Wednesday, January 29, 2020
Merger between EnviroTech an InterClean Essay Example for Free
Merger between EnviroTech an InterClean Essay First of all, I would like to take the time to say â€Å"thank you†to each one of you for your outstanding efforts, it has been very enjoyable to work alongside with each of you in contributing to the success of InterClean. You are all well aware of the strategic movement as announced by David Spencer is very near on the horizon. As this merger between InterClean and EnviroTech begins to unfurl I foresee that each of you will have a key role to play in making the transition as smooth as possible. As managers it is our duty to show our fellow co-workers and new team members why we have been successful. It is important to welcome the employees joining us from EnviroTech. The incoming employees from EnviroTech bring vast experience and proven track record that will help to move us in the direction we want to go. Combining two companies together is no easy task and this new endeavor will be challenging. Each individual will need to present his or herself in a positive manner. The main objective is to be positive about the changes that will take place. Also everyone shall commit to learning the new concept of â€Å"full-service solutions packages†(University of Phoenix, Week One Supplement, 2010). I urge each of you to be open to share your ideas as well as receive ideas from all of your team members, old and new. Keep in mind that this new concept will not be immediately rock-solid it will take, several tries an adjusting to create the best package to suit each of our clients. I am sure that some of you are not feeling comfortable with the upcoming transition and that is understandable. However, I again urge you to see the potential this acquisition can bring. The growth potential globally is enormous and you can each have a part to make it happen. Each of you will have an impact on your workers, and how each of you decide to carry yourself can either promote or bring down morale. I inspire each of you to press forward and lead your teams. You are all more than capable to produce results, so mentor your teams to produce even better results. I would also like to go over a few other important matters. These involve human resource issues because of the diverse work force we will gain by this merger. Obviously each of you will have several if not numerous new members joining your teams. It is very important and I cannot stress it enough just how important it is that you treat every employee the same. You cannot favor or give preference to the current InterClean employees over the incoming EnviroTech employees. Please exercise good judgment when addressing each newly acquired employee. Also when making selections for your teams an initially assigning tasks I suggest you seek input from myself, Carol our internal consultant, and the HR department. If you have any concerns please bring it to my attention immediately as well as to Carol and human resources. Be certain that the issue or concern is cleared up before moving forward. It is in the best interest of the company and for each of you to create an atmosphere that is warm, thriving yet peaceful, non-hostile, and safe. We all need t o value diversity and as Cascio put it â€Å"to manage diversity, there is no room for inflexibility and intolerance-displace them with adaptability and acceptance†(Cascio 2006, p. 125). Furthermore we will all be attending a full-day seminar on reengineering at Leeward Community College, please mark your calendars for Wednesday, December 1. I will send out a reminder along with the pertinent seminar information. If you are unable to make it on Wednesday, you will need to attend the Tuesday session, so let me know as soon as possible so I can make the change for you. I know you are all thinking, â€Å"What is reengineering?†â€Å"Reengineering is the fundamental rethinking and radical redesign of business processes to achieve dramatic improvements in cost, quality, and speed†(Cascio 2006, p. 18). I also strongly recommend that each of you sign up for the management training sessions that HR is setting up. Immediately share and talk with your workers about attending the new product and sales training sessions. Go ahead and schedule your teams with HR to ensure everyone can be properly accommodated as quickly as possible. You should also encourage participation in the ongoing HR seminars that cover topics such as developing skill in conflict resolution and effective communication. As always you are free to come and discuss any issue or concern that you may have with me. I am more than willing to sit down with each of you and listen to what you have to say. So please do not hesitate I am here for each of you and want to continue working alongside with each you and your teams. I am hopeful that going forward we will all embrace the upcoming changes and challenges facing us. Together we can achieve the desired results to move InterClean closer to our strategic direction of global expansion. References Cascio, W. F. (2006). Managing Human Resources: Productivity, quality of work life, profits. Retrieved from the University of Phoenix eBook Collection database University of Phoenix (2010) Week One Supplement: InterClean-EnviroTech Merger Scenario Retrieved from University of Phoenix HRM/531-Course Website
