How to Write a Research Proposal on Genetics in the 21st Century

How to Write a Research Proposal on Genetics in the 21st Century Writing a research paper doesn’t necessarily have to be rocket science. On the contrary, it is rather simple once you know how to do it. No matter what the topic, you need to properly understand what a research proposal means. The purpose of writing a research proposal is to show others that you have a potential research project and have the ability and competence to complete it. It should contain all the necessary elements involved in the research process and pass critical information along to readers so that they can form an idea about the proposed study. No matter what methodology you use, your research proposal should elaborate what you want to accomplish, what is the reason that you want to do it and what steps will you take to do it. Everything in your proposal must be crystal clear and demonstrate sound judgement. Remember that both research writing and research proposals should be delivered with quality in mind. Having both properly balanced, your writing would become compelling and interesting to read while your research proposal will be coherent and clear. This will make your proposal more acceptable to the authorities[1]. Here is how you outline a research proposal: Title Your title should clearly tell reader what to expect. It should provide insights to your proposal while indicating independent and dependent variables. Try to think of a title that is both informative and appealing. An effectual title will leave a good impression on the reader and compels him/her to further read your proposal. Abstract Abstract can be defined as a brief summary of what readers will find in the research proposal. It should contain a research question, hypothesis (if any), the operandi[2] Â  and discoveries. You can describe the procedure further by including the design, sample or any utensils that’ll[3] Â  be used. Introduction First off, you need to clearly speak of what problem or issues the research is focused on and support it with some background and context. You want to frame your research question in a focused context, so that its importance becomes immediately apparent. This depends on your creativity and how well you understand the depth of the problems involved in the research. The more knowledge you have on your research, the easier it becomes to think clearly and write a stellar research proposal. Next, you’ll need to define the issues and problems that lead to your research. You’ll continue further and explain the independent and dependent variables of your experiment; defining the phenomenon that you are eager to study is an option too. If you have any hypothesis in your research, do explain it afterwards and conclude your introduction by delivering a clear delimitation focus. You can also define significant concepts, but again, this can be seen as optional. Literature Review Although literature review is something that is attached to the introduction section, it is recommended that you make a separate section for it because that’s how professors prefer it. This is because it provides a more concise review to the reader. Here are some factors: Literature review clarifies that you are not duplicating the work of others. It also gives credibility to people from whom you have created your research. Reveals how well-versed you are on the research problem. Denotes how well you understand theoretical and research issues related to your research question. Reveals how critically you can assess the literature information. Demonstrates that you are able to combine and produce the literature. It delivers a conceptual model of what your research is all about and provides new insights on theoretical concepts and problems. Compels your reader that your research proposal will make an important and considerable handout to the literature[4] . That’s about it! You are now armed with the necessary tools to write a highly compelling research proposal on genetics in the 21st century. In case you missed the previous guide where we provided 20 topics on genetics in the 21st century along with a sample research paper, check that out and revisit our very first guide containing 12 facts on genetics in the 21st century for an academic research paper to get a better idea of how it all fits together.

Photosynthesis Equation What Is It How Does It Work

Photosynthesis Equation What Is It How Does It Work SAT / ACT Prep Online Guides and Tips The word photosynthesis comes from two Greek words: photo, meaning â€Å"light†, and synthesis, meaning â€Å"put together.† Looking at that those two roots, we have a good idea of what happens during the chemical process of photosynthesis: plants put together water and carbon dioxide with light to create glucose and oxygen. In this article, we’ll break down what photosynthesis is, why photosynthesis is important, and discuss the chemical equation for photosynthesis: what it is and what each part of it means. What Is Photosynthesis? Put simply - photosynthesis is how plants, algae, and certain types of bacteria harness energy from sunlight to create chemical energy for themselves to live. There are two main types of photosynthesis: oxygenic photosynthesis and anoxygenic photosynthesis. Oxygenic photosynthesis is more common - that’s the type we see in plants and algae. Anoxygenic photosynthesis mainly occurs in bacteria. In oxygenic photosynthesis, plants use light energy to combine carbon dioxide (CO2) and water (H2O). This chemical reaction produces carbohydrates for the plants to consume and oxygen, which is released back into the air. Anoxygenic photosynthesis is very similar - but it doesn’t produce oxygen. We’ll be focusing on the more common type of photosynthesis, oxygenic photosynthesis, for the rest of this article. Why Is Photosynthesis Important? Photosynthesis is important for a few reasons: First, it produces energy that plants need to live. The resulting carbohydrates provide plants with the energy to grow and live. Second, photosynthesis helps take in the carbon dioxide produced by breathing organisms and convert that into oxygen, which is then reintroduced back into the atmosphere. Basically, with photosynthesis, plants are helping produce the oxygen that all living things need to breathe and survive. Photosynthesis Equation Here is the chemical equation for photosynthesis: 6CO2 + 12H2O + Light Energy C6H12O6 + 6O2 + 6H2O Photosynthesis Formula Breakdown Now that we know what the photosynthesis equation is, let’s break down each piece of the photosynthesis formula. On the reactants side, we have: 6CO2 = Six molecules of carbon dioxide 12H2O = Twelve molecules of water Light Energy = Light from the sun On the products side, we have: C6H12O6 = glucose 6O2 = six molecules of oxygen 6H2O = six molecules of water As we learned earlier, the glucose will be used by the plant as energy. The oxygen and water will be released back into the atmosphere to help other living things. What You Need to Know About the Photosynthesis Formula During photosynthesis, plants use light energy to combine carbon dioxide and water to produce glucose, oxygen, and water. Photosynthesis is important because it provides plants with the energy they need to survive. It also releases needed oxygen and water back into the atmosphere. What's Next? Are you studying clouds in your science class? Get help identifying the different types of cloudswith our expert guide. Working on a research paper but aren't sure where to start?Then check out our guide, where we've collected tons of high-quality research topics you can use for free. Need help with English class- specifically with identifying literary devices in texts you read? Then you'll definitely want to take a look at our comprehensive explanation of the most important literary devices and how they're used.

Business Strategy Assignment Example | Topics and Well Written Essays - 1000 words

Business Strategy - Assignment Example A company may adopt either a mechanistic or an organic approach while executing its business or any other role that it plays in the society. A mechanistic approach is characterized by high levels of bureaucracy and complex strategies of executing duties, which are carried out in a more formal way. On the other hand, an organic organization has lower degree of bureaucracy, is relatively centralized and show limited level of formality while executing its strategies (Herman, 1991, pp306). b) Alfred D. Chandler’s reading is a business classic. Explain why structure follows strategy. Does firm structure continually evolve? If yes, how does this take place? Give an example to illustrate. (7 marks) Any organization that ventures in any business must come up with strategies to achieve the best fit in the ever-competitive environment. In this case, the company has to decide on which strategy to adopt among other issues. It is indispensable to appreciate the fact that a company has to s trategize on which structure to adopt. In this case, strategy comes before structure. Most organizations evolve in order to acclimatize themselves to changes in the business environment. Furthermore, growing competition often forces a company to re-strategize and come up with better ideas to help it to operate profitably. This is the basis of evolution. In fact, a company may have to diversify its operations and provide new product that it were not producing initially (Herman, 1991, pp309). Furthermore, a company may come up with new departments to help it in tackling the numerous issues related to success. This is the basis of structural evolution in an organization. For example, Google Inc. has experienced an evolving organizational structure. Initially, it did not have representatives in other regions of its operations. However, it has had to introduce branches in such places in order to take care of its interests. Branches like Google South America, Google SE Asia, and Google Ea st Africa among others exemplify this. c) Bartlett and Ghoshal (1995) argue the benefits of transnational organizations. What is a transnational organization? Provide an example of a transnational organization, justifying your selection. (5 marks) A transnational organization as used by Bartlett and Ghoshal (1995) is a phrase used to illustrate an organization that carries out its activities in a global perspective and does not rely in any way with the differences that may exist in countries that it operates. Such an organization in most instances seeks to achieve the balance of providing globally efficient services, responsive to all its customers irrespective of their nationalities, and carries out worldwide development. Microsoft Inc. exemplifies this. The corporation is American-based, but it is obviously clear that it seeks to provide goods and services serving the global market (Segal-Horn & Faulkner 1999, pp 116). d) What do critical views and current findings tell us about t he link between strategy and structure? (3 marks) The current findings and views postulate a clear perspective that strategy and structure are intertwined facets in which one cannot operate in the absence of then other. It is essential to note that, strategies formulated by any organization are drawn from the status of the existing business environment. This will then be used to come up with the best structure that counters the weakness and takes advantage of the strengths at its disposal. The development of such a competitive advantage positions the company at a situation where it can capitalize its strategic options, which are often determined by the environment. a) Briefly explain the planning perspective and the incrementalism

