Characteristics in Managment Case Study Example | Topics and Well Written Essays - 750 words

Characteristics in Managment - Case Study Example Unlike other organisations that are hierarchical in their structures, power and control Google are vested in the employees. The employees are treated as equal and they are given the autonomy to make decisions in their operations. Innovative and creative ideas are generated when the employees are involved in the decision making process. A flexible working environment is fostered at Google given that it does not have a hierarchical structure. Work is delegated on the basis of the skills and knowledge of the employees. On behalf of the employees, it can be seen that this structure is very effective since they can interact freely. However, it is not sustainable since there is need for some form of formal authority in the organization such that its goals can be attained. Toyota is another good example of an organization with a flat organization structure. The employees are involved in the decision making process and they are motivated by this type of structure. The South West Airlines is another example of organization with a decentralised structure and the employees are given the autonomy to make decisions in their operations. They are highly motivated and they are productive in their tasks. 2. There are mainly two types of organizational structures namely tall and flat (Robbins, 1993). A tall organizational structure is hierarchical in nature and it follows a strict line of authority. On the other hand, it can be seen that a flat organizational structure is subdivided into different departments. Both structures have their own benefits to the organization depending on its core values and objectives. A tall structure is advantageous in that it is goal oriented. Management in the organization is from top to bottom and it is very efficient in terms of attainment of the goals. The decisions are made by the top management and these are mainly concerned with the attainment of the desired

Defining Interpersonal Communication Essay Example for Free

Defining Interpersonal Communication Essay When asked to distinguish interpersonal communication from communication in general, many people say that interpersonal communication involves fewer people, often just two. according to this definition, an exchange between a homeowner and plumber would be interpersonal, but a conversation involving parents and four children would not. although interpersonal communication often involves only two or three people, this isn’t a useful definition. Perhaps you are thinking that intimate contexts define interpersonal communication. using this standard, we would say that a couple on a first date in a romantic restaurant engages in more interpersonal communication than an established couple in a shopping mall. The best way to define interpersonal communication is by focusing on what happens between people, not where they are or how many present.In simple way, we can say that interpersonal communication is a distinct type of interaction between people. Barriers to Effective Interpersonal Communication One way of looking at communication barriers is to divide them into internal and external barriers, or environmental barriers. It is important to be aware of all the possible barriers to communication, and to consider how these can be overcome, so that effective interaction can take place either in business or at a personal level. Psychological Barriers Psychological barriers may include shyness or embarrassment. Sometimes, a person may present herself as being abrupt or difficult when she may actually be nervous. One persons stereotyped views of the other party or the group he belongs to may also provide a barrier to communication. If she is already prejudiced before meeting him, this will cause a barrier. Cultural Barriers Acceptable styles of communication vary between cultures. In some societies physical gestures are extravagant, and touch is more acceptable. In these societies, it is generally acceptable to hug and touch a persons arm when you are speaking to him. In other societies this would be unacceptable. Some religions have a taboo about members of the opposite sex communicating and particularly touching. Casual hugging and kissing would be completely unacceptable. Language Barriers A communication barrier may be present because the parties do not share a common language. Interpreters and translators may be used to good effect in these circumstances. If a person is deaf or visually impaired, this presents an obvious barrier that needs to be addressed prior to the meeting. Speech impediments or dysphasia as a result of a stroke or other brain problem can present a barrier. The use of jargon and over-complicated language creates barriers to communication. Environmental Barriers Environmental barriers to communication can include noise and lack of privacy. An environment which is too hot or cold will not be conducive to effective communication. Some places of business are busy with many distractions, such as constantly ringing telephones and other messaging systems. Three internal barriers that could affect your communication * Negative emotions * Low self-esteem * Lack of commitment The negative emotions from previous experiences, if not released, continue to hunt us and get expressed when we expect less. They are triggered by similar situations that show up in our life, without consciously recognizing them. Did it occur to you to get upset or raise the tone of your voice for something that†¦ was not really a big deal? It could be one of those situations, that triggered past emotions not released. As long as you don’t identify and release them, they could affect your interpersonal communication since others won’t really know from where your overreaction is coming from. Low self-esteem takes a huge toll on interpersonal communication. Not having the courage to express your ideas (because you believe they’re not worthy), could send a different message than the one you want to project. It might mislead other people, leaving them to believe whatever they want (which might be different from what you want). Low self-esteem could also show up as lack of confidence, or by not taking responsibility for your own actions. Do I have to mention the impact on the interpersonal communication?! Who would like to spend more time or collaborate with someone who doesn’t take responsibility for his actions? Or who does not trust himself, and is waiting for help all the time? Lack of commitment comes usually from not knowing what you want, or from not having the courage to take the right actions. Lack of commitment plays a huge role in interpersonal communication, since its so easy to spot it†¦ and no one likes it. How to communicate effectively with someone who is not committed, who doesn’t pay attention or simply ignores you? If you found yourself at least once in the situations listed above, when do you think it’s the best time to work on your own issues: when a similar situation occurs? or in advance, so you are better prepared to communicate more effectively in any situation?

