E Business Technologies By O. Jones And F. Tilley Essay

Chapter 11, of â€Å"Competitive advantage in SMEs† edited by O. Jones and F. Tilley discusses the adoption of e-business technologies by small and medium-sized enterprises (SMEs). This is an important issue discussed by Paul Windrum and Pascale de Derringer. It is important for SMEs to utilise and exploit information and communication technologies (ICTs) as when managed correctly, they have the potential to contribute to the business allowing the SME to gain a competitive advantage. Windrum and Derringer believe that ICTs have proven to be successful in increasing a firm’s competitiveness either by increasing the efficiency of internal operations and communication or by making it simpler to develop new or improved products and services. An example of when ICTs can be useful are in questionnaires or through online posts. Social media is a form of computer-mediated communications that allow the formation and sharing of a wide range of information via networks and virtua l communities. One common feature of social media is user-generated content (UGC). UGC encompassed all opinions, posts and comments alike that are submitted by social media users. By exploiting this one form of ICT it is axiomatic that this entity would have a competitive advantage over one that did not incorporate this ICT as it is easier to facilitate the development of new products when you know what the consumer wants. Windrum and Derringers’ study agrees with the latter and they explored this topic in greaterShow MoreRelatedMethods of Qualitative of Data Collection19658 Words   |  79 Pagessearch for truth in old texts. The use of documents often entails a specialized analytic approach called content analysis. The raw material for content analysis may be any form of communication, usually written materials (textbooks, novels, newspapers, e-mail messages); other forms of communication— music, pictures, or political speeches—may also be included. Historically, content analysis was viewed as an objective and neutral way of obtaining a quantitative description of the content of various formsRead MoreLeadership Development42674 Words   |  171 Pagesmatters less than the implication that there is scope for adding value. It may be better to think of the opportunity in the UK as being to get distinctive advantage through better leadership and management, both through being good at old forms of business and quick to reap the advantages of new ones, rather than facing a catch-up, deficit situation. It is also concluded that there is no single form of management and leadership capability that enhances performance in the same way in all situationsRead MoreAccounting 1-4 Chapter100452 Words   |  402 PagesAssignments Go to WileyPLUS for practice and tutorials Read A Look at IFRS p. 42 study objectives After studying this chapter, you should be able to: 1 Describe the primary forms of business organization. 2 Identify the users and uses of accounting information. 3 Explain the three principal types of business activity. 4 Describe the content and purpose of each of the financial statements. 5 Explain the meaning of assets, liabilities, and stockholders’ equity, and state the basic accounting equationRead More1000 Word Essay85965 Words   |  344 Pagesis the ACS mission statement? The mission of the ACS center is to— Facilitate commander’s ability to provide comprehensive, coordinated, and responsive services that support readiness of soldiers, civilian employees and their families. Maximize technology and resources, adapt to unique installation requirements, eliminate duplication in service delivery, and measure service effectiveness. (AR 608-1 Dec 2004 / 1-1 / PDF 9) What Army regulation covers ACS? AR 608-1 How is ACS staffed for the

Secrets About Monster Essay Topics Revealed

Secrets About Monster Essay Topics Revealed It's not advised to use phrases which could consist of vague definitions or controversial concepts. The word is often utilised in the essay. You need to be very careful when choosing an essay topic. Before writing, think carefully about this issue and the objective of your paper. Narrative essay topics Narrative essay is a little different from different types. If you're writing an essay on Frankenstein for the very first time, then our Frankenstein essay topics are going to be a terrific assistance for you. These topics may be used to compose an essay or any other academic paper, and you'll be able to read them through and produce your own ideas. There are many essay types, and at times the topic itself is as critical as the sort of the essay you're assigned. Why Almost Everything You've Learned About Monster Essay Topics Is Wrong Othello plays an expert part in the shaping of her character. Light is a sign of knowledge. Handkerchief plays an important part in the plot and has a specific symbol in the game. Go over the differences and similarities between both of these characters, and the way their ambitions shaped not only their fate but in addition the results of the stories. I am going you prove to you this legend doesn't exist. Everyone appears to be seeking revenge inside this novel. The importance of the novel's title. Monster isn't a friendly word, whatever the context. At first, the Amahagger race appears to be what would be referred to as a degenerative race. Haggard also employs this passage to explore whether the notion of a monster is composed of class prejudices. Frankenstein is a scientist who wants to bring wisdom and life by producing the monster. Welcome to continue in touch by means of your paper writer controlling everything. Such a slice of work should have some emotional influence on your readers. The ideal amount of maternity leave. How to lead a healthful lifestyle working at the office. Furthermore, the objects and practices of popular culture may be an intriguing subject for study. Othello has different styles based on the task taken. This section in which you list your skills, wisdom and experience, Bacal states. To begin with, go through the fundamentals. Monster Essay Topics: the Ultimate Convenience! What racism is and the way to manage it. There is the problem of jealousy that's in the essay. How to address overpopulation. The matter of doctor-assisted suicide. Monster Essay Topics Fundamentals Explained His shocking appearance doesn't help matters. On the flip side, we've got ample testimony he is essentially a fantastic kid. I don't understand the reason why I must prove to really intellectual person this beast doesn't exist. Why making selfies can help improve your self-confidence. He grows to be quite lonely by putting his creation before his family and friends. How to select an appropriate college. Like a 12 year-old school girl. The Key to Successful Monster Essay Topics If reading an example you've got a wish to discover more about the objects' comparison, then its author has done a suitable job. In reality, portions of Harmon's diary evince a type of self-rage and indulgences in self-pity on the portion of the narrator. Place an order on our site, and a dozen talented writers will start bidding on it simultaneously. Try out these proven ideas to help beat writer's block. Look through actual topics that have an opportunity to hook your readers' interest. His work, full of wit and puns hasn't been replaced by another writer to date. All these word choices hint at the ominous tale which will come. Never turn in a very first draft, this 3 words ought to be followed to the letter. Writing an excellent essay might be a bit of cake if you're feeling inspired. Occasionally it only looks simple, but a great deal of students forget about the kind of academic writing they have to follow. So the overall grade for the paper might differ based on that. Inspect the advantages and disadvantages of Victor's compliance.

