Ownership and digital downloads Essay Example | Topics and Well Written Essays - 1000 words

Ownership and digital downloads - Essay Example They cannot hold any ownership rights other than those of using it. Technology has evolved with high speed and it attracts many people especially the youths who prefer to use online downloads as opposed to tangible sources. As result, people who have produced their content such as books, music and film are attracted to upload their content online for people to buy it and then download it. Sales are better online than on the stores as it is convenient, faster and accessible. The internet provides an easy method of sale but the prices are much lower than those of purchasing a tangible content such as a book, a CD or a tape. Books, CDs and tapes carry ownership rights and can be considered the buyers property as opposed to the online copy which ownership does not leave the copyright. In this case, you cannot be said to own something you cannot show or hold. Thus, the intellectual property belongs to the owner who produced it regardless of the rights granted to the person who downloads the content. Legally, the digital content cannot be bequeathed to other persons as gifts, selling or inheritance unlike tangible content like books which can be given out to siblings, friends or left as inheritance. For instance, if you love reading books and you have a collection of both tangible books and eBooks, you can give out your books or bequeath them in the event of your death but this will not be the case for eBooks. As such any digital content such as eBook, movies, music among other online content does not belong to you even if you have bought it and you reserve no rights over it. This includes even the paid-for digital content. Payment for the downloaded content is meant for enjoyment of privileges associated with reading, watching r listening to it and not for ownership. The copyright is protected by The Copyright Law to prevent users of their content from selling it as their own. Terms and conditions are given to the subscribers of the digital content that apart

Con Man Essay Example for Free

Con Man Essay This is covered under clause 29, which covers the Revision of date of completion of the project. Under clause 29 the JBCC lists events where the contractor is entitled to a revision of date practical completion but is not due compensation and those that the contractor is due compensation, in the case of the JBCC, the value of the contract or project will not change as a result of the listed event. All though this is the case, some of the events listed under clause 29. 1 are covered in section 6, but have different consequences. One such issue is how the different contracts deal with adverse weather effects on works during construction period. While the NEC contract states the effects of weather on the works as a compensation event under clause 60. 1. 13, where a weather measurement is recorded during a calendar month, before the completion date for the whole of works and at the place stated in the contract data, the weather event must occur less frequently than once in ten years to be a compensation event. This could mean that should this occur the contractor is due compensation for any costs incurred and a revision of completion time. While the JBCC deals with weather in a different way. In clause 29. states the circumstances where the contractor is entitled to a revision of the completion date but where the principal agent shall not adjust the contract value, are the delays to practical completion caused by various events. One such event, stated in clause 29. 1. 1 is the adverse effects of weather conditions. This implies that the contractor can not claim for adjustment to contract value due to adverse weather condition s like in the NEC contract. This is one less compensation event that will need to be budgeted for under the JBCC agreement. Another difference in this is under clause 60. 9 of the NEC contract which covers events neither party could account for or prevent which stops the contractor continuing works and is not one of the stated compensation events. While this is covered in the JBCC under clause 29. 1. 4 as an event that neither party could prevent also, it only allows the contractor a revision of date of completion without a revaluation of the project. The JBCC recognizes some events as requiring compensation and others not, while the NEC all the events are seen as compensation events which will require the employer to pay the contractor more money. In regards to the communication of such events occurring the NEC gives the contractor considerably more time to notify the Project Manager of the possibility of the compensation event occurring. This is stated under clause 61. 3 which gives the contractor a maximum of eight weeks to notify the Project Manager of the event, failing to do so will mean that the contractor will not be entitled to change prices or the completion date. This is only if the Project Manager failed to notify the contractor of the event, if it was the responsibility of the Project Manager to do so. While in the JBCC also allows for a time period, which gives the contractor more time to claim compensation if any of the events occur that are listed in clause 29. 1 to 29. 3. Under clause 29. 4. 1-3, the contract states that the contractor must notify the principal agent within 20 days of becoming aware of the event and must take all steps to try and avoid it. There is also a 40 day period after which the event has occurred, within which the contractor must alert the principal agent of it occurring or lose out on being able to claim for compensation. This is stated under clause 29. 5 of the contract. In both contracts these claims are submitted to the project manager, in the NEC and to the principal agent in the JBCC. These claims are investigated by the employer’s agents, clause 61. 