Economic and political integration in EU Essay Example | Topics and Well Written Essays - 2500 words

Monetary and political mix in EU - Essay Example The first obviously was the establishing of the European Economic Union (EEU). The second was the observer of system change; the rise of a liberal substitute wherein the state was tackled by a typical monetary standard. The third, on account of globalization, considered the to be of monetary radicalism as a principle, and the fourth; saw during the last decade of the century, the coordination procedure of states endure a progression of in the end correctable misfortunes that despite everything hazard the Union (John Gillingham, p.xiii, Preface, 2003). The European Union is novel among worldwide associations, in that, it has a complex yet very much created arrangement of law, straightforwardly influencing its part states. The EU establishes a law that draws shared social and financial advantage of the part states. European Union law has made some amazing progress since its beginning in the course of recent years. Starting today, the EU has around 500 million residents in 27 part states bound together by this law, making it one of the most including and dynamic present day legitimate frameworks on the planet (Wikipedia, 2007). Everything began when, the leaders of the part States of Belgium, Germany, France, Italy, Luxembourg, and Netherlands, consented to establish the framework of a nearer and nearer association among the European Union members1. These included: The idea of the EC Treaty guarantees that delegated people have greaterly affected the improvement of EC Law than chose authorities. This paper investigates three conspicuous laws that direct the free development of merchandise, individuals, and rivalry. 2.0 Executive Summary The free development of people between the Member States of the EU was one after another confined to just the common laborers. This anyway changed with the financial advancement of all part states inside the EU, and all individuals, residents, understudies, wards, and other people who were not, at this point monetarily dynamic were permitted to head out to any nation in the EU and dwell there in the event that they wished. Since the joining of the

Particle Definition and Examples in English Grammar

Molecule Definition and Examples in English Grammar The English word molecule originates from the Latin, an offer, part. In English sentence structure, aâ particle is a word that doesn't change its structure through enunciation and doesn't handily fit into the built up arrangement of grammatical forms. Numerous particles are firmly connected to action words to frame multi-word action words, for example, leave. Different particles incorporate to utilized with an infinitive and not a negative molecule. In tagmemics, the term molecule alludes to a phonetic unit seen as a discrete element, quantifiable as far as its highlights. (Word reference of Linguistics and Phonetics, 2008). Models and Observations Particles are short words...that with only a couple of exemptions are for the most part relational words unaccompanied by any supplement of their own. Probably the most widely recognized relational words having a place with the molecule class: along, away, back, by, down, forward, in, off, on, out, finished, round, under, up.(Huddleston, Rodney and Geoffrey Pullum. A Students Introduction to English Grammar. Cambridge University Press, 2006.) The tempest ate up September’s cry of sadness, pleased at its underhandedness, as all tempests are.(Valente, Catherynne M. The Girl Who Circumnavigated Fairyland in a Ship of Her Own Making, 2011.) The truth is what, when you quit having faith in it, doesnt go away.(Dick, Philip K. Step by step instructions to Build a Universe That Doesnt Fall Apart Two Days Later, 1978.) I was resolved to know beans.(Thoreau, Henry David. Walden, 1854.) I was resolved not to surrender. [T]he thought (as all pilots comprehended) was that a man ought to be able to go up in a plunging bit of hardware and put his cover up on the line...(Wolfe, Tom. The Right Stuff, 1979) The Escape Category Molecule is...something of a getaway (or cop-out) class for grammarians. In the event that its little and you dont comprehend what to call it, consider it a molecule is by all accounts the training; and a valuable practice it is, as well, as it abstains from driving words into classes in which they don't appropriately have a place... Try not to mistake molecule for the comparative looking participle; the last has a considerably more all around characterized application. (Hurford, James R. Language structure: A Students Guide. Cambridge University Press, 1994.) Talk Particles ​Well and now in English... have been alluded to as talk particles, for instance by Hansen (1998). Talk particles are set with incredible exactness at better places in the talk and give significant pieces of information to how talk is fragmented and prepared... Talk particles are unique in relation to normal words in the language in light of the enormous number of practical qualities that they can be related with. By and by, speakers are not disturbed by this multifunctionality however they appear to realize what a molecule implies and have the option to utilize it in various contexts.(Aijmer, Karin. English Discourse Particles: Evidence From a Corpus. John Benjamins, 2002.) Particles in Tagmemics The tagmemics framework takes a shot at the presumption that any subject can be treated as a molecule, as a wave, or as a field. A molecule is a basic meaning of a static, perpetual, object (e.g., a word, an expression, or a book as a whole)... A wave is a depiction of a developing article... A field is a portrayal of a nonexclusive item in an enormous plane of meaning.(Hain Bonnie A. what's more, Richard Louth, Read, Write, and Learn: Improving Literacy Instruction Across the Disciplines, Teaching in the 21st Century: Adapting Writing Pedagogies to the College Curriculum, ed. by Alice Robertson and Barbara Smith. Falmer Press, 1999.)

Writing Persuasive Essay Introduction Samples

Writing Persuasive Essay Introduction SamplesWhen it comes to writing an effective and convincing persuasive essay introduction samples, there are a number of different things that you have to keep in mind. It is not always going to be as easy as you might think to give your essay or speech the finish that you want it to have.Many people find that they go into writing persuasive essay introduction samples looking for easy ways to write these types of speeches. While they will learn how to write the easier and sometimes boring parts of these types of speech, they usually don't get to the part where they have to make their persuading statements very powerful and convincing. However, if you really want to be able to stand out from the crowd and be able to convince people, this is the part that you should focus on first.As you start learning how to write these types of essays, you should first make sure that you take the time to do some of your own research. The goal here is not to make it difficult for you to write your essay introduction but rather to help you come up with the best possible introduction that you can for your speech.In addition to using your own research, you should also look at other people's examples to help you learn how to write an effective introduction. The most important thing to do is to not stop researching. This will ensure that you are always learning new information and not stuck with things that have already been learned.Part of being able to write persuasive essay introduction samples is to be able to make a good argument. This means that you need to know what the audience wants to hear. Even if you do not understand what the audience wants to hear, you still need to make the strongest argument possible to make the argument that you want to make.One thing that you should look for when writing persuasive essay introduction samples is whether or not the people that you are talking to are interested in what you are saying. There is noth ing worse than being caught in a situation where the people that you are talking to do not care about what you are saying and that is what makes you lose the debate. However, you still want to make sure that the people that you are talking to do care because this is the only way that you are going to be able to give them the information that they want.When writing persuasive essay introduction samples, you should always make sure that you come up with strong and convincing arguments and evidence. This is a must especially if you are writing for another person. Your own idea may be very powerful but a person that has never heard of you may not be familiar with all of the reasons why you feel the way that you do.If you have never had the opportunity to write a persuasive essay introduction before, now is the time to make sure that you get started. This will ensure that you learn how to write these types of essays and build the confidence that you need to be able to have the types of s peeches that you want to give.

