Supply Chain Management Essay Example | Topics and Well Written Essays - 2250 words - 2

Supply Chain Management - Essay Example n that health care units are normally used by upper class people of high income groups (HIG) who are health conscious and wish to remain fit and trim. It could be used by children, adolescents, men and women and also elderly people. In the case of prospective location, Newcastle in UK, it is seen that percentage population above age of 60 years is 18.7%. Again, children within 18 years constitute 18.3% of the population. (Newcastle upon tyne central 2007). It is seen that in the context of current competitors’ charges, in most cases the prices are more or less equal for fitness services rendered, through use of machines or physical training, swimming pools, etc. Coming now to the second part of the question, it could be said that the main duty of a Geographical Information System (GIS) is to store, analyze, manage and present data which is connected with location. â€Å"Geography plays a role in nearly every decision we make. Choosing sites, targeting market segments, planning distribution networks, responding to emergencies, or redrawing country boundaries—all of these problems involve questions of geography.† (What is GIS). It is necessary that information needs to be associated with locations. Thus the latter plays a very determinant part in business strategy for bonding with customers or setting new plants. Again it is seen that Choosing a site, targeting a market segment, planning a distribution network, zoning a neighbourhood, allocating resources, and responding to emergencies—all these problems involve questions of geography. (Geography matters 2008). It is believed that retail business of the kind carried out by Tesco could greatly benefit by GIS. â€Å"Businesses maintain information about sales, customers, inventory, demographic profiles, and mailing lists, all of which have geographic locations. Therefore, business managers, marketing strategists, financial analysts, and professional planners increasingly rely on GIS to organize, analyze,

Stylistic Devices in the Novel The Big Fish Essay

Stylistic Devices in the Novel The Big Fish - Essay Example To begin with, Wallace uses the first person narration technique to deliver his message to the audience. This is evidenced the first chapter of the novel in which the narrator’s father was born. As Edward narrates, his father was born during one of the worst summers, drought and famines that were experienced in the land. In his own words, he explains how his father was born at a time when there was a scarcity of food. He also illustrates his feelings about the birth of his father which he attributes to be a blessing since it occurred on a rainy and cloudy day. At the same time, William Bloom also uses first-person narration in the first chapter of the book to demonstrate the cordial relationship his father had with animals. He explains that cows and horses liked his father, and they followed him around; and chicken once laid a mysterious small brown egg on his lap. At one time, he says, â€Å"This is what is meant by last words: they are keys to unlock the afterlife. They're not last words but passwords, and as soon as they're spoken you can go.† This implies that all these could only be ascertained during the death of Edward. William Bloom also uses a lot of symbolism as indicated in chapter one of the Big Fish. The element of symbolism is seen when William equates his father to a big fish. This is used to symbolize that Edward Bloom is an intelligent and knowledgeable man. As a widely read person, he has a wealth of knowledge on philosophy, history, arts and other literary fields. Thus, his knowledge can not be compared to a librarian or any other person, but can only be compared to a big fish. Moreover, it symbolizes that he was a unique person who had an extraordinary ability to communicate to the animals. Therefore, symbolism helped Wallace to portray Edward as a mysterious person who could not be easily understood. In conclusion, the Big Fish is a well-written novel. By making a careful choice of literary devices and effectively using them, Wallace managed to bring  out an outstanding story.  

Job Satisfaction in Hospitality Industry Essay Example for Free

Job Satisfaction in Hospitality Industry Essay Turnover intention The purpose of this study is to investigate the antecedents (i. e. , role ambiguity and con? ct, burnout, socialization, and work autonomy) and consequences (i. e. , affective and continuance commitment, absenteeism, and employee turnover intention) of employee job satisfaction. Data obtained from a sample of 671 respondents drawn from 11 international tourist hotels in Taiwan were analyzed with the LISREL program. According to the results, role con? ict, burnout, socialization, and work autonomy, but not role ambiguity, signi? cantly predicted job satisfaction. In addition, job satisfaction signi? cantly contributed to psychological outcomes in terms of organizational effectiveness (i. . , greater affective and continuance commitment and lower employee turnover intentions). ? 2009 Elsevier Ltd. All rights reserved. 1. Introduction 1. 1. Background In the competitive and people-oriented business environment characterizing the modern hospitality industry, frontline employee performance represents a crucial component of service. Better employee performance yields greater guest satisfaction and loyalty. Moreover, frontline employees in the hospitality industry seem to be underpaid and to suffer job-related stress (Weatherly and Tansik, 1993; Karatepe and Sokmen, 2006). An appropriate quality of service includes employee attitudes and behaviors that meet customer expectations. Consequently, employee job satisfaction is a necessary contributor to meeting such expectations (Rust et al. , 1996; Kim et al. , 2005; Karatepe and Sokmen, 2006). The literature on job satisfaction covers an enormous territory with ambiguous boundaries, apparently as a result of the growing interest of academic researchers and managers in three perspectives on this domain. The ? rst views job satisfaction as an antecedent of organizational outcomes, e. g. business performance (Iffaldano and Muchinski, 1985; Schyns and Croon, 2006), employee turnover (Williams and Hazer, 1986; Griffeth et al. , 2000; Lam et al. , 2001a,b; Martin, 2004; Silva, 2006; Schyns and Croon, 2006), and organizational commitment (Chatman, 1989, 1991; Chatman and Barsade, 1995; Harris and Mossholder, 1996; Lowry et al. , 2002; Lam and Zhang, 2003; Martin, 2004; Taris et al. , 2005; Li, 2006; Silva, 2006) . The second treats job satisfaction as an outcome of organizational conditions, e. g. , leadership (Williams and Hazer, 1986; Schriesheim et al. 1992; Podsakoff et al. , 1996; Sparks and Schenk, 2001; Schyns and Croon, 2006), social support (Frone, 2000; Liden et al. , 2000; Schirmer and Lopez, 2001; Schyns and Croon, 2006), and task characteristics (Seers and Graen, 1984; Williams and Hazer, 1986; Stepina et al. , 1991; Dodd and Ganster, 1996; Schyns and Croon, 2006). The third examines job satisfaction in terms of the temperament of employees, which is affected by individual traits (Judge et al. , 1998, 2000; Dormann and Zapf, 2001; Judge and Bono, 2001; Schyns and Croon, 2006). 