4 in the NEC, states that the project manager must decide whether the event occurred as a result of actions taken by the contractor, or has not happened or is not expected to happen, has no effect upon the defined cost or completion date and is not one of the listed compensation events, the project manager may decide that the contractor has no grounds for his claim and deny the contractor compensation. If the project manger does decide that there are grounds for the claim he notifies the contractor to submit a quotations for the claim. Should the project manager fail to reply the contractor within a week or a longer time period that is agreed upon by both parties, then the claim is viewed to have been accepted by the project manager. The contractor is the free to submit quotations for the claim. While in the JBCC the process is similar, and is covered under clause 29. which gives the principal agent 15 working days of receiving the claim to grant or refuse the working days claimed or revaluation of contract value depending on the basis of the claim. During which time the principal agent shall determine the revised date of practical completion and identify each circumstance and relevant sub-clause and for each event grant or deny the contractors claim. The principal agent must also supply reasons for the decisions he or she has made. But while in the NEC no response by the project m anager, the claim is deemed to have been accepted, in the JBCC it is assumed that the claim has been rejected. This is sated under clause 29. 8, which provides certain cover for the employer should there be a mishap and the principal agent is unable to reply the contractor, unlike in the NEC. In essence the JBCC contract is the better contract on managing the cost of the project along with time constraints. The contract clearly states the events which if they do occur, will require revision of the date of practical completion and also which events will require both a revision of the date and revaluation of the project. While under the NEC contract the events listed are events that can all be claimed for money by the contractor, which may lead to the employer having to set aside a greater budget for contingencies because of the number of items listed that can be claimed as a compensation event. The better contract that would ease the client’s worries about budget and time constraints is the JBCC principal agreement. References 1. JBCC Series 2000 Principal Building Agreement Edition 5. 0 2. NEC Engineering and Construction Contract

Job Requirements of an Addiction Counselor Essay -- Career

The job of an addiction counselor specializing in, but not limiting my choice to substance abuse is the job profession I have chosen. The opportunities for this field are very open in my area of the country and throughout the Unites States. The counselors that work within range of me are very busy, and have little time to offer to a person in training. I was able to arrange an email interview with a particular counselor working at a rehabilitation facility for alcoholics and drug addicts. His job entailed monitoring the day-to-day progress of several people assigned to his case load. These clients were monitored for coping skills, stress levels, emotional stability, and general state of health. These areas were not limited to whether it was personal, romantic, or job related, but covered all aspects of the client’s day. The interview consisted of a brief explanation of each of the five questions and was performed via email. The counselor replied stating that his job duties included; group and individual therapy sessions. Other areas of responsibility were taking notes, treatment planning and management of each case including referrals and all documents. The counselor mentioned the most difficult obstacle was resistance from the client and being able to carry out a treatment plan. He also mentioned there is always the difficulty of emotional detachment. This is also one of the reasons the job is rewarding. The fact that this is a very engaging and challenging job, but there are times it can be sad. With alcoholics and addicts you never know what they will do next, since they can be unpredictable. This can be a fun and interesting profession, and is one that keeps you on your toes. The counselor explained that these are the t... ...lenging and rewarding, and yet sometimes they would bring sadness. One has to be a strong and caring person to work with people who have addictions. In the end, the result would be for the patient to feel better about their self and gain the desire to succeed. Works Cited Kartha, D. (2010). Substance abuse counselor job description. Retrieved December 16, 2010 From http://www.buzzle.com/articles/substance-abuse-counselor-job-description.html Smith, J. (2010). Addiction counselor careers. Retrieved December 16, 2010 from http://www.ehow.com/list_7191834_addiction-counselor-careers.html Thompson, E. L. (2010). The role of substance abuse counselors. Retrieved December 17, 2010 From http://www.ehow.com/about_6630288_role-substance-abuse-counselors.html

Romeo and Juliet Open Response

In Romeo and Juliet, the maturity level between Romeo and Juliet differs drastically despite their age difference because of the way Juliet thinks through any decision she is going to make and the way Romeo makes careless and irresponsible decisions. First, Gullet's higher level of maturity is expressed through the way she thinks through the consequences of any decision before she makes it.For example, when Juliet is talking to herself on the balcony without knowing Romeo could hear her, she says,† O Romeo, Romeo! Wherefore art thou Romeo? ‘ Deny thy father and refuse thy After Juliet meets Romeo or the first time and realizes that she really likes him, Juliet thinks through what would happen if she actually got into a relationship with Romeo. Juliet realizes that their families being arch rivals is a huge problem and tries to come up with a solution for this which contradicts the way Romeo makes his decisions.Next, Romeos careless and irresponsible decisions show his lev el of maturity. For instance, when Juliet tells Romeo that her family will kill him if they find out he is here, Romeo says,† Alack, there lies more peril in thin eye/ Than twenty of their swords: look thou but Even though Romeo knows it's not safe to stay in the Capsules' house any longer, he decides he doesn't want to leave Juliet and stays.Romeo does not think through the consequences of this decision and makes an irresponsible decision which differs from how Juliet makes her decisions. The way Romeo and Juliet make their decisions clearly shows that Juliet is more mature than Romeo despite their age difference. Throughout Act II, Romeo and Juliet have different priorities and concerns which shows the difference in their level of maturity, even with the difference in their age.