Barn Burning Essay - 2189 Words

Antonio Webb Professor Debra Germany English 2336 14 November 2012 Barn Burning In â€Å"Barn Burning†, a short story by William Faulkner, a boy finds that he can no longer be governed by his father’s ideas and tries to prevent his father from doing further harm, and leaves his family in the process. Sarty Snopes desire is to break away from the moral deficiency of his family life and live life with some resemblance of normalcy even at the expense of never seeing his family again. A growing body of evidence, suggest that humans have a moral sense from the very start of life and family does not instill this moral compass from the very start of life.†¦show more content†¦The Major rides by him on his horse and somewhere up ahead the boy hears a shot and then two more. The constellations wheeled on. It would be dawn and them sun-up after a while and he would be hungry, But that would be to-morrow and now he was only cold, and walking would cure that. His breathing was easier asleep because he knew it was almost dawn, the night al most over. He could tell that from the whippoorwills. They were everywhere now among the dark trees below them. He got up. He was a little stiff, but walking would cure that too as it would the cold, and soon there would be the sun. He went on down the hill, toward the dark woods within which the liquid silver voices of the birds called unceasing –the rapid and urgent beating of the urgent and quiring heart of the late spring night. He did not look back. (Baym,Nina) He knows that his father is torn between love and righteousness and feels sorrow for his father but knows in his heart he can longer live this way of life. While the story never mentions his age, Barn Burning is a sad story of a young mans life who knew what was right and wrong and does what has to be done in the end as conscious would not allow him to continue with his fathers way of life. However this story illustrates how morality is not developed within the family, but something that is instilled within us all in the first early years of life.Show MoreRelatedEssay Barn Burning1481 Words   |  6 PagesIn â€Å"Barn Burning,† the author, William Faulkner, composes a wonderful story about a poor boy who lives in anxiety, despair, and fear. He introduces us to Colonel Satoris Snopes, or Sarty, a boy who is mature beyond his years. Due to the harsh circumstances of life, Sarty must choose between justice and his family. At a tender age of ten, Sarty starts to believe his integrity will help him make the right choices. His loyalty to family doesn’t allow for him to understand why he warns the De SpainRead MoreBarn Burning Essay1889 Words   |  8 PagesIn William Faulkner’s â€Å"Barn Burning† Colonel Sartoris Snopes must decide either to stand with his father and compromise his integrity, or embrace honesty and morality and condemn his family. This is a difficult decision to make, especially for a ten year old boy that has nothing outside of what his father pr ovides. Sarty’s decision to ultimately betray his father is dependent on his observation of Abner’s character and the conflict he feels concerning Abner. â€Å"Barn Burning† opens with a trial inRead More Barn Burning Essay571 Words   |  3 PagesBarn Burning â€Å"Barn Burning† by William Faulkner was written in the ebb of the 1930’s in a decade of social, economic, and cultural decline. This story offers insight into the past years for students to learn of the nation and the South. This story shows the racial segregation that took place in these times between the white landowners and white tenant farmers, the blacks and the whites, and the poor white trash class and the blacks. The Snopes’s family was in the social class ofRead More Barn Burning Essay773 Words   |  4 PagesBarn Burning Barn Burning is a sad story because it very clearly shows the classical struggle between the privileged and the underprivileged classes. Time after time emotions of despair surface from both the protagonist and the antagonist involved in the story. This story outlines two distinct protagonists and two distinct antagonists. The first two are Colonel Sartoris Snopes (Sarty) and his father Abner Snopes (Ab). Sarty is the protagonist surrounded by his fatherRead More Barn Burning Essay1110 Words   |  5 Pages Barn Burning amp;quot;You’re getting to be a man. You got to learn. You got to learn to stick to your own blood or you ain’t going to have any blood to stick to you.amp;quot; This quote from William Faulkner’s amp;quot;Barn Burningamp;quot; does reveal a central issue in the story, as Jane Hiles suggests in her interpretation. The story is about blood ties, but more specifically, how these ties affect Sarty (the central character of the story). The story examines the internal conflict and dilemmaRead MoreEssay On Barn Burning879 Words   |  4 PagesWhy are children so loyal to their parents, even if their parents do not meet the moral standards of the child? Throughout the text of â€Å"Barn Burning†, Sarty seems to have repetitive feelings of grief and despair, yet he hesitates to out his father for his crimes. He hates his father’s crimes and his father’s way of life. Yet, Sarty is hesitant to out his father for his crimes. Mainly beca use he hopes his father will change, he fears his father will harm him physically or emotionally, and he placesRead MoreBarn Burning By William Faulkner935 Words   |  4 Pages William Faulkner’s â€Å"Barn Burning,† is about a southern white family that resides in a rural county in Mississippi. The low-income family members are the mother Lennie Snopes, the older brother, two sisters, and an aunt. The story’s main characters are, Colonel Sartoris Snopes, a 10- year-old boy, the father Abner Snopes, the property owner Abner’s boss Major de Spain, and his wife, Mrs. Lula de Spain. Abner Snopes characterized as the antagonist, and Faulkner describes him as an evil, vengeful manRead MoreBarn Burning By William Faulkner1373 Words   |  6 PagesWilliam Faulkner’s short story â€Å"Barn Burning† is an epic exhibition of the author’s style. In the story, Faulkner shows us the story of Colonel Sartoris Snopes regarding his want for good and his loyalty to his family. Throughout the story, Sarty is put in a position of having to struggle between his integrity and his want to defend his father and family. In â€Å"B arn Burning,† a struggle is displayed by Sarty Snopes between his want to do right and his want to honor his father. The reader gets theRead MoreBarn Burning By William Faulkner1357 Words   |  6 PagesHenry Award winning short story, â€Å"Barn Burning† was written in 1938 and published by Harper’s in 1939 (â€Å"William,† par. 12). In many ways the story is a product of â€Å"both a turbulent time in America’s history and Faulkner’s personal history† (Parker 101). America was emerging from the Great Depression just in time to see World War II looming on the horizon while Faulkner was struggling with â€Å"finances, a drinking problem, and a new mistress† (Parker 102). In â€Å"Barn Burning† Faulkner makes extensive useRead MoreBarn Burning by William Faulkner682 Words   |  3 PagesWilliam Faulkner’s Barn Burning, Abner Snopes is a main character and father of Colonel Sartoris Snopes (Sarty), who is also a main character. Abner is a very poor looking man, unclean and unshaven. He always seems to wear the same thing, a dirty wh ite button up shirt with a dirty black hat and coat. Snopes is a very terrifying figure, often controlling his family with physical and psychological violence as well as making them contribute to his favorite pastime, burning barns. The Snopes family

Writing Informal Letters and Emails for ESL Students

Stigma Surrounding Mental Health Disorders - 1059 Words

The Stigma Surrounding Mental Health Disorders Mental health disorders affect just about every single person in the world. These disorders come in many forms and severities. A couple of these disorders are depression, anxiety, eating disorders, posttraumatic stress disorder, and many more. In the United States alone 43.8 million, 1 in 5, adults suffer from a form of a mental health disorder. About 21.4%, or 1 in 5 juveniles ages 13-18, suffer from mental health disorders. Of people in our country who are homeless or incarcerated, majority of them suffer from at least one form of a mental health disorder. These disorders can also lead to suicide. Suicide is a terrible act that has risen in prevalence recently. Mental health issues are†¦show more content†¦Leading to a vicious cycle that proves almost impossible to break. In addition, mental health disorders can lead to suicide. Suicide is a horribly tragic act that can be prevented. Suicide is usually caused by severe depression, a feeling of hopelessness. This severe depression can be caused by a tragic life event such as losing a job or divorce. People can also be predisposed to depression. People’s brains who suffer from depression simply cannot produce enough neurotransmitters such as dopamine, norepinephrine, and serotonin, which are responsible for making you happy. Suicide is the tenth leading cause of death in the United States. More people die from suicide than hypertension, abnormally high blood pressure, and Parkinson’s disease. The rate in which this is happening is rising yearly. In recent years suicide rates have taken a steep rise in prevalence. Many people struggling with depression feel as though they don’t have real issues compared to other people, or that people will judge them seeking help for feeling sad. Peo ple who have been directly affected by suicide will tell you that it is not silly to seek help if you are feeling sad. Suffers sometimes feel so depressed that they cannot get out of bed. It can be debilitating. Uneducated individuals do not understand this, and will tell a sick person to â€Å"just get out of bed†, or â€Å"we all have issues too, deal with it and get on with life like the rest of us†.Show MoreRelatedMental Illness And Its Stigma1363 Words   |  6 PagesMental Illness and Its Stigma â€Å"One in five adults in America experience mental illness,† (Mental Health, n.d., para 1). Many people define mental illness as a characteristic that makes one irrational or delusional and derives a belief that those who have mental disorders are not suffering from a real disease, resulting in a negative view of those who suffer. There are three ways to defy this stigma that everyone, from media producers to the sufferers themselves, must participate in to break downRead MoreThe Effects Of Stigma Surrounding Mental Illness1658 Words   |  7 PagesMental illness is a controversial topic in recent news. From Sandy Hook to the Aurora movie theatre shooting, the effects of mental illness have sparked fierce debate and negative stigma surrounding the issue. Mental illnesses, â€Å"patterns of thoughts, feelings, or behaviors that are deviant, distressful, and dysfunctional† (Myers 562), affect 1 in 4 people at some point in their lives (Stigma and Discrimination). How ever, only 59.6% of people with mental illness report receiving treatment, as theyRead MoreThe Incorrect Diagnosis For Greater Reimbursement1459 Words   |  6 PagesWakefield (2013), documents a study where physicians purposely misdiagnosed depression for a higher reimbursement that they would have received if the diagnosis were that of a physical disorder (p. 135). Clearly, this is unacceptable behavior for a healthcare professional, whether they are medical or mental health providers. A clinician does not want to misdiagnose their client. Clinicians often follow three processes when diagnosing a client. First, the clinician ensures the classificationRead MoreThe Stigma Of Mental Illness1602 Words   |  7 Pages21st centuries have seeked to improve care and reduce stigma around those with mental illness. This began in 1942, when Harry Truman signed the National Mental Health Act, which requested the formation of a National Institute of Mental Health. Shortly after this, in 1949, the National Institute of Mental Health was established (â€Å"National Institute of Mental Health†). During the company’s 60 year lifespan they have focused on research about mental illness, educating the public, and improving the livesRead MoreIntroduction.... â€Å"If Mental Illness Could Be Seen On A1255 Words   |  6 PagesIntroduction... â€Å"If mental illness could be seen on a sufferer maybe society wouldn’t say ‘just get over it’ .† Mental illness unlike other diseases or disorders are, for the most part invisible. They are not easily recognised. These instances of being told to â€Å"just get over it† or â€Å"just calm down† or â€Å"It’s all in your head† are direct evidence of the stigma of having mental illness present in some cultures. A mental illness is in fact in your head, but your head is connected to body, they areRead MoreBipolar Disorder, Formerly Known As Manic-Depression, Is1359 Words   |  6 PagesBipolar disorder, formerly known as manic-depression, is a mental disorder. This disorder causes the individual to experience severe mood swings, from elation to depression. Individuals with bipolar disorder can experience serious changes in thinking, energy and behaviour. The different states of those with bipolar experience are referred to as ‘episodes’. These episodes can last days, weeks or months, depending on the severity of the episode. There are three main types of episodes, they are maniaRead MoreI Am Not From The Middle Class1309 Words   |  6 Pagesthe parts of town nobody wishes to live in with 3 siblings, 2 that I helped raise and parents that were never together. I am living with bipolar disorder and anxiety. The system was never designed to help me, America was never designed to cater to me. I am not a product of the American Dream, I am a product of class separation, and mental health stigma. Class separation is one of the most debated topics, and one of the most hushed topics at the same time. It is what everybody wants to talk aboutRead MoreThe Effects Of Media On Mental Health Stigma1680 Words   |  7 Pagesregard to mental health stigma. While the media has been a major contributor to the negative attitudes surrounding mental illness, it has recently evolved to become one of the most effective means of ameliorating stigma. However, the media needs to continue to improve in order to promote a healthy environment for people with mental illness. Before narrowing our focus on the media, we must clarify the terms mental illness and stigma. According to the National Alliance on Mental Health, a mental illnessRead MoreMental Disorders And Its Effects On The Lives Of People With Serious Mental Illness923 Words   |  4 Pagesfrom different psychiatric disorders. The quality of life for those suffering has not always been as sustainable as today. Just the mere thought of having these disorders was frowned upon and pushed to the side, as if it was taboo to have such a disability . Patients of the psychiatric health system were affected not only by the disease from which they suffer, but also by stigmas, treatments they received, and the conditions of the facilities they were in. Mental disorders were hard enough to dealRead MoreEating Disorders Are Becoming A Serious Problem On High School And College Students944 Words   |  4 Pagesoutbreak of mental disorders seen predominately in high school and college students, especially anorexia nervosa. Individuals suffering from this mental health disorder are not fully aware of the severe symptoms and risk factors this disorder brings, or the treatment available to them. Stigmatization and from friends, family and society like self infliction and addiction lead to an internal battle for a person suffering with anorexia. According to the Multi-Service Eating Disorders Association

