Additional Reading #1 Assignment Example | Topics and Well Written Essays - 1250 words

Additional Reading #1 - Assignment Example This may follow the general objective of the party or parties involved in such matters regarding ethics. It is of crucial importance to note that there are several expectations with regards to ethics that human beings are supposed to observe at different circumstances, situations, places and environments. Such may involve the necessary ethics regarding business operations and practices, values and ethics within work places, educational institutions as well as ethics within the society. In this perspective, it is of crucial significance to acknowledge the fact that ethics are part of human behavior. Thus, it is impossible to engage in any action without any consideration to ethics. This may be evident in either things done, consciously or unconsciously. For instance, we may at times praise some forms of good deeds as well as see the sense of failing to accomplish certain necessary issues (Clarke, 3). On the same note, business ethics borrow a lot from the general ethics expected in any form of environmental setup. Business, being one of the environments where ethics is most required must follow certain levels, values as well as virtues of practices considered morally welcoming to all the stakeholders. These may include the business managers, employees, customers as well as other parties either directly or indirectly involved in the business operations. These ethics should touch on the practices involving the employee relations, customer relations as well as the entire stakeholders, including the business executives. It is of critical significance that the main aim of any business operation is always to make the maximum profits as possible. However, good moral values as well as good business ethics maintain that any business should realize gains, profits or losses from ethical practices across all stakeholders. In most cases, customer relations is always the pivotal indicator as to the nature of the business relations.

Rules of Engagement in Terrorism Threats Literature review

Rules of Engagement in Terrorism Threats - Literature review Example According to Cole, Drew, McLaughlin & Mandsager ( ), ‘Rules of Engagement’ (ROE) refers to those policies, which play a key role in determining the situations, extent, and approach that the armed forces have to exercise while conducting their actions. In short, the rules of engagement are such rules that are framed to limit the use of military services by the armed forces and restricting their use to a considerable extent. The rules of engagement are considered as lawful commands. In context to the present scenario OHCHR ( ), the country-specific government frames ROE that decides the manner in which the military forces of a nation, must deal while indulging in high-level of terrorist activities. Furthermore, ROE is designed to gauge preventive measures that would enable the armed forces to take preventive steps in dealing with terrorists and keeping in mind the duty to safeguard the lives of civilians. The ROE can act as a major facilitator in restricting the effectiveness of military functions and preventing the public from being injured in conflicts between military and terrorist groups. The government of a nation reserves the sole responsibility of determining the ROE, with regards to conflicts that involve public members and wherein, the lives of the public remains threatened. Hence, in order to minimize the effect of clashes between the terrorists and military forces, the government frames ROE for the benefit of the civilians. According to Broadstone ( ), a number of key determinants act as the basis upon which the government of a nation frames the ROE. Some of them are the law concerning armed forces of a nation, the operational factors, political scenario, domestic laws as well as values of the country. These factors further determine that ROE serves its political purpose by ensuring that the military activities are in accordance with the political intentions.

Time constrained assessment Essay Example | Topics and Well Written Essays - 1000 words

Time constrained assessment - Essay Example In economic terms the needs and wants of individuals, companies, organizations, and whole countries are transformed into demand. This law of society raises the basic economic problem, as all these needs and wants can be satisfied only to certain extent as the resources required for its satisfaction are limited. Scarcity occurs when people want more than can be satisfied with the resources they have (Wessels 2006 2). Therefore, in order to satisfy certain needs and wants people have to choose among alternative uses of their scarce resources, such, for example, as time or money (Wessels 2006, 1). However, the economics as a study embraces a broader picture of this issue, taking into consideration not only those who consume but also those who produce. In terms of this concept, there is naturally raised the whole set of questions, such as: what goods to produce, how to produce these goods, and for whom to produce it. These questions are known as Samuelson's three questions (Howarth 2013) and help to solve the problem of scarcity resources. What to produce? – Answer to this question helps people to decide the best combination of goods and services to meet their needs (Howarth 2013). ... For whom to produce? – This question makes people to decide who will get the output from the country’s economic activity, and how much they will get (Howarth 2013). For example, who will consume these grown vegetables or fruits that have been grown? This situation forces all actors to make choices and to prefer one choice to another one. In economics, this concept of the value, people refuse from, is known as the opportunity cost (Wessels 2006, 3). Opportunity cost, also known as economic cost, is the â€Å"cost of a scarce factor of production used to produce a good or service, as opposed to another that could have been used, instead of the one adopted† (Collin 2006, 58). To illustrate the concept of the opportunity costs there can be used the following example relative to student’s life and education. The opportunity cost of going to the university is the money a student would have earned if he worked instead during the 5 years of study. Here time is a s carce resource, which an individual can spend either by getting a degree or earning money. However, by graduating the university there is increased chance for a person to find a better paid job due to the professional qualification gained and thus to recover the lost wages (Investopedia.Com). Thus, an individual has to make a choice between going to university and being employed for a given period of time. The risk of achieving greater benefits with another option is the opportunity cost (Investopedia.Com). In order to illustrate the economic problem and opportunity costs faced by a person, company, or economy can be used the Production Possibility Frontier, also known as production possibility curve. Production Possibility Frontier is a graph