Tuesday, January 21, 2020
Ottomans 10th Grade :: essays research papers
     To understand the Ottoman Empire is to understand a power mightier than even that of the Roman's. It is a look back at not only boundaries and war, but an entire civilization all of its own. A civilization so advanced that it consumed land from the Danube River in Europe to the Deserts of the Arabian Plains.      The Ottoman power was to be realized in by the first Ottoman leader, Osman. He was one of the few leaders to dear attack the Byzantine Empire. Osman was able to turn nomadic tribes, Arabs, and Persians fleeing the Mongols, into a fierce army of well-trained soldiers.      The notoriety of the Ottomans would be felt in 1326. By this point, the raiding of Christians in Above: A portrait during the early 14th century of Osman leading his people to a victory against the Byzantines. The Byzantine lands had led to and escalation of power amongst the Ottomans. It was time to strike directly at the Byzantines.      Throughout the 1320's - 30's, the Ottomans captured much of the Byzantine lands, leaving all but Constantinople and some lands in Europe. After Osman had led a small kingdom to become an empire, his sons would rule.      To preserve their throne, the Byzantines cut a deal to allow the Ottomans a share of the lands in the Europe. Still, by the campaign against the Byzantines, the Ottomans dealt a great deal of damage to the Christians in the west, and success to the Turks in the east.      The Ottomans continued to press into Kosovo and Eastern Europe under the control of Murad I. After he exploited the Murad I led the Ottomans to one of their great focal points by capturing land in Europe and conquering the Byzantines.      Next on the assencion of sultans was Bayazid. He was a sultan with great intentions. With the western lands stable at the moment, it was time to again press into Anatolia (present-day Turkey) and the Arab lands.      His attempts, as a Muslim leader, to conquer Muslim lands offended many soldiers in his own ranks. The Christians in Ottoman Europe, who were invaded by Muslims, however, were more than glad to return the favor.      With The Christians doing his dirty work for him, his reign soon fell. He died as a prisoner in Anatolia due to insurgents and rebels in his land.      Sultan Muhammad I, however, came in time to get control re-established. Ottomans 10th Grade :: essays research papers      To understand the Ottoman Empire is to understand a power mightier than even that of the Roman's. It is a look back at not only boundaries and war, but an entire civilization all of its own. A civilization so advanced that it consumed land from the Danube River in Europe to the Deserts of the Arabian Plains.      The Ottoman power was to be realized in by the first Ottoman leader, Osman. He was one of the few leaders to dear attack the Byzantine Empire. Osman was able to turn nomadic tribes, Arabs, and Persians fleeing the Mongols, into a fierce army of well-trained soldiers.      The notoriety of the Ottomans would be felt in 1326. By this point, the raiding of Christians in Above: A portrait during the early 14th century of Osman leading his people to a victory against the Byzantines. The Byzantine lands had led to and escalation of power amongst the Ottomans. It was time to strike directly at the Byzantines.      Throughout the 1320's - 30's, the Ottomans captured much of the Byzantine lands, leaving all but Constantinople and some lands in Europe. After Osman had led a small kingdom to become an empire, his sons would rule.      To preserve their throne, the Byzantines cut a deal to allow the Ottomans a share of the lands in the Europe. Still, by the campaign against the Byzantines, the Ottomans dealt a great deal of damage to the Christians in the west, and success to the Turks in the east.      The Ottomans continued to press into Kosovo and Eastern Europe under the control of Murad I. After he exploited the Murad I led the Ottomans to one of their great focal points by capturing land in Europe and conquering the Byzantines.      Next on the assencion of sultans was Bayazid. He was a sultan with great intentions. With the western lands stable at the moment, it was time to again press into Anatolia (present-day Turkey) and the Arab lands.      His attempts, as a Muslim leader, to conquer Muslim lands offended many soldiers in his own ranks. The Christians in Ottoman Europe, who were invaded by Muslims, however, were more than glad to return the favor.      With The Christians doing his dirty work for him, his reign soon fell. He died as a prisoner in Anatolia due to insurgents and rebels in his land.      Sultan Muhammad I, however, came in time to get control re-established.