Strategic Information System Of The HP Company †Free Samples

Question: Discuss about the Analysis And Development Of The Strategic Information System Of The HP Company. Answer: Introduction The Strategic Information System of an organization is a framework that helps in maintaining the technologies used in business for strategic planning of the objectives for development of the organization in the market. This report deals with the analysis and development of the strategic information system of the HP Company in the market. There are various challenges discussed in the report related to Strategic Information System. The gaps analysis is done in the report by completing a plan for the strategic information system. Analysis of Strategic Information System The SIS includes various steps that has been discussed previously. The determination of the key planning issues is an important step for the system. This stage incorporates distinguishing the vital key issues inside the business and industry (Arvidsson, Holmstrm Lyytinen, 2014). Outside and inward review help to comprehend the commercial center and focused condition alongside authoritative abilities. This distinguishes the shortcomings of the organization and the zones in which it needs to redesign it. This further aides in outlining of the planning issues. The use of the planning process involves the strategic management of the systems in the organization. The objectives of the company have to be managed properly in order to fulfill the goals and objectives of the company in the market (Laudon Laudon, 2016). The strategic information system looks for the issues in maintaining the collaborative relation with the customers of the company. The selection and planning of the teams in the company is an important element in the strategic information system. A good team helps in fulfilling the goals and objectives of company. This helps in maintaining a good team leader in the company. The planning process provides strategic way for implementing plans in the team for the development of the company in the market. The commitment of the top management in the organization helps in exercising the planning process in the organization (Osman, El Beltagi Hardaker, 2015). This creates a bonding process among the team members in the company. Therefore, this a good step for involving the top management in the strategic information system. Challenges of Strategic Information System There are several; factors that are affecting the strategic information system. These factors are discussed below: Humanistic Factors These factors include the employees is top management of the companies causing barrier in the planning process. The lack in the information in the top managers of the company causes barriers for the planning process of the company in the market (Amrollahi, Ghapanchi Najaftorkaman, 2014). The lack in participation of the managers in designing process causes negative impact on the strategic planning. Organizational factors The lack of consistency and complexity of the managers causes erratic situation for the company to manage the strategic planning process in the work environment. The lack in the human resources in the company in IT fields have caused lack in processing of the systems. Insufficient training of the employees in the company have caused ill effects in managing the new information system in the company (Haux et al., 2013). Environmental factors The lack in the environmental factors including the social dilemma of the region have caused problems in the information system. The lack in the serious investment and adequate consideration in this regard have caused challenges in the strategic information system. The lack the training of the human resources have caused degradation in the use of the strategic information systems in the company. The strategic conception of the organization incudes the staff training and motivation. The training of the staff of the company helps in maintaining the new information system in the company. This helps in planning the strategic information strategies for fulfilling the goals of the company in the market (Lee et al., 2015). Motivating the employees of the company helps in maintaining the confidence of the employees in regard to manage the information system after various failures and challenges in the company. Gap Analysis The elements of the conceptual model of the Strategic Information System has been depicted in the previously. There are different components that must be considered while arranging strategic frameworks. These are recognitions on external considerations, capability and readiness for changes, dynamic capabilities, identified benefits and alignment of IS strategy with business methodologies. The dedication of administration and contribution is likewise fundamental factor amid the advancement of vital data framework design (Pearlson, Saunders Galletta, 2016). The gaps in the model have been causing challenges in the strategic information system for the organization. The capabilities of the planning process in the organization has been low due to the lack in the training of the staffs in the company, Therefore, the gaps in the planning process has been depicted in the company. The intent of the information systems with the other strategies of organization has not been done properly that has caused challenges in the planning process. The managers of the company has been not been available for the designing process of the plans in the organization. The top management t has been interfering in the planning process that has caused conflicts among the team members and management the company. The perception of the external consideration has been beneficial for the top management of the company. On the other hand, it has caused negative impact in the planning process as the use of the different strategies conflicts the perception of the team members in the organization (Ny et al. 2017). The collection of data and information in the company has not been properly done due to the lack of resources. The proper official documents were not accessed due to unavailability in the database. The database system of the company has been damaged and data is not stored properly in the database. The IT objectives of the company have been maintaining by the top management of the company in the market. This has caused many opportunities for the company in the market. The use of the new information system have identified various gaps as there is a lack of training for the employees of the company in the market. The globalization in the IT market have caused he changes in the information system (Sligo et al., 2017). Therefore, due to the lack in knowledge in the staff of the company, the company has been facing various challenges in the market. The gaps in the conceptual model has been properly depicted in the content that helps in maintaining a proper solution to the strategic model of the information system in the market. Because of the drastic changes in IT, and the expanded abilities in associations to convey and abuse those advances, there are an expanding number of uses of IT by worldwide firms in both manufacturing and servicing businesses. Strategic information systems plan components There are various components of the strategic information system that discussed below: Mission statement This is a single sentence that helps in describing the purpose and goal of the organization in the market. It depicts the strategic planning of the company in the market related to the business in the market (Jia, Guo Barnes, 2017). The mission statement helps in maintaining the strategic management of the information system in the company. Core Values The values that are attached with the strategic management of the planning process of the company is referred as core values (Chen et al., 2017). The core values helps in maintaining a perfect path for the development of the companies in the market. The use of the core values in the business helps in proper worked the company in the market. Competencies The core competencies of the company include the long term vision of the company in the market. The long term vision the company includes the timeframe required for completing a task with in the strategic information system of the companies in the market (Alshubaily Altameem, 2017). The use of the long term vision helps in making strategic plans for the future development of company in market. Strategic information systems plan It can be summarized that the use of the strategic information system helps in maintain the business plans in the market. The use of the strategic plans helps in fulfilling the goals and objectives of the company in the market. The challenges in the strategic information system has been depicted in the report. The use of the components of the strategic information system has been focused in the report that helps in resolving the challenges in the company. A proper gaps analysis has been done in the report for mitigating the challenges in the strategic information system of the company. The strategic information system components has been discussed in the report that helps in maintaining the proper path for fulfilling the goals of the company in the market. References Alshubaily, N. F., Altameem, A. A. (2017). The Role of Strategic Information Systems (SIS) in Supporting and Achieving the Competitive Advantages (CA): An Empirical Study on Saudi Banking Sector.International journal of advanced computer science and applications,8(7), 128-139. Amrollahi, A., Ghapanchi, A. H., Najaftorkaman, M. (2014). A Generic Framework for Developing Strategic Information System Plans: Insights from Past Three Decades. InPACIS(p. 332). Arvidsson, V., Holmstrm, J., Lyytinen, K. (2014). Information systems use as strategy practice: A multi-dimensional view of strategic information system implementation and use.The Journal of Strategic Information Systems,23(1), 45-61. Chen, Y., Wang, Y., Nevo, S., Benitez, J., Kou, G. (2017). Improving strategic flexibility with information technologies: insights for firm performance in an emerging economy.Journal of Information Technology,32(1), 10-25. Haux, R., Winter, A., Ammenwerth, E., Brigl, B. (2013).Strategic information management in hospitals: an introduction to hospital information systems. Springer Science Business Media. Jia, Q., Guo, Y., Barnes, S. J. (2017). Enterprise 2.0 post-adoption: Extending the information system continuance model based on the technology-Organization-environment framework.Computers in Human Behavior,67, 95-105. Laudon, K. C., Laudon, J. P. (2016).Management information system. Pearson Education India. Lee, T., Ghapanchi, A. H., Talaei-Khoei, A., Ray, P. (2015). Strategic information system planning in healthcare organizations.Journal of Organizational and End User Computing (JOEUC),27(2), 1-31. Ny, H., Rob, K. H., Nurhadi, L., Trygg, L. (2017). strategic approach to sustainable transport system development Part 2: the case of a vision for electric vehicle systems in southeast Sweden.Journal of cleaner production. Osman, E., El Beltagi, I. M., Hardaker, G. (2015). The impact of leadership orientation on strategic information system planning processes, with an application to Libyan organizations.Information Technology for Development,21(4), 601-627. Pearlson, K. E., Saunders, C. S., Galletta, D. F. (2016).Managing and Using Information Systems, Binder Ready Version: A Strategic Approach. John Wiley Sons. Sligo, J., Gauld, R., Roberts, V., Villa, L. (2017). A literature review for large-scale health information system project planning, implementation and evaluation.International journal of medical informatics,97, 86-97.