Diamond's Argument that Agriculture Is Connected to Government Essay

Diamond's Argument that Agriculture Is Connected to Government - Essay Example As there is not a historically accurate record of regions such as Africa, the insinuation of beliefs upon those societies that are known to have existed can put into question the assumptions that have been made by modern archeological conclusions. It is likely; however, that as human history has shown a certain consistency that the emergence and existence of agriculture has been associated with the development of government. The argument that Diamond puts forth about the relationship of government to agriculture is more than likely an accurate assessment of the development of the agricultural sciences in prehistoric city-states. The growth of agriculture in areas that were highly populated can be described through a series of common sense assumptions. The first assumption that one might make is that because there were a larger than common gathering of people, the need for food production was such that larger forms were needed to accommodate all of the population. Therefore, small exa mples of growing food or creating a harvest of some sort were expanded to create a larger form of food production. Need drove the development of the production of food. ... lowed for more interactive innovations for tools and agricultural knowledge, the inhabitants of larger cities would have a greater capacity for developing more technologically advanced agricultural practices than less populated regions of the world. Mesopotamia experienced the first rise of a city in Uruk where intellectual development advanced the knowledge that existed through innovation and thought with evidence of writing and art lends credence to the development of sophistication in the region. Agriculture benefited from controlled methods of sowing and the development of the plow which was pulled by oxen. The description of Mesopotamian agriculture is not that different from that of North America in the 17th century as the emergence of a new population was provided for through historic knowledge of growing methods. The development of irrigation methods supported the needs of the plants to grow, the control over the environment supporting the needed application of nature to inte ntion so that crops were controlled and the desired amount of food could be relatively depended upon.1 When comparing the Mesopotamian emergence of agricultural control to that of the Mesoamerican emergence of crops, one can see that the development of technology was a made a distinct difference. The institution of trade and the need for civilizations to develop a way in which to distribute resources to minimize the impact of the unpredictability of local resources provided stimulation for the development of higher levels of technology to facilitate that need.2 In creating an economy in which distribution is at the core, there is a need to create a unique enough resource with which to create a trade. It may be that agriculture was developed in Mesoamerica created advancements in their