The Doll’s House free essay sample

The two listening were the Kelvey girls, Lil and â€Å"our† Else. These two girls are shunned from the conversation because they are apart of a lower class than the Burnell girls and their friends. Later in the story, Isabel and her friends begin taunting the Kelveys by making fun of their clothing, their father, and their potential career. Kezia deviates from the upper class norm of separating themselves from others in another class, and invites the Kelveys to see her dollhouse. The girls reluctantly agree, and once the Burnell’s Aunt Beryl notices the children playing together, she sends them away. MAJOR THEME – CLASS CONSCIOUSNESS This short story was published in 1923, and was intended by Mansfield to comment on the nineteenth century social structure. During that time an extremely structured class based system was in place. In order of dominancy: the Proletariat, the Bourgeoisie (the working class), and the Peasants. In this story, the Burnell family represents the proletariat, and the Kelvey family represents the working class. We will write a custom essay sample on The Doll’s House or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The Burnell’s children receive an exquisite dollhouse with so many realistic qualities (8-13, 22-29), while the Kelveys are wearing â€Å"hand-me-down† clothing, and clothing created from household fabrics (69-81). The distinction between the classes becomes apparent when the Burnells and their cronies are taunting the Kelveys about their family and social status. Mansfield recognizes the cruelty that these children have towards one another when their world is dominated by their parent’s ideas of separation between the classes (for example: Aunt Beryl will not allow the girls to even speak to the Kelveys (145)). However, Kezia seems to be an exception to the norm by inviting the Kelveys to see her dollhouse, knowing full well that it was not allowed. In short, Mansfield is discussing the difficulties dealing with class-consciousness and social ostracism in this society. She clearly has issues with the social hierarchy, and uses the children as an example of how this system continues because of the indoctrination by their parents. Have vs. Have Not SETTING – RURAL 19TH CENTURY The story clearly takes place within a rural setting in the nineteenth century. Proof of this is evident throughout the story as follows: â€Å"It was so big that the carter and Pat carried it into the courtyard† (2) * The mention of a carter dates this story, as a carter is a driver of horse drawn vehicles – automobiles arrived in the early 1900s * Courtyard also signifies that the place the Burnells live in is rural – large plot of land. This also represents the wealth of the family * †Å"Propped up on two wooden boxes beside the feed-room door. † (3) * A feed room indicates livestock and if there are livestock, you are living on a farm * â€Å"Powers that went with being the eldest† (38) Isabel is the oldest daughter and assumes the responsibilities of a â€Å"motherly† figure – true to the time period * â€Å"Boys’ playground† (45) * The mention of a playground strictly for boys shows that roughhousing is for males, and girls are to play with dolls. * â€Å"What a little guy she looked! † (73) * The comment made by Burnell girls about Lil Kelvey’s clothing represents not only Lil’s lower class, but also that girls should be dressed pretty * â€Å"Pat called for the Burnell children with the buggy and they drove home† (131) * The mention of a buggy dates this story to a time here there were no automobiles * â€Å"Went upstairs to change their pinafores† (132) * Pinafores were extremely pop ular with women during the Nineteenth century * â€Å"Looked over the hay paddocks, past the creek† (180) * Details a rural scene MOOD SYMPATHY The general mood of this story is one of sympathy towards the Kelvey girls. We experience with them the taunting by the Burnell girls about their dress and potential future careers. We also feel sympathetic when the Kelveys are â€Å"shooed†¦out as if they were chickens† (165-166) simply because they belong to a different social class from Kezia. However, one also seems to find sympathy for the Burnell girls because they do not seem to have the same sisterly bond as the Kelveys have for one another. Kezia and Lottie recognize that Isabel is the eldest, and she will have a certain power because of that. However, Lil and â€Å"our† Else seem to understand each other without words (79-81). At the end of this story, one feels that the class divisions should be changed because children should be able to play with dolls together, regardless of social status. USE OF LANGUAGE The story maintains similar sentence structure throughout the writing, and uses a space to indicate a separation in the day (receiving doll house amp; after) Definitions: This story uses several words that an average grade eleven or twelve student may not know. * Line 2 Carter: A driver of horse drawn vehicles; worker * Line 38 Buttercups: Poisonous plant common in grassland with yellow cup-shaped flowers * Line 64 Spry: Active * Line 66 Gaolbird: Cri minal who has been in jail repeatedly * Line 68 Conspicuous: Stand out Line 70 Serge: Durable * Line 83 Shamefaced: Feeling of shame/embarrassment * Line 100 Mutton: Deer * Line 107 Flagged: Less enthusiastic * Line 123 Shrilled: High-pitched voice * Line 125 Titter: Giggle * Line 132 Pinafores: Collarless, sleeveless dress tied or buttoned in the back * Line 180 Wattles: Rods/stakes interlaced with twigs or branches * Line 182 Cross: Angry * Line 69 – Stout: Brave Literary Terms: * Imagery: visually descriptive language * â€Å"There stood the doll house, a dark, oily, spinach green, picked out with bright yellow. Its two solid little chimneys, glued on to the roof, were painted red and white, and the door, gleaming with yellow varnish†¦Ã¢â‚¬  (8-10) * â€Å"Red carpet covered all the floors except the kitchen; red plush chairs in the drawing-room, green in the dining-room; tables, beds with real bedclothes, a cradle, a stove, a dresser with tiny plates and one big jug. † (23-25) * Simile: figure of speech comparing one thing with another thing of another kind (uses â€Å"like† or â€Å"as†) * â€Å"was like a little slab of toffee† (10) â€Å"like two little stray cats they followed† (153) * â€Å"shooed them out as if they were chickens† (165-166) * Personification: The attribution of human characteristics to something nonhuman * The lamp â€Å"seemed to smile at Kezia, to say, â€Å"I live here. †Ã¢â‚¬  (32) Contrast between Lil and Kezia’s language: Lines 142-145:â€Å"You can come and see our doll’s house if you want to,† said Kezia, and she dragged one toe on the ground. But at the Lil turned red and shook her head quickly. â€Å"Why not? † asked Kezia. Lil gasped, then she said, Your ma told our ma you wasn’t to speak to us†| Although the two girls attend the same school, the use of â€Å"you wasn’t† shows that Lil’s language is less sophisticated compared to Kezia’s. Lil’s line also shows that the Kelvey children accept the social division. Aunt Beryl’s language: Lines 6-7: â€Å"The smell of paint was quite enough to make any one seriously ill, in Aunt Beryl’s opinion. † Line 164: â€Å"Run away, children, run away at once. And don’t come back again. †Line 171: â€Å"Wicked, disobedient little girl! †| Aunt Beryl language shows that she is very cross, angry, and negative. â€Å"Our† Else’s language: Lines 76-81:â€Å"Nobody had ever seen her smile; she scarcely ever spoke. She went through life holding on to Lil, with a piece of Lil’s skirt screwed up in her hand. Where Lil went our Else followed. In the playground, on the road going to and from school, there was Lil marching in front and our Else holding on behind. Only when she wanted anything, or when she was out of breath, our Else gave Lil a tug, a twitch, and Lil stopped and turned round. The Kelvey’s never failed to understand each other. †| â€Å"Our† Else communicates with Lil without verbal language. It seems as though Lil can understand Else by the way she tugs on her skirt. It also mentions the Else rarely smiles – perhaps she has nothing she can smile at? Maybe the bond between Lil and Else is strong because of the hardships they have been through. Use of the word â€Å"real†: Line 10: â€Å" Four windows, real windows†Line 25: â€Å"Beds with real bedclothes†Line 33: â€Å"The lamp was real†Line 87: â€Å"You couldn’t tell it from a real one†| The story repeats the word â€Å"real† four times throughout this door in the context of the dollhouse. This represents the elegance and intricate details of the dollhouse, which is acceptable for use by upper class children. Societal Attitudes amp; Class Distinctions Line 54: â€Å"They knew better than to come anywhere near the Burnells†Lines 54-55: â€Å"The school the Burnel children went to was not at all the kind of place their parents would have chosen if there had been any choice. †Lines 61-63: â€Å"The Kelveys were shunned by everybody. Even the teacher had a special voice for them, and a special smile for the other children when Lil Kelvey came up to her desk with a bunch of dreadfully common-looking flowers. †Lines 99-102: â€Å"The little girls sat under the pines eating their thick mutton sandwiches and big slabs of johnny cake spread with butter. While always, as near they could get, sat the Kelveys, our Else holding on to Lil, listening too, while they chewed their jam sandwiches out of a newspaper soaked with large red blobs. Lines 109-111: â€Å"They wanted to be horrid to them† †¦ â€Å"Lil Kelvey’s going to be a servant when she grows up†Lines 113-114: â€Å"Emmie swallowed in a meaning way and nodded to Isabel as she’d seen her mother do on those occasions. †| These lines represent the societal attitudes and class distinctions of the time. Animal Images Line 76: â€Å"little white owl† (referring to Else)Lines: 152-153: â€Å"like two little stray cat s they followed† Lines 165-166: â€Å"shooed them out as if they were chickens†Line 175: â€Å"now that she had frightened those little rats of Kelveys†| Kelveys are described with animal images; this emphasizes the ostracism they endure. Society’s Obsession with Appearance Lines 67-68: â€Å"And they looked it. Why Mrs. Kelvey made them so conspicuous was hard to understand. The truth was they were dressed in â€Å"bits† given to her by the people for whom she worked. † | This obsession with appearance represents the class separations – upper class concerned about what they look like, while the working class is concerned about where their next meal will come from. The Letter Aunt Beryl Received Lines 193-176: â€Å"The afternoon had been awful. A letter had come from Willie Brent, a terrifying, threatening letter, saying if she did not meet him that evening in Pulman’s Bush, he’d come to the front door and ask the reason why! But now she had frightened those little rats of Kelveys and given Kezia a good scolding, her heart felt lighter. That ghastly pressure was gone. †| Aunt Beryl is having an affair with a lower class man, and does not want anyone to find out about it. Even though she is hypocritical, she still disciplines Kezia for fraternizing with members of the lower class. Beryl feels better about herself because of this. Satirical Story The lives of the adults and the children are separated from one another * Kezia wants to be friends with the Kelveys, but Aunt Beryl won’t let her * The teacher had a â€Å"special voice† for Lil Kelvey SYMBOLS Lamp Can be interpreted in two ways: 1. Symbol of light and awakening; the truth. The lamp is in contrast with the other details of the doll’s house (stiff dolls, materialistic value of items). It is significant because it is Kezia’s favorite, and she is the only one who shows kindness to the Kelvey girls, and chooses to deviate from the norm. The quote â€Å"I seen the little lamp† (184) by â€Å"Our† Else also represents that Kezia and Else share the same values. 2. Lamp is a symbol of the working class to whom the Kelveys belong. The working class is responsible for creating wealth in the society, but is treated poorly by the rest of society. The lamp is sacrificial of the wealthy capitalists. Doll House The dollhouse is a symbol of the upper class people in society; exquisite, intricate detail with many materialistic items in the room. What you long to know about a house when you put your hand on the knocker† (18-19) * Refers to upper class households. â€Å"There stood the doll house, a dark, oily, spinach green, picked out with bright yellow. Its two solid little chimneys, glued on to the roof, were painted red and white, and the door, gleaming with yellow varnish†¦Ã¢â‚¬  (8-10)â€Å"Red carpet covered all the floors except the kitchen; red plush chairs in the drawing-room, green in the di ning-room; tables, beds with real bedclothes, a cradle, a stove, a dresser with tiny plates and one big jug. (23-25)â€Å"The father and mother dolls, who sprawled very stiff as though they had fainted in the drawing-room and their two little children asleep upstairs, were really too big for the doll’s house. † (30-31) * Reference to â€Å"stiff† parents show the parents unwillingness to question the social norms| POINT OF VIEW The tone of the story is very child-like. The author uses enthusiasm, and dialogue that would be used by young children: â€Å"But the perfect, perfect little house! Who could possibly mind the smell? It was part of the joy, part of the newness† (12-13) The story begins with an omniscient point of view, then to a view from the Burnell children, then alternates between the view of Kezia and Else. The reason Mansfield would have wanted this is because Kezia questions the social ostracism that the Kelveys endure simply because they are of a lower class. We are able to see into the mind of an upper class child stuck in a world where her parents are strict with their traditional rules. The choice to see Else’s point of view is to illustrate to the reader that Else and Kezia are related through the symbol of the lamp – they share the same values. It is also important to acknowledge the point of view from a children’s perspective to emphasis the separation between the children’s world versus their parent’s world, and the need for change in a class-based system. The language used shows childhood innocence, and the confusion about why they aren’t supposed to play with other children simply because of their social status. This short story is written in a modernist mode because it questions the cultural and societal realities of the day – class consciousness and social ostracism. CHARACTER LIST Aunt Beryl Aunt to the Burnell children, very cross lady, strict with emphasis of social ostracism, however is hypocritical because she is having an affair with a working class man. Upper Class Mrs. Hay Houseguest of the Burnells who gives the doll house to their daughters. The presence of Mrs. Hay visiting the Burnells shows that she is of upper class society because she is able to travel and give fancy gifts. Upper Class Pat Worker at the Burnell house (perhaps a farmhand), driver of the buggy which picks the Burnell girls up from school. Pat may be the man Aunt Beryl is having an affair with, but it is not explicit. Working Class Kezia Daughter of the Burnells, finds significance with the lamp, rejects social norms in regard to ostracism of the lower classes, younger sister of Isabel. Upper Class Isabel Eldest daughter of the Burnells; had power because of that. Allowed to choose which of their two friends can see the doll house first. She is also the only one who can describe the house to their friends. All children want to be her â€Å"special friend† (50). Isabel has a â€Å"proud† (84) voice when boasting about her new doll house. Upper Class Lottie Daughter of the Burnells, younger sister of Isabel. Upper Class Mrs. Kelvey Mother of Lil and Else; spry washerwoman. Lower Class Mr. Kelvey No where to be seen, but assumed to be a gaolbird. Lower Class Lil Kelvey Eldest daughter of Mr. amp; Mrs. Kelvey. She is stout, with big freckles. Wears a green art-serge dress with red sleeves made by her mother and a â€Å"grown-up woman’s hat†¦with a large scarlet quill† (71-73). Lil abides by the social rules in society, especially when asked by Kezia to come see her doll house: â€Å"Your ma told our ma you wasn’t to speak to us† (145); Lil only agrees to see the house when she sees Else’s reaction to her response. Lower Class â€Å"Our† Else Youngest daughter of Mr. amp; Mrs. Kelvey. Wears a long white dress like a nightgown and a pair of boy’s boots. Else is small with large eyes, rarely smiles or speaks. Follows Lil around everywhere; can communicate with her merely by pulling on her skirt. Else seems to share the same values as Kezia – questioning the social status and fondness of the lamp. The referral to Else as â€Å"our† represents Else’s youth and innocence in society. Lower Class Emmie Cole Chosen by Isabel Burnell to see the doll house first; taunts Lil Kelvey about becoming a servant when she grows up. Emmie represents the indoctrination her parents gave her about the social hierarchy. â€Å"Lil Kelvey’s going to be a servant when she grows up† (111) Upper Class Lena Logan Chosen by Isabel Burnell to see the doll house first; taunts Lil Kelvey with Emmie Cole for entertainment. When she taunts Lil and doesn’t get the reaction she wanted, she responds with an insult towards her father: â€Å"Yah, yer father’s in prison! † (126-127). Lena represents the indoctrination her parents gave her about the social hierarchy. She judges people by what career they have in society. Upper Class