Medical Ethics in Treatment of Animals

Skin essays

Skin essays In this research paper we will be talking about the skin. It will cover the skins structure, various disorders and ailments of the skin and some of the problems people have with their skin. The skin has three layers. They are called the epidermis, dermis, and subcutaneous tissue. The epidermis is the first layer of skin and is approximately as thick as a piece of paper; it also covers most of the body. The dermis is the second layer of skin and is approximately 15-45 times as thick as the epidermis, depending on the individual. The subcutaneous tissue is the third layers and varies in thickness, also depending on the individual. The skins color depends on the amount of brown pigment melanin that is made in your skin. Melanin is formed by the melanocytes in the epidermis. Most people have about the same amount of malnocytes but the amount of melanin formed depends on the persons heredity. Some disorders of the skin are called inflammation, bacteria, fungi, viruses and infections. Inflammation is a type of skin disorder where the skin itches and becomes red. Eczema is a skin disorder where the skin may get crusty and ooze fluid. Atrophic Eczema is a skin disorder where that mostly children get. This disease appears mostly on the face, back of the neck, knees and inner arm. Bacteria, fungi, parasites and viruses cause infections. Bacteria cause infections such as boils and impetigo. Fungi cause infections such as ringworm and athletes foot. Parasites are organisms that infect the skin like lice, scabies and mites. Viruses cause skin disorders such as cold sores and shingles. Another problem with the skin is burning. Fire, chemicals, electric shock and overexposure to the sun are common causes of burns. When you are burned it is sorted into three different degrees of damage. First-degree burns burn only the epidermis and cause the skin to blister and heal without leaving a scar. Second-degree burns bur...

Reasons and Ideas of Democracy Essay Example | Topics and Well Written Essays - 1500 words

Reasons and Ideas of Democracy - Essay Example Democracy in the modern age is best known by the notion, of a people’s governance style. Usually, a government stands at the epitome of authority and is most likely able to govern its people in accordance with its interests, whether good or bad, preferable or not. Democracy, in the ancient times, was first realized among the Greeks in the early century. The word democracy, in Greek, is a two-word meaning â€Å"the people† and â€Å"to rule†, thus can be seen as a rule governed by the people. At the time, the Greek were closer to their people and better at communication than any other country in the world. The monarchical system was viewed as probably the worst to use in governance. In their governance, everybody was involved in making decisions that affected the country. This made them the most civilized nation then. Greek at the time had not embodied democracy maximally as women were still serving as slaves. Fifty years later, this was no longer the case since women slavery was slowly diminishing, thus embracing full democracy. This idea of democracy was later adapted by several countries but hugely by the Romans. Their government was divided into two branches and issues were voted on in order to make sure that democracy was maintained. In the eighteenth century, several ideas had become prevalent. This was especially enhanced by Christianity that teaches that everyone is equal before the eyes of God. This idea of equality became deeply ingrained by the people, and hence a crucial way of determining how decisions were to be handled in government. Some people may view democracy as the best form of governance while others may see it as the worst form of governance. Freedom has been seen as an essential point of governance especially that Democracy is consisted of it. This makes it the best form to use in governance. Democratic nations have people with freer options as compared to those that use autocracy. These rights include voting for the system of power and determining decisions that impact the country. Other include, working as the opposition in criticizing the government and freedom of speech and expression. The representative democracy started when colonialists wanted a fairer system of taxation, thus including representation of people to be able to have a say in the governance of the country. America may not have followed in the Athenian form of democracy but the representative seemed to work really fine, especially in recognizing people’s rights. While in Cairo, president Obama expressed the different forms of democracy within the United States and showed how they may be embraced by other nations in embracing peace. He showed how ideology was recognized for making democracy more effective as a system of governance. The White House, (2009), in the speech that president Obama delivered in Cairo, the president explains how democracy has helped eliminate religious wars and instill peace within his country. He states that the United States, being amongst the most

Cover letters memo Essay Example | Topics and Well Written Essays - 500 words

Cover letters memo - Essay Example First of all I have studied the specific skills sought for by the employers and understood the qualities that will be crucial in the selection process. Then with the important skills in mind I have outlined my specific strengths and experience in a way that answers the recruiters’ needs. I have presented myself as the most suitable candidate for the job by explicitly unpacking my academic qualifications and offering answers to the specific needs required by the advertisements. I have also systematically presented my previous work experience, accomplishments, working history, training, skills and competencies in a manner to provide a solution to the employers’ particular needs. My curriculum resume is also written professionally utilizing standard fonts with enough spaces between points to ease the work of recruiters when reading through. This is because I realize and appreciate the professional standards when it comes to font size, color, type and style when writing any official document. In all my cover letters I have made it my culture to always show the potential employer that I really need the job not for the salary but to offer my contribution. My cover letters outline to the employer how I am an incredible performer on the job, how my personality is a very likable and how easily I am capable of fitting into the team. I thoroughly research before getting down to craft a cover letter to any job and hence my letters are addressed to the right persons, they tell the specific reasons for my interest in the particular organization and make the recruiters understand the much I can go in order to deliver results. I want any potential employer and any recruiter reading my cover letters and resume to see how I am a handy on candidate. I therefore have outlined a summary of my personal strengths such as problem solving skills, ability to work in winning teams, flexibility and desire to always learn new competencies. The