1. 2. Previous studies of job satisfaction in hospitality Previous studies on the antecedents and consequences of job satisfaction in the hotel industry have examined antecedents in terms of individual, organizational, and job-related factors. Much of the literature regarding individual factors in the hospitality industry has identi? ed salary, bene? ts, and marital status as contributors to employee turnover (Iverson and Deery, 1997; Pizam and Thornburg, 2000). For Chinese managers, job satisfaction was affected by the work environment, the nature of the job itself, and the rewards associated ith the job, but not by manager characteristics (Lam et al. , 2001a,b). Rewards, particularly those related to job security, emerged as an in? uential factor relating to job satisfaction. This study also indicated that high levels of job satisfaction resulted in low levels of turnover intentions among managers. Aziz et al. (2007) studied fast food restaurants and found that satisfaction with ? nancia l rewards minimized absenteeism and hence turnover rates. Martin (2004) and Silva (2006) applied a psychological perspective to a sample drawn from the hotel industry, using a correlation analysis to identify signi? ant relationships among job satisfaction, organizational commitment, employee turnover, and personality traits. Carbery et al. (2003) applied a hierarchical regression analysis to a sample of 89 hoteliers and showed that individual affective * Tel. : +886 935 927 138; fax: +886 7 238 3553. E-mail address: [emailprotected] Nkhc. Edu. Tw. 0278-4319/$ – see front matter ? 2009 Elsevier Ltd. All rights reserved. doi:10. 1016/j. ijhm. 2009. 11. 002 610 J. -T. Yang / International Journal of Hospitality Management 29 (2010) 609–619 commitment accounted for a signi? ant amount of variance in turnover intentions, that job satisfaction did not explain managers’ levels of commitment to a signi? cant extent, and that job satisfaction and affective, but not cont inuance, commitment were important factors in predicting the turnover intentions of employees. These ? ndings were also echoed by Iverson and Deery (1997). Second, at the organizational level, organizational support and socialization have been identi? ed as crucial factors in? uencing individual behavior. Cho et al. (2009) empirical study demonstrated that perceived organizational support and commitment negatively in? enced individual intentions to leave, but only the former positively affected intentions to stay. Young and Lundberg (1996) proposed that organizational socialization signi? cantly contributed to newcomers’ job performance, job satisfaction, and organizational commitment and hence to their intentions about leaving the organization. The study indicated that role ambiguity, role con? ict, and job burnout could be minimized by wellorganized orientation and training programs during the early stage of employment, and that this approach would increase the level of job satisfaction. A similar study also showed that socialization dif? culties negatively affected the organizational culture with respect to employee turnover (Iverson and Deery, 1997). Tepeci and Bartlett’s (2002) empirical study went one step further, implying that organizational socialization resulted in increased job satisfaction and intentions to remain in an organization. Subramaniam et al. (2002) empirically showed direct and positive relationships between variables measuring decentralized structures and organizational commitment among managers. Lam and Zhang (2003) surveyed 203 employees in the Hong Kong fast-food industry about their jobs. A multiple regression model showed that organizational commitment was correlated with and predicted by variables re? ecting training and development, job characteristics (including the extent to which a job is challenging, the sense of accomplishment associated with the job, the meaningfulness of the work, the friendliness of co-workers, and job security) and compensation and fairness. Job satisfaction was correlated with the ? st two factors. Subramaniam et al. (2002) found a direct and positive relationship between variables measuring managers’ needs for achievement and their organizational commitment to and use of a participatory budgeting process. Lowry et al. (2002), drawing on a sample of 454 employees working in registered clubs in Australia, show that job satisfaction signi? cantly affected organizational commitment and that formal training plans as well as empowerment and ? exible work hours were dominant factors in? uencing job satisfaction. Iverson and Deery (1997) and Silva (2006) presented empirical results showing that organizational commitment was connected with employee turnover, as mediated by job satisfaction. Kim et al. (2005) re? ned the aforementioned statistical relationship by applying structural equation modeling. Manageable levels of job stress should have a certain number of positive effects on individual and/or organizational behaviors. The most signi? cant empirical studies in this regard were conducted by Faulkner and Patiar (1997) and Iverson and Deery (1997). Zohar (1994) and Brymer et al. (1991) claimed that stress included three aspects of role con? ict and ambiguity: workload, decision latitude, and psychological stress. Faulkner and Patiar (1997) identi? ed ? ve sources of the job stress suffered by front-of? ce employees: ‘‘coping with of? ce politics, dealing with ambiguous situations, inadequate guidance from superiors, under-promotion, and staff shortages’’ (p. 110). This empirical study implied that these ? ve stressors should be eliminated to stimulate individual adaptive behaviors. Recent research conducted by