Monday, January 13, 2020
Gender Communication Differences in Traditional Marriage
A gender image of one’s self is first presented to a child by his/her parents. It is through the behaviors learned, the characteristics that are reinforced and the inappropriate gender traits that are punished that we, as humans, are able to grasp our larger role in society. These early concepts of gender identity, behavior and roles also influence how we communicate interpersonally. Two people of opposite gender joined in marriage have two very different styles of communication to the extent that this problem is sometimes insurmountable. Lack of clear communication between partners in a traditional marriage is often cited as the cause for divorce. Not so long ago, traditional gender roles, combined with an aversion for the stigma of divorce, were a huge factor in the length of a couple’s relationship. Men and women stuck it out for the long run, even when experiencing problems, and a breakdown in communication. Long before technology took over society and created more avenues for communicating with each, men were used to showing support by â€Å"doing things†for the family and women showed their affection through talking (Torrpa, 2002). Women expect their marital relationship to be based on mutual dependence and cooperation while men expect it to be based on independence and competition (Torppa, 2002). Clearly, these two different sets of expectations will have an effect on how the two partners communicate and ultimately, on the strength of the union. The current generation of young adults is waiting longer their parents to make an acceptable marriage match as opposed to the trend of earlier years when marriage the year after high school was expected. The tradition of marriage is still intact, but the demographics are changing. The fact that couples are waiting to tie the knot should also affect their ability to communicate with each other about important issues due to older partners presumably having a better idea of what they want in life and a better grasp on how to communicate it. According to Ohashi (1993) marriage is a system established on the assumption of a division of labor based on gender-role stereotypes (from Katsurada, Sugihara, 2002). Women traditionally tend to want to â€Å"make everyone happy†while men make decisions based largely on their own personal needs (Torrpa, 2002) – one aspect of marriage that is unchanged for the most part yet responsible for many breaks in communication between the partners. Differences in typical gender roles also affect communication between husband and wife. Typically, women are characterized as being the more talkative of the sexes as well as being comfort providers and more secure in showing their emotions. Women are also better at â€Å"reading between the lines†regarding interpersonal issues (Torrpa, 2002). Men, on the other hand, are known for their distinct lack of communication and inability to provide emotional support. Their ability to â€Å"read between the lines†regarding status is more pronounced than in women. With traditional roles in marriage declining and technology taking over, communication is at once both more effective and less available (Morris, 2001) – we have more ways of communicating (e.g. text messaging, Email, etc.) but we have less time to do so with multiple careers. Both male and female partners tend to see the other as being more controlling of the relationship (Torppa, 2002) and without the ability to communicate effectively, this assumption can be quite damaging to the marriage. This paper will explore the varying roles of a man and woman in a traditional marriage relationship, how these roles influence their ability to effectively communicate, and the level of satisfaction each partner feels based on their idea of whether or not they are communicating effectively with each other regarding large issues. According to Torrpa (2002): â€Å"understanding differences is the key to working them out†. References Katsurada, Emiko & Sugihara, Yoko (September, 2002). Gender-role identity, attitudes toward marriage and gender-segregated school backgrounds. Sex Roles: A Journal of Research. Retrieved September 5, 2007, from the Find Articles Web site: http://findarticles.com/p/articles/mi_m2294/is_2002_Sept/ai_96736800/pg_2. Martinez, J.M., Chandra, A., Abma, J.C., Jones, J. & Mosher, W.D. (2006). Fertility, conception and fatherhood: Data on men and women from Cycle 6 (2002) of the National Survey of Family Growth. National Center for Health Statistics. Retrieved September 5, 2007 from the CDC Web site: http://www.cdc.gov/nchs/data/series/sr_23/sr23_026.pdf Morris, Grantley (2001). Improving Communication in Marriage. Retrieved September 5, 2007 from the Web site: http://net-burst.net/love/talk.htm. Torppa, C. B. (2002). Gender Issues: Communication Differences in Interpersonal Relationships. The Ohio State University Extension Program. Retrieved online September 5, 2007 from the OSU Web site: h ttp://ohioline.osu.edu/flm02/FS04.html. Van den Troost, Ann (August, 2005). Marriage in Motion. Sociology Today, Volume 10. Leuven University Press.
