Organization behavoir Essay Example | Topics and Well Written Essays - 1750 words

Organization behavoir - Essay Example Organizational behavior in an organization develops over the years of the existence of the organization and is closely linked to what is referred to as organizational culture. Managing organization behavior is a relatively complex process in normal situations, especially if a major change occurs like mergers and acquisitions or other important structural or managerial changes within an organization. There have been many studies and researches on the importance of managing various types of organizational behavior (in various situations) within an organization and studies have clearly pinpointed the relation between organizational behavior, and leadership styles of managers. This paper seeks to explore the various factors associated with organizational behavior with special reference to managing OB in the BAPCO (the Bahrain Petroleum Company). The paper also tries to through light on the link between organizational management and organizational behavior. The paper will argue that a man ger requires certain personality traits and should follow the most appropriate leadership styles in various situations to manage organizational behavior effectively. A Brief Overview of BAPCO and Organizational Behavior: BAPCO is one of the major companies in the Kingdom of Bahrain and the only of its business like, which is the petroleum refining. It was established in 1929 and continues producing a wide range of petroleum products even today. It was jointly owned by the Kingdom of Bahrain and Caltex till 1997, when its full ownership was transferred to the government. BAPCO participate largely in the economy of Bahrain and it employs around 3,000 employees distributed between upstream, the oil production, and downstream, the oil refining. BAPCO is a vibrant and energetic company playing a key role in the development of young Bahrainis. The strategic vision of the company is as follows – â€Å"To manage and operate an integrated oil and gas business, supplying crude oil, pe troleum products and gas to the international and local markets, to create value for our shareholders, customers and employees† (The Bahrain Petroleum Company: Strategic objectives). Training in craft and technical skills has been at the centre of the activities and the Two year programmer, which concluded in May 2008, fulfilled the company vision of creating a pool of talented Bahraini technicians to meet the ever-growing needs of the local industries. Developing young graduates to become the manager of the future has been a pressing concern for the company. BAPCO also supports other major leadership and mentoring programmers, such as the prestigious Crown Prince international scholarship programmer, by providing funding for scholarship, mentors and on the job training opportunities. BAPCO has always shown a strong relationship with its employees through the trade union, and overall spirit of cooperation and this harmony has resulted in constructive resolution of individual a nd companywide issues through regular negotiation meeting. However, there is currently an increased tendency among the PMD (Plant Maintenance employees) to request transfer to other divisions such as ED (Engineering Department) and this has proved to be a major challenge for the general manager of BAPCO to manager this organizational behavior. Organizational behavior: Organizational behavior and culture in organizations are interrelated. Culture in

Management Research Methods Assignment Example | Topics and Well Written Essays - 1500 words - 1

Management Research Methods - Assignment Example Qualitative research on the other hand does not involve use of numbers or statistical tools but an in depth analysis of the observations conducted during the study. Qualitative research differs from quantitative research in the aspect of the fact that the former is used to gain a deeper insight and generate triangulation in findings that is quite contrary to the quantitative research methods that normally involve statistical analysis of the data collected that helps in generating forecasts and other definitive trends in business (Chrusciel & Field, 2006, p.511). A qualitative research methodology is normally used by researchers during researches that involve greater complexity; persona and contextual analects involve multiple factors. In addition to this qualitative research methodology involves analyzing relationships including a cause and effect analysis. Quantitative research although considered to be more advanced and favoured by a large percentage of scholars and academicians fa ils in these aspects as they fail to answer these deeper insights in a particular research question (Gummesson, 2006, p.167). Philosophically there can be certain differences in the qualitative as well as quantitative research frameworks. In a philosophical underpinning point of view a qualitative research involves a position based on phenomenon i.e., the analysis is largely based on the aspects of analyzing individual’s actions, faiths and beliefs thereby interpreting the psychological aspects of the respondents. Qualitative research involves interpreting the actual experiences and views of the respondents by using feelings and other visible gestures. Quantitative research methodology on the other hand, is based on a position of positivism. This form of research analysis involves conversion of the individual discreet units into smaller sub units and comparing these smaller sub units with other sub units using various statistical tools (Maykut, Maykut,