Karatepe and Uludag (2007) with employees of Northern Cyprus hotels found that work–family con? ict did not signi? cantly contribute to job satisfaction or intentions to leave an organization. Karatepe et al. (2006a,b) and Kim et al. (2009) found that role con? ict and ambiguity were signi? cantly associated with job satisfaction, given sex as a mediating variable. The study conducted by Kim et al. (2007) implied that job burnout might increase rates of employee turnover. Employee turnover constitutes a critical issue for many hoteliers and academics. Some hoteliers view turnover as a part of the culture of the hospitality industry as a whole (i. e. , a so-called turnover culture). Hotel operations in Taiwan are also characterized by this sort of culture (Yang, 2008). Recent studies of the hotel industry in Taiwan conducted by Yang (2008) demonstrated that organizational socialization contributed to job satisfaction and commitment and minimized newcomer turnover intention. This study, applying a multiple regression analysis, showed that job satisfaction affected affective commitment and hence in? enced turnover intentions. Yang (2009) indicated that newcomers enjoyed observing and reading job-related information to learn how to perform tasks, implying that organizational socialization and job stress were correlated with job satisfaction. 1. 3. Justi? cation for and contribution of the study Although many empirical studies have focused on issues related to job satisfaction, organizational commitment, and employee turnover, many una nswered questions about the nature of job satisfaction seem to remain. One such unanswered question concerns the importance of different job factors, such as role stress and job burnout, in determining satisfaction. This empirical study attempts to explore the relationships among several components of the antecedents and consequences of job satisfaction. The main impetus for conducting this comprehensive and holistic study derived from the need to narrow three theoretical gaps. First, although prior studies have revealed the relationship between antecedents (i. e. , role stress, socialization, and burnout) and consequences (i. e. organizational commitment and employee intentions to leave an organization) and job satisfaction, few studies have investigated the interactive effects of these variables within the context of a more inclusive model. Second, a great deal of the literature in the hospitality and tourism ? eld shows a strong relationship between job satisfaction and organizational commitment, but few studies have examined this relationship by dis tinguishing affective from continuance commitment. Third, no empirical evidence about whether absenteeism mediates between organizational commitment and intention to leave has been presented. This study will contribute to a growing body of research on job satisfaction that illustrates the need to adopt a multi-faceted approach to the study of employee turnover intentions. It will also demonstrate the importance of considering not only the effects of job characteristics on job satisfaction, but also the effects of job satisfaction on organizational commitment, absenteeism, and turnover intention. 1. 4. Purpose of the study The study focuses on interactions among employees in hotels in Taiwan and empirically examines the effectiveness of an integrated understanding of applied psychology that includes organizational socialization. The purpose of this research is to explore (1) the effect of role stress, burnout, socialization, and work autonomy on job satisfaction; and (2) the situational relationships among job satisfaction, individual commitment to organizations, absenteeism, and employee turnover intentions. 2. Hypotheses development This study aims to recast our perspective on job satisfaction by applying organizational theories pertaining to job stress, burnout, J. -T. Yang / International Journal of Hospitality Management 29 (2010) 609–619 611 socialization, and work autonomy. These factors contribute to job satisfaction, and hence to organizational effectiveness, in terms of organizational commitment, absenteeism, and employee turnover intentions. 2. 1. Job satisfaction Job satisfaction can be viewed as ‘‘the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating the achievement of one’s job values’’ (Locke, 1969, p. 316). Early comprehensive empirical research conducted by Porter and Steers (1973) and Muchinsky and Tuttle (1979) showed a negative relationship between job satisfaction and employee turnover intentions. Some studies (e. g. , Steers, 1977; Wanous et al. 1984; Lo and Lam, 2002) have found a signi? cant relationship between job satisfaction and organizational commitment. Williams and Hazer (1986) demonstrated that job satisfaction could be predicted by pre-employment expectations, perceived job characteristics, leadership considerations, and age. Job satisfacti on signi? cantly and positively contributed to the outcomes of organizational commitment, which reduced employees’ intentions to leave and subsequently resulted in decreased turnover. Recent research on the restaurant industry conducted by Lam et al. (2001a,b) reported that the relationship between job satisfaction and job tenure ? a U-shaped model. When people entered an organization and/or job, job satisfaction decreased when job expectations were not met. At times, ‘‘reality shock’’ (Hughes, 1958) occurred. After such an experience, employees adjusted their expectations according to the reality of the job. During the course of this transition, job satisfaction increased when jobrelated expectations were reached. Rayton’s (2006) empirical research revealed that perceived levels of job reutilization and higher levels of work involvement, pay satisfaction, managerial support, and career opportunities were signi? ant determinants of employee jo b satisfaction. 2. 