Sunday, January 5, 2020
What Is Behaviorism in Psychology Definition, Theories
Behaviorism is the theory that human or animal psychology can be objectively studied through observable actions (behaviors.) This field of study came about as a reaction to 19th-century psychology, which used self-examination of one’s thoughts and feelings to examine human and animal psychology. Key Takeaways: Behaviorism Behaviorism is the theory that human or animal psychology can be objectively studied through observable actions (behaviors), rather than thoughts and feelings that cannot be observed.Behaviorism’s influential figures include the psychologists John B. Watson and B.F. Skinner, who are associated with classical conditioning and operant conditioning, respectively.In classical conditioning, an animal or human learns to associate two stimuli with each other. This type of conditioning involves involuntary responses, such as biological responses or emotional ones.In operant conditioning, an animal or human learns a behavior by associating it with consequences. This can be done through positive or negative reinforcement, or punishment.Operant conditioning is still seen in classrooms today, though behaviorism is no longer the dominant way of thinking in psychology. History and Origins Behaviorism emerged as a reaction to mentalism, a subjective approach to research used by psychologists in the latter half of the 19th century. In mentalism, the mind is studied by analogy and by examining one’s own thoughts and feelingsâ€â€a process called introspection. Mentalist observations were considered too subjective by the behaviorists, as they differed significantly among individual researchers, often leading to contradictory and irreproducible findings. There are two main types of behaviorism: methodological behaviorism, which was heavily influenced by John B. Watson’s work, and radical behaviorism, which was pioneered by psychologist B.F. Skinner. Methodological Behaviorism In 1913, psychologist John B. Watson published the paper that would be considered the manifesto of early behaviorism: â€Å"Psychology as the behaviorist views it.†In this paper, Watson rejected mentalist methods and detailed his philosophy on what psychology should be: the science of behavior, which he called â€Å"behaviorism.†It should be noted that although Watson is often labeled the â€Å"founder†of behaviorism, he was by no means the first person to criticize introspection, nor was he the first to champion objective methods for studying psychology. After Watsons paper, however, behaviorism gradually took hold. By the 1920s, a number of intellectuals, including well-regarded figures such as the philosopher and later Nobel Laureate Bertrand Russell, recognized the significance of Watson’s philosophy. Radical Behaviorism Of the behaviorists after Watson, perhaps the most well-known is B.F. Skinner. Contrasting many other behaviorists of the time, Skinner’s ideas focused on scientific explanations rather than methods. Skinner believed that observable behaviors were outward manifestations of unseen mental processes, but that it was more convenient to study those observable behaviors. His approach to behaviorism was to understand the relationship between an animal’s behaviors and its environment. Classical Conditioning vs. Operant Conditioning Behaviorists believe humans learn behaviors through conditioning, which associates a stimulus in the environment, such as a sound, to a response, such as what a human does when they hear that sound. Key studies in behaviorism demonstrate the difference between two types of conditioning: classical conditioning, which is associated with psychologists like Ivan Pavlov and John B. Watson, and operant conditioning, associated with B.F. Skinner. Classical Conditioning: Pavlov’s Dogs The Pavlov’s dogs experiment is a widely known experiment involving dogs, meat, and the sound of a bell. At the start of the experiment, dogs would be presented meat, which would cause them to salivate. When they heard a bell, however, they did not. For the next step in the experiment, the dogs heard a bell before they were brought food. Over time, the dogs learned that a ringing bell meant food, so they would begin to salivate when they heard the bellâ€â€even though they didn’t react to the bells before. Through this experiment, the dogs gradually learned to associate the sounds of a bell with food, even though they