Shakespeare, William Comparing And Contrasting Hamlet And MacBeth Ess

Shakespeare, William: Comparing and Contrasting Hamlet and MacBeth Christine Tirman April 7th, 1999 Professor King Essay # 3 Comparing and Contrasting Hamlet and MacBeth Throughout William Shakespeare's plays Hamlet and Macbeth there are many similarities, along with many differences. These plays are both Shakespearean tragedies, which often use supernatural incidents to intrigue the reader's interest, and consists of a hero that has a tragic flaw. There are many comparative and contrasting aspects in these plays. The opening of Hamlet involves a supernatural, as does the opening of Macbeth. In the first scene the ghost of his father, King Hamlet, approaches Hamlet. Similarly, the opening of Macbeth involves the three witches. Although the witches can be seen by anyone they approach, the ghost of King Hamlet is only seen by Hamlet himself, and in one scene by Marcellus and Bernardo, Hamlet's servants. Similarly in both plays, the main characters are slightly suspicious of the actual powers these supernatural figures have. As the witches use their apparent powers to tell Macbeth the future, the ghost of King Hamlet tells Hamlet what has happened already. Hamlet states in one of his soliloquies ?The spirit that I have seen / may be the devil? (2.2.598-599). Macbeth also has his doubts because when the witches tell him that he will be named Thane of Cawder, Macbeth himself had not known, but many people had. It is possible the witches could have known. In the same matter in both plays, the presentation of the supernatural began to lead to the final downfall of each of the characters. In Macbeth, the three witches cause him to think and do evil deeds. In Hamlet, if he had not seen the ghost of his father, he would not have known that Claudius has killed his father to claim the throne. In both instances the characters gave into the nagging supernatural beliefs. And hence they lost their lives. Other characters in these plays show parallels in their plots. Both plays have a main character that portrays the king of that country. In Hamlet, the King of Denmark, Claudius is directly related to Hamlet. He is his uncle, and also his mother's new husband. However, in Macbeth the King of Scotland, King Duncan, is not directly related to the main character. Both plays do however, have the main character killing off the king in order to get the throne, which ultimately results in there own death. Horatio, in Hamlet and Banquo, in Macbeth share the same loyalty to the main characters. In both stories these friends are more skeptical of the supernaturals than the main characters themselves. In a meeting with the witches, Banquo challenges them to ?Speak then to me, who neither beg nor fear / Your favours nor your hate? (1.3.60-61). In a scene where Horatio and Hamlet witness the ghost, Horatio tries to keep Hamlet from going with the ghost. He was even reluctant in the opening scene to go with Marcellus to hear about the ghost. Some themes in the plays are also similar. The way that the weeds and flowers illustrate good and bad in Hamlet is like the way the birds do in Macbeth. This is also true of the fair and foul theme in Macbeth and the indirections theme in Hamlet. In Macbeth, to the weird sisters, what is ugly is beautiful, and what is beautiful is ugly. Through the play fair appearances hide foul realities. This theme has a lot in common with the theme in Hamlet where the appearance varies from the reality. In contrast, one of the main themes in Macbeth is Manhood, while in Hamlet it is frailty, and more specifically, the frailty of women. It seems evident that Shakespeare used a strong, similar story line in these two tragedies. Apparently Macbeth and Hamlet are similar stories in numerous ways. These two plays seem different because of the variation in story lines, but in fact are very similar due to the parallel characters and themes.