Global village Essay Example for Free

Global village Essay America was a time of challenging authority and established conventions. It was into this era that a Professor of Media studies at Toronto University rose to media personality status. Marshall Mcluhan is famous for introducing society to catchy aphorisms such as â€Å"the medium is the message†. Although his theories have always been contested, they were popular at the time and are currently enjoying a revival. One such theory is his vision of the â€Å"Global Village† which I will discuss in this essay. To understand the term, a comprehension of some of his other ideas is necessary. Mcluhan was influenced by Harold Adams Innis who suggested that each medium of communication had a time â€Å"bias† which affected the stability of society. In short, he saw that â€Å"time biased† media such as stone carving would endure time and lead to a stable society. â€Å"Space biased† media, such as papyrus, could easily be revised and lead to an unstable culture (Meyrowitz 1985:17). Mcluhan went beyond this to suggest that different media have â€Å"sensory bias† (Postman went beyond this to argue that the medium contains an â€Å"ideological bias†). Mcluhan saw each new media invention as an extension of some human faculty. In The Medium is the Massage he notes, â€Å"All new media are extensions of some human faculty† (Mcluhan and Fiore 1967:26). The book illustrates some examples; the wheel of the foot, the book of the eye, clothing of the skin and electronic circuitry of the central nervous system. In terms of the â€Å"global village† the last extension is the most important. He saw us as breaking our ties with a local society and, through our new electronic extensions, connecting globally to a new world of total involvement. â€Å"We now live in a Global Village†¦a simultaneous happening† (Mcluhan Fiore 1967:63). He refers to the village as a global community, existing with a level of connection associated with small rural settlings. We can see evidence for this in terms of what is sometimes termed an â€Å"always on† culture. News travels instantaneously across the globe, 1 in 6 people own a mobile phone (Guardian 2002) and the Internet smashes old barriers of communication. However, the Internet was in its infancy when Mcluhan used the term, which was first used in response to radio. There is some debate over the origin of the term â€Å"global village†. Eric Mcluhan writes that James Joyce reffered to a similar phrase, as did Wyndham Lewis. His opinion is that his father was probably already developing the concept and found it referenced in Lewis’ work afterwards. Mcluhan’s view of the â€Å"Global Village† was positive. He saw it championing greater social involvement and wrote, â€Å"In an electronic information environment, minority groups can no longer be ignored† This is a technological determinist attitude as it holds the medium as the single key to their involvement. Mcluhan also notes, â€Å"there is absolutely no inevitability as long as there is a willingness to contemplate what is happening† (Mcluhan and Fiore 1967:25). This is rather at odds with some of Mcluhan’s other material. He often makes poetically powerful statements about our helplessness in the face of technology (â€Å"All media work us over completely† (Mcluhan Fiore 1967:26)). Digital TV offers increasing interactivity with Internet functions such as e-mail and online banking available next to greater entertainment choices. It is being put to an alternative use in sheltered housing by allowing residents in difficulty to contact the manager; an example of how new technology is including minority groups. However, with the advent of digital TV the Government has come under pressure to sell the broadcasting spectrum that analogue occupies and is planning to do so before 2010. The effects of this look set to create a greater divide than the one it healed. 50% of homes currently have digital TV but a third of homes are unable to receive digital TV at all. A report by the Department of Trade and Industry found that 6% of the population are likely to object to the switch-off based on the cost of upgrading and the belief that we watch too much TV (The Observer, 2004). If the analogue signal were to be switched off, those who couldn’t (or wouldn’t) receive digital TV would have no access to TV. The gap between rich and poor would accelerate and a greater social divide would exist. Technological Determinists refer to a â€Å"technological revolution† and since the invention of this term there has been concern for those left outside. The issue is more complex than Mcluhan presents it and subject to factors beyond that of just the medium. In Mcluhan’s time the Internet was far from the widespread facility it is today. He died in 1980, but only 5 years later the system to which the phrase â€Å"online community† is most pertinent was operational. Internet forums allow a number of people across the globe to converse in real time. The Internet seems to provide the most convincing argument for the â€Å"global village†. With broadband most actions are instant, allowing the user to converse, transfer money, view information and order products regardless of geography. Mcluhan’s idea of electronic circuitry extending the nervous system is easier to comprehend when you consider someone sitting down at a computer. The physical action of typing becomes the cause, but the effect is realised in an electronic global network. Meyrowitz notes how â€Å"At one time, parents had the ability to discipline a child by sending the child to his or her room-a form of ex-communication from social interaction† (Meyrowitz 1985:Preface). This is no longer the case. The Internet offers the possibility of extending our central nervous system across the globe. It is intrinsic in today’s society and much has been written over its social effects. Wellman and Gulia remark, â€Å"those on either side of this debate assert that the Internet will create either wonderful new forms of community or will destroy communication altogether† (Wellman: â€Å"The Networked Community†). The reality is unlikely to be as clear as this (although Mcluhan’s â€Å"global village† would suggest that it is). Meyrowitz has argued that new media blur the boundaries between public and private behaviour (Meyrowitz 1985:93-114). The same headline in a newspaper and read by a newsreader are two different messages. Print media does not invite the same depth of character analysis that TV does. The public broadcast begins to merge a private situation and invites a personal reading of the presenter. The personal homepage is an explicit example of the blurring between public and private boundaries. People from all walks of life are making available to the connected world their presentation of themselves. Cheung notes how it can be emancipatory as it allows you to rehearse your presentation (Cheung 2000). Unlike face-to-face communication you can refine your presentation until you are content. Mcluhan envisaged the â€Å"global village† as creating a greater level of social involvement and to some extent we can see this happening with the personal homepage. Individuals are reaching out to a global mass audience to say, â€Å"this is me†. Grosswiler notes that Mcluhan â€Å"would have agreed with the idea that electronic media increase the desire for closeness and intimacy in the Global Village† (Grosswiler 1998:118). However there is a problem in defining what we mean by â€Å"closeness and intimacy†. A personal webpage is more personal than the BBC homepage but not as personal as face-to-face communication. Mcluhan would argue that the â€Å"closeness and intimacy† on the personal webpage is the only type that exists as we live in the â€Å"global village†. For Mcluhan there was no other village and intimacy could be with anyone, anywhere. There is a tendency by those who consider the Internet in a technologically determinist way to view it in isolation. The Internet is for most people not the totality of their social interaction, although it is becoming increasing possible to live your life without human contact. It is possible to order almost everything you could need using the Internet, yet town centres still exist. I may talk to friends online but the majority of communication with them will be face-to-face. Mcluhan is often accused of exaggerating his conclusions and this is evident. While the personal webpage is popular it doesn’t provide a substantial system of interaction. It also clear that while a minority of people make friends online, face-to-face interactions comprise the majority. Mcluhan’s famous aphorism â€Å"the medium is the message,† represents the belief that the medium itself has social impact of which the masses are usually considered to be unaware. If the power of the media is so great, how is it that determinists such as Mcluhan can stand outside of it to comment? Furthermore Mcluhan thought that as soon as we are aware of something as environment, a greater process must be in effect (Mcluhan, Eric). However, Mcluhan was considered knowledgeable enough to sit on a board set up to examine â€Å"the totality of communications problems in modern society† (McBride cited in Briggs and Burke 2002:258-260). The outcome of this report would have made interesting reading but unfortunately political conditions halted proceedings. Maybe I would be discussing a different concept if the report had gone ahead. Mcluhan once remarked that the one thing a fish is not aware of is water. The water determines everything the fish does yet the fish is blissfully unaware. The point is that we are the fish and technology our water. However this doesn’t prove the argument, it simply explains it. At first glance the phrase appears clever yet contains no empirical evidence and is typical of Mcluhan’s inventive and persuasive useful of language. Mcluhan’s global village is perceived as optimistic. Yet a Marxist interpretation offered by Ang notes that â€Å"the making of the â€Å"global village† can be rewritten as the transformation, or domestication, of the non-Western Other in the name of capitalist modernity† (Ang 1996:150-180 cited in Grosswiler 1998:142). While the idea of the spread of communication remains constant, it is seen to destroy individual non-western cultures to make way for capitalist exploitation. The sociologist Tom Nairn argues that while Mcluhan’s â€Å"global village† could be reality, it is prevented from being so by the social forms of capitalism† (Nairn 1968:150 cited in Grosswiler 1998:34). He is not denying that it is achievable, but notes, â€Å"The potential of electric media is, in fact, in contradiction with a great deal of the actual social world†. He accuses Mcluhan of creating myths and ignoring the contradictions of his theory. The graphic below compare the distribution of Internet routers and the global population. (Soon-Hyung Yook, Hawoong Jeong, and Albert-Laszlo Barabasi at http://www. cybergeography. org/atlas/geographic. html) It is obvious from the map that the majority of the world is not connected. According to this the â€Å"global village† is made up of a minority of the worlds population. This is a model far from creating greater social involvement and has the potential to create a global divide between the connected and the unconnected. In my introduction I cited a statistic claiming that 1 in 6 people own a mobile phone in support of the â€Å"global village† concept. As with Mcluhan’s aphorisms this initially seems persuasive but closer inspection reveals the truth. The statistic suggests proportionality. As Briggs and Burke explain, â€Å"While there were 600 million telephones in the world in 1982, half the world’s population lived in countries which together had fewer than ten million†. Again this undermines the â€Å"global village† vision and adds empirical weight to Nairn’s criticism that the potential of the media is in contradiction with reality. As with the Internet, the â€Å"global village† is presented here as almost exclusively existing between developed western countries. Mcluhan’s vision dictated that minorities couldn’t fail to be incorporated, yet they have been excluded by virtue of being unconnected. Furthermore the Marxist view upholds that where third-world nations are included, it is only as means of stripping them of identity for capitalist ends. These points considered, it seems that Mcluhan’s vision is not a reality. Much of the world is unconnected and I need cite no evidence that it has not led to world peace. However, it should be noted that Africa is currently leading the way in the realms of mobile phone ownership. It has become the first continent in which the number of mobile phone users exceeds that of landline subscribers. A report â€Å"has estimated that there will be 60 million people using mobile phones by the end of the year more than double the 27 million who have a landline† and mobile phone ownership is growing at an annual rate of 65%, double the global average (Guardian, May 2004). It seems that we may be fast heading toward a â€Å"global village†. However even with Africa’s growth in mobile phone ownership, this still only brings the total to 6% of the population (Guardian, May 2004) and Internet access is considerably lower. While it may be true that a virtual village has been created, it is far from the all-inclusive global vision that Mcluhan prophesised.

Brain Development in Victims of Child Abuse Essay -- Neurobiology of C

Child abuse is a widespread problem in America and beyond. Every year more than 3 million reports of child abuse are made in the United States involving more than 6 million children(1a). For many years, experts believed that the negative effects of child abuse, such as emotional problems, flashbacks to traumatic events, and even learning problems, were psychological phenomena only, able to be cured with therapy. Now, however, beliefs are being changed with the help of tools such as MRI imaging, able to detect actual changes in brain anatomy, and it appears that what doesn't kill you may still permanently weaken you, at least when it comes to child abuse. The chief danger to the brain in child abuse, besides direct injury by the abuser, is the stress placed on fragile, developing tissue. Traumatic stress placed on the brain, such as that caused by abuse, will activate the locus ceruleus, which through a release of the neurotransmitter norepinephrine will cause the release of neurotransmitters such as epinephrine, dopamine, and more norepinephrine (2). These neurotransmitters are called catecholamines and are complemented by glucocorticoid stress hormones such as cortisol (2). Stress hormones and neurotransmitters are necessary to the normal function of the brain, and are to some point beneficial, but unusually high levels of these chemicals caused by abuse, especially over an extended period of time, can be very harmful (3). When levels of glucocorticoid hormones are elevated for an extent of several days due to stress, the neurons receiving these hormones begin to be damaged (4). Neurons begin to atrophy and the growth of new neurons is halted (4). If the stress continues for too long, neurons will die (4). This problem is ex... ...II, an article from the Journal of the American Academy of Child and Adolescent Psychiatry, about the damaging effects of stress hormones on the developing brain http://info.med.yale.edu/chldstdy/plomdevelop/development/January99.html 5)Developmental traumatology part II: brain development, an article detailing a study of the effect of post-traumatic stress disorder upon the brains of abused children http://www.sciencedirect.com/science?_ob=ArticleURL&_udi=B6T4S-3WK3RV4-4&_user=400777&_coverDate=05%2F15%2F1999&_rdoc=1&_fmt=full&_orig=browse&_srch=%23toc%234982%231999%23999549989%2399771!%20AND%20(%23UOI%23B6T4S-3WK3RV4%204)%20&_cdi=4982&_sort=d&_acct=C000018819&_version=1&_urlVersion=0&_userid=400777&md5=4e6b134b5ccc9a8bd44fd1a8d05a5eab 6) Teicher, Martin H. "Scars That Won't Heal: The Neurobiology of Child Abuse." Scientific American 286.3 (2002): 68-75