Acquisition in Multinational Coperation Essay Example for Free

Acquisition in Multinational Coperation Essay Purpose – This conceptual paper aims to draw upon recent complexity and organizational psychology literature to examine conï ¬â€šict episodes, exploring the limitations of the predominant research paradigm that treats conï ¬â€šict episodes as occurring in sequence, as discrete isolated incidents. Design/methodology/approach – The paper addresses a long-standing issue in conï ¬â€šict management research, which is that the predominant typology of conï ¬â€šict is confusing. The complexity perspective challenges the fundamental paradigm, which has dominated research in the conï ¬â€šict ï ¬ eld, in which conï ¬â€šict episodes occur in sequence and in isolation, with managers using one predominant form of conï ¬â€šict resolution behavior. Findings – The ï ¬ ndings are two-fold: ï ¬ rst, the behavioral strategies adopted in the management of these conï ¬â€šicts will be highly complex and will be determined by a number of inï ¬â€šuencing factors; and second, this moves theory beyond the two dimensional duel concern perspective, in that the adaptable manager dealing with these multiple, simultaneous conï ¬â€šicts will also need to consider the possible implications of their chosen strategy along with the changing micro environment in which they operate. Originality/value – This paper adds value to the ï ¬ eld of conï ¬â€šict theory by moving beyond two dimensions and exploring a sequential contingency perspective for conï ¬â€šict management within the organization. It argues that multiple conï ¬â€šict episodes can occur simultaneously, requiring managers to use differing behaviors for successful conï ¬â€šict management. Keywords Conï ¬â€šict management, Conï ¬â€šict resolution, Organizational conï ¬â€šict, Individual behaviour, Interpersonal relations Paper type Conceptual paper International Journal of Conï ¬â€šict Management Vol. 21 No. 2, 2010 pp. 186-201 q Emerald Group Publishing Limited 1044-4068 DOI 10.1108/10444061011037404 Introduction It is now over 40 years since Louis Pondy (1967) wrote his seminal article on conï ¬â€šict within the organization and its management and almost 20 years since his reï ¬â€šections on his earlier work were published (Pondy, 1989)[1]. In 1967 Pondy established what was for two decades the generally accepted paradigm of conï ¬â€šict: that conï ¬â€šict episodes occur as temporary disruptions to the otherwise cooperative relationships which make up the organization (Pondy, 1967). In his subsequent reï ¬â€šections on his earlier work and that of others, Pondy proposed that conï ¬â€šict is an inherent feature of organizational life, rather than an occasional breakdown of cooperation (Pondy, 1989). This radically challenged the previous paradigm. Indeed, Pondy (1989) even suggested that research into the phenomenon of cooperation within the organization could be beneï ¬ cial in providing further insight into conï ¬â€šict within the organization, implying that it was cooperation, not conï ¬â€šict, which was the anomalous state requiring investigation. Yet, for almost two decades, Pondy’s conceptualization of conï ¬â€šict as a natural state for the organization has remained largely unexplored despite the emergence of a complexity perspective which explores multiple elements of the conï ¬â€šict situation or cooperative state. One possible reason why Pondy’s challenge has not been answered is that some confusion has arisen over the terms and typologies used for the classiï ¬ cation of conï ¬â€šict episodes. Consequently, debates about conï ¬â€šict structure or composition have tended to dominate the research agenda. The potential for confusion arising from these various conï ¬â€šict classiï ¬ cations will be discussed in this paper. Where conï ¬â€šict management behaviors have been studied, researchers have tended to focus on a two-dimensional approach or â€Å"dual concern theory† model (Thomas, 1976) which suggests that individuals adopt conï ¬â€šict management behaviors based on their perceived self interests and those of others; i.e. concern for self (competitive behaviors) versus concern for other (accommodating behaviors). Although this approach to the research of conï ¬â€šict and its management ï ¬ ts well with Pondy’s (1967) original paradigm, it is challenged by the complexity perspective that has emerged in psychology research. The complexity perspective of intraorganizational conï ¬â€šict maintains that interpersonal relationships are more complex than hitherto thought, and that the unfolding conï ¬â€šict is inï ¬â€šuenced by a wide variety of conditions. Moreover the complexity perspective encourages the consideration of simultaneous complexity (more than one event occurring simultaneously) and of how the mode of conï ¬â€šict management affects the outcomes (Munduate et al., 1999). This fresh perspective has enabled researchers to examine the point at which behavioral style is changed and the effect on the conï ¬â€šict episode (Olekalns et al., 1996) and to look at how different behaviors are combined (Janssen et al., 1999). With the recent developments in the complexity perspective of conï ¬â€šict management research (Van de Vliert et al., 1997; Munduate et al., 1999), the time has come to further explore the possible consequences of the complexity perspective: whether it is in fact the case that conï ¬â€šict is an inherent condition within the organization (Pondy, 1989); whether conï ¬â€šict episodes do not occur in isolation but occur frequently and simultaneously (Euwema et al., 2003); and whether complex sequences of adaptive behaviors are required to continually manage the constantly changing intraorganizational, conï ¬â€šict environment. Before we can do this, and to provide a common ground for discourse, we ï ¬ rst need to examine some of the theories around conï ¬â€šict typology that have arisen in the psychology and management literature and which may be the cause of some confusion. Conï ¬â€šict terms and typologies â€Å"Conï ¬â€šict† is a broad construct that has been studied extensively across several disciplines covering a wide range of social interactions. Previous conï ¬â€šict research has identiï ¬ ed four main levels of conï ¬â€šict in the context of human behavior and relationships as summarized by Lewecki et al. (2003): (1) Intergroup conï ¬â€šicts between groups of individuals which can range in size and complexity due to the many relationships involved, including international conï ¬â€šict between nations. (2) Intragroup or intraorganizational conï ¬â€šicts arising within smaller groups which comprise the organization. A re-evaluation of conï ¬â€šict theory 187 IJCMA 21,2 188 (3) Interpersonal conï ¬â€šict; that is, conï ¬â€šict at an individual level, conï ¬â€šict between individuals, or conï ¬â€šict between an individual and a group. (4) Intrapersonal conï ¬â€šict on a personal level, where the conï ¬â€šict occurs in one’s own mind. Although these four levels of conï ¬â€šict all appear across both the psychology and management literature, it is the third level (interpersonal conï ¬â€šicts within the organization or the reactions an individual or group has to the perception that two parties have aspirations that cannot be achieved simultaneously) that has become the central ï ¬ eld of research within the organization (Putnem and Poole, 1987). In 1992, Thomas proposed a simpliï ¬ ed deï ¬ nition of interpersonal conï ¬â€šict as the process which begins when an individual or group feels negatively affected by another individual or group. The conï ¬â€šict consists of a perception of barriers to achieving one’s goals (Thomas, 1992). More recently, interpersonal conï ¬â€šict has been deï ¬ ned as an individual’s perceptions of incompatibilities, differences in views or interpersonal incompatibility (Jehn, 1997). Conï ¬â€šict at this level has mostly been seen as adversarial and as having a negative effect upon relationships (Ford et al., 1975). These deï ¬ nitions presuppose that an opposition or incompatibility is perceived by both parties, that some interaction is taking place, and that both parties are able to inï ¬â€šuence or get involved – that is. that there is some degree of interdependence (Medina et al., 2004). Interpersonal conï ¬â€šict could arise within organizations where, for example, customer-facing departments such as Sales make promises to customers that other departments then have to deliver. In this domain of intraorganizational, interpersonal conï ¬â€šict, both Pondy’s (1966, 1967) work and recent developments adopting the complexity perspective are of particular interest This broad area of intraorganizational, interpersonal conï ¬â€šict has been further subdivided into two types: relationship conï ¬â€šict and task conï ¬â€šict. Relationship conï ¬â€šict arises between the actors through their subjective emotional positions, whereas task conï ¬â€šict relates primarily to the more objective tasks or issues involved (Reid et al., 2004). A series of studies conï ¬ rmed this duality between relationship and task. Wall and Nolan (1986) identiï ¬ ed â€Å"people oriented† versus â€Å"task oriented† conï ¬â€šict. In the early to mid-1990s Priem and Price (1991), Pinkley and Northcraft (1994), Jehn (1995) and Sessa (1996) all identiï ¬ ed â€Å"relationship† and â€Å"task† as discrete aspects of conï ¬â€šict. The picture became rather more complicated in the late 1990s. In 1995 Amason et al. redeï ¬ ned conï ¬â€šict types as â€Å"affective† and â€Å"cognitive† and in 1999 Van de Vliert further redeï ¬ ned these types as â€Å"task† and â€Å"person† conï ¬â€šict. In working toward a more comprehensive model of intraorganizational, interpersonal conï ¬â€šict, Jameson (1999) suggested three dimensions for conï ¬â€šict: (1) content; (2) relational; and (3) situational. The content dimension encompasses the previously discussed conï ¬â€šict types (affective, cognitive, relationship etc) while the relational dimension considers the subjective, perceived variables within the relationships of the actors involved: . trust; . status; . . . . A re-evaluation of conï ¬â€šict theory seriousness; degree of interdependence; record of success; and the number of actors involved. The situational dimension examines the variables which may be most relevant in selecting an appropriate conï ¬â€šict management strategy. These include time pressure, the potential impact of the conï ¬â€šict episode, the degree of escalation and the range of options available in the management of the conï ¬â€šict episode (Jameson, 1999). Meanwhile, Sheppard (1992) criticized the multiplicity of terms that were being used to describe types of interpersonal