2. Role stress All employees, from senior managers to frontline personnel, can suffer from job stress (Ross, 1997). Human resources managers face a great challenge in attempting to ameliorate employee job stressors (Ngo et al. , 2005). Ngo et al. (2005) characterized role stressors in terms of role ambiguity, role con? ict, role overload, and work–family con? ict. These stressors can lead to such personal reactions as employee burnout, job dissatisfaction, and intentions to leave an organization. According to Karatepe and Sokmen (2006), role con? ict refers to situations characterized by incompatible demands in which employees feel obliged to attend to different individuals (e. g. , managers, colleagues, and customers) simultaneously; on the other hand, role ambiguity also refers to the experience of not having (or receiving) the information necessary for pursuing jobrelated tasks in the workplace. Much relevant research (e. g. , Brown and Peterson, 1993; Almer and Kaplan, 2002; Perrewe et al. , 2002; Siu et al. , 2002; Firth et al. , 2004; Ngo et al. 2005; Karatepe and Sokmen, 2006) has empirically con? rmed the association of a variety of work stressors, including role ambiguity and role con? ict, with lower job satisfaction, increased job-associated tension and anxiety, less affective commitment, lower work involvement, and poor job performance (Sohi, 1996; Karatepe and Sokmen, 2006), leading to intentions to resign. Accordingly, the following hypotheses are proposed: Hypo thesis 1. Role ambiguity negatively affects job satisfaction. Hypothesis 2. Role con? ict negatively affects job satisfaction. 2. 3. Burnout Gill et al. (2006) de? ed burnout as ‘‘a syndrome or state of physical, emotional, and mental exhaustion, as well as cynicism towards one’s work in response to chronic organizational stressors’’ (p. 471). Pienaar and Willemse (2008) demonstrated that burnout might be caused by unfair pay systems, imbalance between pay and work-related effort, and lack of organizational support, career advancement, and recognition by superiors. In addition, frontline hospitality employees sometimes encounter dif? cult interactions with demanding customers, and such experiences can also lead to emotional exhaustion and/or psychological burnout. Many empirical studies (e. . , Leiter and Maslach, 1988; Firth and Britton, 1989; Cordes and Dougherty, 1993; Turnipseed, 1994; Wright and Bonett, 1997; Etzion et al. , 1998; Maslach and Go ldberg, 1998; Van Dierendonck et al. , 1998; Gillespie et al. , 2001; Hsieh and Chao, 2004; Gill et al. , 2006; Pienaar and Willemse, 2008) have reported that burnout results in additional negative effects on individuals, including reduced satisfaction and lower levels of productivity. Burnout also impacts the organization and management by eliciting employee mistrust and discouraging teamwork. Thus, the following hypothesis is proposed: Hypothesis 3. Burnout negatively affects job satisfaction. 2. 4. Socialization Louis (1980) de? ned socialization as ‘‘a process by which an individual comes to appreciate the values, abilities, expected behaviors, and social knowledge essential for assuming an organizational role and for participating as an organizational member’’ (pp. 229–230). Socialization aims to alleviate the feeling of emotional vulnerability (e. g. , job uncertainty, ambiguity, anxiety, and stress) by strengthening the social interactions between newcomers and colleagues to accelerate newcomers’ learning and adjustment to a new environment (Kennedy and Berger, 1994).

Thoughts of Socrates, Plato, and Aristotle :: Ancient Greece Greek History

Thoughts of Socrates, Plato, and Aristotle Three Athenian philosophers flourish in Greece from 470 B. C. until 320 B. C. These philosophers were famous for their "schools of thought." The first of these is Socrates who lived from 469 until 399 B. C. He did not leave any writings behind; therefore, we know about his ways of thinking from those of whom he taught. His famous method of instruction called the Socratic method is still used today. In this method, the teacher allows students to use their own deductive reasoning to see things for themselves through a series of questions and answers. Unfortunately, many did not agree with Socrates teachings. He was accused of corrupting the youth in Athens and sentenced to death. One of Socrates most famous students, Plato, established a second school of thought. Flourishing around 400 B. C., Plato contradicted his teacher in that he left many writings, his most famous being The Republic. He believed that a higher world of unchanging forms and ideas existed. If a person knew these forms, then he knew the truth. These things, however, could only be achieved by a mind that had been properly trained. One of his idea forms was his vision of government. He did not trust the democracy. He felt that the highest rank should belong to the philosophers who were also kings, followed by the courageous, and ended with the rest of who must have desire. He established the Academy at which he taught Aristotle. The third school of thought was that of Aristotle (384-322 B. C.). He felt that form and matter were one, not two separate concepts. Based on his beliefs that the previous were not separable, he not unlike his teacher, tried to discover the best form of government. Thoughts of Socrates, Plato, and Aristotle :: Ancient Greece Greek History Thoughts of Socrates, Plato, and Aristotle Three Athenian philosophers flourish in Greece from 470 B. C. until 320 B. C. These philosophers were famous for their "schools of thought." The first of these is Socrates who lived from 469 until 399 B. C. He did not leave any writings behind; therefore, we know about his ways of thinking from those of whom he taught. His famous method of instruction called the Socratic method is still used today. In this method, the teacher allows students to use their own deductive reasoning to see things for themselves through a series of questions and answers. Unfortunately, many did not agree with Socrates teachings. He was accused of corrupting the youth in Athens and sentenced to death. One of Socrates most famous students, Plato, established a second school of thought. Flourishing around 400 B. C., Plato contradicted his teacher in that he left many writings, his most famous being The Republic. He believed that a higher world of unchanging forms and ideas existed. If a person knew these forms, then he knew the truth. These things, however, could only be achieved by a mind that had been properly trained. One of his idea forms was his vision of government. He did not trust the democracy. He felt that the highest rank should belong to the philosophers who were also kings, followed by the courageous, and ended with the rest of who must have desire. He established the Academy at which he taught Aristotle. The third school of thought was that of Aristotle (384-322 B. C.). He felt that form and matter were one, not two separate concepts. Based on his beliefs that the previous were not separable, he not unlike his teacher, tried to discover the best form of government.