Power and control comparrison Essay

Examine the way Shakespeare presents power in the character and actions of Lady Macbeth. In this Controlled assessment I will be trying my hardest to examine the power, actions and emotions of Lady Macbeth throughout the entire play. ‘Macbeth’ by William Shakespeare is a very unusual play, the characters aren’t part of your expectations especially Lady Macbeth. Shakespeare made a clear opposite feature between Lady Macbeth and Macbeth, which is a very challenging yet effective technique. Shakespeare’s character Lady Macbeth is a very different character, her personality shines throughout the play, Lady Macbeth wasn’t your usual woman in that time period, most of the women then were very obedient, shy and quiet. Most of the women of that time were very obedient towards their fathers and husbands†¦ Well, Lady Macbeth was the complete opposite; she was the dominant person in hers and Mac Beth’s relationship. Lady Macbeth was very controlling of Macbeth, we know this because- â€Å"Infirm of purpose. † This quote suggests that Lady Mac Beth was trying to control Macbeth and show that she has power over him. Lady Macbeth was aiming to be the most encouraging, yet powerful partner, although she ended up acting malicious and self-centred. There is a clear transition between the characters Lady Macbeth and Macbeth; it makes you think about why she was so powerful and why Macbeth was allowing her to overrule his life. Macbeth seems to be very conscious of Lady Macbeth, and her behaviour towards him and others. Macbeth comes across to the audience as quite weak and unstable, we don’t know if it’s because of the way he is treated by Lady Macbeth, or if that’s just his nature. Although, Shakespeare may have written the play to insinuate that Lady Macbeth treats Macbeth the way she does, because he allows it, and he is generally just an easy going character. On the other hand Lady Macbeth gets tired of Macbeth being too easy going towards her and their surroundings; we know this because â€Å"Screw your courage to the sticking place† basically Lady Macbeth said man up, start acting braver & courageous like a ‘real’ man. The audience in the gallery must have all had a different experience watching Shakespeare’s plays, as there were different sections of the Gallery. Although, the audience were probably quite shocked because of how different the story line was. Also because back then all of the characters would have been played by males, which must have made it harder for the audience to feel the emotions of Lady Macbeth and understand how Macbeth really felt when his own wife treated him like her slave. We don’t know if ‘Macbeth’ was influenced on a true story, but Shakespeare wrote it very well, as if sounded and was based out very real, we could easily tell what type of person Lady Macbeth was and how she was treating Macbeth. Lady Macbeth is a very stubborn character, she likes to have everything her way, with no one telling her different. Lady Macbeth was a very foolish selfish woman, she wanted everything for her own wealth and fortune, but she would never do it with her own hands, so she wanted Macbeth to kill the king (King Duncan) so that she could be queen and Macbeth would be king; Lady Macbeth didn’t care that she was killing someone, she just wanted to kill the king, and thought no one would notice or find out it was Macbeth. Macbeth was very hesitant to kill Duncan, as much as he would love to be king, and he was next in throne, he just wasn’t sure if he was the right person for the job. Lady Macbeth wasn’t pleased with Macbeth trying to back out of the situation, we know this because- â€Å"when you durst do it, then you were a man† Lady Macbeth is basically saying to Macbeth, stop worrying and waiting around. just hurry up, just kill the king!! Lady Macbeth was very blunt and truthful to Macbeth, which was sometimes deceived as being nasty and hurtful. How does the poem present power and control. In this essay I will be examining how Sassoon presents power and control in comparison to ‘My last duchess’ and ‘Base details’. Robert browning shows power and control in his poem, ‘my last duchess’. We know this because of this quote in the poem, ‘That’s my last duchess painted on the wall’. This quotation represents power and control, by the way it has been written, ‘that’s my’ implying that he owned the duchess, and that she was his property, but more of an object to show off his power towards women. ‘My last duchess’ seems as if there has been more than one duchess. He seems to have a lot of pride to be more of less a lady’s man. As he is a duke, and a very wealthy man, he’s wary of others and wants people to know his authority. Being a duke he feels as though he can control others, mainly his wife/duchess. Browning shows another side of the duke, which was quite unexpected, especially to the readers; as the duke seems very strong and powerful, although a strike of jealousy shines though, in this quotation, ‘she thanks men’ this to me implies jealousy, as the duke is pointing out that she is talking to other men, which clearly he isn’t impressed with. This shows mainly control, the duke treats his wife like an object, she can’t talk to other men, other than