conï ¬â€šict, and the needless confusion that this caused. The result of the many approaches described above is that there is no general model for the typology of interpersonal conï ¬â€šict within the organization. In the absence of such a model, other researchers have taken different approaches, using the antecedents of the conï ¬â€šict episode to describe conï ¬â€šict types. Examples of this proliferation include role conï ¬â€šict (Walker et al., 1975), gender conï ¬â€šict (Cheng, 1995) and goal conï ¬â€šict (Tellefsen and Eyuboglu, 2002). This proliferation of terms or typologies has unsurprisingly led to confusion, most noticeably with the term â€Å"interpersonal conï ¬â€šict† being used to describe purely relationship or emotional conï ¬â€šict (Bradford et al., 2004) or conï ¬â€šict being deï ¬ ned in terms of emotion only, adding to the wide range of terms already used (Bodtker and Jameson, 2001). Thus, at a time when international, interorganizational, intraorganizational, interpersonal and intrapersonal conï ¬â€šicts are being extensively studied with conï ¬â€šict deï ¬ ned and operationalized in a variety of ways, no widely accepted and consistent model has emerged to shape conï ¬â€šict research (Reid et al., 2004). Table I summarizes the many different conï ¬â€šict typologies that have been proposed. Table I illustrates that relationship and task conï ¬â€šict are almost universally accepted as distinct types of interpersonal conï ¬â€šict by psychology and management researchers. Date Author(s) Conï ¬â€šict typology 1986 1991 1994 1995 1995 1996 1996 1997 1999 1999 2000 2000 2002 2003 2003 2004 2004 2005 Wall and Nolan Priem and Price Pinkley and Northcraft Jehn Amason et al. Sessa Amason Amason and Sapienza Jameson Janssen et al. Friedman et al. Jehn and Chatman Tellefsen and Eyuboglu Bradford et al. De Dreu and Weingart Reid et al. Tidd et al. Guerra et al. People oriented, task oriented Relationship, task Relationship, task Relationship, task Cognitive, affective Task, person oriented Affective, cognitive Affective, cognitive Content, relational, situational Task, person oriented Relationship, task Task, relationship, process Goal conï ¬â€šicts Interpersonal, task Relationship, task Relationship, task Relationship, task Relationship, task 189 Table I. A summary of the typologies of conï ¬â€šict IJCMA 21,2 190 In addition, many researchers have identiï ¬ ed a third type of conï ¬â€šict which relates to the environment in which managers operate, described as situational conï ¬â€šict ( Jameson, 1999) or process conï ¬â€šict ( Jehn and Chatman, 2000). We believe that a consistent conï ¬â€šict typology is called for, to aid future research into the complex nature of intraorganizational conï ¬â€šict. In this paper, we propose that future researchers should recognize three types of interpersonal conï ¬â€šict. However, since the terms â€Å"relationship† and â€Å"task† are vulnerable to misinterpretation we advocate using the terms affective and cognitive (following Amason, 1996 and Amason and Sapienza, 1997), in conjunction with process (Jehn and Chatman, 2000), to describe the three types of interpersonal conï ¬â€šict. These terms, which reï ¬â€šect the more speciï ¬ c terminology used in the psychology literature, are deï ¬ ned in Table II. As Table II shows, the t ypology we propose is as follows. Affective Conï ¬â€šict is a term describing conï ¬â€šicts concerned with what people think and feel about their relationships including such dimensions as trust, status and degree of interdependence (Amason and Sapienza, 1997). Cognitive Conï ¬â€šict describes conï ¬â€šicts concerned with what people know and understand about their task, roles and functions. Process Conï ¬â€šict relates to conï ¬â€šicts arising from the situational context, the organization structure, strategy or culture (Amason and Sapienza, 1997; Jehn and Chatman, 2000). Using this typology for conï ¬â€šict between individuals or groups of individuals within the organization avoids confusion over the use of the terms â€Å"interpersonal†, â€Å"person† or â€Å"relationship† often used when referring to affective conï ¬â€šict, while task conï ¬â€šict is clearly distinguished from process conï ¬â€šict, addressing all the issues previously outlined. These terms will therefore be used throughout the remainder of t his paper. Having argued that taxonomic confusion has hindered conï ¬â€šict research through the misuse of existing taxonomies (Bradford et al., 2004) or where language has resulted in the use of different terms to describe the same conï ¬â€šict type (see Table I), we now move on to consider the implications or consequences of intraorganizational conï ¬â€šict and whether it is always negative or can have positive consequences (De Dreu, 1997). Consequences of conï ¬â€šict: functional or dysfunctional? Some researchers exploring attitudes towards conï ¬â€šict have considered the consequences of conï ¬â€šict for individual and team performance (Jehn, 1995) and have found that interpersonal conï ¬â€šict can have either functional (positive) or dysfunctional (negative) outcomes for team and individual performance (e.g. Amason, 1996). Moreover, the consequences of conï ¬â€šict can be perceived and felt in different ways by different actors experiencing the conï ¬â€šict episode (Jehn and Chatman, 2000). Thus, conï ¬â€šict is situationally and perceptually relative. Conï ¬â€šict type Affective Table II. A proposed taxonomy of conï ¬â€šict Deï ¬ nition Conï ¬â€šicts concerned with what people think and feel about their relationships with other individuals or groups Cognitive Conï ¬â€šicts concerned with what people know and understand about their task Process Conï ¬â€šicts arising from the situational context, the organization structure, strategy or culture The traditional view of conï ¬â€šict takes the view that conï ¬â€šict exists in opposition to co-operation and that conï ¬â€šict is wholly dysfunctional, putting the focus on resolution rather than management (e.g. Pondy, 1966). This perspective can be traced forward to more recent work. Where conï ¬â€šict is deï ¬ ned as the process which begins when one person or group feels negatively affected by another (Thomas, 1992), there is an implication of obstruction to either party achieving their goals, which is readily interpreted negatively. This can result in conï ¬â€šict avoidance or suppression of conï ¬â€šict management behavior, leading to perceived negative consequences on team or individual performance (De Dreu, 1997). Negatively-perceived conï ¬â€šict episodes can increase tension and antagonism between individuals and lead to a lack of focus on the required task (Saavedra et al., 1993; Wall and Nolan, 1986) while avoidance and suppression can also have long term nega tive consequences such as stiï ¬â€šing creativity, promoting groupthink and causing an escalation in any existing conï ¬â€šict (De Dreu, 1997). Not surprisingly, where interdependence is negative (where one party wins at the expense of the other although they have some dependency in their relationship) any conï ¬â€šict will be viewed negatively (Janssen et al., 1999). The perception of conï ¬â€šict will also be negative where the conï ¬â€šict is personal, resulting in personality clashes, increased stress and frustration. This type of relationship conï ¬â€šict can impede the decision-making process as individuals focus on the personal aspects rather than the task related issues (Jehn, 1995). In contrast to the somewhat negative perception of intraorganizational conï ¬â€šict outlined above, more recent conï ¬â€šict management theory has begun to suggest that certain types of conï ¬â€šict can have a positive effect upon relationships and that the best route to this outcome is through acceptance of, and effective management of, inevitable conï ¬â€šict, rather than through conï ¬â€šict avoidance or suppression (De Dreu, 1997). When individuals are in conï ¬â€šict they have to address major issues, be more creative, and see different aspects of a problem. These challenges can mitigate groupthink and stimulate creativity (De Dreu, 1997). Naturally, where there is high positive interdependence (an agreeable outcome for both parties), the conï ¬â€šict episode will be viewed much more positively (Janssen et al., 1999). Moreover, Jehn (1995) has suggested that task- and issue-based cognitive con ï ¬â€šict can have a positive effect on team performance. Groups who experience cognitive conï ¬â€šict have a greater understanding of the assignments at hand and are able to make better decisions in dealing with issues as they arise (Simons and Peterson, 2000). For example, research has shown that, when individuals are exposed to a â€Å"devil’s advocate†, they are able to make better judgments than those not so exposed (Schwenk, 1990). Schulz-Hardt et al. (2002) suggested that groups make better decisions where they started in disagreement rather than agreement. In these examples, conï ¬â€šict has a functional (useful and positive) outcome. We have argued that the notion of functional conï ¬â€šict has shifted the ï ¬ eld of conï ¬â€šict research away from conï ¬â€šict resolution and towards consideration of the management behaviors which can be adopted in dealing with conï ¬â€šict in order to gain the best possible outcome (De Dreu, 1997; Euwema et al., 2003 ). Next, we examine research into conï ¬â€šict management behaviors and explore some of the managerial tools that have been developed to help managers to deal with intraorganizational, interpersonal conï ¬â€šict. Conï ¬â€šict management behaviors Conï ¬â€šict management can be deï ¬ ned as the actions in which a person typically engages, in response to perceived interpersonal conï ¬â€šict, in order to achieve a desired goal A re-evaluation of conï ¬â€šict theory 191 IJCMA 21,2 192 (Thomas, 1976). Demonstrably, conï ¬â€šict management pays off: previous research has indicated that it is the way in which conï ¬â€šict episodes are addressed which determines the outcome (Amason, 1996). However, there is disagreement between researchers as to the degree to which managers can and do adopt different conï ¬â€šict management behaviors. Previous research has considered three different approaches: the â€Å"one best way† perspective (Sternberg and Soriano, 1984); the contingency or situational perspective (Thomas, 1992; Munduate et al., 1999; Nicotera, 1993); and the complexity or conglomerated perspective (Van de Vliert et al., 1999; Euwema et al., 2003). Arguably the simplest perspective on conï ¬â€šict management behavior is the â€Å"one best way† perspective (Sternberg and Soriano, 1984), which agues that one conï ¬â€šict management style or behavior (collaboration) is