Interpersonal Skills Essay

Interpersonal skills are very important to have and develop in life, they are the foundation to the relationships we make throughout our existence. We are interacting with people on a daily basis, even if for a brief moment in time and, those interpersonal skills are the tools we need to make those interactions as positive and effective as possible. This is especially true with our workplace interactions. Throughout our work experience, we will constantly collaborate and interact with others on all aspects of work in order to get the job done. There are many different dimensions of interpersonal skills that include verbal and non-verbal communication, effectively delivering feedback and being open to accepting constructive criticism, efficiently dealing with disagreements, and understanding how technology has an effect on theseskills in the workplace. By understanding these types of interpersonal skills we can more positively influence and support each other, create an encouraging work environment and collectively work together to thrive in our employment. These interpersonal skills will determine our degree of success in the workplace. Furthermore, the absence of these interpersonal skills will hinder our other talents and knowledge and result in a dysfunctional work environment. Interpersonal Skills When thinking of a person we like to be around, it can be difficult to pinpoint the exact reasons why we enjoy their company. A common reason is that they are good communicators. It’s easy to talk to them, they relate well to you, they have a positive attitude and are generally pleasant to be around. Similarly, we all know someone who has difficulty communicating with others. Maybe it’s your coworker, a longtime friend, the clerk at your favorite store or a family member. Everyone is different and interpersonal communication skills vary depending on how well they are in tune with themselves and others. Interpersonal communication is simply the way people communicate with each other (Interpersonal Skills, 2013). Whether interactions are of a social or professional nature, having good interpersonal skills will improve those interactions. The messages sent to others while communicating are both verbal and nonverbal (Adler, 2010). The words being spoken, the listener’s perception of their meaning, the body language of the communicators involved and the environment where the communication is happening are factors of interpersonal communication (Adler, 2010). With all of these moving parts it’s easy for misunderstandings to occur. Often times there is a disconnection between what a speaker actuslly says, what the speaker intended to say and the meaning the listener applies to what the speaker said (Adler, 2010). Linguistic theorists C. K. Ogdfen and I. A. Richards are famous for creating the triangle of meaning. This model shows that there is no direct relationship between an idea, process or other referent and the word (or other symbol) used to represent it. Rather, the pathway to understanding – or misunderstanding – passes through the mind of the sender or receiver. (Adler, 2010, p. 92) Speaking with clarity and removing equivocal terms, or terms with two different, but equally acceptable meanings is one way to mitigate inevitable misunderstandings (Adler, 2010). By eliminating the use of slang in a professional setting and being cognizant of the use of jargon communicators can also help to reduce misunderstandings (Adler, 2010). There is an appropriate place and time for everything and being aware of the audience and how messages will be received can keep verbal messages on a direct path of understanding to the listeners. Nonverbal communication often affects the way information is received more than verbal messages because, as the timeless phrase tells us, it’s not lways what you say, but how you say it that can leave a lasting impression. Nonverbal communication is anything other than the words coming out of your mouth (Adler, 2010). If your boss has a slouched posture and disinterested expression on their face, this may make an employee feel discouraged about bringing forth important concerns. If a colleague is making poor eye contact and constantly checks their watch, this may a message of disinterest to a coworker. People that often encroach upon others’ personal space can find that this affects the attitudes of others towards them. Most times you cannot control if your intended verbal message is received properly, but you can control if you are fidgeting and the amount of focus you are portraying to anyone you communicate with. Verbal and nonverbal communication skills go a long way towards improving overall interpersonal skills. One can improve their interpersonal skills and facilitate optimal communication by developing better networking, team work and leadership qualities (Interpersonal Skills, 2013b). Networking skills are exemplified when an individual is self-confident, communicates effectively and never stops building connections in their personal and professional networks (Interpersonal Skills, 2013b). People with great interpersonal skills can easily act as the ‘go-to’ person in their social circle or professional organization. They can connect the dots for others because they relate well to others and move through various interpersonal environments effortlessly. Collaborating well with others and working towards a common goal illustrates good team work. Individuals with interpersonal prowess cooperate with others to achieve the group’s goals. They value the ideas and contributions of each team member by actively listening and encouraging each and every team member to participate. Strong leadership skills require highly developed interpersonal skills. A leader with confidence, an open mind and who readily gives due praise can motivate others to work harder and achieve more (Adler, 2010). Using one’s expertise to delegate appropriately and mentor those who need it are natural characteristics of a leader (Interpersonal Skills, 2013b). Poise, grace and charisma also play a large part in the impression left after any interpersonal interaction. Those with robust interpersonal communication skills understand not only themselves, but also those around them with a fluid flow of cause and effect.. Dealing with Criticism One cause for communication that relies heavily on interpersonal skills in order to attain a successful outcome is criticism. Dealing with criticism from