Second Languages Harder To Learn In Adulthood English Language Essay

Second Languages Harder To Learn In Adulthood English Language Essay This topic can be very useful for adult students who are learning a second language. It shows from a scientific prospective, the explanation of why adult s can not keep a fluently conversation in the second language when they are learning it. The technologies presented give rich data that explains this phenomenon. In addition to this, it also gives another explanation from a pedagogical prospective differencing the way children learn from adults. Finally, this topic can make students and teachers reflect on the way how they are learning and teaching the second language. Outline Introduction of why to speak a second language is difficult in adulthood. Importance of learning a second language Why is so difficult to learn a second language later in life? The brain The methodology Background of brain research technique using technologies Language centers Functions of Wernickes area Functions of Brocas area Research techniques Positron emission tomography (PET), 1995. Findings Functional magnetic resonance imaging (fMRI), 1997. Findings by Dr. Joy Hirsch Intracranial Electrophysiology (ICE), 2009. Findings by Dr. Ned T. Sahin Language learning vs. language acquisition by Julio Foppoli. Literature Review Controversy in positions of language centers in the brain. Positron emission tomography (PET). Functional magnetic resonance imaging (fMRI). Controversy in functions of language centers in the brain. Functional magnetic resonance imaging (fMRI). Intracranial Electrophysiology (ICE). Controversy in methodology of teaching the second language. Language Acquisition Language Learning Arguments of why to speak a second language is difficult when you learn it in adulthood. Functions of the Brocas area Receptive language Expressive language Methodology used to teach the second language. Conclusion Restatement of why to speak a language is difficult when you learn it in childhood. Biological reasons Pedagogical reasons Recommendation Why to Speak a Second Language Is Difficult When You Learn It in Adulthood Nowadays, people are more interested in learning a second language. They can be children, teenagers or adults. But , at the time to look for a job, to study abroad, to do tourism, to make business or just to have access to new cultures, adult people realize the importance to learn a second or maybe a third language. This is the moment when they want to learn it as soon as possible like magic. As a result, this originates frustration and disappointment at the moment to learn and acquire a new language. Therefore, when adults try to learn a second language, they must be informed of the biological processes that their brains undergo. So, adults must ask themselves, why is so difficult to learn a second language later in life? Maybe the answer is in the brain. A part of our brain has to get accustomed to new patterns that did not exist in the past. It is like learning to ride a bike. You, as an amateur, fall down and fall down, until the moment that you can pedal and have the balance. Th en, you do it, and you will never forget it. Thus, learning a second language is the same; however, the key is in the practice that you frequently do. According to this research, there are two possible complex answers why to learn a second language is difficult in adulthood. First, results provided by technologies studying the bilingual brain. Secondly, the methodology and strategy used to teach the second language. These two answers can be connected to each other, but it gives a clear explanation to the question. In order to make evidences clear, there will be comparisons between early and late bilinguals. Also, we will see the difference between learning and acquiring a second language. While it maybe true all the arguments presented, there are some other factors that we have to consider such as motivation, personality, critical period and style of learning among others. Bilingualism and second language acquisition are very broad topics that can be interpreted in different ways, but they all coincide in the same that children and adults learn differently. Background In our brain, the part in charge of language is in the left hemisphere of the brain. This applies for those who are right-handed. Those who are left-handed this part can be in the right hemisphere or in both sides of the brain. No matters how, in this part of the brain there are the language centers. These are the Wernickes area and the Brocas area. The Wernickes area (WA) is in charge of the understanding or meaning of the language; in contrast, the Brocas area (BA) is in charge of the speech production. This notion is still taught in many text books according to ScienceDaily (2009). But nowadays, recent research says that it also manages word identity (lexicon and grammar), and phonology (identify pronunciation), ScienceDaily (2009) Steele (2010). These two language centers differ in position in early and late bilinguals. Early bilinguals the first language (L1) and second language (L2) are in the same position in the Wernickes and Brocas area. Nevertheless, in late bilinguals is different. The L1 and L2 are in the same position in the Wernickes, but they are not in the Brocas area. The L1 and L2 are spatially separated in this language center, according to Dr. Joy Hirschs research (1997). There has been different research using different technologies to prove this. First, in 1995 a technique named non-invasive brain imaging using computer-aided tomography, also known as positron emission tomography (PET), suggested that L1and L2 are centered in the same part in the BA. But, the point here is that the sample used were participants of seven years old, which was the Hirschs description of an early bilingual (1997). Later, in 1997 the head of Memorial Sloan-Kettering Hospitals functional M.R.I. Laboratory, Dr. Joy Hirsch and her graduate student Karl Kim, used the functional magnetic resonance imaging (fMRI) to study the cognitive tasks in the brain, Blakeslee (1997). They recruited as sample 12 healthy bilinguals. Six learnt the second language in infancy, and the other half around 11 and 19 years old. Hirsch (1997) discovered that People who learned a second language as children used the same region in Brocas area for both languages. But those who learned a second langu age later in life made use of a distinct region in Brocas area for their second languagenear the one activated for their native tongue. Finally, a new study carried out by Ned T. Sahin, PhD, post-doctoral fellow in the University of California, San Diego, Department of Radiology and Harvard University Department of Psychology, reported two more functions of the BA that are word identity (grammar), and pronunciation. This was thanks to the research technique named Intracranial Electrophysiology (ICE), which provides data of very high spatial and temporal resolution, Steele (2010). But, the sample used was different from the others. In this research, scientists used patients who were undergoing brain surgery, Steele (2010). All in all, it is also important to highlight the difference between language acquisition and language learning. According to Julio Foppoli, a teacher of English and Spanish as a second language, he says that acquisition comes naturally and meaningfully; in contrast, language learning is imposed, not meaningful and not communicative. So according to him, these could be important factors to success or fail in speaking and understanding a second language. Literature Review Dr. Hirschs research found evidence that children and adults do not use the same parts of the brain when learning a second language. People who learned a second language as children used the same region in Brocas area for both languages. But those who learned a second language later in life made use of a distinct region in Brocas area for their second languagenear the one activated for their native tongue, Discovermagazine, (1997). But, the only function described of the Brocas area was the execution of speech (Blakeslee, 1997). In contrast, Steele (2010) reports that a newest research demonstrates that besides the execution for speech production, the Brocas area is involved in other types of linguistics processing such as lexical (helping to identify forms, such as plurals or past tenses), and phonological (helping to identify pronunciations). In addition to this, Sahim (2009) adds, we showed that distinct linguistic processes are computed within small regions of Brocas area, separa ted in time and partially overlapping in space Specifically, the researchers found patterns of neuronal activity indicating lexical, grammatical and articulatory computations at roughly 200, 320 and 450 milliseconds after the target word was presented, ScienceDaily, (2009). The authors coincide with the nature of Broca ´s area as a mysterious brain function. The problem is with late or adult learners of second language. They have to build a new system for the second language, as Hirsch (1997) tries to explain it saying that when language is being hard-wired during development, the brain may intertwine sounds and structures from all languages into the same area. But once that wiring is complete, the management of a new language, with new sounds and structures, must be taken over by a different part of the brain. For that reason, it needs to change the methodology for adult learners toward a communicative and meaningful classes rather than grammar oriented classes, as Julio Foppoli suggests. This is supported by Hirsch comparing the way how children acquire the second language with the way adults do. Because the parents and family members teach the infant to speak the second language in a very tactile, auditory and visual way, children easily acquire it. In contrast, adults only sit down in high schools in classes that revolve around grammar, patterns, repetitions, drillings and rote memorization without even a human interlocutor to interact with, they can not acquire it, Discovermagazine, (1997) Julio Foppoli. So this is a good example that Julio Foppoli remarks in the difference of language acquisition and