her husband she father. Because of the duke’s controlling outlook on life, he can’t see his wife talking to other men, because I think he fears he could lose her& his pride. In this quotation, browning portrayed the Duke living up to his high authority, ‘I gave commands’ this quotation sums up the dukes attitude towards others, and is probably the best example of power and control in this poem. Back In the 16th century, men had most of the control, so it wasn’t as shocking then as it is now. The duke looks down at others and expects people to bow down to him. Browning has portrayed power in the duke well, as we can clearly see that the duke doesn’t agree with others getting attention or ignoring his authority, so he makes his importance head and clear. Browning makes the readers feel sympathetic towards the duchess in this quotation, ‘She had a heart-how shall I say- too soon made glad, too easily impressed’. In this quotation is tells us more about the duchess, that she is a woman with a heart of gold and wouldn’t want to hurt anyone or get on the wrong side of anyone. By us knowing this about the duchess, it makes us think more about the way she is being treated by the duke, as she doesn’t un-impress anyone, so the duke must get away with murder. The duchess obviously loves the duke, and gets impressed with the smallest of compliments. In this case their relationship clearly shows that Love is blind. ‘My last duchess’ and ‘Macbeth’ are very similar, in that they both examine the different structures of power and control. Browning shows power between a couple, and that the duke has all of the power and control in the relationship, we know this because of the past quotation ‘I gave commands’; which is a very powerful quotation, it makes the readers feel sympathetic towards the duchess and others surrounding the Duke. This quotation also shows that the relationship is built on power and control, the duchess won’t do anything to aggravate the duke, as she is probably scared of the outcome. Shakespeare’s Sassoon examines the theme of power and control in his poem ‘Base Details’. This quotation, ‘And speed glum heroes up the line to death’ represents power and control in that the majors couldn’t care less about the difficult conditions the soldiers have to face up to. It’s clear to me, that although the soldiers should earn full authority, the majors think they are one better than the soldiers to take full authority of them and treat them like dirt. By Sassoon using the specific word ‘death’ it makes us worry that the soldiers, too young or old will eventually be left behind to die. This is the harsh reality of WW1, as there would have been too many weak soldiers who would have been left in harsh conditions to die painfully; as there weren’t as many doctors and nurses on the scene as there are today. Sassoon compares the similar themes between ‘base details’ and ‘Macbeth’. From the quote ‘poor young chap-I’d say I used to know his father well. This shows that the majors don’t care about the man, as they can easily say poor young chap but didn’t seem to help him in any way shape or form, also by saying ‘I used to know his father well’, this shows that the majors are so inconsiderate of others. It’s very selfish that the youngest men are put on the front line, by the majors, it seems as though the majors think that the young men aren’t as experienced to do anything else, so they are put on the most life threatening position.

20 Reaction Essay Topics Hot and Fresh Topics on Social Stratification

20 Reaction Essay Topics Hot and Fresh Topics on Social Stratification If you are tasked with writing a reaction paper on social stratification, your first step is to select the most appropriate topic, one which has been narrowed down enough to fill the page requirements you have ahead of you. But this is not always easy. There are many topics out there from which to choose and which can make it difficult. Thankfully, you can get a little break by reading the 20 topics on social stratification for a reaction paper listed below. You might even find that one of them is perfect for your reaction paper: The Functionalist Perspective to Social Stratification The Contributions of Kingsley Davis and Wilbert Moore to Stratification The Role Social Stratification Plays in Social Function Why those Who Perform More Difficult Tasks Are Entitled to More Power and Prestige Social Mobility: Why Social Stratification Benefits from Open Stratification and Social Mobility What Contributes to Social Strata: Beyond Power, Wealth, and Prestige Melvin Tumin’s Theory of Social Stratification: What New Assumptions Are Given Max Weber’s Theory of Social Stratification Karl Marx: The Original Contributor to the Theory of Social Stratification The Positive and Negative Impact Social Stratification has on Society Can Societies Function without the Rules of Social Stratification? Why Closed Social Systems Are Beneficial to Economic Stability: The Case of India Conflict Theory and the Nature of Class: How Social Stratification Was Historically Defined Capitalist Societies: Exploiting the Working Class and Keeping Social Mobility Down The Harmful Impact of Social Stratification on Criminal Behavior The Positive Impact of Social