any aspect can be tricky, if not handled in the right way this kind of conversation can quickly go awry very quickly. While giving and receiving praise is easy and pleasurable to manage, encountering criticism is inevitable. Whether speaking out about a complaint or being the one to receive another’s dissatisfaction, criticism can spread like a wildfire of negative emotion and can result in a workplace climate where people are defensive. With the right tools though, someone can effectively deliver and respond to constructive criticism as well as use that information to develop and grow more. Offering constructive feedback can be more stressful than receiving it, because we know that we may offend others by telling them something they may not want to hear. Anticipating the confrontational nature of the encounter is unnerving, but can be best minimized by having a good attitude, carefully planning the message and being well prepared in the delivery. A good attitude is imperative to fostering development in others, positively influencing work relationships, and most importantly, will also help make others feel more receptive to the constructive feedback you may have. The essence of a more positive attitude is respect†¦that comes from how we construct messages; how we speak and act can be more important that the words themselves, as well as paying close attention not only to what you say but also to your nonverbal behavior, including your vocal tone and facial expression, when expressing yourself. (Adler, 2010) In addition, part of having respect and demonstrating equality for others is showing a genuine concern for them and being honest in communicating, which also gives others a feeling of being valued and appreciated. Planning your constructive feedback content is also essential n making your message most effective, and minimizing a defensive reaction (Adler, 2010). â€Å"Organize your thoughts or the sequence of events that you would like to discuss†¦and might even wish to refer to note card†¦as it ensures you get the information correct and can offer the impression that you have carefully considered your comments† (Garne r, 2006). Your message should define the problem clearly with sufficient detail, stay concise, accurate and on topic. The message should address one topic so as to not overwhelm the receiver and potentially cause the individual to become defensive. A good idea, would be to include any ways in which the recipient will benefit from heeding your feedback. When receiving criticism, a respondent will be more accepting if their strengths and positive actions are acknowledged. Finally, the delivery of your feedback should be in a way that is most conducive to convincing the receiving individual. The use of descriptive statements, or â€Å"I† language, refocuses evaluative statements on the speaker instead of judging the other person because they clearly state the reason for bringing up the matter as well as the speaker’s feelings (Adler, 2010). Avoid using â€Å"you† statements that can very easily make the situation take a turn for the worse by making the individual defensive. Pay close attention to your nonverbal communication, so as to avoid demeaning the other person, such as speaking loudly, sounding condescending or pointing your finger (Adler, 2010). Finally when giving constructive feedback, it’s most important to deliver your criticism privately (Adler, 2010). There is nothing worse than feeling embarrassed and belittled, because you feel like you’re being scolded in front of others. Reacting in defense is very easy to come by when you’re on the receiving end of constructive criticism. â€Å"Receiving criticism can actually trigger the flight-or-fight response†¦feeling the desire to withdraw (flight) or retaliate (fight)† (Garner, 2006). Luckily, there are many strategies that can be implemented to help in listening non-defensively and might leave you more open to the feedback. Some strategies include recognizing your body’s physical response to criticism-prone situations, keeping an open mind, recognizing there may be truth in the criticism, and viewing it as an opportunity for personal growth. As you realize that you are being criticized you may feel your heart race a bit, your blood pressure rise, your mouth become a bit dry, and your skin temperature may change†¦however, it may be best to simply realize that these are somewhat instinctual responses and succumbing to them may not best serve your long-term goals† (Garner, 20 06). We learn something new every day from the people around us, especially in the workplace where there are a wide range of skills and knowledge spanning different departments (Adler, 2010). By keeping an open mind and listening thoughtfully, you may learn something useful. While it can be hard to listen sincerely when being criticized, asking for examples or clarification, paraphrasing and even keeping notes of your critic’s comments can give you something to do besides defend yourself†¦and will show your critic that you take his or her comments seriously† (Adler, 2010). Doing these things, they may allow you to be more open to recognizing there might be some validity in your critic’s feedback, especially if this is an opinion others may share. You must avoid excuses, rationalizations and blaming others so as to deviate from the situation. Being honest with yourself is most important and taking the opportunity to develop and grow will benefit you in the long run. It is both the critic and the recipient’s responsibility to work together as a team to focus on finding a cooperative solution that meets everyone’s needs. â€Å"The goal of critical communication is to ensure that there is a dialogue†¦important information may be missed that might help better assess the particulars of the situation† (Garner, 2006). Both party’s perspective should be heard with respect and with as much of a non-judgmental attitude as possible. New information can potentially be uncovered that may influence one’s view of the circumstances, that would otherwise remain undisclosed if the other’s case is not fully heard. Finding someone to place fault on is counterproductive and will not work for satisfying both individuals. A more gainful approach is focusing on finding an effective solution is most beneficial to everyone involved (Adler, 2010). The goal is not to have a winner and loser, but to have a mutual understanding about the topic and how things can change for the better (Garner, 2006).