language learning. Language acquisition is meaningful and communicative; in contrast, the language learning is not communicative and not meaningful, Julio Foppoly adds. Arguments Obviously, learning a second language is habituating our body and mind to new patterns. This is supported by Hirsch adding that We can see the body building in the brain as a result of this. The answer to the interrogative of this paper, why is difficult to learn a second language in adulthood, it could be divided in two. First of all, in 1997 with Hirsch, we only noticed that the mainly function in the BA was the speech production. Somehow or other, this could explain why second language learners could not produce sounds exactly as a native speaker. However, the new research by Sahin (2009) found that aspects of word identity, grammar and pronunciation are all computed within the BA. Before, it was believed that WA was in charge of the receptive language, namely reading (word identity and grammar), and the understanding of that. In contrast, the BA was in charge of the expressive language that is speech production (vocal tract). Due to this, it means that the BA is responsible for b oth receptive and expressive language, ScienceDaily (2009). Evidence of this, it is when you see adults trying to speak the second language. Their speed fluency is very slow, because they take time to form sentences, to verify if it is grammatical correct, and finally, if it is well pronounced. More complex the idea is, more time they take. This means that the BA is working in processing all these linguistics processes at once. All this situations make sense, but they make things more difficult to adult second language learners. (Well, depending on the way those adult second language learners see it, because this could be the perfect excuse to explain their mispronunciations and grammatical mistakes). No matters how, if these linguistics aspects are separated from the first language, it means that they have to start from zero and build up new morphological, syntactical, grammatical and phonological patterns in their brains. The strategy to teach the second language must definitely b e equal as children do. So this leads us to the second explanation of our question, which is the difference between learning and acquiring a second language. As Foppoli said, adults must acquire the second language naturally as children do. Parents do not have to explain children the grammar and phonology of the language. Contrarily, parents teach their children through a very auditory, visual and tactile way letting children make mistakes and learn from them. Children acquire the language communicatively through real meaningful conversations that make sense to talk about. On the other hand, adults do not acquire the second language; they learn the second language. Adults have knowledge of the second language and can demonstrate it in a grammar test or even, in a TOEFL. But, research has shown that knowing grammar rules of language do not necessarily result in good speaking or writing, adds Foppoli. So the methodology used by teachers and professors must be changed to a very meaning ful and communicative strategy. Instead of teaching grammar-oriented lessons or follow the instructions of an audio CD in order to repeat words and phrases as parrots, students must be encourage to use the language in real context. This means to form classes that promote communication, speaking and the key word, practice. In order to acquire the language adult second language learners must practice the language and learn from their mistakes as children do. They have to dare to speak with native speakers and get involved to the different aspects of the new language such reading newspaper, novels; listening to radio, music; watching TV, movies; writing essays, letters or anything. As the saying says, practice makes perfect. Conclusion In conclusion, learning a second language after childhood is definitely hard to acquire for biological and pedagogical reasons. Thanks to the technologies presented in the last fifteen years, it can confirm that the L1 and L2 will be always separated in the Brocas area for an adult learner. Children until the age of 9 or 10 will have the L1and L2 in the same place in the Wernickes area and Brocas area. This fact makes things complicated for adults because this means, they have to build up new patterns for grammar, syntax, morphology and phonology for the new language. Besides, it is erroneous the way that adults are learning and acquiring the second language. Consequently, we see how adult learners fail and get frustrated in second language classes for the methodology taught. In order to overcome these obstacles, it is really important that adults be aware of the functions of the brain and the right methodology to teach the second language. Meaningful and communicative lessons are the best tools to acquire it; in addition, attitude and motivation determine the success of these tools. But most important, it is the time and practice that adult must dedicate to learn, acquire and use the second language in real context.