Stratification on Religious Organizations The Role of Wealth and Production on Social Classes How Increases in Wealth Change the Landscape of Social Stratification The Validity of Kingsley Davis and Wilbert Moore’s Theory of Social Stratification The Validity of the Functionalist Perspective Aren’t those great topics? Naturally these are meant only as a guide for you when you set out to write. You will have specific guidelines which you must follow, as explained by your teacher. Nonetheless, this list gives you some idea of where to start and what kind of topics make for appropriate essays. You can take one of the topics from the list above if it is applicable to your task and use it as the foundation of your next essay. Along with all this useful material you may also check our 12 facts on social stratification and guide for a reaction paper on the subject. Sample Research Paper: Max Weber’s Theory of Social Stratification: What He Influenced For centuries social stratification has been analyzed by sociologists in terms of the causes and the effects it has on society. Karl Marx and Max Weber disagreed implicitly about the nature of class, something which applied to the traditional framework of stratification. Karl Marx based his ideas on the fact that modern society was divided into two groups of people. He divided people based on those who owns all means of production and those who work for production. According to this theory the capitalist societies, particularly those who owned all means of production exploded those who had to work. They did not pay a livable wage nor did they give workers an affordable place to live. Unfortunately it was thought that the workers fail to realize they were being exploited. It was Marx who believed that a revolution was on the horizon especially given the fact that the rich continue to grow richer by exploiting the lower class. His vision however did not come true. Society began to modernize and the working class acquired more education and specific job skills which allowed them to achieve financial success which was not feasible during the time of Karl Marx. Those individuals who were being exploited soon came to appreciate the protection offered by labor laws and unions. Factory workers started to earn salaries which were similar to the middle-class counterparts. It was Max Weber who attacked this seemingly simplistic idea of social stratificati on. Max Weber argued that only property, such as owning the equipment or the factories used for production, is not the only thing which determines the social class in which an individual is placed but rather a small part of that. Social class was better defined by Max Weber to include power and prestige as well as wealth and property. People who run businesses but do not own them are still able to increase production and enjoy greater profits. Max Weber argued that property can bring individuals prestige given the fact that people tend to hold rich people in a higher regard. But this can also come from another source such as an intellectual ability which far surpasses counterparts or athletic ability which is outstanding. In such cases the athletic or individual ability can lead to property if an individual is willing to pay for access to prestige. That being said Webber further defined prestige as something intertwined with wealth. It was Max Weber who believed that social class resulted from power, something which was a reflection on the ability of each individual to get what they want.   As part of his theory, Weber stated that individuals could overcome opposition, something which would lead to increased social mobility. Individuals who were simply hard-working and honest enough to overcome any opposition would be able to achieve greater power and change social classes. Wealthy individuals were more powerful than poor people but that power can come from the prestige of an individual which means that even poor people are able to achieve the same social status as wealthy people. Today sociologists consider social class to be the grouping together of individuals or groups of people who have similar levels of power, wealth, and prestige. It was the contribution of Max Weber to expound upon the ideas presented by Karl Marx which led to the modern understanding of social stratification and the manner in which Western societies divide individuals socially into different strata. Without the extrapolation on the different classes and what contributes to different social strata, modern social stratification would be significantly different if not for Max Weber. References: Esping-Andersen, Gà ¸sta. UNTYING THE GORDIAN KNOT OF SOCIAL INHERITANCE†. Research in Social Stratification and Mobility  21 (2004): 115-138. Web. Gamson, Zelda F. The Stratification Of The Academy.  Social Text  51 (1997): 67. Web. Gupta, Dipankar.  Social Stratification. Delhi: Oxford University Press, 1992. Print. Hiller, Peter. SOCIAL REALITY AND SOCIAL STRATIFICATION.  The Sociological Review  21.1 (1973): 77-99. Web. Holmwood, John.  Social Stratification. Cheltenham, UK: Edward Elgar, 1996. Print. Jackson, J. A.  Social Stratification. London: Cambridge U.P., 1968. Print. Lambert, Paul.  Social Stratification. Farnham: Ashgate, 2011. Print.