ACT MathWord ProblemsThe Ultimate Guide

ACT MathWord ProblemsThe Ultimate Guide SAT / ACT Prep Online Guides and Tips Though the majority of ACT math problemsuse diagrams or simply ask you to solve given mathematical equations, you will also see approximately 15-18 word problems on any given ACT (between 25% and 30% of the total math section). This means that knowing how best to deal with word problems will help you significantly when taking the test. Though there are many different types of ACT word problems, most of them are not nearly as difficult or cumbersome as they may appear. This post will be your complete guide to ACT word problems:how to translate your word problems into equations and diagrams, the different types of word problems you’ll see on the test, and how best to go about solving your word problems for test day. What Are Word Problems? A word problem is any problem that is based mostly or entirely on written description and does not provide you with an equation, diagram, or graph. You must use your reading skills to translate the words of the question into a workable math problem and then solve for your information. Word problems will show up on the test for a variety of reasons. Most of the time, these types of questions act to test your reading and visualization skills, as well act as a medium to deliver questions that would otherwise be untestable. For instance, if you must determine the number of sides of an unknown polygon based on given information, a diagram would certainly give the game away! Translating Word Problems Into Equations or Drawings In order to translate your word problems into actionable math equations that you can solve, you’ll need to know and utilize some key math terms. Whenever you see these words, you can translate them into the proper action. For instance, the word â€Å"product† means â€Å"the value of two or more values that have been multiplied together,† so if you need to find â€Å"the product of a and b,† you’ll need to set up your equation with $a * b$. Key Terms Mathematical Action Sum, increased by, added to, total of + Difference, decreased by, subtracted from - Product, times * or x Divided by / or à · Equals, is, are, equivalent, same = Is less than Is greater than Is less than or equal to ≠¤ Is greater than or equal to ≠¥ Let's take a look at this in action with an example problem: We have two different cable companies that each have different rates for installation and different monthly fees. We are asked to find out how many months it will take for the cost for each company to be the "same," which means we must set the two rates equal. Uptown Cable charges120 dollars for installation plus 25 dollars a month. We do not know how many months we're working with, so we will have: $120 + 25x$ Downtown Cable charges 60 dollars for installation and 35 dollars per month. Again, we don't know how many months we're working with, but we know they will be the same, so we will have: $60 + 35x$ And, again, because we are finding the amount of months when the cost is the "same," we must set our rates equal. $120 + 25x = 60 + 35x$ From here, we can solve for $x$, since it is a single variable equation. [Note: the final answer is G, 6 months] Learning the language of ACT word problems will help you to unravel much of the mystery of these types of questions. Typical ACT Word Problems ACT word problems can be grouped into two major categories: word problems where you must simply set up an equation and word problems in which you must solve for a specific piece of information. Word Problem Type 1: Setting Up an Equation This is the less common type of word problem on the test, but you’ll generally see it at least once or twice. You'll also usually see this type of word problem first. For this type of question, you must use the given information toset up the equation, even though you don’t need to solve for the missing variable. Almost always, you’ll see this type of question in the first ten questions on the test, meaning that the ACT test-makers consider them fairly â€Å"easy.† This is due to the fact that you only have to provide the set-up and not the execution. We consider a â€Å"profit† to be any money that is gained, so we must always subtract our costs from our earnings. We know that Jones had to invest 10 million starting capital, so he is only making a profit if he has earned more than 10 million dollars. This means we can eliminate answer choices C, D, and E, as they do not account for this 10 million. Now each boat costs Jones 7,000 dollars to make and he sells them for 20,000. This means that he earns a profit of: $20,000 - 7,000$ $13,000$ per boat. If $x$ represents our number of boats, then our final equation will be: $13,000x - 10,000,000$ Our final answer is A, $13,000x - 10,000,000$ Word Problem Type 2:Solving for Your Information Other than the few set-up word questions you’ll see, the rest of your ACT word problem questions will fall into this category. For these questions, you must both set up your equation and solve for a specific piece of information. Most (though not all) word problem questions of this type will be scenarios or stories covering all sorts of ACT math topics, including averages, single variable equations, and probabilities, among others. You almost always must have a solid understanding of the math topic in question in order to solve the word problem on the topic. This question is a rare example of a time in which not every piece of given information is needed to solve the problem. For most ACT word questions, all your given information will come into play at some point, but this is not the case here (though you can use all of your information, should you so choose). For example, we are told that 25% of a given set of jelly beans are red. 25% translates to $1/4$ because 25% is the same as $25/100$ (or $1/4$). If we are being asked to find how many jelly beans are NOT red, then we know it would be $3/4$ because 100% is the same as 1, and 1 - $1/4$ = $3/4$. So we didn’t need to know that there were 400 jellybeans to know that our final answer is H, $3/4$. Alternatively, we could use all of our given information and find 25% of 400 in order to find the remaining jelly beans. $400 * {1/4}$ or $400/4$ $100$ If 100 jellybeans are red, then 400 - 100 = 300 jelly beans are NOT red. This means that the not-red jelly beans make up, $300/400$ $3/4$ of the total number of jelly beans. Again, our final answer is H, $3/4$ You might also be given a geometry problem as a word problem, which may or may not be set up with a scenario as well. Geometry questions will be presented as word problems typically because the test-makers felt the problem would be too easy to solve had you been given a diagram. The test-makers didn’t give us a diagram, so let's makeourselves one and fill it in with what we know so far. We know from our studies of parallelogramsthat opposite side pairs will be equal, so we know that the opposite side of our given will also be 12. Now we can use this information to subtract from our total perimeter. $72 - 12 - 12$ $48$ Again, opposite sides will be equal and we know that the sum of the two remaining sides will be 48. This means that each remaining side will be: $48/2$ $24$ Now we have four sides in the pairings of 12 and 24. Our final answer is C, 12, 12, 24, 24. Now, how do we put our knowledge to its best effect? Let's take a look. ACT Math Strategies for Your Word Problems Though you’ll see word problems on amyriad of different types of ACT math topics, there are still a few techniques you can apply to solve your word problems as a whole. #1: Draw It Out Whether your problem is a geometry problem or an algebra problem, sometimes making a quick sketch of the scene can help you understand what, exactly, you're working with. For instance, let's look at how a picture can help you solve a ratio/division problem: Let's start by first drawing our sandwich and Jerome's portion of it. Now let's divvy off Kevin's portion and, by the remainder, Seth's as well. By seeing the problem visually, we can see that the ratio of Jerome's share, to Kevin's, to Seth'swill go in descending order of size. This let's us eliminate answer choices A, B, and C, and leaves us with answer choices D and E. Just by drawing it out and using process of elimination, and without knowing anything else about ratios, we have a 50-50 shot of guessing the right answer. And, again, without knowing anything else about fractions or ratios, we can make an educated guess between the two options. Since Jerome's share doesn't look twice as large as Kevin's, our answer is probably not E. This leaves us with our final answer D, 3:2:1. [Note: for a breakdown on how to solve this problem using fractions and ratios instead of using a diagram and educated guessing, check out our guide to ACT fractions and ratios.] As for geometry problems, remember- you’re often given a word problem as a word problem because it would be too simple to solve had you had a diagram to work with from the get-go. So take back the advantage and draw the picture yourself. Even a quick and dirty sketch can help you visualize the problem much easier than you can in your head and help keep all your information clear. #2:Memorize ImportantTerms If you’re not used to translating English words into mathematical equations, then ACT word problems cansound like so much nonsense and leave you floundering to set up the proper equation. Look to the chart and learn how to translate your keywords into their math equivalents. Doing sowill help you to understand exactly what the problem is asking you to find. There are free ACT math questions available online, so memorize your terms and then practice on real ACT word problems to make sure you’ve got your definitions down and can apply them to real problems. #3: Underline and Write Out theKey Information The key to solving a word problem is bringing together all the relevant pieces of given information and putting them in the right places. Make sure you write out all your givens on the diagram you’ve drawn (if the problem calls for a diagram) and that all your moving pieces are in order. One of the best ways to keep all your pieces straight is to underline them in the problem and then write them out yourself before you set up your equation, so take a moment to perform this step. #4: Pay Close Attention to ExactlyWhat Is Being Asked of You Little is more frustrating than solving for the wrong variable or writing in your given values in the wrong places. And yet this is entirely too easy to do when working with word problems. Make sure you pay strict attention to exactly what you’re meant to be solving for and exactly what pieces of information go where. Are you looking for the area or the perimeter? The value of $x$ or $x + y$? Better to make sure before you start what you’re supposed to find than realize two minutes down the line that you have to solve the problem all over again. #5: Brush Up on Any Specific Math Topic in Which You Feel Weak You are likely to see both diagram/equation problems and word problems for any given ACT math topic on the test. Many of the topics can swing either way, which is why there are so many different types of word problems and why you’ll need to know the ins and outs of any particular math topic in order to solve its corresponding word problem. For example, if you don’t know how to properly set up a system of equations problem, you will have a difficult time of it when presented with a word problem on the topic. So understand that solving a word problem is a two-step process: it requires you to both understand how word problems themselves work and to understand the math topic in question. If you have any areas of mathematical weakness, now is a good time to brush up on them, or else the word problem might be trickier than you were expecting. All set? Time to shine! Test Your Knowledge Now to put your word problem know-how to the test with real ACT mathproblems. 1) 2) 3) 4) Answers: K, C, A, E Answer Explanations: 1) First, let us make a sketch of what we have, just so we can keep our measurements straight. We know we have two triangles, one smaller than the other, and the hypotenuse of the smaller triangle is 5. Now our triangles are in a ratio of 2:5, so if the hypotenuse of the smaller triangle is 5, we can find the hypotenuse of the larger triangle by setting them up in a proportion. $2/5 = 5/x$ $2x = 25$ $x = 12.5$ Our final answer is K, 12.5. 2) Because we are dealing with a hypothetical number that is increasing and decreasing based on percentage, we can solve this problem in one of two waysby using algebra or by plugging in our own numbers. Solving Method 1: Algebra If we assign our hypothetical number as $x$, we can say that $x$ is increased by 25% by saying: $x + 0.25x$ Which gives us: $1.25x$ Now, we can decrease this value by 20% by saying: $1.25x - (1.25x * 0.2)$ $1.25x - 0.25x$ This leaves us with: $1x$ or 100% of our original number. Our final answer is C, 100%. Solving Method 2:Plugging in Numbers Alternatively, we can use the same basic process, but make it a little simpler by using numbers instead of variables. Let's say our original number is 100. (Why 100? Why not! Our number can literally be anything and 100 is an easy number to work with.) So if we need to increase 100 by 25%, we first need to find 25% of 100 and then add that to 100. $100 + (0.25)100$ $100 + 25$ $125$ Now we need to decrease this value by 20%, so we would say: $125 - (0.2)125$ $125 - 25$ $100$ We are left with the same number we started with, which means we are left with 100% of the number we started with. Again, our final answer is C, 100%. 3) Let's first begin by drawing a picture of our scene. We know that one vertex of the square is at (3, 0), so we can mark it on a coordinate plane. Now, we are told that each side of the square is 3 cm long. To make life simple, we can start by marking all the possible vertexes attached to our known vertex at (3, 0) straight up, down, and side to side. If no answers match, we can then look to vertexes at different angles. Our possible vertexes are: (0, 0), (6, 0), 3, 3) and (3, -3) One of our possible vertexes is at (6, 0 and this matches one of our answer choices, so we can stop here. Our final answer is A, (6, 0). 4) We are told that Ms. Lopez throws out the lowest test score and then averages the remaining scores. Because Victor's scores are already in ascending order, we can throw out the first score of 62. Now to find the average of the remaining 4 scores, let us add them together and then divide by the number of scores. $(78 + 83 + 84 + 93)/4$ $338/4$ $84.5$ Our final answer is E, 84.5. A round of applause to your success!Picture: John Morris/Flickr The Take-Aways Word problems comprise a significant portion of the ACT, so it’s a good idea to understand how they work and how to translate the words into a proper equation. But remember that translating your word problems is still only half the battle. You must also supplement this knowledge of how to solve word problems with a solid understanding of the math topic in question. For example, it won’t do a lot of good if you can translate a probability word problem if you don’t understand exactly how probabilities work. So be sure to not only learn how to approach your word problems, but also hone your focus on any math topicsyou feel you need to improve upon. You can find links to all of our ACT math topic guides here to help your studies. What’s Next? Want to brush up on any of your other math topics?Check out ourindividual math guidesto get the walk-through on each and everytopic on the ACT math test. Trying to stop procrastinating?Learnhow to get over your desire to procrastinateand make a well-balanced study plan. Running out of time on the ACT math section?We'll teach you how to beat the clock and maximize your ACT math score. Trying to get a perfect score?Check out ourguide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Courtney Montgomery About the Author Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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The Postwar World After World War II