more effective than any other. However, it argues that individuals have a parti cular preferred behavioral predisposition to the way in which they handle conï ¬â€šict. Thus, from the â€Å"one best way† perspective, the conï ¬â€šict-avoiding manager may have a behavioral predisposition to avoidance strategies, whereas the accommodating manager may prefer accommodating solutions. In this paradigm, the most constructive solution is considered to be collaboration, since collaboration is always positively interdependent – it has a joint best outcome, generally described as â€Å"win/win† (Van de Vliert et al., 1997). The â€Å"one best way† approach suggests that a more aggressive, competitive, negatively interdependent approach (in fact, any conï ¬â€šict management approach other than collaborative) can result in suboptimal outcomes (Janssen et al., 1999). However, the â€Å"one best way† perspective raises more questions than it answers. It does not explain how managers are able to collaborate if they have a different behavioral predisposition, nor does it provide evidence that collaboration always produces the best outcome (Thomas, 1992). A more general problem with the â€Å"one best way† approach is that it may not be very useful: if managers truly have little or no control over their approach to conï ¬â€šict management, the practical applications are limited. The â€Å"one best way† perspective does not consider the passage of time, that behaviors could be changed or modiï ¬ ed during any interaction, nor the effect any previous encounters may have on the current experience (Van de Vliert et al., 1997). Moving beyond the â€Å"one best way† perspective, in which only collaborative behaviors are considered to provide the most desirable outcome, the contingency perspective maintains that the optimal conï ¬â€šict management behavior depends on the speciï ¬ c conï ¬â€šict situation, and that what is appropriate in one situation may not be appropriate in another (Thomas, 1992). In this paradigm, the best approach is dependent upon the particular set of circumstances. The implications, which are very different to the â€Å"one best way† perspective, are that individuals can and should select the conï ¬â€šict management behavior that is most likely to produce the desired outcome. Thus, conï ¬â€šict management behaviors are regarded as a matter of preference (rather than innate, as in the â€Å"one best way† view), and the outcome is dependent on the selection of the most appropriate mode of conï ¬â€šict management behavior. Until recently, conï ¬â€šict research has been heavily inï ¬â€šuenced by the â€Å"one best way† and contingency perspectives, focusing on the effectiveness of a single mode of conï ¬â€šict management behavior (primarily collaboration) during a single conï ¬â€šict episode (Sternberg and Soriano, 1984). Thus the â€Å"one best way† and contingency perspectives do not necessarily o ffer a real-world view in which managers both can and do change their behaviors: adapting to the situation; perhaps trying different approaches to break a deadlock or to improve their bargaining position; taking into account changing circumstances in the microenvironment; and the subsequent inï ¬â€šuence upon the actions of individuals involved in any conï ¬â€šict episode (Olekalns et al., 1996). A fresh approach is provided by the complexity perspective, which characterizes conï ¬â€šicts as being dynamic and multi-dimensional. In such circumstances, the best behavioral style in dealing with any one conï ¬â€šict episode may vary during, or between, conï ¬â€šict episodes (Medina et al., 2004; Nicotera, 1993). For conï ¬â€šict in a complex world, neither the â€Å"one best way† nor the contingency perspective would necessarily produce optimal results. If conï ¬â€šict does not occur discretely and individually (Pondy, 1992a), existing approaches may not describe the world as managers actually experience it. Arguably, these approaches have artiï ¬ cially limited conï ¬â€šict research to a ï ¬â€šat, two-dimensional model. To address the shortcomings of traditional research and to incorporate the complexity perspective into conï ¬â€šict management theory, we need to move beyond two dimensions (Van de Vliert et al., 1997). Beyond two dimensions of conï ¬â€šict management theory Recent work by Van de Vliert et al. (1997) and Medina et al. (2004) has expanded current theory through consideration of the complexity perspective. The complexity perspective argues that any reaction to a conï ¬â€šict episode consists of multiple behavioral components rather than one single conï ¬â€šict management behavior. In the complexity perspective, using a mixture of accommodating, avoiding, competing, compromising and collaborating behaviors throughout the conï ¬â€šict episode is considered to be the rule rather than the exception (Van de Vliert et al., 1997). To date, studies taking a complexity approach to conï ¬â€šict management have adopted one of three different complexity perspectives. The ï ¬ rst examines simultaneous complexity and how different combinations of behaviors affect the outcome of the conï ¬â€šict (Munduate et al., 1999). The second complexity approach focuses on the point of behavioral change and the outcome, examining either the behavioral phases through which the participants of a conï ¬â€šict episode pass, or apply temporal complexity to look at the point at which behavioral style changes and the effect on the conï ¬â€šict episode (Olekalns et al., 1996). The third approach is the sequential complexity or conglomerated perspective, which is concerned with the different modes of conï ¬â€šict management behavior, how they are combined, and at what point they change during the interaction. The application of the complexity perspective to conï ¬â€šict management research has revealed that managers use more than the ï ¬ ve behaviors suggested by the â€Å"one best way† perspective to manage conï ¬â€šict. In their study of conglomerated conï ¬â€šict management behavior, Euwema et al. (2003) argued that the traditional approach under-represents the individual’s assertive modes of behavior and have as a result added â€Å"confronting† and â€Å"process controlling†, making seven possible behaviors: (1) competing; (2) collaborating; (3) avoiding; (4) compromising; (5) accommodating; A re-evaluation of conï ¬â€šict theory 193 IJCMA 21,2 194 (6) confronting; and (7) process controlling. Weingart et al. (1990) identiï ¬ ed two types of sequential pattern: Reciprocity, responding to the other party with the same behavior; and Complementarity, responding with an opposing behavior. Applying a complexity perspective, the effectiveness of complementarity or reciprocity behaviors will be contingent upon the situation, the micro-environment, the number of conï ¬â€šict episodes, and the types of conï ¬â€šict present. The sequential pattern may in itself be complex, being dependent both upon the current situation and on varying behaviors throughout the interaction. A further, often unrecognized implication of complexity in conï ¬â€šict is that each conï ¬â€šict episode could be unique, being composed of different proportions of each of the affective, cognitive and process conï ¬â€šict types (Jehn and Chatman, 2000). The implication for conï ¬â€šict management strategy and the choice of the most appropriate behavior is immense. Therefore, a new perspective is needed, in which conï ¬â€šict and the response to conï ¬â€šict is viewed as dynamic and changing over time, with each conï ¬â€šict episode having a unique composition requiring a speciï ¬ c but ï ¬â€šexible approach in order to obtain the best possible outcome. We propose that this might result in a manager changing behavior during a conï ¬â€šict episode, or indeed a manager adopting different behaviors for a number of conï ¬â€šict episodes occurring simultaneously. In the next section, we take all these complex factors into account and propose a single, dynamic and comprehensive model of conï ¬â€šict management behavior. Multiple, simultaneous conï ¬â€šict episodes We have shown that the ï ¬ eld of conï ¬â€šict has become entangled in multiple terms and that research into conï ¬â€šict management is struggling to reconcile two-dimensional models with the more complex situation encountered in the real world. A model is needed which considers the complexity of conï ¬â€šict episodes and separates conï ¬â€šict antecedents from conï ¬â€šict types, recognizing that conï ¬â€šict can relate to emotions and situations which have common antecedents. We propose that the way forward is to expand the conglomerated perspective into a sequential contingency perspective, in which the sequence of conï ¬â€šict management behaviors adopted is dependent upon a number of inï ¬â€šuencing factors in the micro-environment, the number of conï ¬â€šict episodes being dealt with, their composition, and changes in the behaviors of the actors involved. A sequential contingency perspective The sequential contingency perspective for intraorganizational, interpersonal conï ¬â€šict proposes the adoption of an alternative paradigm which is that conï ¬â€šict is ever-present and ever-changing in terms of its nature or composition; and that it is the way in which these continuous conï ¬â€šicts is managed which determines the outcome of any conï ¬â€šict episode and the nature of any subsequent conï ¬â€šicts. Figure 1 provides a visualization of Pondy’s (1992b) postmodern paradigm of conï ¬â€šict and provides a foundation for the investigation of complex, multiple, simultaneous, intraorganizational conï ¬â€šicts. This conceptual visualization of conï ¬â€šict within the organization provides a three-dimensional representation of conï ¬â€šict from the paradigm that conï ¬â€šict is an inherent feature of organizational life. It shows how, at any one given point in time, A re-evaluation of conï ¬â€šict theory 195 Figure 1. A conceptual visualization of multiple, simultaneous conï ¬â€šict there can be a number of conï ¬â€šict episodes experienced (y axis), each with different intensities (z axis) and duration (x axis). In addition, we have argued that each conï ¬â€šict episode will have a unique composition, being made up of different proportions of cognitive, affective and process elements. The implications for conï ¬â€šict management theory are twofold: ï ¬ rst, the behavioral strategies adopted in the management of these conï ¬â€šicts will be highly complex and will be determined by a number of inï ¬â€šuencing factors; and second, this moves theory beyond the two dimensional duel concern perspective, in that the adaptable manager dealing with these multiple, simultaneous conï ¬â€šicts will also need to consider the