How Does Exodus Story Reflect Gods Presence Religion Essay

How Does Exodus Story Reflect Gods Presence Religion Essay In many ways the narrative of Exodus Chapters 1-15 may be considered the birth story of Israel as a people. The book of Exodus opens with Israel suffering oppressively as slaves in Egypt, but in the end of the story (Exodus 14-15), the hand of God delivered them through the Reed Sea to a new life beginning at Mt. Sinai where they will become Gods covenant people. 1 1 Bruce C. Birch, Walter Brueggeman, Terence E. Fretheim David L. Petersen A Theological Introduction to the Old Testament Nashville, TN: Abingdom Press, 1999. P. 93 Verses 1à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ6 sum up the history of Israel as a clan, as described more thoroughly in Genesis chapters 12à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ50. These six verses remind us that all that is going to take place in Exodus is directly related to what has gone before as described in Genesis. The curse of God in Genesis 3 included hard toil, which is surely the lot of Israel in Egypt. The salvation of mankind, as promised also in Genesis 3, was through the birth of a child. So too it was through the birth of a child (Moses, Exod. 2) that God provided a deliverer for His people. As men strove to provide themselves with security and significance by the building of a city and a tower, using bricks and mortar, so Egypt sought to secure herself by forcing the Israelites to build cities with bricks and mortar (compare Gen. 11 with Exod. 1:14; 5:1). Most importantly, this portion of the introduction to the Book of Exodus (Exod. 1:1à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ6) links the existence and rapid growth of Israel as a nation to the covenant that God made with Abraham (Gen. 12:1à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ3), which He reiterated to the patriarchs (Gen. 26:2à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ5, 24; 28:13à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ15). The close of the Book of Genesis anticipated the situation existing at the opening of the Book of Exodus. A numerous people had developed from the twelve sons of Jacob. The Land had been promised to Abrahams descendants to be occupied when a people sufficient to inhabit and control it was ready. Exodus is the account of the final stage toward that readiness. It is the book of the birth of two special sons: Moses, the son of a couple from the tribe of Levi (2:1-2), and Israel, the firstborn son of the Most High God. Having become a numerous people, God brings forth a fledgling nation, created by His sovereign grace and cared for out of His steadfast love (1:1-18:27). The Exodus from Egypt constitutes the birth of Gods Son-Nation (1:1-15:21). Israel had been segregated in the land of Goshen as part of the divine plan for creating a unique people from the descendents of Abraham (Gen. 46:28-34) and had become a basically homogeneous entity over the course of the 430-year sojourn in Egypt. Harsh treatment by a Pharaoh unsympathetic to the children of Israel hurried the crisis that would result in their expulsion from the womb of Egypt. Yahweh for his part provides and prepares his deliverer for the eventual deliverance of the nation from Egyptian bondage (2:1-4:31). At this point the birth of the deliverer, Moses, becomes the focus of the book. Moses is cast out by his mother and then taken in by none other than Pharaohs daughter. As Egypt had been used providentially to care for the clan of Abraham so the King of Egypt would afford a Hebrew child the best that the country had to offer in terms of upbringing and education (2:1-10). However, before Moses could lead Israel out of Egypt he himself had to experience exile as he fled from a fearful Pharaoh until God is ready to deliver His people from under a hostile, oppressive king (2:11-4:17). Finally, Moses is appointed as Israels deliverer (3:1-4:17). The appointment of Moses to his task occurs in three phases. All three stages were necessary in order to galvanize this 80 years old man to act on behalf of the LORD God of his fathers (3:15). First, Moses is confronted with the holiness of Yahweh at the burning bush as the mountain of God (3:1-5). Secondly, Moses is asses of the loyal love of Yahweh for his people and called to participate in it (3:6-10). The third phase consisted of Yahweh dispelling four objections that Moses raises regarding his own inadequacy for the task (3:11-4:17), each objection being countered by some aspect of Yahwehs person or purpose. Finally, Aaron is appointed as Moses Spokesman (4:14). By divine revelation God instructed Aaron to meet Moses in the wilderness (4:27). They met on the holy mountain of God. Where Moses had to share the most recent events of his life, especially his encounter with God at the burning bush, the commission he had been given to deliver Israel, and the part which Aaron was to play in it all. Together they both went back to Egypt to petition Pharaoh for the release of Yahwehs firstborn Israel (4:18-31). This image underscores