didn’t react to the bells before. The Pavlov’s dogs experiment demonstrates classical conditioning: the process by which an animal or human learns to associate two previously unrelated stimuli with each other. Pavlovs dogs learned to associate the response to one stimulus (salivating at the smell of food) with a â€Å"neutral†stimulus that previously did not evoke a response (the ringing of a bell.) This type of conditioning involves involuntary responses. Classical Conditioning: Little Albert In another experiment that showed the classical conditioning of emotions in humans, the psychologist J.B. Watson and his graduate student Rosalie Rayner exposed a 9-month-old child, whom they called â€Å"Little Albert,†to a white rat and other furry animals, like a rabbit and a dog, as well as to cotton, wool, burning newspapers, and other stimuliâ€â€all of which did not frighten Albert. Later, however, Albert was allowed to play with a white lab rat. Watson and Rayner then made a loud sound with a hammer, which frightened Albert and made him cry. After repeating this several times, Albert became very distressed when he was presented with only the white rat. This showed that he had learned to associate his response (becoming afraid and crying) to another stimulus that had not frightened him before. Operant Conditioning: Skinner Boxes Psychologist B.F. Skinner placed a hungry rat in a box containing a lever. As the rat moved around the box, it would occasionally press the lever, consequently discovering that food would drop when the lever was pressed. After some time, the rat began running straight toward the lever when it was placed inside the box, suggesting that the rat had figured out that the lever meant it would get food. In a similar experiment, a rat was placed inside a Skinner box with an electrified floor, causing the rat discomfort. The rat found out that pressing the lever stopped the electric current. After some time, the rat figured out that the lever would mean that it would no longer be subject to an electric current, and the rat began running straight toward the lever when it was placed inside the box. The Skinner box experiment demonstrates operant conditioning, in which an animal or human learns a behavior (e.g. pressing a lever) by associating it with consequences (e.g. dropping a food pellet or stopping an electric current.) The three types of reinforcement are as follows: Positive reinforcement: When something good is added (e.g. a food pellet drops into the box) to teach a new behavior.Negative reinforcement: When something bad is removed (e.g. an electric current stops) to teach a new behavior.Punishment: When something bad is added to teach the subject to stop​ a behavior. Influence on Contemporary Culture Behaviorism can still be seen in the modern-day classroom, where operant conditioning is used to reinforce behaviors. For example, a teacher may give a prize to students who perform well on a test or punish a student who misbehaves by giving them time in detention. Though behaviorism was once the dominant trend in psychology in the mid-20th century, it has since lost traction to cognitive psychology, which compares the mind to an information processing system, like a computer. Sources Baum, W. â€Å"What is behaviorism?†In Understanding Behaviorism: Behavior, Culture, and Evolution, Third Edition, John Wiley Sons, Inc., 2017.Cascio, C. â€Å"How will I apply behaviorist philosophy in the classroom?†Seattle Pi.Kim, E. â€Å"Differences between classical and operant conditioning.†2015.Goldman, J. G. â€Å"What is classical conditioning? (And why does it matter?)†Scientific American, 2012.Malone, J. C. â€Å"Did John B. Watson really ‘found’ behaviorism?†The Behavior Analyst, vol. 37, no. 1, 2014, pp. 1-12.McLeod, S. â€Å"Skinner – operant conditioning.†Simply Psychology, 2018.Pavlov, I. â€Å"Conditioned reflexes: An investigation of the physiological activity of the cerebral cortex.†Classics in the History of Psychology, 1927.Pizzurro, E. â€Å"Can behaviorism still apply in the face of overwhelming opposition?†Personality Research, 1998.Watson, J. B. â€Å"Psychology as the beha viorist views it.†Psychological Review, vol. 20, no. 2, 1913, pp. 158-177.Watson, J. B., and Rayner, R. â€Å"Conditioned emotional reactions.†Classics in the History of Psychology.Wozniak, R. â€Å"Behaviourism: The early years.†Bryn Mawr College, 1997.
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