Cross Cultural Communication Essay

A country that was annexed by another country is sure to have exchanged or been impacted culturally and in many other aspects. An excellent example of this could be the British India. India was ruled over by Britishers for almost 350 years. Therefore, many traits and systems in India today are derived from the time they were under the British rule. One of the most vivid illustrations of this is the schooling system and English as a medium language for teaching and learning. The number of English speakers in India is more than 125 million people (â€Å"Indiaspeaks,† 2010). Analyzing from the graph of Hofstede’s cross cultural dimensions of India and England, it is clear that both countries rank closely in two dimensions which are Masculinity and Uncertainty Avoidance. In terms of masculinity, both countries especially India, rank very closely to the neutral point. India scored 56 and United Kingdom scored 66. Even though India scored very close to the mid range, it actually is a very masculine country specially in terms of displaying success and power (â€Å"India,† n.d.). However, India is also a country with ancient spiritual history which involves richness of culture and traditions that were shaped by its main religion i.e., Hinduism. This often reigns in people from indulging in Masculine displays to the extent that they might be inclined to (â€Å"India,† n.d.). As for Britain, it is considered a masculine culture. Nevertheless, there is confusion among foreigners as to how can English people value modesty and understatement and at the same time be highly success driven (â€Å"United Kingdom,† n.d.). India scored 40 on Uncertainty Avoidance which means that the country has a medium low preference for avoiding uncertainty. It is due to the perception that nothing has to be perfect nor has to go exactly as planned. Indians have very high tolerance for the unexpected and is welcomed as a break from monotony (â€Å"India,† n.d.). They believe in the notion of adjustment and adaptation. Each situation or problem they face will be handled and taken care of differently. Their behaviors are usually influenced by circumstances. In this dimension the UK scored 35 which indicates that England has a low preference for avoiding uncertainty. According to Geert Hofstede, they are happy to â€Å"make it up as they go along† changing plan as new information comes to light. On the other hand, both countries do have interesting differences in their scores of Power Distance and Individuality. Power Distance is one main dimension where both countries have largest difference which is 42. Indian scored 77 whereas the UK scored only 35. India is strictly a large power distant society where hierarchy is appreciated and accepted. In this kind of society, inequality and centralization of power prevail. Privileges and status symbols are popular. People with no power or younger are not allowed to have a voice. Parents teach children obedience and children ought to treat parents with respect (â€Å"Hofstede,† n.d.) . Teachers are considered as gurus as well. An illustration of this can be seen from the ancient history of India where Gurus taught everything, right from academic to wisdom, to children and groomed them to be good human beings. In terms of business, subordinates are usually not consulted during decision-making. However, they expect to be told what to do. An ideal boss is a benevolent autocrat or good father (â€Å"Hofstede,† n.d.). The UK is a small power distance society. It is interesting to see Britain among one of the small power distance societies as Britain has a rich culture and heritage as well as the monarchy system where there are princes and princesses in the society. In small power distance like Britain, inequalities are minimized. Parents and children treat one another as equals. Teachers are experts who transfer academic knowledge and not life virtues. An ideal boss is a resourceful democrat who consults his subordinates while making any decision. Another dimension where both countries differ greatly in terms of their scores is Individuality. It is the degree of interdependence a society maintains among its members. It has to do with whether people’s self-image is defined as I or We (Hofstede, n.d.). India scored 48, therefore, it is a collectivistic society whereas Britain scored 89 which makes it a clear individualistic society. In collectivistic society, there is a high preference for belonging where individuals are expected to act in accordance with what other members of the group expect one to do. Behaviors and actions of people in this society are highly influenced by opinions of their family, relatives and members of their social network group. In contrast, in individualistic society, people are supposed to look after themselves and their direct family only (Hofstede, n.d.). British are highly private people, children are taught to think for themselves and make their own goals in life. The path to happiness is believed to be through personal fulfillment. Another interesting aspect of culture was looked into by Deborah Tannen who wrote a book called â€Å"Languages and Linguistics† where he explained a deep connection between culture and languages and how both are interrelated. One aspect that Tannen stated in his book is about Crosscultural Miscommunication which is about rising and falling intonation. For English, rising intonation means questioning and falling intonation reveals inconsiderateness and indifference which are rude and impolite. Problem arises when business deal or agreement is to take place because this is the most crucial time when contracts are to be signed and both parties definitely do not wish for anything to go wrong. However, just a drop of sound can change almost the whole scenario. It shows that speakers of different cultural backgrounds develop systematically different conventions for using and interpreting linguistic features (Tannen, 2005). Hence, it is very important for everybody, especially those who work in the service field to recognize this difference and work towards improving it. The last important aspect from Tannen’s theory is High involvement and High considerateness. Since Indian society is a highly collectivistic society, it is a high involvement society as well. People in the same area will consider their neighbors as their family members. This stands true at the time of crisis; people would gather and ask with concern about the story and offer suggestions and aid that they could provide. However, Britain is a private society where people are individualistic. They do not like to impose