William Shakespeare and Lady Macbeth Essay Example for Free

William Shakespeare and Lady Macbeth Essay If Renaissance writers sought to accurately portray humanistic ideals and construct true to life portraits using words, then the women of Shakespeares plays embody the apex of this intention. Shakespearean dramas often attribute cunning intellect, calculated control and enigmatic beauty to his female protagonists. In modern reflection, they are revealed as forerunners of contemporary women who aptly proved their ability to rival men in wit and intellect. Rarely powerless or ambivalent, Shakespeares women often drove plots in which they served as the contrivers of the plays central focus. Undoubtedly, the frequently disputed author must have been someone who held education in the highest of esteem; he clearly believed the powers thereof could be used for iniquity or self-betterment. As will be shown, Shakespeare depicts the genius of which women are capable as well of the unspeakable evil in which some of literatures most recognizable females indulged. This dichotomy is perhaps best illustrated in two of Shakespeares most recognizable plays: Macbeth and The Taming of the Shrew. In the former, Lady Macbeth conceives a massacre of the existing royal family in order to elevate her husband to the throne of Scotland. The second play exemplifies the struggle of a spinster to derail the nuptials of both her sister and herself by warding off but eventually submitting to Petruchios courtship. Both women are delineated by the candor and cleverness of their speech and in due course must face the fate they least desired. However, rarely in any Renaissance play does there exist a woman as remarkably intelligent and beautiful as Portia in The Merchant of Venice. A female protagonist, she almost certainly embodies what the author believed the ideal woman should be. Lady Macbeths manipulative instigation of the central murders in MacBeth illustrates the naked ambition which a woman was capable of. As authoritarian and devious as any of Shakespeares characters, Lady Macbeth symbolizes the ability of ethical weakness corrupted by power to lead to corruption by immorality. A descendent of regal blood both historically and in the play, her education is presumed equal with any other woman of such status in the Renaissance. In order to understand the background of aristocratic ladies in the fifteenth century, it is critical to examine the socio-cultural transformation affecting women throughout Europe. As noted by Margaret L. King in Women of the Renaissance, the course of a changing balance of power, brought on by education being made more widely available to women, resulted in men beginning to respect their wives and look to them as a source of guidance, often in secular and domestic matters. It was with reference to this period that Marie de Guarnay wrote The Equity of Men and Women, in which she questioned the values of an uneducated woman and suggested that only women of culture could have a true sense of themselves. Another noted female writer, Christine de Pizan, wrote The City of Ladies, which was translated into English in 1521, around the time Shakespeare wrote his plays. The most significant of Pizans twenty works, the author detailed the significance of her own education and the instruction of other women. Though only limited education was sought out by commoners, Lady Macbeth would have been part of an elite class whom were fortunate enough to have the benefit of private instruction. Lady Macbeths eloquence hints at her implied learnedness. An articulate woman was a rarity among the working classes and was therefore a valued sign of class supremacy among the aristocracy. In Act I, Lady Macbeths monologue in scene five epitomizes both her ruthlessness and rhetoric: LADY MACBETH. The raven himself is hoarse That croaks the fatal entrance of Duncan Under my battlements. Come, you spirits That tend on mortal thoughts, unsex me here, And fill me from the crown to the toe top-full Of direst cruelty. Make thick my blood, Stop up thaccess and passage to remorse, That no compunctious visitings of nature Shake my fell purpose, nor keep peace between Th effect and it. Come to my womans breasts, And take my milk for gall, you murdring ministers, Wherever in your sightless substances You wait on natures mischief. (Shakespeare, 123) Lady Macbeth employs extended metaphors and caustic diction as she implores masculine courage and clearly defines her unequivocal ambition to overtake the throne by assassination. The sheer contemptuousness of this articulate soliloquy is evidence of an intellectual force who is in fact the dominant partner in her marriage to the future King Macbeth. In concordance, it may be inferred that Lady Macbeth exploits her regal status and intellectual prowess to bring harm unto others and ultimately facilitate her own demise. Her conscience is shown only as she descends into madness and ultimate suicide: LADY MACBETH. Wash your hands, put on your night-gown, look not so pale. I tell you yet again, Banquos buried; he cannot come out ons grave DOCTOR. Even so? LADY MACBETH. To bed, to bed; theres a knocking at the gate. Come, come, come, come, give me your hand; whats done cannot be undone. To bed, to bed, to bed. (Shakespeare, 219) Lady Macbeth amounts to a character utterly devoid of ethics. Though not entirely representative of Shakespeares opinion of educated women, his treatment of Lady Macbeth surely suggests that a womans intellectual ability, when miss-used, has adverse effects on the individual and those surrounding her. From the inception of The Taming of the Shrew, it is clear that Katherina indeed lives up to her reputation as Katherine the Curst (Shakespeare, 95). Baptistas eldest daughter behaves aggressively to the friendliest of acquaintances but she is also psychologically astute and capable of tremendous wit and candor. Though Katherinas feisty demeanor may be at first deceptive, by adding