possible implications of their chosen strategy along with the changing micro environment in which they operate. Using this three-dimensional conceptual visualization of conï ¬â€šict within the organization we propose a sequential contingency model for managing interpersonal conï ¬â€šict within the organization (Figure 2). The basic elements of the framework in Figure 2 consider all the dimensions of conï ¬â€šict and its management as previously discussed: . the conï ¬â€šict episode characteristics, the type and composition of any conï ¬â€šict episode encountered (Amason, 1996; Jehn, 1995; Jehn, 1997; Pinkley and Northcraft, 1994); . the characteristics of the relationship(s) (Jehn, 1995); . the characteristics of the individuals involved; . the conï ¬â€šict management behaviors; and . the outcome of previous conï ¬â€šict episodes (Van de Vliert et al., 1997). IJCMA 21,2 196 Figure 2. A sequential contingency model for managing intra-organizational, interpersonal conï ¬â€šict The basic postulate of the model is that conï ¬â€šict is a constant and inherent condition of the organization (that is, that conï ¬â€šict episodes do not occur as isolated, anomalous incidents). Additionally, the effectiveness of the conï ¬â€šict management behaviors in terms of its functionality or dysfunctionality is contingent upon, and moderated by, the nature of the conï ¬â€šict, the characteristics of the individuals and relationships involved, and experience of previous conï ¬â€šict. Thus, this model provides a framework for dealing with multiple, simultaneous conï ¬â€šict episodes moving beyond the tradition two-dimensional approach. Future research To date there has been little empirical research into the degree to which individuals are able to adapt their behavior during an interaction, or on the value of the complexity perspective in dealing with complex intraorganizational conï ¬â€šict. The future research agenda needs to explore conï ¬â€šict through Pondy’s (1992b) alternative paradigm and expand on these theoretical ï ¬ ndings by investigating intraorganizational, interpersonal conï ¬â€šict in a number of ways. We therefore set out a research agenda framed in terms of four research propositions. First, taking the sequential contingency perspective and adopting Pondy’s (1989) alternative paradigm for conï ¬â€šict within the organization, research is needed to establish the occurrence of conï ¬â€šict. Pondy (1992b) argues that, rather than a sequence of discrete isolated incidents, conï ¬â€šict is an inherent condition of social interaction within the organization and that conï ¬â€šict episodes occur simultaneously not sequentially. This would imply that: P1a. Conï ¬â€šict is a constant condition of interorganizational, interpersonal relationships. A re-evaluation of conï ¬â€šict theory P1b. Multiple conï ¬â€šict episodes occur simultaneously. P1c. Conï ¬â€šict episodes are complex, having differing compositions of affective, cognitive and process elements which change over time. The complexity perspective recognizes that different conï ¬â€šict situations call for different management behaviors (Van de Vliert et al., 1997). This implies that managers can call upon a much wider range of approaches to conï ¬â€šict management than previously thought. Moreover there is a further implication, which is that managers are able to adapt their behavior during conï ¬â€šict episodes. Thus: P2a. Managers use different behaviors to manage multiple conï ¬â€šicts at any one time. P2b. Managers change their behavior over time during the same conï ¬â€šict episode. A substantial branch of recent conï ¬â€šict management research has focused on the outcomes of conï ¬â€šict and has suggested that not all conï ¬â€šict is negative (De Dreu, 1997; Simons and Peterson, 2000; Schultz-Hardt et al., 2002; Schwenk, 1990). Given this, we need a greater understanding of the effect that the behavior adopted has on the conï ¬â€šict experienced, whether it mitigated or agitated the situation, and the consequences for any subsequent conï ¬â€šict (Amason, 1996). Thus: P3a. The behaviors that managers use affect the outcome of the conï ¬â€šict. P3b. The behaviors that managers use affect subsequent conï ¬â€šicts. Finally, re-visiting Pondy’s (1989) alternative paradigm and incorporating the additional perspectives that come from consideration of conï ¬â€šict outcomes and the application of the complexity perspective, we argue that more research is needed into the relationship between the behaviors that managers adopt and whether these behaviors represent the conscious adaptation of an optimal approach to conï ¬â€šict management. Thus: P4. Conï ¬â€šict management involves adapting a set of behaviors through which a degree of co-operation is maintained, as opposed to the use of behavior(s) which resolve(s) discrete isolated incidents of conï ¬â€šict. Our purpose in setting out a new model and research agenda for conï ¬â€šict management research, together with a set of detailed research propositions, is to move the ï ¬ eld beyond the consideration of conï ¬â€šict episodes as discrete, isolated incidents and to encourage the investigation of different behaviors in different circumstances and their effectiveness. Future research needs to consider the complexity of conï ¬â€šict and adopt a research paradigm which considers the behavioral strategies within long term complex interpersonal relationships. Conclusion This paper has offered four contributions to the ï ¬ eld of conï ¬â€šict and conï ¬â€šict management. The ï ¬ rst is the clariï ¬ cation of conï ¬â€šict typologies set out in Table II. The 197 IJCMA 21,2 198 second contribution is the notion that business managers handle multiple and simultaneous conï ¬â€šict episodes that require different approaches to resolving them, so that the existing models proposed for conï ¬â€šict management are unlikely to chime with their actual experience. The third contribution is to map this in the form of a new theoretical model for conï ¬â€šict management (Figure 2). The fourth contribution is to use this theoretical model to set out a set of research propositions to shape research that will shed light on the real conï ¬â€šicts that managers have to face. Just 40 years on, and intraorganizational conï ¬â€šict theory itself appears to be in conï ¬â€šict. 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(1976), â€Å"Conï ¬â€šict and conï ¬â€šict management†, in Dunnette, M.D. (Ed.), Handbook of Industrial and Organizational Psychology, Rand McNally, Chicago, IL, pp. 889-935. Van de Vliert, E., Nauta, A., Euwema, M.C. and Janssen, O. (1997), â€Å"The effectiveness of mixing problem solving and forcing†, Using Conï ¬â€šict in Organizations, Sage Publications, Thousand Oaks, CA, pp. 38-52. Van de Vliert, E., Nauta, A., Giebels, E. and Janssen, O. (1999), â€Å"Constructive conï ¬â€šict at work†, Journal of Organizational Behavior, Vol. 20 No. 4, pp. 475-91. Walker, O.C., Churchill, G.A. Jr and Ford, N.M. (1975), â€Å"Organizational determinants of the industrial salesman’s role conï ¬â€šict and ambiguity†, Journal of Marketing, Vol. 39 No. 1, pp. 32-9. Wall, V.D. Jr and Nolan, L.L. (1986), â€Å"Perceptions of inequity, satisfaction, and conï ¬â€šict in task-oriented groups†, Human Relations, Vol. 39 No. 11, pp. 1033-52. Weingart, L.R., Thompson, L.L., Bazerman, H.H. and Caroll, J.S. (1990), â€Å"Tactical behavior and negotiation outcomes†, International Journal of Conï ¬â€šict Management, Vol. 1 No. 1, pp. 7-31. Further reading Amason, A.C., Hochwarter, W.A., Thompson, K.R. and Harrison, A.W. (1995), â€Å"Conï ¬â€šict: an important dimension in successful management teams†, Organizational Dynamics, Vol. 24 No. 2, pp. 20-35. Blake, R.R. and Mouton, J.S. (1964), The Managerial Grid, Gulf Publishing Co., Houston, TX. De Dreu, C. and Weingart, L.R. (2003), â€Å"Task versus relationship conï ¬â€šict, team performance, and team member satisfaction: a meta-analysis†, Journal of Applied Psychology, Vol. 88 No. 4, pp. 741-9. Deutsch, M. (1973), The Resolution of Conï ¬â€šict, Yale University Press, New Haven, CT. Friedman, R., Tidd, S., Currall, S. and Tsai, J. (2000), â€Å"What goes around comes around: the impact of personal conï ¬â€šict style on work conï ¬â€šict and stress†, International Journal of Conï ¬â€šict Management, Vol. 11 No. 1, pp. 32-55. Guerra, M.J., Martinez, I., Munduate, L. and Medina, F.J. (2005), â€Å"A contingency perspective on the study of the consequences of conï ¬â€šict types: the role of organizational culture†, European Journal of Work and Organizational Psychology, Vol. 14 No. 2, pp. 157-76. Lewicki, R.J. and Sheppard, B.H. (1985), â€Å"Choosing how to intervene: factors affecting the use of process and outcome control in third party dispute resolution†, Journal of Occupational Behavior, Vol. 6 No. 1, pp. 49-64. Tidd, S.T., McIntyre, H. and Friedman, R.A. (2004), â€Å"The importance of role ambiguity and trust in conï ¬â€šict perception: unpacking the task conï ¬â€šict to relationship conï ¬â€šict linkage†, International Journal of Conï ¬â€šict Management, Vol. 15 No. 4, pp. 364-84. About the authors  ´ James Speakman is Assistant Professor of International Negotiation at IESEG Business School, a member of Catholic University of Lille, where his attentions are focused on sales and negotiation. After working for 16 years in key account management sales he completed his PhD research at Cranï ¬ eld School of Management, where, using the Critical Incident Technique with an Interpretive Framework for coding to investigate intraorganizational, interpersonal conï ¬â€šict and the behavioral sequences adopted in the management of these complex interpersonal, intraorganizational conï ¬â€šict episodes. Other research interests include personal selling, past, present and future, where he conducted the US research for a multinational study on the future of personal selling and negotiation in context where his research interests include multi-cultural negotiation. James Speakman is the corresponding author and can be contacted at: [emailprotected] Lynette Ryals specializes in key account management and marketing portfolio management, particularly in the area of customer proï ¬ tability. She is a Registered Representative of the London Stock Exchange and a Fellow of the Society of Investment Professionals. She is the Director of Cranï ¬ eld’s Key Account Management Best Practice Research Club, Director of the Demand Chain Management community and a member of Cranï ¬ eld School of Management’s Governing Executive. To purchase reprints of this article please e-mail: [emailprotected] Or visit our web site for further details: www.emeraldinsight.com/reprints A re-evaluation of conï ¬â€šict theory 201