Communism vs. Hegelism Essay -- Philosophy, Hegel, Marx

In the late 18th and early 19th century, revolution was on the tip of the world’s collective tongue. The French monarchy was in the process of being overthrown; there was political and civil unrest throughout Europe. In the midst of all this turmoil Georg Wilhelm Friedrich Hegel emerged, presenting an analysis of history that would echo through the future, an understanding of the human condition, and an estimate of the end of said history and what would bring it about. This end of history would be brought about by the State, for the State’s sole purpose was to bring positive change and freedom to the individual. Less than a century later, Karl Marx released the Communist Manifesto. Marx had drawn heavily from Hegel for basis of his thoughts, yet he believed that Hegel failed to account for the largest hurdle to human freedoms, that of property; something that could not be remedied within the State as it currently was. Hegel not only presented an overly idealistic v iew of the future of mankind’s history, but also an inherently empty approach to reaching that state. Marx’s view of the future is not only more practical, but he addresses where civilization is headed and how we will arrive there. Revolution, glorious revolution. //Still need to work on ending and transition In many regards Hegel and Marx agreed with one another’s philosophies, chiefly that of human history. Hegel states that history is a reasonable progression of human civilization toward its ultimate truth: freedom for the individual. This path has been a rational advance from the earliest of humans to where we are now. As he states â€Å"†¦ the history of the world, that its development has been a rational process; that it represents the rational and necess... ... cornerstone, of the Manifesto is elucidated by Marx when he says â€Å"Communism deprives no man of the power to appropriate the products of society: all that it does is to deprive him of the power to subjugate the labor of others by means of such appropriation† (Marx 383). By doing this, the oppression and control of individuals in society will be impossible; freedom will finally be available to more than the bourgeoisie. Marx, not only addresses what needs to be done to reach the pinnacle, and concluding, point in history but he also lays down a roadmap to reach there; something that Hegel failed to. Hegel and Marx, two of the great romantic philosophers, constructed ideas similar in many regards to one another. Their concepts of history, its eventual end, and their agreement that individual freedom is the perfect form of civilization were all closely in line.

Belonging, Les Murray Poems Essay

The concept of belonging is interesting to me because the idea is really that of ‘self’. There are many varied notions of belonging revolving around the ‘inclusion/exclusion’ of a person in a societal group, ‘attraction/alienation’ to values, attitudes and behaviours, ‘security/marginalisation’. But ultimately the idea of belonging is the development of our own sense of personal identity being defined by the groups, communities, lifestyles we align ourselves with. Les Murray’s poems â€Å"The Widower in the Country† and â€Å"The Away-Bound Train† explore the sense of belonging by his speaker in different ways. We experience through â€Å"The Widower in the Country† a loss of a sense of belonging caused by the death of the speaker’s wife. In â€Å"The Away-Bound Train† the speaker describes the rural landscape in his poetry, and his sense of belonging to it. Les Murray in â€Å"The Widower in the Country† uses descriptive imagery and emotive language to highlight the loss of belonging. The depression of the speaker by having no real direction in life is shown by the words â€Å"and pause to look across the Christmas paddocks†. He is delaying his duties as he is aimless. The reference to Christmas also illustrates widower being alone for a holiday previously celebrated with family. The ellipses run after â€Å"The nettles in the yard†¦Ã¢â‚¬  showing there is further work to be done and the neglect of the speaker evidencing his absence of involvement. The speaker sits alone â€Å"at the head of the table† eating a plain meal of â€Å"corned-beef supper† reinforces the widower’s absence and direction in life and also an inability to enunciate his emotions. The speaker in â€Å"The Away-Bound Train† experiences a feeling of belonging to  the country through the exploration of the landscape. The speaker is a man on a train leaving the countryside, which he loves, to travel to the city, which he despises. At the start of the poem the speaker describes his ideal home in the country â€Å"I stand in a house of trees †¦ a creek runs grey with sand†. The speaker then describes the landscape (â€Å"the near hills rise steeply and fall†, â€Å"the upland farms are all bare†) which is followed by a declaration of allegiance to the country (â€Å"and this is my country†). The warmth of the cold July fire reflects his sentiment of home. Even though he reminds himself that the warmth of the fire â€Å"is the past†, his mind, he says, â€Å"trails far in the wake of the train†. At the end of the poem, the speaker wills himself to go back to sleep and his dream. He literally closes his eyes against reality and returns in his imagination to the country he is leaving. In an alternative medium, the musical song â€Å"Creep† by the band â€Å"Radiohead† describes the desire to belong, yet the eventual alienation and loneliness of an unrequited crush. The song is a story of a person’s infatuation with someone whom he feels he  As a contrasting view, â€Å"Creep† composed by Thom Yorke presents the idea of belonging through alienation – the story of a person’s infatuation with someone whom he feels he cannot attain. The use of the simile â€Å"just like an angel †¦ your skin makes me cry† conveys how unreachable, unapproachable the girl is to him. This expression of distance illustrates how inadequate the person feels when compared to his object of desire. The use of obscenity â€Å"What the hell am I doing here?† conveys the frustration and anger felt by the person at not being accepted. This is supported by  the change from poetic language to blunt speech â€Å"I don’t belong here†. The contrast between the opening of the song and the chorus stresses the impact of the anger and frustration over wanting to belong. The opening lyrics are very soft with gentle imagery â€Å"You float like a feather, in a beautiful world†. The lazy guitar tone and rhythm then build up to what seems like an emotional breakdown with the singer and the guitar screaming in despair and anger â€Å"But I’m a creep, I’m a weirdo†. The ostinato (musically) portrays the songs obsessive lyrics, which depict the angry rage of an unsuccessful crush. The theme of alienation is reinforced â€Å"I want you to notice when I’m not around†. â€Å"You’re so special, I wish I was special† shows the person wanting to belong with the other who he sees as extraordinary.