the fact that the nation of Israel already existed in relationship to God. The impact of Gods presence can be seen in the shown down of the ten plaques as well as the crossing of the Reed Sea. Upon Pharaohs first refusal to let Israel go Yahweh reveals his plans for judging unbelief and encouraging the faith of the Israelites (5:1-6:1). God was about to reveal himself in the characteristic embodied in the name YHWH. The purpose of the first encounter was realized, and life got tougher. However, Israel was not yet ready to take YHWH at his word (6:9). With Moses and Aaron already being stretched in their faith, the Lord reissues the command to go to Pharaoh and demand release for Israel (6:10-11). When they object, the Lord restates his expectations (6:13) along with an explanation of his strategy (6:28- 7:7). As one who stands in the place of God to Pharaoh (7:1) Moses will have a ringside seat to the struggle of the unbelieving heart. It is through the stubbornness of this Pharaoh that Yahweh will effect deliverance to Israel, and manifest himself to the w hole nation of Egypt (7:4-5). Moses and Aaron did respond to the revelation of Gods plan and submit to his command (7:6). In the second encounter with Pharaoh Moses announces plagues against the land and its gods in order to secure Israels release (7:8-10:29). The plagues against Egypt were miraculous interventions of the sovereign God of the universe. They were designed to demonstrate the uniqueness of the God of Israel and to deliver the people of Israel from their oppressive hosts. The whole pantheon of Egyptian gods, not least of which was the Pharaoh himself, was being shown to be impotent in the presence of the God of Israel. Finally, Moses last encounter with Pharaoh was the announcement of the plague of the death of all Egypts firstborn, along with the institution of the Passover (11:1-12:36). The tenth plague is set apart from the nine because it is the decisive act of judgment against Pharaoh and the Egyptians, and also it would hold special historical and theological significance for Israel throughout their history through its association with the Passover (12:1-28). The Hebrews calendar woul d now name this as the first month (12:2). The feast would be an everlasting memorial of redemption (12:14) and would remind the nation that her oppressor had been judged for its unbelief (12:23, 27). In addition the associated feast of Unleavened Bread would remind them of their deliverance in haste from Egypt unto a prolonged experience under the blessing of Yahweh. Redemption by blood (from the guilt of sin) on the night of Passover would be matched by redemption by power (from the death of slavery) at the Reed Sea. As promised, the tenth plague is inflicted and the firstborn of man and beast dies (12:29-30) forcing Pharaoh to comply with Yahwehs command, with the consent of the rest of the Egyptians (12:31-36). Though the physical exodus of the people is not really completed at this point, the narrative recounts the first movement of the nation (12:37). Before resuming the actual exodus narrative, additional material is communicated, from the Lord to Moses (12:43-13:2) and from Moses to the people (13:3-16) concerning the Feasts of Passover and Unleavened Bread, and the sanctification of the firstborn. These become the memorials of Israels redemption from Egypt. Having been sparred in the Passover by the blood of the lamb, Israel experiences the completion of her deliverance out of bondage by the power of God as he destroys the pursuing Egyptians (13:17-15:21) portraying him as a divine warrior (15:3) in their song of liberation. Finally, in assessing how God dealt with the characters in the narratives, He chooses Joseph to begin Israels migration to Egypt (Gen. 50:19-20; Exodus 1:5); Pharaoh King of Egypt so as to demonstrate his sovereignty (1:8); Shiphrah and Puah to disregard the Pharaohs decree (1:15); Jochebed to birth Moses (2:2); hide him (2:3) and nursed him (2:9); Pharaohs daughter to adopt and raise Moses (2:5-10); Miriams to keep watch over Moses (2:4); Moses as Israels deliverer (3:10); Aaron as Moses spokesman (4:14); Zipporah, Moses wife to perform circumcision on their son to save Moses from the wrath of God (4:25-26); and Jethro, Moses father-in-law to confess that Yahweh is Supreme (18:9-12). The statement about God hardening Pharaohs heart is often characterized as unfair on the part of the Divine Sovereign with respect to allowing for repentance and faith (4:21; 7:3; 9:12). However, it must be observed that Pharaoh hardened his own heart at least seven times (7:13, 14, 22; 8:15, 19, 32; 9:7) before the Lord took similar action (9:12). Pharaoh was responsible for his own unbelief and therefore fell under the righteous judgment of God. The Lords hardening of Pharaohs heart (after the monarchs unbelief was settled) served to heighten the judgment of the plagues so as to more effectively display His own power and majesty, which in the long run may have actually brought others to repentance. ____________________________________________________________________________