Examples of Interpersonal skills The WritePass Journal

Examples of Interpersonal skills Professional development for strategic managers, including technical competence, social and human skills, and conceptual ability Examples of Interpersonal skills Professional development for strategic managers, including technical competence, social and human skills, and conceptual abilityIntroduction1.1   Personal Skills required to achieve Strategic Goals.Time managementEffective DelegationCommunication and the Management of ConflictStress Management1.2   Techniques to assess the professional skills required of a Manager2.1 skills audit to evaluate the strategic skills needed to meet current and future leadership requirementPsychological Testing2.2 Application of appropriate techniques to identify preferred learning styleReferencesRelated Professional development for strategic managers, including technical competence, social and human skills, and conceptual ability Introduction In order to carry out the process of management and the execution of work, the manager requires a combination of technical competence, social and human skills, and conceptual ability. As the manager advances up the organisational hierarchy, greater emphasis is likely to be placed on conceptual ability, and proportionately less on technical competence. (Mullins,1999). 1.1   Personal Skills required to achieve Strategic Goals. According to the work of Pedler, Burgoyne and Boydell, as cited by (Mullins, 1999) From their experience of the nature of management work and research project, they identify 11 attributes which were possessed by successful managers and which could not be found with less successful managers. The attributes are grouped into three different levels but many of the qualities are interconnected and possession of one contributes to possession of another. Basic knowledge and information- this is needed by the manager in making decisions and taking action. This is the foundation level. (Mullins, 1999) The specific skills and qualities- this directly affect behaviour and performance. That is the skill or quality of continuing sensitivity to events allows managers to acquire basic knowledge and information. The ‘meta-qualities’ allow managers to develop and deploy skills and resources, and to deploy the situation-specific skills needed in particular circumstances.(Mullins, 1999) Below are other personal skills of an effective manager: Time management Though it is currently a popular topic of attention, the significance of time management has long been recognised as an inherent feature of management. Drucker (1988) as cited by (Mullins, 1999) refers to time as the limiting factor for effective executives. Time is an irreplaceable resource you cannot rent, hire, buy or otherwise acquire more time. He further says that the supply of time is totally inelastic; time is completely irreplaceable and everything requires time. There are a number of suggested procedures and techniques for managing time, but the basic requirement of good time management include: Clear objectives; The ability to delegate successfully; Careful forward planning; The definition of priorities and action Stewart (1988) as cited by (Mullins, 1999) suggests that it is often helpful for managers to compare what they think they do against what they actually do in reality. Answers to the following questions will help managers decide what, if anything , they should check, and to review their effective management of time. I. Am i dividing my time correctly between different aspects of my job? Is there, perhaps, one part of my job on which I spend too much of my time? II. Am i giving adequate attention to current activities, to reviewing the past and to planning for the future? III. Am I certain that I am not doing any work that I ought to have delegated? However, inspite of developing interest in time management, it should not be viewed in isolation from related tasks of management, such as delegation and leadership. (Mullins, 1999) Effective Delegation Delegation is described as a process of entrusting authority and responsibilities to others, it is not just about illogical apportioning of work. It is the creation of a special manager-subordinate relationship within the formal structure of the organisation. (Mullins, 1999).Delegation should lead to the optimum use of human resources and improved organisational performance. Effective delegation allows manager to make profitable use of time, to concentrate on the more important activities and to spend more time in managing and less in doing. This should lead to a more even flow of work and a reduction   of bottlenecks.(Mullins, 1999) It will make managers more accessible for consultation with subordinates, or other managers, hence improving the process of communication. Effective delegation provides a means of training and development, and also of testing the subordinate’s suitability for promotion. It can be used as a means of assessing the likely performance of a subordinate. If managers have trained competent subordinates capable of taking their place this will not only aid organisational progress but also enhance their own prospects for further advancement. (Mullins, 1999) Another area to be discussed is the area of communication and the management of conflict Communication and the Management of Conflict It has been made known that diverse perspectives, practices and perceptions have to be accommodated, or otherwise made productive, in order to meet an organisation’s overall goals. (McCall and Cousins, 1990).These differences can, depending on the circumstances, be overt or covert. They can take place between superiors and subordinates. In the great majority of situations conflict is either present or threatens to be present. However for manager to handle conflict effectively, a useful framework of Pondy (1967) as cited by (McCall and Cousins, 1990) who saw conflict as having a number of different phases. The first phase is latent conflict, in which two or more parties co-operate with each other and compete for certain rewards. This could be measurable in terms of bonuses or effectiveness benchmarks. The second phase is perceived conflict. This is a situation where group rely on each other and one believes that the other is pursuing a course of action which is harmful to its members (McCall and Cousins,1990). The third phase is felt conflict, in which differences of interests and opinions are given expression in specific issues which take on and added significance because they symbolise how the parties feel about each other. It is at this stage that the manager start to make choices. How he defines situation may be a conscious or unconscious choice, depending on the manager’s awareness of the alternatives and the forces at work on him; how they orient themselves in terms of degree of assertiveness and co-operativeness will influence the ease with which conflict can be managed. (McCall and Cousins, 1990) Strategies for managing conflict – the strategy to be adopted by a manager will vary according to the nature and sources of conflict.