innuendos and complex metaphors to her discourse, Shakespeare alludes to a capable, clever woman beneath her pugnacious nature. Additionally, the author sets forth a counter-plot between Bianca and Lucentio who epitomize what a conventional young couple should be; his handsome looks and charismatic manner pair well with Biancas youthful beauty. Their relationship contrasts strongly with the tempestuous encounters between Petruchio and Katherina. However, Bianca is portrayed throughout as submissive and her role is never one of particular interest; it seems therefore that Shakespeare favors Katherina if only because her persona is the more fascinating to encounter. Bianca, though likely educated and reared similarly to Kate, lacks the gumption and resolve which makes her sister more demanding of her suitors and active in the play. Shakespeares favoritism is further evidenced in the plays title; Katherina is clearly the shrew and therefore the protagonist. In sum, the author has favored a willful woman over her submissive counterpart, validating a womans attempt to control her choice of partner rather than proper obedience. As for the authors inspiration, scholars have suggested that Katherina may have been modeled after his sister, Katherine de Vere of Windsor. If de Veres sister was the inspiration for his shrew, it is evident that he did not remember her fondly! When Edward de Vere was in his adolescence, Katherine attempted to obtain his inheritance and earldom by suing him. If Edward de Vere was in fact the author of the Shakespeare plays (Looney 1920, et alia), it seems his personal partialities may have influenced many of his female protagonists. Katherina is further characterized by the literary elements in her speech; her wit and rapid responses are among the sure signs that she is as clever as the men who surround her and a perfect adversary for Petruchio. Her infrequent victories over male counterparts are nearly always marked by two facets: Katherinas refusal to relinquish her stance and her keen ability to out-quarrel her opponent. In this passage, Katherina attempts to defy the wishes of Petruchio: KATHERINA So may you lose your arms. If you strike me, you are no gentlemen, why then no arms. PETRUCHIO A herald, Kate? O put me in thy books. KATHERINA What is your crest- a coxcomb? PETRUCHIO A combless cock, so Kate will be my hen. KATHERINA No cock of mine; you crow too like a craven. PETRUCHIO Nay, come Kate, come; you must not look so sour. KATHERINA It is my fashion when I see a crab. (Shakespeare, 97) Notably, Kates contemptuous remarks and quick-witted responses come as a great surprise to Petruchio, who seems to enjoy their combative exchange. Katherina dispels the notion that ladies must be demure and submissive if they wish to attract the company of a suitor. Perhaps the most telling moment in the play is Katherinas final monologue; it seems this speech has been the subject of more controversy than nearly all others in literature. It has been subjected to scholarly scrutiny, denounced by feminists and continued to awe readers for centuries because it is the most indicative moment of Shakespeares view of femininity. From the feminist movement of the twentieth century, there comes the revisionist theory that Kate has not been tamed at all and her character is a mockery of mens treatment of women. Evidence to support this includes Christopher Slys comments about the play, in which he states that Petruchios actions have taught him how to treat a woman. Since we are aware of Christopher Slys foolishness, it is unlikely that the author aimed for readers to identify with this view. It seems possible that Shakespeare intended to reveal the lingering misogyny of an era in which willful, intelligent women were often dismissed as stepping outside their natural roles. Though it seems avant-garde in the context of the period, this theory suggests that womens submissiveness has been mocked and the play is ultimately successfully feminist. If the final monologue is intended to deceive Petruchio and is a calculated attempt to win back his favor, then Katherinas character is truly revolutionary because she has beguiled the two men who know her best- Petruchio and Baptista- into believing that she yields to their desires. But this interpretation of Petruchio and Katherina demonstrates to why it is believed The Earl of Oxford respected Elizabeth Trentham: she was an intellectually gifted woman who was capable of actively participating in affairs traditionally allocated to men. The alternate theory and more accepted of the two, is that Kate is a broken woman and male supremacy has been achieved. Aside from Kates final monologue, there is evidence throughout the play in favor of a misogynistic interpretation. In particular, Act IV, in which Petruchio and Kate return home from their wedding, is atrocious yet exemplary of brutal tactics used to keep women from taking charge of the household. Throughout the scene, Petruchio makes subtle suggestions that Kate has been transformed by their wedding from her fathers property to his. Furthermore, as Petruchio becomes enraged by the servants, he directly prevents Katherine from relieving her fundamental need of food and sleep. In response to her taming, Kate attributes the following accolades to her husband at the end of Act V: Thy husband is thy lord, thy life, thy keeper, Thy head, thy sovereign; one that cares for thee And for thy maintenance; commits his body To painful labor both by sea and land, To watch the night in storms, the day in cold, Whilst thou list warm at home, secure and safe; And craves no other tribute at thy hands  But love, fair looks, and true obedience Too little payment for so great a debt. (Shakespeare, 160) Interpreted by the second view, this speech may be considered an elegy for the vivacious, feisty Katherina that has been replaced by the subservient Kate. She has eschewed every facet of her personality which had been valued so greatly