The War Between The Classes :: essays research papers fc

The War Between the Classes By (Your Name Here) The War Between the Classes is an excellent book written by Gloria D. Miklowitz. It is about a high-school class that plays the â€Å"Color Game†. In the game, there are four social classes which are represented by armbands: Blues – highest, richest; Dark Greens – upper-middle class, semi-rich; Light Greens – lower-middle class, semi-poor; Oranges – lowest class, very poor. To further split up the classes, there are the superior sex, Teks(females), and the inferior sex, No-Teks(males). There are also groups of Color Game â€Å"policemen†, which are older students who played the game in previous years. They record the students’ activities, and record any good or bad behavior, which can result in demotions or promotions. The Color Game runs like this: Lower classes, or No-Teks, must bow when they meet eyes with a higher class, or Tek. Higher classes can give orders to lower classes. Lower c lasses may not speak to a higher class unless spoken to, and can only reply in a short answer. You must have your armband and journal with you at all times. The main character in this book is Emiko â€Å"Amy† Sumoto. She comes from a Japanese family, and her parents believe she should keep the family going by marrying a Japanese boy. Instead, she is interested in a rich, white boy names Adam, which is the opposite of her. In the Color Game, all the Latinos in the class turn out to be high colors, and rich whites end up as lower colors, which are all planned out by their teacher. Although she is used to being treated as a lower person in real life, along with the rest of the Latinos, she doesn’t feel right with the power she has, being one of the most powerful people in the class. She decides to try and unite all the colors to an equal rank. After being demoted from Blue to Orange with Adam, she plans to post â€Å"Unite All Colors† posters all over the school, a nd make quad-colro armbands for all students to wear. Finally she succeeds in doing this, and unites the whole school as one. My favorite part of this book is when Amy and her friend Juan sneak into the school at night and post the posters all over the school. I like this part because it sounds very fun to do, and it’s the only actual action part or the book.

Compare and contrast your way of life with that of your parents. Essay

Compare and contrast your way of life with that of your parents. Which way life do you think would be more satisfying to future generation? Nowadays, people have been changed the way they live. To compare between my age and my parent, there are differences ideas in the job preferences and the success of life. Both of People who born in generation X and Y prefer to work with a reputation company than a small company, however, generation X people are likely to hop to many companies than generation Y. Obviously, people in my parents age are more loyal to the company than we are. This is because our parents are lacking of new information while, in our generation, there are the invention of communication technology. For example, we can assess new information across the world easily. Therefore, we are up to new ideas every day. Moreover, the advance of new technology makes people think that everything is possible. Thus, new generation tends to quit a job and prefer to be own boss more than old generation. Another different perspective between new and old generation is the pursuit of life. In our parent age, people tend to get married and built the family at young age, whereas nowadays people are more likely postpone their marriage life. New generation think that they suppose to be success in financial aspect before getting married. This information is supported by the statistics that show the proportion of children population declines while the proportions of elderly are higher. In conclusion, I think there are advantage and disadvantage in both the way our parents and our way of life. To illustrate, the old generation are more patience and going to on their path, while the new generation looks like getting bored with everything easily. If the next generation brings the pros from previous generations to utilize, they would be pass through the obstacle and doing what they love.