(Mullins, 1999) Personnel policies and proceduress are : job analysis, recruitment and selection, job evaluation; systems of reward and punishment, arbitration and mediation. Development of interpersonal/group process skills- this may help to encourage a better understanding of one’s own behaviour, the other person’s point of view, communication process and problem solving. Leadership and management- a more participative and supportive style of leadership and managerial behaviour is likely to assist in conflict management. For example, showing an attitude of respect and trust; encouraging personal self-development. A participative approach to leadership and management may also help to create greater employee commitment. Clarification of goals and objectives- the continual refinement and clarification of goals and objectives, performance standards, role definition will help to avoid misunderstandings and conflict. Socio-technical approach- viewing the organisation as a socio-technical system, in which psychological and socio factors are developed in keeping the structural and technical requirements, will help in reducing dysfunctional conflict.(Mullins, 1999) Stress Management Stress as defined by McKenna and cited by (Mullins, 1999) as any condition that is seen as threatening, burdensome, ambiguous or boring is possibly to result in stress. (Mullins, 1999) cited Handy who suggests some organisational situations that are likely to result to stress for individual at work. These are; Integrative or boundary functions- the particularly stressful role to the coordinator, link person or outside contact, perhaps due to the lack of control over their demands or resources. Career uncertainty- if future career prospects become doubtful the uncertainty can quickly become stressful and spread to affect the person’s duty. Relationship problems- difficulties with boss, colleagues or subordinates. For certain people, especially those with a technical orientation, the need to work with other people is a worrying complication. Strategies for coping with stress; I.   Need to examine the reward system- for example pay and intangible rewards II. Relaxation techniques- this includes considering counselling and advice systems. III. Employee appraisal- manager can review target setting and controlling expectations IV. Training- this could be on stress awareness, assertiveness, time planning. (Mullins, 1999) 1.2   Techniques to assess the professional skills required of a Manager As Management has become more about managing people than managing operations, however, and social and human skills reflect the ability to get along with other people are progressively important attributes at all levels of management. However a simplistic approach, the following framework provides a useful basis from which to examine the combination and balance of the qualities of an effective manager. The degree of technical competence or conceptual ability will vary according to the level of the organisation at which the manager operates. Conceptual ability – this is required in order to view the complexities of the operations of the organisation as a whole, including environmental influences. It also involves decision-making skills. The manager ‘s personal contribution should be related to the overall objectives of the organisation and to its strategic planning.(Mullins, 1999) Technical competence-   this involves the application of particular knowledge, methods and skills to discrete tasks. Technical competence is likely to be required more at the supervisory level and for the training of subordinate staff, and with day-to-day activities concerned in the actual production of goods or services. Social and human skills- has to do with the manager’s interpersonal relationships in working with and through other people, and the application of judgement. A distinguishing feature of management is the ability to secure the effective use of human resources of the organisation. This involves effective teamwork and the direction and leadership of staff to achieve co-ordinated effort. It is under this that effective manager could find sensitivity to particular situations, and flexibility in adopting the most appropriate style of management. (Mullins, 1999) 2.1 skills audit to evaluate the strategic skills needed to meet current and future leadership requirement It is undeniable that various occupations require different skills, competencies and abilities. It is also the case that individuals differ with regard to their mental capabilities and the degree at which they relate them at work. The ‘happy’ scenario is that a match should occur between the individual’s abilities and their occupation, but reality suggests that this is not the case always. The excesses include employees bored inflexible with a simple task who become careless in their attitude and make a succession of mistakes and the employees who have been promoted beyond their capability. The result could be stress either for the individuals unable to cope or their work colleagues who are picking up the debris left behind. It can be assumed that a person’s ability is dependent upon his or her intelligence. (Mullins, 1999). In a similar vein to the studies of personality, different schools of thought have emerged with regard to the study of abilities. Simi lar debates to the ones that surround the study of personality have also twirled around the research on intelligence. (Mullins, 1999) Psychological Testing Furthermore the early tests of intelligence have evolved into a large psychological business. Tests are broadly divided by the British Psychological Society into: Tests of typical performance. These assess individual typical responses to given scenarios. Here, answers indicate an