on other people’s business unless they are related or close to the person. Imposition can be taken as ill-mannered or rude in some circumstances. In conclusion, India and British are two completely different cultures that couldn’t have had anything in common if British hadn’t ruled India. Both countries adopted and shared some of the good values and characteristics with each other contributing to the development of quality of life and relationship between both to prosper. Without Hofstede’s dimensions and Tannen’s theories, cross cultural communication would still be difficult and this would hinder growth of business, tourism and cultural sectors of each and every country. Reference Hofstede, G. (n.d.). Dimensions. In Geert Hofstede. Retrieved March 17, 2012, from http://geert-hofstede.com/dimensions.html Hofstede, G. (n.d.). What about India. In Geert Hofstede. Retrieved March 17, 2012, from http://geert-hofstede.com/india.html Hofstede, G. (n.d.). What about the UK? In Geert Hofstede. Retrieved March 17, 2012, from http://geert-hofstede.com/united-kingdom.html Indiaspeak: English is our 2nd language [TNN]. (2010, March 14). In The Times of India. Retrieved March 17, 2012, from The Times of India website: http://articles.timesofindia.indiatimes.com/2010-03-14/india/28117934_1_second-language-speakers-urdu (n.d.). HOFSTEDE: Cultures And Organizations – Software of the Mind [Web log post]. Retrieved from http://westwood.wikispaces.com/file/view/Hofstede.pdf Tannen, D. (2005). Interactional Sociolinguistics as a resource for Intercultural Pragmatics. In Intercultural Pragnlatics (Vols. 2-2, pp. 205-208). Walter de Gruyter. Tannen, D. (2006). Language and culture. An Introduction to Language and Linguistics, 345-347. 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Aerobic vs. Anaerobic Processes

Aerobic vs. Anaerobic Processes All living things need a continuous supply of energy to keep their cells functioning normally and to stay healthy. Some organisms, called autotrophs, can produce their own energy using sunlight or other energy sources through processes such as ​photosynthesis. Others, like humans, need to eat food in order to produce energy. However, that is not the type of energy cells use to function. Instead, they use a molecule called adenosine triphosphate (ATP) to keep themselves going. The cells, therefore, must have a way to take the chemical energy stored in food and transform it into the ATP they need to function. The process cells undergo to make this change is called cellular respiration. Two Types of Cellular Processes Cellular respiration can be aerobic (meaning with oxygen) or anaerobic (without oxygen). Which route the cells take to create the ATP depends solely on whether or not there is enough oxygen present to undergo aerobic respiration. If there is not enough oxygen present for aerobic respiration, then some organisms will resort to using anaerobic respiration or other anaerobic processes such as fermentation. Aerobic Respiration In order to maximize the amount of ATP made in the process of cellular respiration, oxygen must be present. As eukaryotic species evolved over time, they became more complex with more organs and body parts. It became necessary for cells to be able to create as much ATP as possible to keep these new adaptations running properly. Early Earths atmosphere had very little oxygen. It wasnt until after autotrophs became abundant and released large amounts of oxygen as a byproduct of photosynthesis that aerobic respiration could evolve. The oxygen allowed each cell to produce many times more ATP than their ancient ancestors that relied on anaerobic respiration. This process happens in the cell organelle called the mitochondria. Anaerobic Processes More primitive are  the processes that many organisms undergo when not enough oxygen is present. The most commonly known anaerobic processes are known as fermentation.  Most anaerobic processes start  out the same way as aerobic respiration, but they stop  partway through the pathway because the oxygen is not available for it to finish the aerobic respiration process, or they join with another molecule that is not oxygen as the final electron acceptor. Fermentation makes many fewer ATP and also releases byproducts of either lactic acid or alcohol, in most cases. Anaerobic processes can happen in the mitochondria or in the cytoplasm of the cell. Lactic acid fermentation is the type of anaerobic process humans undergo if there is a shortage of oxygen. For example, long distance runners experience a buildup of lactic acid in their muscles because they are not taking in enough oxygen to keep up with the demand of energy needed for the exercise. The lactic acid can even cause cramping and soreness in the muscles as time goes on. Alcoholic fermentation does not happen in humans. Yeast is a good example of an organism that undergoes alcoholic fermentation. The same process that goes on in the mitochondria during lactic acid fermentation also happens in alcoholic fermentation. The only difference is that the byproduct of alcoholic fermentation is ethyl alcohol. Alcoholic fermentation is important for the beer industry. Beer makers add yeast which will undergo alcoholic fermentation to add alcohol to the brew. Wine fermentation is also similar and provides the alcohol for the wine. Which is Better? Aerobic respiration is much more efficient at making ATP than anaerobic processes like fermentation. Without oxygen, the Krebs Cycle and the Electron Transport Chain in cellular respiration get backed up and will not work any longer. This forces the cell to undergo the much less efficient fermentation. While aerobic respiration can produce up to 36 ATP, the different types of fermentation  can only have a net gain of 2 ATP. Evolution and Respiration It is thought that the most ancient type of respiration is anaerobic. Since there was little to no oxygen present when the first eukaryotic cells evolved through endosymbiosis, they could only undergo anaerobic respiration or something similar to fermentation. This was not a problem, however, since those first cells were unicellular. Producing only 2 ATP at a time was enough to keep the single cell running. As multicellular eukaryotic organisms began to appear on Earth, the larger and more complex organisms needed to produce more energy. Through natural selection, organisms with more mitochondria that could undergo aerobic respiration survived and reproduced, passing on these favorable adaptations to their offspring. The more ancient versions could no longer keep up with the demand for ATP in the more complex organism and went extinct.