Market Research Implementation Plan Essay -- Market Research

Market Research Implementation Plan Disney resorts currently exist in numerous locations across the world. In an effort to expand to South America, Disney must determine how potential customers, as well as locals to the Rio de Janeiro locale would feel about the new resort. Disney must utilize marketing research to make this determination, and the following discusses the four types of research methods Disney might use. Determining the research tools is an important step for the company because they are the ones that will be used to collect and analyze the data to determine the needs of the market. The objective is to examine the applicability of four different research tools such as surveys, questionnaires, focus groups and in depth interviews. The analysis will allow Disney to determine the most applicable research tool to obtain data used to make important decisions. There is also a compare and contrast section discussing pros and cons of each tool, as well as an analysis of which tool would be most effective to Dis ney. Finally, there is a definition of secondary market research as well as a description of how Disney will use secondary market research to determine how the resort would fair in such a location. Types of Research Methods Disney will use the several primary research methods to determine whether a new Disney resort would do well in Rio de Janeiro. The first research method will be the use of surveys. These surveys will be two-fold, as Disney needs to find out about current Disney visitors as well as locals in Rio de Janeiro. The surveys can help Disney get an idea of how receptive these two groups are to having a new Disney location. Questionnaires will allow Disney to determine not only how customers feel about... ...sney can use secondary market research to complete the research process. Defining secondary market research shows how such research can effectively supplement primary market research. Disney will use secondary research such as a census of languages in Rio de Janeiro, to help verify whether Disney can benefit the local economy of Rio as well as a study of popular languages in the area, to determine if bilingual staff is necessary. The selected tools will help Disney Brazil become another successful Disney resort. Works Cited Burns, A. C., Bush, R. F. (2006). Marketing research: Online research applications (5th ed.). Upper Saddle River, NJ: Prentice Hall. IBGE (n.d). Home Page. Retrieved May 14, 2012 from http://www.ibge.gov.br/english/ Wikipedia (2012). Languages of Brazil. Retrieved May 14, 2012 from http://en.wikipedia.org/wiki/Languages_of_Brazil

Challenges of special needs education Essay

Efforts involved in implementation of Special needs education in Uganda today have got challenges that are facing them. These challenges are Handling the problems of an inclusive classroom. The concept of having classrooms that contain both special needs students and students who are developing typically is becoming a popular one. This type of education poses new challenges for a special education teacher. For example, many students who have no disabilities are unaccustomed to dealing with those who do. Teachers in these classes are charged with eliminating cruelty and insensitivity from among  their students and ensuring that those with special needs are treated with respect. Professional Isolation. The nature of a special education teacher’s work is very different from that of traditional teachers; the result of this is that standard classroom teachers may not view them as colleagues. There may be a professional stigma attached to the work of teaching â€Å"slow† students. Special education teachers often work with smaller groups and may focus on skills rather than content, thereby leading to the perception that their work is easier or less important. Lack of support from parents. Some parents of special needs children are disinterested in the welfare of their children and fail to provide them with adequate care. Alternatively, they may be overly protective. Both can be problematic for the child and for their teacher. Disinterested parents may have no involvement with their child’s education or interaction with their teachers, WHEREAS OVERPROTECTIVE PARENTS MAY HAVE UNREALISTIC EXPECTATIONS FROM THE CHILD AND THE CHILD’S teachers. Both attitudes can shape children in negative ways. Parental disinterest may make special needs students less motivated and parents who are overprotective often diminish their  child’s confidence and make it harder for them to learn. 2 otydally@gmail. com The difficulty of discipline in a special needs classroom. Disabled children may have behavioral issues including restlessness and moodiness. They may also exhibit problems like a short attention span or an inability to understand what is being taught. Special education teachers have to learn how to deal with these problems as well as how to take appropriate disciplinary measures. Budget problems. Across the nation, special education programs are facing increasing enrollment and decreasing budgets. The result is that there are fewer teacher assistants available, which results in a greater workload for special education teachers. They may also face shortages of essential resources and equipment for delivering effective lessons. Shortage of teachers to handle learners with special needs. Most of the teachers refuse to offer a hand once told to handle a class and later identify that learners in that class are disabled in one way or the other. Many teachers like to teach only learners who are able to do things without any difficulty. They fail to understand that ability is not to everyone. Shortage of teaching materials. Some schools in Uganda today support the learners with special needs but they are faced with a problem of the materials they are to use to teach the learners for example having brails for the blind. This poses a challenge to special needs education in Uganda today. Statistics about the number of the children with special needs. There is no correct statistical approximation of the number of the children with special needs in Uganda today. Supplemented by the enumeration of people taking place after a long period. With miss appropriated number of  children with special needs, there comes a challenge to the state to budget for them in terms of the resources like human resource available. 3 otydally@gmail. com Rigid curriculum. Rigidity of the curriculum is also a challenge as it does not clearly show how to handle people with disabilities. The curriculum provides the content but not the pedagogy. This poses achallenge to the teachers who handle learners with special needs on how to handle and present or deliver the content. There are few schools that offer special needs education in Uganda today. They are faced with  a problem of handling the whole multitude of learners all over the country. The population of learners in those schools is high becoming a challenge to teaching and special needs education in general. There are few training institutions for those who would wish to understand the necessary basics of handling learners with disabilities. Assumptions tend to be taken that it is automatic that an individual cannot fail to handle a person with any form of disability. This is a real misconception as for example a person may just think that he knows but when a disabled person asks him for some help, he directs him to specialists. Despite the fact that Special needs education is faced with a number of challenges. Some of those challenges can be mitigated. I suggest the following ways that can be used to act as solutions t the number of challenges above are:- Comprehensive review of state laws, regulations and policies should be done to in cooperate policies for efficient implementation of special needs education in Uganda today. In addition government policies should be put in place with clearly well-defined measures to the rights of the disabled and what is expected from the community as far as providing special needs education is concerned. This will enable the learners to be helped in whatever form the help may be but not being isolated and thus their presence in society thought of as being useless. 4 otydally@gmail. com Tertiary institutions that train teachers should in cooperate into their curriculum courses that train teachers to handle learners with special needs. This will help increase the human resource that handle learners with special needs eliminating the challenge of the shortage of teachers with skills of handling learners with special needs. Sensitization of stake holders of their roles regarding the support they should render to people  with disabilities. This will make parents not to keep their children at home rather send them to schools where they may be fully partially included in regular classes thus will end up having achieved their right to education. Parents should made aware of the consequences of not rendering a hand in the education of their children. The government should consider the special needs education sector on their budget. This will make them cater for the materials that the students need to learn. With these materials like the brails available, the implementation of education of learners with special needs will not have  much trouble. Review of the curriculum to check where people with various forms of disabilities can be infused into the system needs to be done as this will help teachers have at least some basics of handling the disabled not leaving everything tothose whom they claim to be experts inthat field. With maximum cooperation of teachers in the school, all the students will thus be catered for. REFERENCES Fanning, B. , Veale, A. , & O’Connor, D. (2001). Beyond the pale: Asylum seeking children and social exclusion in Ireland. Dublin: Irish Refugee Council. Farrell, P. (1997). The integration of children with severe learning difficulties: A review of the recent literature. Journal of Applied Research in Intellectual Disabilities, 50(2), 26-31 Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109-120 Gutman, L. M. , & Midgley, C. (2000). The role of protective factors in supporting the academic achievement of poor African American students during the middle school transition. Journal of Youth and Adolescence, 29(2), 223-248.