The Postwar World After World War II The most transformative conflict in history, World War II impacted the entire globe and set the stage for the Cold War. As the war raged, the leaders of the Allies met several times to direct the course of the fighting and to begin planning for the postwar world. With the defeat of Germany and Japan, their plans were put into action. The Atlantic Charter: Laying the Groundwork Planning for the post-World War II world began before the United States even entered the conflict. On August 9, 1941, President Franklin D. Roosevelt and Prime Minister Winston Churchill first met aboard the cruiser USS Augusta. The meeting took place while the ship was anchored at US Naval Station Argentia (Newfoundland), which had recently been acquired from Britain as part of the Bases for Destroyers Agreement. Meeting over two days, the leaders produced the Atlantic Charter, which called for self-determination of peoples, freedom of the seas, global economic cooperation, disarmament of aggressor nations, reduced trade barriers, and freedom from want and fear. In addition, the United States and Britain stated that they sought no territorial gains from the conflict and called for the defeat of Germany. Announced on August 14, it was soon adopted by the other Allied nations as well as the Soviet Union. The charter was met with suspicion by the Axis powers, who interpreted it as a budding alliance against them. The Arcadia Conference: Europe First Shortly after the US entrance into the war, the two leaders met again in Washington DC. Codenamed the Arcadia Conference, Roosevelt and Churchill held meetings between December 22, 1941, and January 14, 1942. The key decision from this conference was agreement on a Europe First strategy for winning the war. Due to the proximity of many of the Allied nations to Germany, it was felt that the Nazis offered a greater threat. While the majority of resources would be devoted to Europe, the Allies planned on fighting a holding battle with Japan. This decision met with some resistance in the United States as public sentiment favored exacting revenge on the Japanese for the attack on Pearl Harbor. The Arcadia Conference also produced the Declaration by the United Nations. Devised by Roosevelt, the term United Nations became the official name for the Allies. Initially signed by 26 nations, the declaration called for the signatories to uphold the Atlantic Charter, employ all their resources against the Axis, and forbade nations from signing a separate peace with Germany or Japan. The tenets set forth in the declaration became the basis for the modern United Nations, which was created after the war. Wartime Conferences While Churchill and Roosevelt met again in Washington in June 1942 to discuss strategy, it was their January 1943 conference in Casablanca that would affect the wars prosecution. Meeting with Charles de Gaulle and Henri Giraud, Roosevelt and Churchill recognized the two men as the joint leaders of the Free French. At the end of the conference, the Casablanca Declaration was announced, which called for the unconditional surrender of the Axis powers as well as aid for the Soviets and the invasion of Italy. That summer, Churchill again crossed the Atlantic to confer with Roosevelt. Convening in Quebec, the two set the date of D-Day for May 1944 and drafted the secret Quebec Agreement. This called for a sharing of atomic research and outlined the basis of nuclear nonproliferation between their two nations. In November 1943, Roosevelt and Churchill traveled to Cairo to meet with Chinese leader Chiang Kai-Shek. The first conference to primarily focus on the Pacific war, the meeting resulted in the Allies promising to seek the unconditional surrender of Japan, the return of Japanese-occupied Chinese lands, and Korean independence. The Tehran Conference and the Big Three On November 28, 1943, the two western leaders traveled to Tehran, Iran to meet with Joseph Stalin. The first meeting of the Big Three (United States, Britain, and the Soviet Union), the Tehran Conference was one of only two wartime meetings between the three leaders. Initial conversations saw Roosevelt and Churchill receive Soviet support for their war policies in exchange for backing the communist Partisans in Yugoslavia and allowing Stalin to manipulate the Soviet-Polish border. Subsequent discussions centered on the opening of a second front in Western Europe. The meeting confirmed that this attack would come through France rather than through the Mediterranean as Churchill desired. Stalin also promised to declare war on Japan following the defeat of Germany. Before the conference concluded, the Big Three reaffirmed their demand for unconditional surrender and laid out the initial plans for occupying Axis territory after the war. Bretton Woods and Dumbarton Oaks While the Big Three leaders were directing the war, other efforts were moving forward to build the framework for the postwar world. In July 1944, representatives of 45 Allied nations gathered at the Mount Washington Hotel in Bretton Woods, NH to design the postwar international monetary system. Officially dubbed the United Nations Monetary and Financial Conference, the meeting produced the agreements that formed the International Bank for Reconstruction and Development, the General Agreement on Tariffs and Trade, and the International Monetary Fund. In addition, the meeting created the Bretton Woods system of exchange rate management which was used until 1971. The following month, delegates met at Dumbarton Oaks in Washington, DC to begin formulating the United Nations. Key discussions included the make-up of the organization as well as the design of the Security Council. The agreements from Dumbarton Oaks were reviewed April-June 1945, at the United Nations Conference on International Organization. This meeting produced the United Nations Charter which gave birth to the modern United Nations. The Yalta Conference As the war was winding down, the Big Three met again at the Black Sea resort of Yalta from February 4-11, 1945. Each arrived at the conference with their own agenda, with Roosevelt seeking Soviet aid against Japan, Churchill demanding free elections in Eastern Europe, and Stalin desiring to create a Soviet sphere of influence. Also to be discussed were plans for the occupation of Germany. Roosevelt was able to obtain Stalins promise to enter the war with Japan within 90 days of Germanys defeat in exchange for Mongolian independence, the Kurile Islands, and part of Sakhalin Island. On the issue of Poland, Stalin demanded that the Soviet Union receive territory from their neighbor in order to create a defensive buffer zone. This was reluctantly agreed to, with Poland being compensated by moving its western border into Germany and receiving part of East Prussia. In addition, Stalin promised free elections after the war; however, this was not fulfilled. As the meeting concluded, a final plan for the occupation of Germany was agreed upon and Roosevelt obtained Stalins word that the Soviet Union would participate in the new United Nations. The Potsdam Conference The final meeting of the Big Three took place at Potsdam, Germany between July 17 and August 2, 1945. Representing the United States was new president Harry S. Truman,  who had succeeded to the office following Roosevelts death in April. Britain was initially represented by Churchill, however, he was replaced by new Prime Minister Clement Attlee following Labors victory in the 1945 general election. As before, Stalin represented the Soviet Union. The principal goals of the conference were to begin designing the postwar world, negotiating treaties, and dealing with other issues raised by the defeat of Germany. The conference largely ratified many of the decisions agreed to at Yalta and stated that the goals of the occupation of Germany would be demilitarization, denazification, democratization, and decartelization. In regards to Poland, the conference confirmed the territorial changes and gave recognition to the Soviet-backed provisional government. These decisions were made public in the Potsdam Agreement, which stipulated that all other issues would be dealt with in the final peace treaty (this was not signed until 1990). On July 26, while the conference was ongoing, Truman, Churchill, and Chiang Kai-Shek issued the Potsdam Declaration which outlined the terms  for  Japans surrender. Occupation of the Axis Powers With the end to the war, the Allied powers began occupations of both Japan and Germany. In the Far East, US troops took possession of Japan and were aided by British Commonwealth forces in the reconstruction and demilitarization of the country. In Southeast Asia, the colonial powers returned to their former possessions, while Korea was divided at the 38th Parallel, with the Soviets in the north and the US in the south. Commanding the occupation of Japan was  General Douglas MacArthur. A gifted administrator, MacArthur oversaw the nations transition to a constitutional monarchy and the rebuilding of the Japanese economy. With the outbreak of the Korean War in 1950, MacArthurs attention was diverted to the new conflict and increasingly more power was returned to the Japanese government. The occupation ended following the signing of the San Francisco Peace Treaty (Treaty of Peace with Japan) on September 8, 1951, which officially concluded World War II in the Pacific. In Europe, both Germany and Austria were divided into four occupation zones under American, British, French, and Soviet control. Also, the capital at Berlin was divided along similar lines. While the original occupation plan called for Germany to be ruled as a single unit through the Allied Control Council, this soon broke down as tensions rose between the Soviets and the Western Allies. As the occupation progressed the US, British, and French zones were merged into one uniformly governed area. The Cold War On June 24, 1948, the Soviets initiated the first action of the  Cold War  by shutting down all access to Western-occupied West Berlin. To combat the Berlin Blockade, the Western Allies began the  Berlin Airlift,  which transported desperately needed food and fuel to the beleaguered city. Flying for almost a year, Allied aircraft kept the city supplied until the Soviets relented in May 1949. That same month, the Western-controlled sectors were formed into the Federal Republic of Germany (West Germany). This was countered by the Soviets that October ​when they reconstituted their sector into the German Democratic Republic (East Germany). This coincided with their increasing control over governments in Eastern Europe. Angered by the Western Allies lack of action to prevent the Soviets from taking control, these nations referred to their abandonment as the Western Betrayal. Rebuilding As the politics of postwar Europe were taking shape, efforts were made to rebuild the continents shattered economy. In an attempt to expedite economic regrowth and ensure the survival of democratic governments, the United States allocated $13 billion to the rebuilding of Western Europe. Beginning in 1947, and known as the European Recovery Program (Marshall Plan), the program ran until 1952. In both Germany and Japan, efforts were made to locate and prosecute war criminals. In Germany, the accused were tried at  Nuremberg  while in Japan the trials were held in Tokyo. As tensions rose and the Cold War began, the issue of Germany remained unresolved. Though two nations had been created from pre-war Germany, Berlin technically remained occupied and no final settlement had been concluded. For the next 45 years, Germany was on the front lines of the Cold War. It was only with the fall of the  Berlin Wall  in 1989, and the collapse of Soviet control in Eastern Europe that the final issues of the war could be resolved. In 1990, the Treaty on the Final Settlement With Respect to Germany was signed, reunifying Germany and officially ending World War II in Europe.