Resistance to change

Livingston 1 Ajax Minerals – Resistance to Change Resistance to change has been renowned as an organizational challenge; however, a comprehensive understanding of the different ways that resistance can be manifested is commonly practiced and highly beneficial to companies. A U. S. mining company, Ajax Minerals realized Just how beneficial it is to understand the components of how changes affect all branches of their company. Ajax Minerals recognized their organization was operating at full capacity and in the next couple years were going to have major competitive threats from another company.If the matters of the future challenges that Ajax Minerals were anticipating weren't addressed and handled appropriately, the organization would be expecting to experience grave danger. What it all boils down to are the issues concerning how Ajax Mineral organization would react regarding resistance of changes that would ensure competitiveness and livelihood for the company. If this subjec t matter about how employees and management adapt to change weren't predicted and then addressed, Ajax Minerals future looked bleak. Ajax Minerals introduced a couple of sources relative to ensure the lively-hood Resistance to change This prevailing viewpoint inherently makes It easy o slip Into an Interpretation of resistance as dysfunctional for organizational learning. This essay contends that this dominant perception Is largely a result of an assumption favoring the management or change agent as rational, and the consequential treatment of resistant behaviors as irrational. The aim of this article, then, is to offer a recapitulation's of resistance beyond the contextual confines of change, and explore its functional roles, particularly in stimulating organizational learning. Firstly, the conceptualizations of resistance and organizational learning will be explored.In particular, due to the aim to explore the fundamental features of resistance beyond the organizational literature and the overwhelming diversity of the conceptualization, this essay will draw on the work of Hollander and Nowhere (2004), who have conducted a comprehensive review and analysis of resistance based on a large number of published work on the topic. Then, Jots and Barber's (2003) pain metaphor and Wick's (2003) assertions on the importance of moments of interruptions will be employed to show how resistance can be seen as a resource that acts to signal that something Is going wrong and needs rectification.It will be further argued that, by triggering awareness and directing attention to a problem, resistance acts to call for evaluation of and reflection on the situation, hence stimulating organizational learning. Finally, recognizing that possible limitations to the functional effects of resistance cannot go unaddressed, the last section discusses several variables that can potentially limit the capacity of resistance In stimulating organizational learning.Therefore, the central argument of this article Is as follows: Re-conceptualizing resistance as a resource rather than as a deficit sheds light on Its national potentials. In view of its fundamental features, resistance does have the potential to stimulate organi zational learning. However, whether or not this translates to reality remains dependent on a wide range of variables surrounding the organization concerned.Conceptualizing Resistance Despite a surge in studies on resistance In the past few decades, resistance remains a theoretically eclectic concept (Numb, 2005). As Hollander and Londoner (2004) claim, the concept of resistance is still unfocused and vague. Due to the lack of a clear and systematic definition, there is little consensus on what constitutes assistance, and the language of resistance has in fact been used in research to describe vastly different phenomena on a range of different dimensions (Hollander & Nowhere, 2004) .In terms of Its dimension and scope, resistance can describe actions occurring at the Individual, collective or Institutional level (Hollander & groups to work conditions to organizational or social structures (Hollander & Nowhere, 2004). In addition, resistance can take different directions or goals, and can be aimed at achieving change or curtailing change (Mulling, 1999). Resistance can also manifest in various modes. Among the diverse array of literature on resistance, the most frequently studied mode of resistance is one which involves physical bodies or material objects in acts of resistance (Hollander & Nowhere, 2004).This can refer to formal, collective and overt actions such as protests and formation of unions Capper, 1997, as cited in Hollander & Nowhere, 2004), as well as informal, routine and covert individual actions such as feigning sickness and pilfering (Parkas & Parkas, 2000; Scott, 1985) . Apart from the physical and material mode, resistance can also take place in various other forms. For example, resistance can be accomplished through symbolic behaviors such as silence (Pickering, 2000, as cited in Hollander & Nowhere, 2004) or breaking silence (Hughes et al, 1995, as cited in Hollander & Nowhere, 2004).From their review and analysis of the conception of resistan ce based on published work on resistance in the social sciences, Hollander and Nowhere (2004) proposes a seven part typology of resistance that includes: overt resistance, covert resistance, unwitting resistance, target- defined resistance, externally defined resistance, missed resistance and attempted resistance, each offering in the levels of resistor's intention, target's recognition as resistance, and other observer's (such as a researcher or other third party) recognition as resistance.Among these, overt resistance, one which is intended to be visible and which is readily recognized as resistance by targets and other observers, is the most widely accepted and recognized form of resistance and is the core of the conceptualization of resistance (Hollander & Nowhere, 2004). On the other hand, covert resistance, which is conceptually similar to everyday resistance (Scott, 1985) and routine assistance (Parkas & Parkas, 2000) are both intentional and observable, but may not necessari ly be recognized by the target as resistance. These two forms of resistance will form the basis of the conceptualization adopted in this essay.Amid the vast conceptual differences, however, Hollander and Nowhere (2004) identify two core elements that are consistent across all conceptualizations of resistance: action and opposition. Generally accepted as a key component of resistance, action may involve conscious, active and expressive behavior and can emerge either at the verbal, cognitive or physical level (Hollander & Nowhere, 2004). In addition, as reflected by some terms commonly used to describe resistance- contradiction, tension, rejection, challenge, disruption and conflict (Albert, 1991; Hollander & Nowhere, 2004), resistance always involves some form of opposition.Bauer (1991), however, draws a distinction between resistance and opposition in his definition of resistance in the context of resistance to change in organizations. According to Bauer (1991), resistance is an exp ression of conflict of interest, values, goals, or means to ends which is unanticipated by the change agent, and which transforms into opposition only after being institutionalized through formal channels of expression. As the overwhelmingly diverse nature of the conception implies, pinning down a definitive conception of resistance in organizations is unfeasible.Therefore, for the purpose of this essay, the notion of resistance will draw on Barber's (1991) definition of resistance This conceptualization will, however, extend beyond Barber's (1991) definition to include acts of opposition such as every day, routine resistance, which may not have been institutionalized through formal channels. Further assumptions are that these acts are visible, observable, and arise from conscious oppositional intentions. In other words, the forms of resistance discussed in this essay will focus on what Hollander and Nowhere (2004) term as overt resistance and covert resistance.To sum up, resistance will be conceptualized as: Unanticipated oppositional action arising from a conflict of interest, values, goals or means of achieving a goal, expressed with conscious oppositional intention and in forms that are observable. Conceptualizing Organizational Learning In a fashion very similar to that of assistance, the concept of organizational learning is still a vastly multi-dimensional, diverse and fragmented area with little convergence despite a proliferation of research since the sass (Wang & Aimed, 2002).Organizational learning, in the simplest sense, refers to a change in organizational knowledge (Schulz, 2002). It involves acquisition of new knowledge (Miller, 1996) by means of added, transformed or reduced knowledge (Schulz, 2002). Essentially a multilevel phenomenon, organizational learning encompasses learning at the individual, group/team and organizational level Cost & Bauer, 2003; Lima, Laughingstock, & Chant, 2006; Marauded, 1995).While it is commonly acknowledged that all learning starts with individual learning, and that individual and group learning have positive effects on organizational learning (Lima et al, 2006), the notion of what really constitutes organizational learning remains excessively broad, diverse and controversial (Wang & Aimed, 2003). This essay adopts the perspective proposed by Baleen (2000) and Jots and Bauer (2003) that learning at the organizational level involves consolidation of knowledge generated from the individual and group level which leads to changes in airmailed procedures within an organization.Formal procedures refer to ‘a set of explicit constraints within which organizational activities unfold' (March, Schulz and Chou, 2000, as cited in Jots and Bauer, 2003, p. 29). As Baleen (2000) notes, organizational learning is a realignment of the organization through reinvention of organizational settings, in which ‘new missions are formulated, new plans and goals are set, structures are redesigned, processe s are reengineering and improved, strategic beliefs are modified, and the operational causal map is altered (p. 92). This conceptualization of learning can also be associated with Argils and Scion's (1996) notion of double-loop learning, the form of learning which occurs when errors are detected and corrected in ways that involve the modification of an organization's underlying norms, policies and objectives. Organizational learning can thus denote phenomena such as changes in formal written rules or employees' collective habits Cost & Bauer, 2003).Resistance and Organizational Learning Resistance in organizations usually emerges in two opposite directions, either for the purpose of existing existing structures or to resisting change initiatives (Mulling, 1999). Yet, the dominant perception of resistance that permeates management wisdom is arguably rooted in studies of the latter. In fact, most studies on resistance to change rest on the widely held and accepted assumption that peop le resist change and this is an issue management has to overcome (Dent & Goldberg, 1999). In addition, change is subordinates (Dent & Goldberg, 1999).This results in a bias that favors the change agent as rational and objective, and treats resistant practices as inappropriate (Dent Goldberg, 1999; Jots & Bauer, 2003), irrational and dysfunctional behavior that has to be overcome if effective and lasting change is to be achieved (Collisions & Cracked, 2006; Ford, Ford, & Diadem's, 2008). Many studies have set out to explore the causes of resistance to change and subsequently offer strategies to overcome resistance (Examples? ). Yet, most do not in fact offer ways to overcome resistance per SE, but instead suggest strategies for preventing or minimizing resistance (Dent & Goldberg, 1999).Rather than offering solutions, these approaches arguably further perpetuate he view that resistance is dysfunctional and should be avoided altogether. This perception carries particularly significant implications for an era in which