to this point in the play. In a sense, Katherina is representative of the cycle which many aristocratic women faced in the Renaissance: they were educated to be proficient members of society only to be silenced at the hand of a husband they often did not desire. If the speech is not a tongue-in-cheek betrayal, then Katherina has truly been broken by Petruchios incessant cruelty and she represents a victim of the repressive treatment many fifteenth century women endured. Perhaps no examination of Shakespeares treatment of educated women could be complete without deciphering Portias enigmatic mix of beauty and intellect. She is seemingly a series of contradictions: a free sprit abiding by strict rules, feminine but strong and happy to be rid of many of her suitors yet saddened by her inability to control her marital prospects. Portia is a woman of remarkable wealth and patrician social status yet her values are those of every woman. She is clearly the plays protagonist; her humility and capacity to make the situations work in her favor counter Shylocks malignant conduct. The epitome of Portias contribution to the plot can be found in Shakespeares oft discussed court scene. Disguised as Balthasar, she effectively imitates as a man who has been educated through law school. This is the strongest suggestion that Shakespeare intended Portia to be not only learned but also wise; her trial scenes reveal a keen sense of  manipulation which allows Portia to address both parties without apparent bias, though to the reader she hardly seems impartial. In her famous speech, Portia equates the virtue of mercy with the divine and beseeches Shylocks compassion for Antonio: PORTIA. The quality of mercy is not strained; It droppeth as the gentle rain falls from heaven Upon the place beneath. It is twice blest; It blesseth him that gave and him that takes. Tis mightiest in the mightiest; it becomes The throned monarch better than his crown. His scepter shows the force of temporal power,  Wherein doth sit the dread and fear of kings; But mercy is above this sceptered sway. (Merchant, 78) Portia is indeed a woman of great articulacy who adapts fluidly to her role as a mediating lawyer. She has used her grace and candor to make a stellar case for Antonios life; this could not have been accomplished without her previous schooling. Balthasar turns the case around entirely: by trials end, Shylock is begging for mercy from Antonio. Portia has indeed floored the courtroom with her arguments and saved the life of her husbands comrade. The protagonist has effectively used her wits and ingenuity to deliver justice into the hands of an innocent man and antagonized Shylocks gluttonous ploy. In the context of womens education, Portia exemplifies that with knowledge, women may be as effective as men. Because she is posing in a traditionally male position, it is significant that Portia prevails in the case and delegates a fair result even for the disagreeable Shylock. Though she is clearly capable of being as effective as any male lawyer, Portia is forbidden to do so unless she poses as a man. Shakespeare is thus providing a strong critique of the limitations of gender roles and satirizing male superiority, a concept quite radical for his time. In a historical context, we are aware of some parallels between these characteristics and the second wife of the Edward de Vere, 17th Earl of Oxfords second wife, Elizabeth Trentham. Though little is known about her background or life with de Vere, from his will and letters certain principles are clear. Elizabeth Trentham did participate in managing of the Earls finances and her letters suggest that she was eloquent and probably of distinguished academic background for a woman of her time. Since it has been said that de Veres married her for love rather than social gain, we may infer that his true preference leaned toward women of capable intellect and practical abilities. Portia certainly exhibits these traits; her ability to speak in court and prevailing love for Bessanio suggest that she is a woman of resolve and strength. The court scenes in The Merchant of Venice are so potent that they have been the subject of noteworthy scholarly debate. In particular, Portias capable trial speeches bear similarities in tone to the pleas Mary Queen of Scots made for her own life in 1587. Significantly, Edward de Vere was a judge at this trial and though clearly his sympathies lay with Elizabeth I, de Vere may have been struck by Marys unaided defense which was palpably an attempt to appeal to the sympathies of her judges. She is said to have broken down in court and unabashedly pleaded with the judges for her life. Though her life was not spared, it has been said that she was effective in arousing pity in the court: Mary defended herself with consummate ability before a tribunal almost entirely prejudiced against her. She was deprived of legal aid, without her papers and in ill health†¦she reached a point of touching eloquence which might have moved the hearts, though it did not convince the intellects, of her august judges. (Looney, 303) Perhaps, the very notion of a woman mounting her own defense at a trial was an idea which struck the Earl of Oxford as worthy of further expansion and like Mary Queen of Scots; he constructed the character of Portia to underscore the significance of mercy as a divine attribute bringing both the giver and receiver closer to God. The women of Shakespeares plays were harbingers of the present; they represented triumph of ability and intellect over rigid gender roles. In Shakespeares time, intelligent women were often viewed as a threat to male superiority; however, it seems their attributes often made them capable of dominating their relationships with men and their cogency proved equal. This idea is further established by the notion that Portia and Katherina may have been based on women from the authors life. Though studying the works of Shakespeare, it becomes clear that women.