individual’s choices and strength of feelings. Answers are not right or wrong as such, but identify preferences. Personality assessment and interest inventories are examples of such tests. (Mullins, 1999). Tests of maximum performance. These assess an individual’s ability to perform effectively under standard conditions. Performance on these tests, which include ability and aptitude tests, can be judged as right or wrong. Ability tests come in many various forms and may test a general intellectual functioning or a specific ability (such as verbal reasoning, numerical reasoning, etc.) Modern Occupational Skills Tests are an example of specific ability tests and measure a range of clerical and administrative skills: verbal checking; technical checking, numerical estimation, etc. they claim to be an aid in the selection of administrative staff. Other methods that could be used to conduct the skills audit include: Checking current records for example, training records to identify what staff have been trained in. Observing staff as they carry out their various tasks and analysing the outcomes for quality. Using surveys to find out what peers or supervisors observe are the skills, knowledge, needs and weaknesses. Carrying out interviews with employees. This could be part of a performance review. (www.records.nsw.gov.au) 2.2 Application of appropriate techniques to identify preferred learning style It is essential for the long-term health and future of the organisation that managers understand the learning process to ensure that not only the needs of individuals are met but that the store of wisdom and ‘know-how’ can flow effectively. Theories of learning can act as a framework for managers to help in the identification and analysis of problems. (Mullins, 1999) In order to understand how people learn, cognitive factors must be taken into account. Observing changes in behaviour is only part of the learning process. Attention must be given to a countless of individual factors, in order to understand how and why the people learn. People learn not only by association and rewards, but by having knowledge of their results and by receiving feedback. The success of their desired aims and goals motivates and drives people to learn. This has brought about making theorists and educationists to consider the ways in which people learn through experience. (Mullins, 1999)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://academic.regis.edu  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Some cognitive theorists have emphasised the cyclical nature of learning and its active nature. Davis(1990) as cited by (Mullins, 1999) for example, claims that ‘experiential learning is an integration and alternation of thinking and doing’. Kolb’s learning cycle is typical of this approach and is the one that is most often used in the management literature. It provides beneficial insights into the nature of learning: It shows that learning is endless, but only another turn of the cycle. It identifies the significance of reflection and internalisation. It is a useful way in recognising problems in the learning process. Learners are not passive recipients but need to actively explore and test the environment. (Mullins, 1999) Moreover, the approach highlights the significance of the fusion between an individual’s behaviour and the evaluation of their actions. The important part of the learning process is the reflection of what has been learned in order to experiment with new situations and to become aware of new possibilities. It is the real essence of action learning; by going through the cycle that learners are opened to applying, reflecting and testing out their learning. This encourages individuals in habits harmonious with the concept of life-long learning. Hence, it is no surprise that Kolb addresses his concepts to managers and suggests that experiential learning will enable managers to cope with change and complexities. He made a suggestion that: A main function of strategic management development†¦is to for managers to have access to knowledge and relationship networks that can aid them in becoming life-long learners and cope with issues on their continually dynamic agendas. Relating his learning cycle to the study of individual differences, Kolb demonstrated that individuals may have a preference for one of the main stages and therein lies their learning style, (Mullins, 1999). The four different styles of learning identified by Kolb are: Accommodative-strong penchant for concrete experiences and active experimentation (hands on); Divergent preference for concrete experiences, but to reflect on these from different viewpoint; Assimilative prefers to swing between reflection and conceptualisation and will use inductive reasoning to develop new theory; Convergent prefers to apply ideas, and will take an idea and test it out In practice. (Kolb,1985) as cited by (Mullins, 1999) Honey and Mumford(1992) as cited by (Mullins, 1999) refined Kolb’s learning style questionnaire by simplifying his learning cycle. The outcome is that managers can identify whether they are predominantly: Activist  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   what is new? I’m game for anything. Reflector  Ã‚     Ã‚  Ã‚  I would like time to think about this. Pragmatist  Ã‚   how can I apply this in practice? Theorist  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   how does this relate to that? The scholars assert that an understanding of one’s learning styles will improve learning effectiveness. And also that an integrated and effective learner will be prepared to manage all four styles even though they may have a favourite. References ATKINS, M.J., BEATTIE, J. and DOCKRELL, W.B., Assessment Issues in Higher Education, Department of Employment (October 1993), p.51. CHARSLEY, W.F. ‘Effective Management-so you think you’ve got it right?’ British Journal of Administrative Management, vol.1, November 1986, pp.11-12. See also: ALLEN,T. Hands off Local Government’, Management Today, September 1993, p.5. DAVIS,L. Experience-Based Learning Within the Curriculum, Council for National Academic Awards (1990) DRUCKER, P. The Practice of Management, Heinemann Professional (1989), p.3. GALLWEY, W.T. The Inner Game of Golf, Jonathan Cape (1981), p.19. HANDY, C.B. Understanding Organisations, Fourth edition, Penguin (1993) HONEY, P. and MUMFORD, A. 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