International Assignments Research Paper Example | Topics and Well Written Essays - 1750 words

International Assignments - Research Paper Example The specific issues covered in the study include expatriates, pre-departure training components, expatriates performance appraisal, selection and recruitment strategies for expatriates, staffing alternatives, importance of offering high-quality mentoring for expatriates and how to measure return on investment for international assignments. Pre-departure training is very crucial for workers who have been assigned an international mission to represent their companies (Harzing & Pinnington, 2010). The training equips the assignees with company’s objectives and personal coping mechanisms in the host country in order to avoid pre-mature return of the expatriates. It enables the expatriates to relate between host country and home country and establish the mechanisms for overcoming challenges that may arise as a result of differences between the two countries (Stahl et al., 2012). The company’s workers will have to be sensitized about the cultural differences between the home country and host country (Stahl et al., 2012). Various nations have different cultures that may affect the expatriates relate with business partners and citizens in the host country. Inadequate understanding of the  background  of the people in the host country can make the lives of the expatriates extremely difficult and can result to conflict due to what may be seen as interference or disrespect of culture of the people in the host country by the expatriates (Stahl et al., 2012). Therefore, pre-departure training aims at orienting the expatriates with information regarding the cultural values of the host country in order to alleviate culture shock as the expatriates take up their new jobs. The amount of training offered will depend on the prior exposure of the expatriates to particular of the country they  expect to operate  (Harzing & Pinnington, 2010). This entails  briefing the expatriates

Implemented Workplace Technology in TESCO Company Essay

Implemented Workplace Technology in TESCO Company - Essay Example In order for the company to maintain and improve its performance particularly in dealing with increased product and service volume while at the same time controlling costs, it has embraced technological innovation that has had great impacts on the company. Recently, Tesco made a technological innovation known as Augmented Reality (AR) and QR codes that enables the consumers to use computer terminals to scan a product code. The technology allows the consumers to view the 3D images of over 40 products from the entertainment and electronics sections both online and in store thus enabling them to make a decision on whether to have the product delivered to their home or to buy in- store (Shayon 2011, p. 1). Tesco Direct Catalogue requires a marker and a browser plug-in; in order to view the images of the 3D product, the consumer position catalogues in front of their webcam. In addition, the technology can use a television set whereby the set can be expanded virtually to back views, front, and real front so that shoppers can watch film and also play with virtual games that are on sale in the supermarket (Shayon 2011, p. 1).RationaleIt is an undisputed fact that indeed competition has been very stiff among the retailers across the world; each retailer chain is struggling to stay afloat in the market. To achieve this, they look for ways that will boost their sales and minimize costs so as to eventually maximize profits. TESCO is no exception and it has made huge strides towards this end especially in regard to using technological innovation.... In addition, the technology can use a television set whereby the set can be expanded virtually to back views, front, and real front so that shoppers can watch film and also play with virtual games that are on sale in the supermarket (Shayon 2011, p. 1). Rationale It is an undisputed fact that indeed competition has been very stiff among the retailers across the world; each retailer chain is struggling to stay afloat in the market. To achieve this, they look for ways that will boost their sales and minimize costs so as to eventually maximize profits. TESCO is no exception and it has made huge strides towards this end especially in regard to using technological innovation. The main rationale behind the innovation was definitely to boost sales in the long run. Apart from that the technology intended to achieve other goals. First, it intended to integrate augmented reality into the consumers’ everyday shopping experiences. Secondly, the strategy was designed to minimize the use of the in- store space to stock number of returns and products since through the innovation, the consumers will already have information regarding what they want to purchase. Thirdly, it is a way of attracting more customers which will eventually translate to selling of more merchandise. According to Hristov and Reynolds (2010, p. 29), some products do not mean much to the consumers until they actually use them. They further argue that there is less likelihood for a consumer to buy a product that they have not actually used or seen, therefore, the consumers will be keen to anything that brings these products to life. At the moment, the retailer’s seven stores have augmented reality (AR) terminals in five

Discuss Shakespeares dramatic technique in Act one scenes 1 to 7 Essay Example for Free