managing change and learning is seen as the key tasks of organizational leaders (Marauded, 1995), as indirectly prescribes a negative association between resistance and learning. In today's highly turbulent and competitive business environment, the capacity to learn at the organizational level is highly valued and widely regarded as a viable survival strategy (Broadband, McGill, & Beech, 2002; Lima et al. 2006). At the earth of this, then, is the ultimate desired outcome of organizational learning- the flexibility and ability to adapt and cope in rapidly changing environments (Broadband et al. , 2002; Catcher- Greenfield & Ford, 2005). Hence, a key challenge for organizational leaders is to maximize organizational learning in order to develop an organization that has the capacity to recognize, react, enact appropriate responses, and adapt to environmental changes (Alas & Shrill, 2002; Broadband et al. , 2002). Such capacities are inevitably embedded in an organization's knowledge base (Alas & Shrill, 2002).In view of this, the perception that resistance to change is dysfunctional for organizational learning lies in the fact that in the context of change in which employees are expected to learn and adopt new skills or behavior, resistance is seen as a refusal to learn and consequently translated to signify disruption to the change process (Alas & Shrill, 2002). However, looking beyond resistance to change to studies on other kinds of resistance, one can see that resistance can in fact be viewed in a more positive light than in the context of resistance to change.In the context of everyday, routine resistance to existing oracle conditions, for example, studies have found acts of resistance to be strategies that can stimulate structural (Parkas & Parkas, 2000) or even revolutionary (Scott, 1989) change. Therefore, what is needed is an exploration of the issue beyond the confines of perspectives on resistance to change. We should look beyond the context of resistance to organizational change efforts, and explore resistance in a more general sense, based on the fundamental characteristics of various kinds of resistance that typically manifest in organizations, regardless of the goals or directions.In fact, whether aimed at resisting or instigating change, resistance in organizations can manifest in very similar ways, from more overt forms of resistance such protests or more subtle forms of resistance such as foot dragging, false compliance, pilfering, feigned ignorance, slander, intentional carelessness, feigned sickness, absenteeism, sabotage, among others (Hollander & Nowhere, 2004; Mulling, 1999; Parkas & Parkas; 2000, Scott, 1989).Exploring the fundamental phenomenon without the constrictions of a preconception or underlying assumption, which will also enable us to better explore the functionality of resistance in organizations, and how it may, in fact, stimulate organizational learning. Re- conceptualizi ng the Role of Resistance in Organizational Learning Following the preceding proposal, it is necessary to recapitulation resistance not as a dysfunctional phenomenon, but as a resource that, if recognized and utilized appropriately, can produce positive effects for the organization.In fact, some scholars have already suggested that we look beyond overcoming resistance and instead focus on discerning the source of resistance and treat it as a signal that something is going wrong in the organization (Lawrence, 1954; Sense, 1997). Jots and Bauer (2003) further extend this idea with the pain metaphor to show the diagnostic potential of resistance, and proposed a shift of attention from the causes to the effects of resistance. Drawing on a functional analogy to acute pain in the human body system, they suggest that resistance plays the same role within an organization as pain does in the human body.Just like how pain functions as a signal for the body, resistance functions as a feedback loop for management, by means of an alarm signaling that problems exist and should be looked into and acted on to prevent further damage Cost & Bauer, 2003). This is can be further illustrated by a predictable cycle of events that follows the experience of acute pain in the human system. When pain occurs, it shifts attention to the source of pain, enhances the person's body image and self- reflective thinking processes, interrupts present activity and brings it under evaluation, and stimulates a new, altered course of action (Wall, 1979).Jots and Bauer (2003) argue that even though acute pain may initially disrupt and delay ongoing activities, its functions in prompting internal attention, indicating the location and hypes of problem, and stimulating reflection render it an important resource that can be crucial for survival. Transferring the same diagnostic functions of pain to resistance, resistance can be seen as a functional resource for an organization to diagnose and rectify c urrent activities that are potentially damaging Cost & Bauer, 2003).Like a person who is unable to experience pain, an organization that is not capable of detecting resistance, or as Jots and Bauer (2003) label, ‘functional collective pain' (p 1 1), will be disadvantaged through its inability to detect threats to survival. More specifically, when resistance occurs, whether it is aimed at resisting change initiatives or resisting existing (everyday) conditions in the organization, it is an indication that changes are needed.Regardless of the context or situation that triggers resistance, it fundamentally signifies an existence of tension and conflict of interests in the current state of affairs, implying that things are far from ideal and that there are areas that could and should be investigated and rectified. Envisage two distinct approaches to such a situation: one organization disregards signs of assistance or suppresses the acts of resistance while another organization tak es time and effort to diagnose, reflect and identify necessary changes to make.The latter will arguably be better off in the long run because it has had the avenue to identify and rectify its problems, including any possible latent issues or conflicts that had initially caused resistance. In the former organization, however, problems will remain, if not have effects on the organization, regardless of whether it was perceived to be so. Hence, employing Jots and Bauer (2003)g's pain metaphor, it can be argued that in tuitions of pain/resistance, the intuitive tendency is to approach it in ways similar to those suggested in the cycle of events proposed by Wall (1979).In this sense, resistance does not only stimulate reflection, but is itself a resource for reflection. Therefore, as will be discussed later, resistance can be particularly useful in stimulating a specific kind of learning, reflective learning, in organizations. In addition to Jots and Barber's (2003) pain metaphor, an alt ernative way to highlight the potential function of resistance is to understand it within the framework of Heidegger (1962, s cited in Wick, 2003) three modes of engagement.Drawing on these three modes of engagement, Wick (2003) describes three modes of engagement in the organizational context- the ready-to-hand mode, the unready-to-hand mode and the present-at-hand mode, to explore the disconnections between organizational practices and theories, from which he emphasizes the function of the unready-to- hand mode of engagement in bridging the gap between theory and practice. The unready-to-hand mode refers to moments when an ongoing activity is interrupted and when problematic aspects that caused the interruption become salient (Wick, 003).In other words, unready-to-hand mode denotes moments of interruption in organizational processes or activities. According to Wick (2003), such moments interrupt the relevant actors of the organization, prompting them to take efforts to make sense of the interruption. Because a moment of interruption causes partial detachment from the organizational activity and makes the activity more visible, it is an opportunity to get a richer and clearer glimpse of the picture, to reflect, and to gain a better understanding of the issues concerned (Wick, 2003).It is during these moments when relevancies that have previously gone unnoticed can be discovered (Wick, 2003). Therefore, being such a rich resource, the potential illumination that interruptions of organizational activities can offer should not be overlooked. For it's many similar characteristics to moments of interruptions as illustrated by Wick (2003), resistance could be seen in the same light as the unready-to-hand mode of engagement. In many ways, resistance is parallel to a scenario of the unready-to hand mode as resistance is fundamentally a form of interruption to ongoing organizational activities or processes.Therefore, drawing on Wick's (2003) viewpoint and placing resi stance within this framework, we can, again, see resistance as a resource that makes underlying problems visible and allows the organization to reflect and discover issues or problems that would otherwise remain invisible. Both Jots and Bauer (2003) and Wick's (2003) propositions highlight the potential diagnostic function of resistance in stimulating awareness and directing attention to a possibly malfunctioning area within the organization, which inherently links to its function as a useful resource in stimulating reflection and learning.The following section, then, will focus on reflective learning, and illustrate how resistance can function as a resource that stimulates reflective learning at the organizational level. Resistance as a Resource: How resistance cans Stimulate Learning Reflective learning refers to ‘the process of internally examining and exploring an issue of concern, triggered by an experience, which creates and clarifies meaning in 1983, p. 99)'. In short, reflection is the key to learning from experience.A key human mechanism for making sense of and learning from experiences (Boyd & False, 1983) affliction has traditionally been seen as an individual phenomenon (Essence & Termed, 2007). Now, however, there is increasing recognition of the rationale of reflection for work at the organizational level (Essence & Termed, 2007). In the organizational context, reflective learning refers to a communal process of reflection of an experience or issue which requires critical examination and reconstruction of meanings (Essence & Termed, 2007).Semester and Termed (2007) argue that this is an important process for organizations because experience is both the dominating feature and resource in work and organizations. Therefore, capitalizing on experience and learning from it is intrinsically linked to the survival of organizations. Yet, reflective learning does not take place voluntarily and naturally. Because of the human tendency to reduce cogni tive dissonance, we tend to adopt strategies to avoid perceiving information that contradicts our perceptions and beliefs (Markus & Cajon, 1985, as cited in Essence & Tamer, 2007).Essence and Tamer (2007) claim that, for this reason, reflection only occurs in dynamic situations and does not generally arise during stagnant situations. In other words, reflection needs to be provoked by uncertain or ambiguous situations in which ‘customary meanings are no longer satisfactory' (Chon, 1983; Rogers, 2001; Wick et al, 2005, as cited in Essence and Tamer, 2007, p. 233). At this point, the logic of bringing in resistance, as an example of such situations is clear, as resistance arguably fits the depiction and shares many parallels with situations of uncertainty and ambiguity.To different extents, all these situations can be seen as forms of unanticipated and undesirable interruptions to ongoing organizational activities which require deeper reflection and understanding. Therefore, in v iew of the nature of resistance and situations that trigger a ‘felt need' for reflection, it can be argued that resistance can in effect function to stimulate reflective learning in organizations. Existing studies showing how resistance leads to change can serve to support the proposition that resistance stimulates