Engagement Letter Essay

The memo verifies the agreement of the purpose of the engagement and the quality and constraints of the services the firm offers. Talbot Auditing Firm will review the financial statements of Apollo Shoes at the end of the year. Talbot auditing firm will review the accounts such as the operations records, retained earnings, and cash flow accounts. An audit’s goal is to form an opinion about the fairness of the accounting records in accordance with Generally Accepted Accounting Principles. The audit will be performed according to auditing standards generally accepted in the United States. The firm will perform tests of the accounting records and other procedures essential in stating an opinion. If the opinion is not unqualified, the firm will give reasons. If the firm cannot complete the audit, they might not give out a report on the engagement. The firm will test the existence of inventory, and confirm receivables and payables and other assets and liabilities by letters to a few customers, creditors, and financial institutions. The auditor will ask for a letter of representation from the company’s attorney. The attorney might bill Apollo Shoes for replying to the query. When the firm concludes the audit, the firm may ask for written statements about the financial statements and other issues. The auditor will carry out the audit to know if the records are free of material misstatement. The auditor’s intention is to give reasonable, not absolute assurance. The auditor will not provide a thorough assessment of each transaction so a risk of material errors, fraud, and illegal acts might exist and go unnoticed by the auditor. The firm may terminate the services for nonpayment and consider the engagement completed upon a written request of termination even though the auditor fails to complete a report. Apollo Shoes will pay for extended time and out-of-pocket cost through date of termination. If you agree to the above conditions of this engagement, sign the letter at the bottom. Please return the signed letter and keep a copy for company records. Thank you for your prompt attention to this matter. Do not hesitate to contact me if you have questions.

No More Conventional Antonyms

No More Conventional Antonyms No More Conventional Antonyms No More Conventional Antonyms By Maeve Maddox One of the innovations of Newspeak, the version of English used by the totalitarian government in Orwell’s dystopic novel Nineteen Eighty-Four, was the elimination of antonyms. A writer at the Oxford Dictionaries site explains: By choosing which words the populace can use, The Party can choose to shift thought in a more positive or negative direction to suit their needs;  ungood, for example, makes the populace feel less negative than  bad  would In 2015, some of the populace seem to be choosing to add un- to adjectives like good and rich rather than look for conventional antonyms: The Rich Are Less Ethical Than the Unrich [A Resort] Like Palm Springs, only for unrich people The government is clearly pandering to the masses, i.e. the unrich people. Few fanfic writers actually write good stories. Some are unrealistic, unplanned, ungood stories.   I was all set to move to Erdington until last night [when] I found some  ungood stories about the area I will be living in. In the end, the good outweighed the  ungood and Im happy I chose this  place. Ill be traveling light when it comes time for me to cross, when I cross†¦ This unwide road†¦ (song lyrics) . Abercrombie Fitch chief executive Mike Jeffries [issued] a half-baked apology for his incendiary comments on why the unthin, the unyoung and the unbeautiful dont belong in AF clothes. As a stylistic device, words like unthin and unbeautiful can be used to humorous effect. Adding un- to words in an effort to obscure meaning or avoid thought, on the other hand, is not an option for writers who wish to be taken seriously. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:Homograph ExamplesIs There a Reason â€Å"the Reason Why† Is Considered Wrong?Prepositions to Die With