Discuss Shakespeares dramatic technique in Act one scenes 1 to 7 Essay The chief character of the play is Macbeth. He is first of all Thane of Glamis and then inherits the title thane of Cawdor from an executed traitor. Instigated by a prophecy from the Witches that he will become king, and urged on by his wife, he murders King Duncan, and has himself proclaimed king. To secure his position, he is driven to commit further criminal acts, and plunges his country into civil war. After he is killed in battle by Macduff he is described as a dead butcher. The first scene is set on the moor that is bleak and desolate. This scene is one of desolation and devastation. The desolate countryside metaphorically separates the humans from the Witches who are used to open the play to introduce the idea of fate and destiny. From the stage directions, the battlefield creates a scene of death, carnage and destruction in line 4, when the battles lost and won and line 12 and 13, fair is foul and foul is fair a paradox is offered. How can fair be foul? How a battle be lost and won? The Witches chant in rhyming couplets and their speech is deliberately equivocal to create confusion in the mortals, as it is open t interpretation. He rhyming couplets give the effect of an incantation, while the thunder and lightning echo the noise of the battle. Similarly strange is thepaaradox that closes the scene: contained within it is the oxymoron, fair is foul, and foul is fair, a paradoxical idea that the Witches are able to transform what is good into evil, and make what is evil appear virtuous. These are also the first words spoken in the play by Macbeth, the echo establishes an unconscious contact with the Witches and is dramatically effective. We discover that the Witches are on the moor to meet with Macbeth. They seem to know where Macbeth will be. Once again they show that they can foretell the future. What can Macbeth the plays eponymous hero have to do with these abnormal, weird woman who look not like thinhabitants of earth? How does he fit into their plans? The opening scene heightens the audiences expectations, as Macbeth will soon appear on stage, the audience will try and establish exactly why the Witches hope t meet him. Witches held great significance for a Jacobean audience who believed in witchcraft. Witches were the objects of morbid and fevered fascination during this era. The Jacobeans were afraid and superstitious. They suspected that the Witches were credited with powers and could predict the future, fly, cause fogs and tempests, bring on night in daytime, kill animals and curse people, with fatal diseases as well as induce nightmares. By the use of this technique, Shakespeare knew that he would get his audiences attention with the opening scene. Although brief, this scene sets the supernatural atmosphere of the play, which is central to its dramatic action. In scene two, Shakespeare cleverly moves the scene to establish a different mood when introducing the humans. The seething battlefield replaces the moor, foul thunder is replaced by the sound of the military alarum and the humans replace the Witches. In this scene we meet Duncan, the King of Scotland, and his sons, Donalbain and Malcolm. Duncans supremacy is instantly established for he is the first to speak. They receive a report of the battle fought against the King of Norway and Macdonwald, the thane of Cawdor who has proved disloyal to Duncan. From the report he audience learns about the heroism and bravery of one of the King Duncans generals, Macbeth. Shakespeare continues to build suspense as he introduces the humans. The audience are also introduced to evil in man and the evil in warfare. The playwrights use of language helps to bring the battle to life and emphasises Macbeths importance. Dynamic verbs like, smokd, brandishd and unseamd suggest Macbeths skills and courage as his sword smokd with bloody execution. Once again we hear about Macbeth before we see him. Hw=e is spoken of in glowing terms and he becomes a hero in the eyes of the audience. Though he is referred to as a worthy gentlemen, there is still the memory that his name is connected with the Witches. Brave Macbeth kills Macdonwald by carving out his passage till he unseemd him from the nave to the chops with his brandishd steel that smokd with bloody execution. Part of this description highlights Macbeths bravery and valour, but the captains description of Macbeths unseeming of Macdonwald can be interpreted in different ways. Shakespeare intentionally paints an ambiguous picture of Macbeth. Macbeth, however, is still not satisfied until he had fixd [Macdonwalds] head upon the battlements. The decapitation of Macdonwald would support a more negative reading of Macbeth as oppose to his courageous behaviour. Scene two concludes with an ironic note as Macbeth is rewarded with the title of Thane of Cawdor which has been taken from that most disloyal traitor and given to Macbeth, who will prove to be more treacherous: No more than Thane of Cawdor shall deceive, Our bosom interest. Go pronounce his death, And with his former title greet Macbeth. The audience will realise that to make Macbeth Thane of Cawdor is a great mistake. We see Macbeth, the loyal subject and great hero who fought for good, change and become corrupt, and gradually deteriorate into a vicious tyrant. At the start of scene three, we meet the Witches once again in foul weather and we begin to witness their spiteful destructive nature. One sister has been killing swine while another has possession of a pilots thumb. The other Witch punishes a sailors wife by conjuring up a storm, therefore getting at her husband. From this the audience learns that the powers the Witches carry are limited. They cannot kill, but are able to create a climate for evil to flourish. Though his bark cannot be lost Yet it shall be tempest-tossd. The Witches curse on the sailor can be read as a prediction of Macbeths future. We are shown that the Witches are determined to make people suffer. They torment the sailor and drain him dry as hay. They deny him sleep at night and in the day. They ensure that he shall live a man forbid. However, Macbeth can be destroyed because the forces of veil are present within him. He alone causes chaos in the world by destroying the natural order when he deliberately choose the path of evil. The ship is a metaphor for the state of Scotland which is going to tempest tossd when Macbeth becomes king. A drum beats and Macbeth makes an entrance. We finally meet him and it is significant that his first appearance is with the Witches on the moor. This represents his connection with evil. His paradoxical word So foul and fair a day I have not seen arrests us because it replicates those of the Witches. This once again draws inferences between Macbeth and evil. This could suggest that the Witches have control over Macbeth, or that the hags are in some way similar to him. The appearance of the Witches like their speeches is equivocal. It is Banquo, who is used now as a dramatic device, who first comments on the bizarre appearance of the Witches. They look not like thinhabitants oth earth, and yet are ont and they appear to be women though they have beards. Banquo is calm and is looking for a reasonable explanation to why the Witches are on the moor, whilst Macbeth is impatient and wants an immediate answer to why the Witches have come with such prophetic greetings. The Witches prophesise that Macbeth, Thane of Glamis will become Thane of Cawdor and king hereafter, and that Banquo will have kings. Part of the prophecy is immediately fulfilled when a messenger announces that Duncan, King of Scotland has promoted Macbeth Thane of Cawdor. We the audience realise, that from the previous scene, Macbeth with his courage and bravery, and not the Witches powers, has won him the title Thane of Cawdor. Macbeth is rapt withal and becomes lost in his thoughts, as the Witches have articulated his secret desire of killing the King. His mind has been corrupted and he wants glory for himself. Shakespeare shows how evil can control what is good in Macbeth. Macbeth is torn between the forces of good and evil and he believes that he cannot be king unless evil wins over good. Macbeth reveals a disturbed mind, when he speaks his own thoughts aloud in a soliloquy, as murder is in his mind. His first thought is to leave everything to chance: If chance will have me king, why chance may crown me, Without my stir Macbeth has asked Ross and Angus, the messengers, why they dress [him] in borrowd robes- why they call him by the name of Cawdor, when Cawdor lives. By the end of the scene Macbeth is contemplating borrowing the kings robes. The reference to clothing in this scene is symbolic. The imagery of clothing indicates status, prestige and symbolises a persons title. By using the imagery of clothing, Shakespeare is trying to show that if you wear someone elses clothes they may feel uncomfortable and they may cleave not to their mould because they are borrowd. Therefore if Macbeth wears the robes of the kingship they will cleave not to [his] mould as he is not worthy of the kings throne. When the Witches depart in this scene, Macbeth orders them to, Stay, you imperfect speakers tell me more. Macbeths curiosity has got the better of him and his demand of the Witches indicates his obsessive interest with these weird women and their prophecies. The Witches vanish into the air as they do not receive orders from mortals and will not be dictated to. The source and purpose of their evil remains a mystery to the audience. Shakespeare metaphorically compares the disappearance of the Witches to bubbles. Macbeths life can also be represented as a bubble, as the honour, love, obedience and troops of old friends that he has will soon disappear under the wishes they had stayd. Ross and Angus enter, they are used as dramatic devices to convey to Macbeth the Kings decision to reward Macbeth with the title Thane of Cawdor. Macbeth and Banquo are both shocked as the devil has spoken the truth. Macbeth is already snared by the Witches prophecies, as he believes that, The greatest is behind On the other hand, Banquo can see through the trickery of the Witches. He is sceptical and can see through Macbeths motives in asking him whether he hopes his heirs will become kings. Banquo tries to warm Macbeth against the instruments of darkness. He tries to convince Macbeth that the Witches tell simple truths that are easy to believe, so that when they want to deceive people with more important matters they will also be believed. And often times, to win us to our harm, The instruments of darkness tell us truths, Win us with honest trifles, to betrays In deepest consequence. Banquo is portrayed b by Shakespeare in a positive light, as he does not make him an accomplice in Duncans murder. The stage directions show that Macbeth turns aside. This informs the audience that he is talking to himself. This symbolises Macbeth turning away from the other characters in the play as well as the path to righteousness. Shakespeare uses dramatic language to emphasise Macbeths horror. His seated heart knock at his ribs and his hair is unfixed. The scene concludes with Macbeth and Banquo following Ross and Angus to meet the king. The audience are filled with a sense of apprehension and anticipation. One question remains: how will Macbeth get the crown? Scene four opens with a focus on treachery and betrayal. King Duncan hears his son, Malcolm, relate how the treacherous Cawdor has been executed. Also in this scene Duncan reveals his lack of knowledge regarding his own thanes. He exposes a very human weakness-one which lies at the heart of the play- the difficulty of working out who is loyal and who is pretyending loyalty: Theres no art to find the Minds construction in the face. It seems likely that there is an implicit criticism of Duncan here: a good King should be able to assess the loyalty of all his servants. Duncans failure to do so reveals his limitation as a monarch- one who is taken in by appearances. Dramatic irony is introduced where Duncan announces that Cawdor was a Kinsman in whom he had absolute trust. Macbeths betrayal will replicate that of Cawdors. When Macbeth and Banquo enter, Duncan immediately singles out Macbth for praise, oworthiest cousin. The superlative worthiest subtly reveals that Macbeth is yet another thane in whom Duncan has absolute trust. Macbeth is the most dangerous of the potential traitors because he is closest to the king. Scene four is the only time we see Macbeth and Duncan together and Shakespeare contrasts the forces of good and evil. Macbeths deceit and hypocrisy is shown in this scene when he praises King Duncan and promises to honour him with loyalty. He convinces Duncan that servicing your highness will be its own reward. Macbeth is a hypocrite because in the previous scene he has contemplated the murder of Duncan. Duncan ironically comments that he has started to metaphorically plant Macbeth, meaning that he will make sure that Macbeth grows greater and stronger as a reward for his services. This is ironic because what is growing in Macbeth is the seed of ambition to be King himself. Shakespeare deliberately plants an obstacle in Macbeths path when Duncan announces that his eldest son, Malcolm, is to succeed him as king. Macbeth now sees Malcolm as an obstacle between himself and the throne which he must fall down or else oer leap. Shakespeare uses the euphemism that Malcolm is a step he must oer leap, in order to disguise the realisation that Malcolm must be eradicated. In an aside, symbolically turning his back on the King, Macbeth reveals to the audience, and articulates for the first time his black and deep desires. He invokes the powers of darkness to hide [their] fires. At the beginning of scene five, we see that Macbeth and his dearest partner of greatness, Lady Macbeth, have a very close relationship. This is a contrast to how distant they become later on in the play when Macbeths fiend-like queen is innocent of the knowledge. She is innocent of the knowledge as Macbeth does not confide about his plans to kill Banquo, and she shows ignorance of Macbeths murder of Macduffs family. She asks in her rambling state where the Thane of Fifes wife is now. Macbeths lack of sorrow when he hears of his wifes death is also indicative of how they have drifted apart. In all the public scenes in the play she acts like the innocent flower; in the private scenes we see the serpent undert. It is suggested that she commits suicide as she has become lonely and rather isolated. Lady Macbeth does not live up to the expectation of a typical Jacobean/Elizabethan woman. She wants the spirits the spirits to unsex her so that she can be tough and strong. Lady Macbeth uses strong imperatives and determined language that is brutal and violent. This is because she is delighted with her husbands letter and shows determination that he will become king. The letter form Macbeth describes the Witches appearances, their prophecies-in particular that which promises the throne to Macbeth- but does not mention King Duncans announcement of his heir; the audience can therefore, assume that this letter was written immediately after the events which occur in the third scene. Although Lady Macbeth knows that her husband is ambitious, she is aware that he is too full othe milk of human kindness. She says that ruthlessness is an illness that Macbeth does not have. This is not a true portrayal of Macbeth, because from the previous scenes and throughout the play we see that Macbeth is not too full othe milk of human kindness but lacks it. Perhaps she is comparing Macbeth to herself and is saying that Macbeth is not as ambitious as she is. Lady Macbeth under estimates the powers of her conscience. She see her conscience as her weakness, not realising until after Duncans murder how she will pour[her] spirits in his ear. She has also decided that nothing will stand between him (or her?) and the golden crown ( a metonym for the throne). Lady Macbeth greets her husband like the Witches, which subconsciously links her to evil and believes that her call to the murdering ministers has been answered. She feels now the future in the instant and that she is beyond this ignorant present. This is ironic as Lady Macbeth is still being ignorant. Lady Macbeths confidence is a contrast to Macbeths uncertainty. She advises him to look like the innocent flower but be the serpent undert and to only look up clear. She is in control of their relationship and tries to help Macbeth find the necessary determination to do the deed. Though Lady Macbeth appears to be confident, she uses euphemisms when talking to Macbeth about the nights great business. At this point in the play, Macbeth has been tempted to commit regicide, however he has tried to resist temptation. Macbeths resistance, however, is not vigorous enough to stand up to his wifes ability to manipulate him. The scene closes dramatically with Lady Macbeth emphatic affirmation that Duncans fate rests in her hands- leave all the rest to me. Scene six sees King Duncan arriving at Macbeths castle, he and Banquo talk about how pleasant a place it is to visit. They comment that the air recommends itself and is delicate. This is ironic in view of Lady Macbeths words in the previous scene, and even more so when compared with that of the Witches say about the fog and filthy air surrounding their evil deeds. Duncan also says that he is grateful for the love which is shown to him. Here again, Shakespeare uses dramatic irony. The idea that Duncan feels safe and loved in the surroundings is ironic as this will be the scene of his murder. This creates a sense of anticipation for the audience. It shows Duncans naivety, as he keeps full trust in Macbeth and his fair and noble hostess. We are presented in this scene with images of tranquillity and the words host and guest are repeated. At the beginning of scene seven, we once again see the struggle between the forces of good and evil. Macbeth cannot make up his mind whether to kill Duncan and he wrestles with his conscience in his soliloquy. He knows that the murder would be wrong and would he would end up paying the price for his crime, but he has vaulting ambition that is very persuasive to his conscience. Though Macbeth is driven by his vaulting ambition he redeems himself and will proceed no further in this business, as Duncans murder will be like angels, trumpet-tongud and heaven would be outraged. The verb will shows Macbeths determination to keep his soul. Toward the end of his soliloquy Macbeth compares his excessive ambition to a horse that tries to jump too high and fall on the other side of the fence. Within the soliloquy Macbeths thoughts seem to be fragmented, this is shown by the use of many full stops. Lady Macbeth verbally assaults her husband using violent language that becomes heightened. She accuses him of being a coward and questions his manhood: when you durst do it, she says, then you were a man. She is forceful in her language and she conjures up images of horror. She knows, How tendertis love the babe that milks me: I would, While it was smiling in my face, Have pluckd my nipple from boneless gums, and dashd the brains out Lady Macbeth seems to have been granted her earlier wish to the evil spirits to Fill me from the crown to the toe top-full Of direst cruelty. Macbeths earlier decision not to kill Duncan crumbles under the scornful attack of his wife, especially when his bravery is questioned. However, he is still worried bout what will happen to then if they should fail. Shakespeare cleverly ends the scene with rhyming couplets. Away, and mock the time with fairest show, False face must hide what the false heart doth know. The rhyming couplets symbolise their connection with the Witches and evil as they complete their preparations for murder. The audience waits in anticipation. Throughout Act one Shakespeare creates an atmosphere of tension by exploring the theme of evil against good. Symbolism is used to emphasise this theme. Dramatic irony, dramatic language and strong descriptive scenes also help to build up an atmosphere of tension.