organizational learning.While there is a dearth of studies within the organizational literature exploring the direct links between resistance and learning, the relationship can in fact be understood in relation to the connection between resistance and change, as he central aim of organizational learning is the capacity to change in order to cope and survive (Alas & Shrill, 2002). In view of the central aim of organizational learning, some connections with resistance become apparent because dealing with resistance is fundamentally about coping.An organization that is able deal with resistance in a functional way and utilize resistance to its benefits will arguably ha ve a greater capacity to cope and survive in unpredictable situations because ultimately, whether dealing with resistance or with other internal or external predicaments requires the name set of capabilities: the ability to recognize, react and enact appropriate responses. As an example of how resistance can instigate changes, Scott (1989) has reported that routine forms of covert resistance, displayed through actions such as foot-dragging, pilfering, feigned ignorance and sabotage could have revolutionary capacity.In addition, Parkas and Parade's (2000) study of technological change in a health maintenance organization has shown that although informal resistance was effects, resistance, in general, has been observed to produce the following effects: firm the resisters' self identities, rouse renegotiation of roles and relationships, trigger reinterpretation of the dominant managerial discourses, and challenge managerial control, albeit to different extents.The central fact is that resistance Jolted managers and supervisors out of their habitual modes of taking employees for granted' (Parkas & Parkas, 2000, p. 401). While there is no basis to establish a direct link to organizational learning, this example does show an instance where resistance has functioned to stimulate learning by performing the following functions: signaling existence of a problem, stimulating a reflection on the situation, and consequently leading to some form of change.This implicitly illustrates that resistance can play a role in stimulating organizational learning. Limitations However, even though it has hitherto been contended that resistance can function to stimulate organizational learning, one needs to avoid slipping into an idealistic interpretation of the role of resistance and recognize the various limitations that can inhibit its functions. Furthermore, it is crucial to note that while resistance can function to stimulate organizational learning, it by no means imply that resis tance will result in learning.In reality, whether or not resistance leads to positive outcomes, or whether it stimulates learning at all depends chiefly on a wide range of other internal or external factors surrounding the organization in question. Firstly, international in nature, resistance is defined by both the resisters' perceptions of their own behavior, and the targets', or even a third party observer's reactions towards that behavior (Hollander & Nowhere, 2004).Therefore, how resistance is perceived, or whether it is recognized t all, depends largely on the perspectives and interpretations of the relevant actors because the same action may well be perceived differently by different observers. As an example, in their studies of Filipino domestic helpers in Hong Kong, Groves and Change (1999) have reported how the same behavior was perceived as resistance by one researcher (an Asian woman), but perceived as childish and deferent behavior by another researcher (a White man). Th is demonstrates the complexity involved in the recognition of resistance.Even when acts of resistance are intended to be visible and re in fact observable, cultural and social factors, among others, may mean that they may not necessarily be understood as resistance by the target (Hollander & Nowhere, 2004). Cultural differences, for instance, may be a particularly relevant variable that could come into play considering the multicultural nature of many contemporary organizations. The possibility that even observable acts of resistance may not be recognized as resistance highlights a key problem: if resistance is not recognized at all, all its potential constructive functions are completely eliminated.For resistance to be functional, it must first be recognized as resistance, and experienced as an unpleasant and undesirable phenomenon. As Jots and Bauer (2003) assert in the metaphor to acute pain, ‘pain needs to be experienced as negative in order to be functional' (p. 1 1). The refore, for resistance to stimulate organizational learning, it has to be first recognized by its target as resistance. Beyond the problem of the perception and recognition of resistance, other complex set of factors can come into play, adding to the complication of the issue.Even when assistance is recognized, further factors could downplay any potential functions of (2005) contend, a wide range of factors exists as ‘disconnects' that widen the gap between ideals and realities. Ultimately, resistance is a deeply sociological phenomenon, encompassing issues such as power and control, equality and differences, social contexts and interactions (Hollander & Nowhere, 2004). This, coupled with the complex nature or organizations and organizational learning, unquestionably points to the complexities involved in conceptualizing the relations between resistance and organizational learning.Particularly, constrains to learning can stem from the existing management, organizational cultur e and organizational configurations (Stubbiness, Freed, Shania, & Doer, 2006). Examples of some specific contextual factors within an organization include: power relations, politics and decision-making authority, culture of communication and interaction and level of management control. One key factor that predisposes organizational learning is the structure and culture of an organization. As Evans, Hoodwinks, Rainbow and Union (2006) claim, the wider social structure of an organization can be essential in enabling or preventing learning.Taking horizontal and vertical organizational structures as examples, one can see that resistance is more likely to stimulate and consequently lead to organizational learning in horizontal organizational structures than in vertical organizational structures. Horizontal organizations, with their emphasis on lateral collaborations, permeable boundaries, mutual understanding and effective communication processes (Baleen, 2000; Dent & Goldberg, 1999) ove r centralized control and decision making, have a better capacity to respond effectively to ambiguity and unanticipated situations (Baleen, 2000).This is also inextricably related to the underlying mindset of an organization. As Catcher-Greenfield and Ford (2005) note, the mindset of the relevant organizational actors can have a direct impact on the level of acceptance or denial towards unanticipated, and particularly, undesirable events (Catcher-Greenfield & Ford, 2005) On one end of the continuum is an acceptance of reality, in which the relevant actors, such as supervisors or managers, are able to let go of past perceptions, experiences and comfortable attitudes, to address new realities that have surfaced.On the other end of the momentum is denial, in which the actors' mindsets are rooted in past experiences and perceptions, and do not accept that there are problems with existing ways, and that change is needed (Catcher- Greenfield & Ford, 2005). Hence, the structure and underly ing mindset of an organization can have direct implications on what ensues after resistance has surfaced. Stubbiness et all's (2006) study of a secrecy-based organization in the defense industry serves to show how organizational learning can be impeded by cultural factors within the organization.In the company, which has an internal culture that does not encourage learning and knowledge transfer beyond individual work units, Stubbiness et al (2006) found that social distance, absence of dialogue between top and middle management, the professional and organizational culture of the company that rarely considers the needs of employees, and the secrecy culture that limits information flow, have all proven to be obstacles to collective reflection and learning.Considering the assumption that learning requires collective reflection (Bout, Creases, & Dougherty, 2006), resistance will likely fail to stimulate earning within an organizational culture such as this which does not support exampl e, Campbell (2006) study of learning in a Catholic church shows how learning can be impeded in dogmatic organizations with rigid rules and authoritative power structures. In such an organization, where beliefs, principles and rules are commonly accepted as authoritative and beyond question, inputs from the lower levels of an organization is normally unwelcome.When learning occurs, it is driven by directives from above (Campbell, 2006). It was observed that in such a culture, the top dervish seeks to maintain control of the entire organization by means of protecting the integrity of organizational principles, leaving little space and flexibility for other organizational actors, such as supervisors and middle managers, to respond to the realities facing the organization at large.While the example of a Catholic Church is a somewhat extreme example, it serves to show how organizational culture and power relations can severely limit the functions of resistance. In all likelihood, resista nce may be suppressed or disregarded. In other words, in such organizations here bottom-up changes are highly improbable, resistance will most likely fail to stimulate organizational learning. Conclusion This essay has presented an overview of the conceptualization of resistance and explored the dominant perspective on resistance in relation to organizational learning in current management wisdom.It has been contended that the negative connotation often prescribed to resistance is largely contributed by the prevalent assumption that views resistance as irrational behavior within the context of resistance to change. Drawing on Jots and Barber's pain metaphor and Wick's reposition about moments of interruption, it has been argued that resistance could be recapitulation in a more positive light. Rather than being seen as an obstacle to overcome, resistance can be seen as a functional resource: as a signal that serves to warn and direct attention to a problem.While providing organizatio ns with the opportunity to attend to and rectify a problem before the problem expands or deteriorates, resistance simultaneously serves to stimulate organizational learning by instigating a felt need for reflection and change. The pain metaphor, in particular, implies that when a warning signal emerges, the intuitive reaction is to manage and rectify the problem. Applying this to the organizational context, then, suggests that resistance will naturally lead to an awareness of the need to change.Yet, the relationship between resistance and learning is not a simple and straightforward one. Ultimately, whether or not resistance can function to stimulate learning is dependent upon many variables. The first problem pertains to the issue of recognition. Due to a range of possible reasons such as perceptions and cultural barriers, an intentional act of resistance may not necessarily be recognized as such y its intended targets. If resistance is not acknowledged and recognized, its potentia l function in stimulating organizational learning is completely eliminated.Furthermore, additional factors, such as organizational structure and culture, may also act to limit the functions of resistance in stimulating organizational learning. Therefore, while resistance does have the potential to stimulate organizational learning, whether or not that translates to reality remains dependent on a wide range of factors surrounding the organization concerned. References Alas, R. , & Shrill, S. (2002). Organizational learning and resistance to change in

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