"um† and â€Å"uh† a lot. We trail off in the middle of sentences. We change subjects without warning. Good dialogue should approximate real speech, not mimic it. To give you an example of what dialogue should look like here’s the opening of a short story I wrote, titled Me: What do we do now? Shadows from the single candle flickered on Heathers face. It masked the basement smell with green apple. She rolled her eyes at me. Nothing, Kristy. Just wait. I sighed. I was sick of waiting. My arms, and my butt, were starting to hurt. I drummed my fingers impatiently on the plastic pointer thingy. Stop it, Heather hissed. Youll make them mad. Make who mad? The spirits, stupid. Right. The spirits. Like I really believed the spirits were going to talk to us on a piece of Parker Brothers cardboard. The words exchanged between Kristy and Heather let us know something about their respective moods and character traits. In just that brief opening, we already know something about them. So how can you improve your dialogue? Read. Pay attention to what your favorite authors do well, and what they dont. Listen. Pay attention to what natural speech sounds like, and be sure to use those natural rhythms in your writing. Read aloud. Read your own dialogue out loud, to yourself or to a friend, to test yourself. Youll be writing dialogue like a pro before you know it! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:Compared "to" or Compared "with"?Confused Words #3: Lose, Loose, Loss45 Idioms with "Roll"

Product design overview Coursework Example | Topics and Well Written Essays - 250 words

Product design overview - Coursework Example The design places open drawers underneath the table with elevated sides and fluid mechanical structure for easy and minimal effort in sliding the drawers and for tagging along of the product. With no doubts, this concept of a product is actually possible to render. The product is viable and can be made by the Just Add Glue workers who have certain limitations because there are already existing counter tables with drawers that are industry made by workers with basic molding tools. Although existing, these counters are made of driftwood and tiles which make these existing counter drawers hard to maneuver, not made for mobility, and are not geared for the elderly people. These existing counters are hard and heavy to open the drawers, and impossible to tag along because of the material. On the contrary, the Tag-along product is actually a portable counterpart of these kitchen counters that already exist. This can be produced by the JAG workforce since simple molding tools can produce the Tag-along table. The feasibility of this project is unquestionable as it can be easily moved along in the kitchen while storing all the kitchen necessities. It is lightweight which makes the target consumers, which are old people, taken into consideration. The target market is real because there is a need for elderly people to be effort efficient when they move about the kitchen. As seen in the Survey Results Analysis, there were actually real people who were willing to pay the average of 60$ from 67% of the senior respondents for the Tag-along Table product. These consisted of 47% who thought 60$-80$, 20% of the respondents who were willing to pay 40$-60$, These target market range from the 50-80 year old elderly people in the suburbs of Eastern and Western Sydney. According to Australian Bureau of Statistics In June 2010, there has actually

Improving Learning and Achievement Coursework Example | Topics and Well Written Essays - 1250 words - 1

Improving Learning and Achievement - Coursework Example The two authors also suggest that an ethic of care must always be undertaken to support the academic achievement of the multicultural students which is often marginalized by schooling. In most cases, the achievement and success of students in a multicultural setting often depends on a wide range of academic and non-academic factors some of which may include enthusiasm and motivation of the students for school, family and community support and the availability of learning opportunities in schools. This paper critically analyses the learning at King Middle School and provides recommendations for improving the learning and achievement of all the students regardless of their diverse ethnic and cultural backgrounds. King Middle School currently serves one of the most racially, ethnically, culturally and economically diverse neighborhoods in Maine state. For example, approximately 120 students of the schools population of about 500 speak almost 28 languages and can trace their origins from 17