Paper Ib

REVISION 2 (56 Marks) IB Standard level Biology Dulwich College Shanghai Topic 3: Chemistry of Life 3. 1Chemical elements and water 3. 1. 1State that the most frequently occurring chemical elements in living things are carbon, hydrogen, oxygen and nitrogen. 3. 1. 2State that a variety of other elements are needed by living organisms, including sulphur, calcium, phosphorus, iron and sodium. 3. 1. 3State one role for each of the elements in 3. 1. 2. 3. 1. 4Draw and label a diagram showing the structure of water molecules to show their polarity and hydrogen bond formation. 3. 1. Outline the thermal, cohesive and solvent properties of water. 3. 1. 6Explain the relationship between the properties of water and its uses in living organisms as a coolant, medium for metabolic reactions and transport medium. 3. 2Carbohydrates, Lipids and Proteins 3. 2. 1Distinguish between organic and inorganic compounds. 3. 2. 2Identify amino acids, glucose, ribose and fatty acids from diagrams showing their structure. 3. 2. 3List three examples of each of monosaccharides, disaccharides and polysaccharides. 3. 2. 4State one function of glucose, lactose and glycogen in animals and of fructose, sucrose and cellulose in plants. . 2. 5Outline the role of condensation and hydrolysis in the relationships between monosaccharides, disaccharides and polysaccharides; between fatty acids, glycerol and triglycerides; and between amino acids and polypeptides. 3. 2. 6State three functions of lipids 3. 2. 7Compare the use of carbohydrates and lipids in energy storage. Paper 1 Multiple Choice (7 Marks) 1. Which is not a primary function of protein molecules? A. Hormones B. Energy storage C. Transport D. Structure 2. Which of the following could be a function of a membrane protein? A. Energy storage B. Enzymatic activity C. Oxygen uptake D. Thermal insulation 3.What is the maximum number of fatty acids that can be condensed with glycerol? A. One B. Two C. Three D. Four 4. What is a role of carbohydrates in animal cells? A. As channels for passive transport B. As enzymes C. As energy storage D. As components of the animal cell wall 5. Which of the following terms correctly describe the molecule below? I. Monosaccharide II. Ribose III. Carbohydrate A. I only B. I and III only C. II and III only D. I, II and III 6. What causes water to have a relatively high boiling point? A. Hydrogen bonds between water molecules B. Hydrogen bonds between hydrogen and oxygen within water molecules C.Cohesion between water molecules and the container in which the water is boiled D. Covalent bonds between hydrogen and oxygen within water molecules 7. Identify the atoms and ions from the table below. AtomsIons A. H+Na+OH–Cl– B. FeKCH3COO–H2O C. FeH2OCa2+N3 – D. NaCI–NO3 – Paper 2 Section A Data Analysis (7 marks) 1. Scientists have long been concerned about the effect of heavy metals in foods that we eat. Aquatic filter feeders including bivalves, such as musse ls and oysters, are especially prone to accumulation of heavy metals. Calcium is taken into bivalves through protein channels, but other non-essential elements may also be taken in.To investigate the relationship between the uptake of calcium and other elements, the bivalves Hyridella depressa and Velesunio ambiguous were placed in solutions containing ten times the normal level of calcium (Ca). The elements manganese (Mn), lead (Pb), cadmium (Cd) and cobalt (Co) were also present in the solutions at normal concentrations. The results are shown below. [Source: Reprinted from Markich Scott J. and Jeffree Ross A. , â€Å"Absorption of divalent trace metals as analogues of calcium by Australian freshwater bivalves: an explanation of how water hardness reduces metal toxicity†, Aquatic Toxicology (August 1994), vol. 9, issue 3–4, pp. 257–290,  © 1994 with permission from Elsevier] ? (a)(i)Outline the effect of increasing calcium levels in the water on calcium level s in the tissue of the bivalves. (1) (ii)Outline the effect of increasing calcium levels in the water on metals other than calcium in the tissue of the bivalves. (1) (b)Suggest reasons for the effects of calcium on the levels of the other metals in the tissues. (2) (c)Evaluate the implications of these results for monitoring water quality in regions where bivalves are harvested. (3) Paper 2 Section A Short Structured (20 Marks) 1.The complex structure of proteins can be explained in terms of four levels of structure, primary, secondary, tertiary and quaternary. (a)Primary structure involves the sequence of amino acids that are bonded together to form a polypeptide. State the name of the linkage that bonds the amino acids together. (1) (b)Beta pleated sheets are an example of secondary structure. State one other example. (1) (c)Tertiary structure in globular proteins involves the folding of polypeptides. State one type of bond that stabilizes the tertiary structure. (1) (d)Outline th e quaternary structure of proteins. (2) 2.State one named example of a fibrous protein and one named example of a globular protein. (2) 3. State two functions of proteins with a named example of each. (2) 4. Lipids are essential nutrients that must be included in the diet. (a)State one food rich in lipids suitable for a vegan diet. (1) (b)Outline two functions of lipids in the body. (2) (c)Discuss the possible health problems associated with diets rich in lipids. (4) 5. Living organisms produce a wide variety of organic compounds. (a)Define the term organic. (1) Organic compounds are made of chemical elements, which are therefore essential to living organisms. b)State the three most commonly occurring elements. (1) (c)Some organic compounds contain other elements. State one substance, or group of substances, that contains (i) nitrogen, (ii) phosphorus. (2) Section B Extended Response (22 Marks) 1. Outline the role of condensation and hydrolysis in the relationship between amino acid s and dipeptides. (4) 2. Explain the secondary and tertiary levels of protein structure. (4) 3. Describe why carbohydrates and lipids are used as energy stores. (6) 4. Explain, with reference to its properties, the significance of water as a coolant, a means of transport and as a habitat. (8)