Getting Sober :: Expository Cause Effect Essays

Getting Sober To recognize that they have drinking problems, alcoholics have to be completely miserable and willing to change. When they get to this point, it is called their "bottom." There are "high bottom" and "low bottom" drunks, but it doesn't matter as long as they get sober. There are many different reasons why an alcoholic decides to get sober, but in my own case, I lost my self-esteem, I couldn't control my drinking, and my life became unmanageable. The first thing that made me think about getting sober was that I lost my self-esteem. I always used to cut myself down in front of people and never knew how to accept compliments- sure signs of low self-esteem. The biggest symptom I had of low self-esteem was that I wasn't comfortable in my own skin or around people unless I was drunk because the only way I could stand myself was when I drank. I also never cared about my appearance, so I wouldn't wear make-up, fix my hair, or bathe regularly. Still, low self-esteem was something I would never have guessed I had-that is, until I thought about killing myself. Then I knew something might be wrong. The second thing that made me want to get sober was the realization that I couldn't control my drinking-it had become a mental and physical obsession. Since my first drink at the age of twelve I couldn't go a day without a drink, and I could never have just one. By the age of seventeen I was used to drinking a case and a half of beer a day, and for the next two years I lived in a drunken fog. I could not go to school, work, or anywhere else outside my front door without a drink or the promise of one. I finally realized something had to be done when I couldn't get a drink one day and swallowing my own spit made me violently sick. I was forced to drink NyQuil to keep from throwing up because it was the only alcohol in the house. But the main reason I got sober was that my life became unmanageable. The first thing that made me notice I was out of control was getting kicked out of high school two weeks before graduation.