Children learn more from what you are than what you teach

Material and Energy Balance and Simulation (CHEESE) Combustion and Environment 1 . This activity contributes 5% of the course work (Group Assignment). 2. Form a group of 4 to 5 person. 3. Dateline: 1 September 2014, pm Learning outcome 1 . Apply the calculation for fundamentals of material balance for reactive system. 2. Calculate the parameter required for the combustion process. Scenario You have been assigned by the Department of Environment (DOE) to measure SO 2 emission from a small industrial power plant.You have withdrawn and analyzed a gas sample from the boiler stack and obtain the following composition: 75. 66% NO, 10. 24% CA, 8. 27% H2O, 5. 75% 02 and 0. 0825% ASS. On the next day, you show these figures to the plant superintendent and he insists that the analysis must be incorrect, since the fuel was a natural gas containing methane and ethane and no sulfur. Then, you ask the superintendent if they ever burn another fuel and he replies that they sometimes use a fuel oil. However, the plant log shows that they were wrong no doing so when the measurement were made. 1 .Draw and label a Lockhart of this process. 2. Perform a degree of freedom analysis and state any assumptions you made. 3. Calculate the mole ratio of carbon to hydrogen in the fuel and use the result to prove that the fuel could not have been the natural gas. 4. Suppose the combustion products are released directly into the environment. Determine whether it comply Malaysian Ambient Air Quality Standard (AMASS). State any assumptions you made. (10 MARKS) A. Technical Report Draft a technical report addressed to the Process Engineer on your team's evaluation of the power plant.Your report can take the following format and should not be more than 10 pages. Use Font: Times New Roman, Size: 12, Spacing: 1. 15, Alignment: Justified Report Format: Report cover page: Date: Team members: Subject: Contents: 1. Introduction 2. Objective of the evaluation 3. Key findings Summary Conclusion and recom mendations Assessment The distribution of marks for the various activity components is contained in Table 1 . Please attach this form on the last page of your report.

Friends was the best tv show essays

Friends was the best tv show essays A decade ago, America was introduced to 6 friends: adorable Rachel, lovelorn Ross, ditsy Phoebe, confused Joey, uptight Monica and sarcastic Chandler. Record paydays, ratings jubilance and Emmy golds no wonder Friends is the number one comedy, but sadly is coming to an end. For ten years in a row, over 30 million North American viewers tune into NBC every Thursday night to catch up with the lives of their favourite friends making Friends the number one primetime series. But before ratings soared off the charts, this consecutively unbeaten sitcom had become one the most successful shows ever. As an added bonus, the theme song Ill be here for you was already a No. I radio hit, giving Friends a jump start to their ratings. Friends has helped NBC climb and claim the number one position for numerous years over all other television networks on Thursday nights. NBC Studios has maintained an astounding 46% lead in viewers for Friends over CBSs Survivor at 8:00. Friends successfulness is the main reason why it and its cast have accumulated so many awards over their ten years running. Alone, the number of Emmy, Golden Globe, Peoples Choice and Screen Actors Guild Awards are enough to cover all the coffee tables at Central Perk. Not to mention countless other awards such as best directing, best scripted comedy, funniest guest appearance, technical direction, best music, countless teen choice awards and the list goes on... Of course, behind every great show there has to be a big pile of cash and Friends is no different. Financing is a major part in the production of Friends where each actor has been making $1 million per episode for the past season! So thats $24 million each, per season just for the main cast. Not to mention wages for the guest stars! But Friends doesnt give out this kind of money without receiving some. Lately, commercials are a major so ...

Bohr Atom Energy Change Example Problem

Bohr Atom Energy Change Example Problem This example problem demonstrates how to find the energy change that corresponds to a change between energy levels of a Bohr atom. According to the Bohr model, an atom consists of a small positive charged nucleus that is orbited by negatively charged electrons. The energy of an electrons orbit is determined by the size of the orbit, with the lowest energy found in the smallest, innermost orbit. When an electron moves from one orbit to another, energy is absorbed or released. The Rydberg formula is used to find the atom energy change. Most Bohr atom problems deal with hydrogen because it is the simplest atom and the easiest to use for calculations. Bohr Atom Problem What is the energy change when an electron drops from the n3 energy state to the 1 energy state in a hydrogen atom? Solution: E hÃŽ ½ hc/ÃŽ » According tothe Rydberg Formula 1/ÃŽ » R(Z2/n2) whereR 1.097 x 107  m-1Z   Atomic number  of the atom (Z1 for hydrogen) Combine These Formulas E hcR(Z2/n2)h 6.626 x 10-34  J ·sc 3 x 108  m/secR 1.097 x 107  m-1hcR 6.626 x 10-34  J ·s x 3 x 108  m/sec x 1.097 x 107  m-1hcR 2.18 x 10-18  JE 2.18 x 10-18  J(Z2/n2)En3E 2.18 x 10-18  J(12/32)E 2.18 x 10-18  J(1/9)E 2.42 x 10-19  JEn1E 2.18 x 10-18  J(12/12)E 2.18 x 10-18  JΔE En3  - En1ΔE 2.42 x 10-19  J - 2.18 x 10-18  JΔE -1.938 x 10-18  J Answer The energy change when an electron in the n3 energy state to the n1 energy state of a hydrogen atom is -1.938 x 10-18  J.

How the growth and development of the modern American city has shaped Essay

How the growth and development of the modern American city has shaped the individual American experience - Essay Example The American city has been coupled with an industrial revolution, as well as the development of the US capitalism. These changes are believed to have been a symbol of the end of the aged order, and marking the requirement of a novel order that would be suitable for the new industrial era. The constitutional structure should be made dynamic by encouraging tools of social change. This can be supported by scientific analysis and knowledge, as well as the improvement of administrative system of a government. ‘The simple, compact, well-join'd scheme, myself disintegrated, every one disintegrated yet part of the scheme’. Walt Whitman, ‘Crossing Brooklyn Ferry’ Whitman was a popular poetic-writer as far as relating nature and political aspects was concerned. In relation to Whitman’s (2013) statement, ‘the simple, compact, well-join'd scheme, myself disintegrated, every one disintegrated yet part of the scheme’ in a publication entitled ‘Cr ossing Brooklyn Ferry’, time, as well as space are perceived as important concepts that should be flexible in resolving the philosophical dilemmas. Amongst the philosophical problems that are faced by a majority of democratic nations is associated with the notion of a constitutional democracy of a given era being constrained to shape the wishes of succeeding eras. Individuals of the past era deemed the old constitutional democracy to be too ‘sacred’ to be amended. In this regard, the forefathers have been associated more with wisdom than being human beings. Attention should be paid to the capabilities of various generations despite living in different eras. However, there have been tendency of the past generation ‘voice’ being consulted for direction and help in the current democracy. A philosophical dilemma occurs when individuals related to a democratic system perceive themselves bonded to the past generation whilst at the same attempting to chart a new way (Hopper, 2013). Whitman, in his book, entitled ‘Crossing Brooklyn Ferry’, attempts to use the movement of ferry to Manhattan from Brook as a symbol on the notion of transcending time in an attempt to share sumptuous experience, as well as identity with respect to both generations- the past and future. Generally, Whitman’s poetic writing attempts to reflect on the irony of the US democracy and the continuity of the American national. 3.0 The Individual American Experiences Due To the Growth and Development of the American City Following the ending of the civil war, a large number of the US citizens shared certain beliefs regarding the function and structure of a government, as well as the government’s vital civic policies. There were a number of amendments including that of the constitution where slavery was abolished. These changes empowered the government to protect the rights of the citizens. In this regard, the revolution in America was realiz ed not only in the Western and Northern parts of the country but also the South. The agreement that characterized the country after the Civil war was marked by values of the American founding. There are a number of differences between the approach with regards to American founding era and the new era perspectives. The dismissal of nature According to the founders, all individuals are equal, and have various absolute rights. All individuals are also expected to obey the natural decrees; however, an individual is not only regarded to