The Role Of Dreams Essay -- essays research papers

Are dreams a source of reliable divination? Generations upon generations seem to have thought so. They incubated dreams by travelling afar, by fasting and by engaging in all other manners of self deprivation or intoxication. With the exception of this highly dubious role, dreams do seem to have three important functions: a. To process repressed emotions (wishes, in Freud's speech) and other mental content which was suppressed and stored in the unconscious. b. To order, classify and, generally, to pigeonhole conscious experiences of the day or days preceding the dreaming ("day residues"). A partial overlap with the former function is inevitable: some sensory input is immediately relegated to the darker and dimmer kingdoms of the subconscious and unconscious without being consciously processed at all. c. To "stay in touch" with the outside world. External sensory input is interpreted by the dream and represented in its unique language of symbols and disjunction. Research has shown this to be a rare event, independent of the timing of the stimuli: during sleep or immediately prior to it. Still, when it does happen, it seems that even when the interpretation is dead wrong – the substantial information is preserved. A collapsing bedpost (as in Maury's famous dream) will become a French guillotine, for instance. The message conserved: there is physical danger to the neck and head. All three functions are part of a much larger one: The continuous adjustment of the model one has of one's self and of one's place in the world – to the incessant stream of sensory (external) input and of mental (internal) input. This "model modification" is carried out through an intricate, symbol laden, dialogue between the dreamer and himself. It probably also has therapeutic side benefits. It would be an over-simplification to say that the dream carries messages (even if we were to limit it to correspondence with one's self). The dream does not seem to be in a position of privileged knowledge. The dream functions more like a good friend would: listening, advising, sharing experiences, providing access to remote territories of the mind, putting events in perspective and in proportion and provoking. It, thus, induces relaxation and acceptance and a better functioning of the "client". It does so, mostly, by analysing discrepancies and incompatibilities. No wonder that i... ...d to one tenth their size without appreciably losing information. The same principle is applied in speed reading – skimming the unnecessary bits, getting straight to the point. The dream employs the same principles: it skims, it gets straight to the point and from it – to yet another point. This creates the sensation of being erratic, of abruptness, of the absence of spatial or temporal logic, of purposelessness. But this all serves the same purpose: to succeed to finish the Herculean task of refitting the model of the Self and of the World in one night. Thus, the selection of visuals, symbols, and collective symbols and of the discontinuous mode of presentation, their preference over alternative methods of representation is not accidental. This is the most economic and unambiguous way of representation and, therefore, the most efficient and the most in compliance with the four principles. In cultures and societies, where the mass of information to be processed is less mountainous – these features are less likely to occur and indeed, they don't. Sources Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites found at www.geocities.com/vaksam

Employee relations Essay

Employee relations in hotels and catering is about the management of employment and work relationships between managers and workers and, sometimes, customers. The employee relations can be briefly divided in some â€Å"factors† i.e.: Unionisation Structure Culture Collective bargaining Negotiation Consultation Conflict Management Empowerment Grievance & disciplinary 1.1. Unionisation All employees, in every kind of business, are united by â€Å"unionisations†, which are employees’ organisations, created to gain greater power and security at work. In fact union membership can provide greater influence collectively with employers than workers have as separate individuals. Within the hospitality industry, unfortunately, there is a low number of union’s membership for the following reasons: There is a large number of small hotels that make more difficult for the trade union to organise meetings. There is a high number of young workers and part-time/occasional workers that are not really interested in belonging to trade unions. There is a large number of foreign people that are working in this industry in the UK and that are staying here just for short-time periods etc†¦ For example teachers have one of the best trade union in the UK because there are not â€Å"secret contract†, there is a large workforce and primarily there is just a really low number of part-time workers. 1.2. Culture Cultures within workplaces are made up by traditions, habits, ways of organising and relationship at work. Organisational Culture can basically be defined as â€Å"the collective programming of the mind that distinguishes the members of one organisation from others.† People who are in charge of a company decide how to let people act, through the encouragement to do something appreciated by them or even discouraging the staff to do something not good seen by them. The organizational culture can be divided in some key factors i.e.: Mission content Management style Language and communication Staff diversity Traditions & celebrations Titles etc†¦ The culture can be seen also through symbols in which culture is manifest e.g. â€Å"high-profile† symbols to create an external image of the company (mission statement, annual statement, logo) and â€Å"low-profile† symbols that are not big manifestations and are related to what really happen in order to get the work done. However organizational cultures can be presented in different ways, depending on the kind of organisation. The main organisational cultures are: Power culture Role culture Task culture Person culture 1.2.1. Power culture Power cultures are usually found within small organisations or a section/department belonging to a large organisation where just a person or few people have the power to make decisions and they can do it quickly. In fact in a large organisation the decision process would be limited and really slow if just few people could make them. 1.2.2. Role culture Usually in a role culture organisation every employee has a specific role or job. This culture is particularly useful and used for some specific jobs like sales, marketing or project management where employers do not want to spread the task to all the employees but just to some specific ones that own specific skills. 1.2.3. Task culture Task culture refers to the use of teams to complete tasks especially if the task/objective has a number of steps e.g. the establishment of project teams for the completion of specific plans. A task culture has a number of benefits e.g. staff feel motivated because they can make decisions within their team or teams may be allowed to be more creative and develop problem solving skills. 1.2.4. Person culture Person cultures are found in organisations that rely on employees’ knowledge and skills, where there is an opportunity for the staff to develop their career and skills e.g. in universities where employees have the chance to continue their education throughout their employment. 1.3. Consultation All employees, according to European legislation, have the right to be: Informed about the business’ situation Informed and consulted about employment prospect Informed and consulted about decisions that can change substantially the organisation within the workplace or decisions that can change contractual relations, including redundancies and transfers. Employers should also consult their employees in others aspects that are not imposed by the law because it can improve the level of trust of the company, it can improve employees’ performances and also their satisfaction for the job. 1.3.1. Redundancy consultation The right to be collectively consulted applies when an employer proposes to make 20 or more employees redundant at one establishment over a period of 90 days or less. Employers must consult every person who may be affected both directly that indirectly by the proposed dismissal and also they must undertake these procedures with the view of reaching an agreement with people affected by that. Consultation should begin in good time and must begin: At least 30 days before the first dismissal takes effect if 20 to 99 employees are to be made redundant at one establishment over a period of 90 days or less. At least 45 days before the first dismissal takes effect if 100 or more employees are to be made redundant at one establishment over a  period of 90 days or less. 1.4. Conflict Management In most of the organisations where there are people with different backgrounds, it is almost impossible make decisions or meet project goals without arise a conflict, however if there is a conflict between two or more parts that does not mean that it is bad for the company but people who are in charge need to be able to deal with these â€Å"problems† and evaluate both positive and negative value of them and try to learn how to stimulate workers to improve their performances from those â€Å"problems†. However, according to Thomas, K.W., and R.H. Kilmann, there are five conflict management â€Å"styles† as shown in FIG.1 FIG.1 (http://sourcesofinsight.com/conflict-management-styles-at-a-glance/) Accommodating: An accommodating managers is one who cooperates to a high degree and this may be at manager’s own expenses and it could go against manager’s own objectives. Avoiding: Avoiding an issue might be a way to resolve conflicts for a manager even if avoid the issue does not help him but it can be a solution when the manager think to have not chance of â€Å"winning†. Collaborating: Managers, in this case, work together to achieve all of their goals. This style can be effective when there is a complex scenario and managers need to find a solution, therefore they can â€Å"win† together without any â€Å"loser†. Competing: This style is exactly the opposite of the previous case, where just a manager is the â€Å"winner† and he/she is acting in an assertive way to achieve only his/her goals. The only case where this style may be useful for emergencies when time is of essence. Compromising: This is the case where neither manager achieves what he/she really wanted. The compromising style requires a moderate level of assertiveness and cooperation and may be appropriate for temporary solutions or where both sides have equally important goals. 1.5. Empowerment Empowerment is a management practice of sharing information, rewards and power with employees, and in this way they can take decisions, improve their skills to solve problem and also improve their performances. Empowerment is based on the idea of giving responsibly to employees authority, motivation, skills and resources will contribute to improve their competence and  satisfaction within the workplace. EMPLOYMENT LAW Over time a body of law has developed governing employer/employee relations and the rights of employees and employers in the workplace such as: Employment Relations Act, and Employment Rights Act 2.1. Employment relations act The Employment Relations Act covers a range of topics including: Recruiting, and selecting the right candidate for the job. Writing employment agreements. Trial and probation periods. Union membership. Workplace training and development. The object of the Act is to maintain fair and productive relationships between employers and their employees. It achieves this by promoting the notion of ‘good faith’ workplace relations based on: Recognising that employment relationships must be built on mutual trust and confidence as well as certain legislative or legal protections Understanding that there is a degree of inequality of power in employment relationships that needs to be mutually understood Respecting the integrity of individual choice Promoting mediation as the primary problem-solving mechanism – reducing the need for judicial intervention. 2.2. Employment rights act The Employment Rights Act 1996 came into force on 22 August 1996. It sets out the statutory employment rights of workers and employees. If these employment rights are breached, the Employment Rights Act 1996 gives the Employment Tribunals powers to order compensation to workers and employees. The Employment Right Act 1996 confers a number of employee rights, which the main are: The right to receive a written statement of terms and conditions of employment. The right to not be unfairly dismissed. Maternity rights. Redundancy provisions, including right to redundancy pay. Statutory minimum notice period for dismissals and reasons for dismissals protection of wages. Protection from suffering a detriment in employment. Time off from work for public duties. http://bwglaw.co.uk/library/employment-law/employee-rights/employment-rights-act-1996 2.3. ACAS ACAS stand for advisory conciliation and arbitration service and it is a website that promote employment relations and HR excellence. Acas provides information and advice to employers and employees about all aspects of workplace relations and employment law and it promotes good relationship between workers and employer. Acas provides also high quality training and tailored advices to employer and it can also, if something goes wrong, help to conciliate employer and employees. http://www.acas.org.uk/index.aspx?articleid=1342