The Union Reconstructed

1. Explain how blacks responded to their former masters after the Civil War had ended. After the Civil War had ended, blacks responded to their former masters in two different ways. They would either return to their former masters for work and every time they would leave the plantation they would go farther claiming they didn’t want to stay on the plantation forever. This caused them to continue to have communication with their former masters and never completely became independent. The second response was they would chose to become entirely independent to their masters. They would seek work in the city and began their new free lives. Often times they all struggled but they were now free. 2. Compare the economic conditions of the South with the economic conditions of the North during the period of Reconstruction. The economic conditions of the South compared to the North during the period of Reconstruction varied quite heavily. The South was limited in many ways after the war and had little to expand and prosper where as the North had everything from political power to trade. They made it so the South could not have much political power which in turn affected them economically. These limitations came from the fear of a repeated war due to the fact that there was still much conflict occurring within the country because of matters of freed slaves and other things. 3. Discuss how southern whites reacted to the emancipation of blacks during the period of Reconstruction. After the emancipation of blacks during the period of Reconstruction, southern whites had responses of both fear and anger. They could not imagine their world without slaves in bondage, often they felt it a hassle doing chores they normally didn’t do. This lead to the feelings of anger, due to their dependency on the slave labor they were now confused and society needed to adapt in order to function once again. In some cases though the slaves had become a part of the home and the white people would miss them as a family member, often times distraught. Aside from these things, a majority of whites began to be fearful of legal intermarriage, dreading the fact that the pure white race would be destroyed. 4. Discuss President Johnson’s plan for reconstruction and Congress’s response to that plan. President Johnson’s plan for reconstruction was simply to pardon and restore all the rights of property to any former Confederate who swore allegiance to the Constitution and the Union. With this he believed he had successfully reconstructed the south and did not do much more. With this they looked to ratify the thirteenth amendment to abolish slavery. With this plan all southern states completed the Reconstruction plan and then sent representatives to the Congress that occurred in December 1865. Congress refused to seat these new senators and a large controversy out broke. 5. Describe the general attitude of the Union soldiers stationed in the South during Reconstruction toward blacks. Support your answer by citing specific incidents that occurred during that period. The attitude of the Union soldiers stationed in the South during Reconstruction towards the blacks was quite in different. They just worked to keep them in control and try to transition them from slavery to freedom. In many cases they would treat them as inferior but as well never got as bad as their former masters. They were just making attempts to help the society function. Whether they were successful is a different story. But they tried and eventually had the communities put together like a white community. 6. Discuss Congress’s plan for reconstruction and explain what Congress hoped to achieve as a result of that plan. Congress’s plan for reconstruction mainly revolved around completely freeing the black communities. They created the fourteenth and fifteenth amendments to protect the black community and restricted the power of the executive branch. They were making decision that would benefit them in the long run. They would gain the black vote and be capable of gaining more power. So they limited the power of the former Confederates and attempted to have everything in their favor. 7. Discuss the economic conditions of poor blacks and poor whites during the period of Reconstruction. The economic conditions of poor blacks as well as whites differed. They both struggled financially due to crop shortages and other such things. However the blacks also were being aided by the Bureau of Freedom. They northern financed organization was created in order to help newly freed blacks to get on their feet. They helped them financially and helped with education. However they also in a sense forced blacks to accept low paying jobs when they didn’t want to. Even with this though they helped to get the blacks going in society. 8. Was the Republican administration that controlled the southern state governments during the period of Reconstruction a success or failure? The Republican administration that controlled the southern state governments during the period of Reconstruction was more of a success than it was a failure. They were able to stabilize the south in this time. They eliminated undemocratic features from prewar state constitutions as well as provided a universal male suffrage. They even loosened the requirements for holding office. They reconstructed the South financially and physically by overhauling tax systems and approving generous railroad and other capital investment bonds. With these accomplishments as well they set up a public school system in the south and stabilized it quite well. 9. Discuss the methods by which conservative white Democrats regained control of the southern state governments at the end of Reconstruction. The methods by which conservative white Democrats regained control of the southern state governments were very passive. They came in when the Republican Party had already begun to fail and economic problems began to surface. The Democrats began to discuss the new Grant scandals, unemployment and public works projects. To add to that they also discussed the currency and tariffs in order to show important issues. Discussion of these matters showed an interest in the country whether it was there or not and allowed the Democrats to win the popular vote.

Modern Management 5_ITC

Let’s look at the challenges of providing motivation, the managers at Bristol-Myers Face.   The company has several over-the-counter brands and cosmetic products and its sales throughout the World exceed $ 18 billion.   Jack Cooper is the frontline manager of the company and has adopted an effective internet strategy to market the company’s products.   He finds this strategy very difficult has it may be hard to motivate the staff members.   Internet strategy would mean implementing several projects simultaneously.   The managers have to allocate the adequate resources, set targets and control the budgets of implementation. Motivation of the staff is very difficult as the managers have to convince the staff that their internet strategy would be effective and successful.   Frequently, the staff members perceive that the internet strategy would fail.   In case of any adversity, the managers should be able to step in and create solutions so that the strategy would work.   Cooper also feels that the technical issues should be appropriately sorted out by the managers along with solving the human resources problems (especially with motivation). The behavior of the staff should be appropriately altered to enable proper development of the internet strategy.   Motivation levels of the staff members need to be high for creative and efficient outputs.   Studies have been seen that if the staff members are not properly motivated, the creative expressions and the efficiency would suffer.   Motivation should be considered as an instrument required as a resource to enable a strong digital strategy.   Five specific principles about motivation should be kept in mind.   These include:- 1.  Ã‚  Ã‚  Ã‚  Ã‚   If a need is felt by a person, behavior would be brought about to reduce the need. 2.  Ã‚  Ã‚  Ã‚  Ã‚   The person’s feeling of the value of the outcome of conducting a particular behavior and the felt chances that the behavior would be successful, helps to bring a desire to perform a particular behavior. 3.  Ã‚  Ã‚  Ã‚  Ã‚   The value of reward for generating a particular behavior depends on certain internal and external factors that create satisfaction when the behavior is demonstrated. 4.  Ã‚  Ã‚  Ã‚  Ã‚   Only if the individual understands that the task is possible and he/she has the skills and know-how to perform a particular activity, would he/she be effective in completing the activity successfully. 5.  Ã‚  Ã‚  Ã‚  Ã‚   When the reward is received, the fairness instituted in this process, helps to generate satisfaction. Feedback is a set of responses generated by one person to another so that the quality and effectiveness of the work (or output generated) could improve in the future.   It includes corrections, approvals, additions, positive remarks, negative remarks, etc.   It may be given by the manager, but can also be given by other individuals.   The feedback provided by the manager should be highly specific and relate to the particular situation it should be utilized in.   Feedback should enable a particular behavior and not on attacking a particular individual or his/her objectives.   Feedback should be administered sincerely and honestly, so that the staff member feels that he is being helped in difficulty. The individual receiving feedback should have trust in the person giving feedback.   The individual should give permission to the manager to give the feedback.   The individual receiving the feedback should be capable of utilizing the feedback or using it for improving his/her efficiency.   Feedback also includes giving out data and observations, and not only giving advice.   The feedback should be given out only in an appropriate situation.   The person being provided the feedback should understand each and every piece of data that is being communicated.   The manager should be able to demonstrate the manner in which the work has to be done effectively whist providing feedback.   It is preferable to communicate feedback on a regular basis, rather than irregular. References: Cresto, S. C. and Cresto, S. T. (2006). Chapter 5: Motivation, Modern Management, (10th ed), New Jersey: Upper Saddle River. Cresto, S. C. and Cresto, S. T. (2006). Chapter 17: Group, Teams and Corporate Culture, Modern Management, (10th ed), New Jersey: Upper Saddle River.