Guanxi and Ethical Judgement Research Paper Example | Topics and Well Written Essays - 2250 words

Guanxi and Ethical Judgement - Research Paper Example Problem Statement: The study focused on the determination of the impact of the use guanxi concept in the Chinese organizational managements and the effects on the ethical standards and judgement of the organization. Approach: The research has been a secondary source based research and obtained its materials and understanding from the earlier researches conducted on the concerned topic. Results: It has been obtained from the study that the concept of guanxi has an extreme significance in the management of organizations, particularly with respect to the Chinese organizations. Conclusion: Although there are certain negative aspects of following the concept of guanxi, yet from the study it has been concluded that the concept is an essential factor for the Chinese organizations that have records of success stories from using the guanxi concept and maintaining enhanced interpersonal relationships. Discussion: The study reflected that if the misuse of the concept can be controlled, then the concept would prove to be an efficient and successful one not only for the Chinese organizations but for every other organization. If the world of business is considered, it can be realized that different decisions are taken within the managements that involve the relations that are prevailing among the organizational members. By Guanxi, it is referred to a unique form of relationship that involves reliance, favour, dependence and adjustment between the individuals thus enabling efficient decision making processes that are based on internal relationships. Theorists have speculated and mentioned that this could be used as an instrument for marketing as well since it is involves decisions related to the performance of marketing and the business as a whole. However, there are other theorists who focused on different views and reflected that guanxi if followed at a personal level might lead to unethical behaviour (Chan, Cheng & Szeto, 2002, p.327). Guanxi believed to be capable of leading organizational members to unethical practices; there are severe concerns for the ethical considerations for the business practice s in the Western countries. However, when China is considered for research, it has been observed that the Chinese organizations consider guanxi as an ethical practice (Chan, Cheng & Szeto, 2002, pp.327-328). Guanxi in China is recognized as a major activity in its world of business as well as the society. Guanxi had been realized and introduced in the management policies of Chinese organizations intending to cope with the ever-changing business environment. Although the concept of guanxi has not been clear with respect to China, yet, the process is considered as a realistic way of bringing accord between the different organizational members (Wong, Wong & Wong, 2010, pp.2142-2143). The current research focuses on the practice of guanxi and its relation to ethical judgement in the context of Chinese management behaviour. Literature Review and Propositions Development: Several studies have been conducted on the business ethics practice in Chinese organizations and the use of guanxi in the management policies among the Chinese organizational members. Other researchers who had conducted studies on the business ethics in China focused on how the practice of ethics developed in the country. Earlier the concept of ethics did not have any practical implication. However, their studies imply that ethical practice has now developed to a great extent and it is a part of the organizational management in the Chinese business world. Al-Khatib, Vollmers and Liu however mentioned that there has been a huge decline in the moral standards of the

Principles and Practices of Leadership and Management Essay

Principles and Practices of Leadership and Management - Essay Example Other cultures seek a more sensitive leader with empathetic and charismatic personalities and strategies. Not just related to cultural dynamics, I must understand the state of employees (as well as myself) if I am go build trust and confidence in my decision-making processes. This is why I felt to discuss my strength as a leader in relation to cultural sensitivity and awareness. I understand that most organizations have diverse populations of workers that hail from different ethnic, regional and just general lifestyle cultures. All of these individuals have differing beliefs, values and attitudes that must somehow find harmony when working with others in group settings. Fairholm (2009) describes the transformational leadership model, one in which a shared vision and mission must be established, where the leader role models desired behaviours, and also opens effective lines of communication. In order to provide any meaningful feedback or direction, others have to trust in my judgment. As a transformational leader, I must get the whole organisation on board with a singular vision. Having an understanding of the foundational concepts of long-term orientation, individualism, collectivism, and other important characteristics of diverse employees is highly valuable in understanding how to approach certain cultures. In a collectivist organisation, which is the goal of the transformational leadership model, people appreciate and find personal identity through group membership and social belonging (Hofstede, Hofstede and Minkov 2010; Hofstede and Hofstede 2005; Hofstede 2001). I realise it will be necessary for this type of culture to focus on group rewards, establishing collective rewards, and also promoting better socialisation among tacit and explicit knowledge holders. Understanding both the emotional states of others and their cultural values will assist in develop cohesive vision direction and promoting better work group outcomes. Whilst also providing strengths, I must be critical of my weaknesses. One of these is an inherent ethnocentrism, a belief in the superiority of my own cultural values. Even though I understand the needs of others, I am sometimes frustrated when what I view as over inter-dependency occurs between organisational members. I do not personally have much of a need for the social condition and belonging within the organisation since I trust in my own competencies and maintain very positive self-esteem. I have reached the self-actualisation stage of development, one that is highly motivated to succeed and do not require the affiliation nearly as strongly as others. Now, achievement is considered a significant strength in leadership. An achievement-minded leader gets intrinsic self-satisfaction from excellence in a task and reaching a standard of excellence (Kirkpatrick and Locke 1991). However, this over-confidence in my own abilities sometimes translates into frustration or disappointment for those who have not yet achiev ed the type of confidence that I have earned through experience. This is apparent in my body language, if not my words. It is something I must work on: finding balance between ethnocentrism, self-confidence and finding empathy for others that require more social approvals to build their self-esteem. A quality-focused leader must appeal to the needs of employees by first motivating and then inspiring followers (Kotter 2001). I have another strength which is excellent communication skills,

Down Syndrome Children Interaction with Family and Peers

Down Syndrome Children Interaction with Family and Peers Down Syndrome Children Interaction with Family and Peers: Group Literature Review. Manissha Kaur Nicole Li Xian Nirmaljit Kaur Shakila Binti Shamsudin Down syndrome is the most frequently identified genetic form of mental retardation (Sherman, Allen, Bean Freeman, 2007). It is the prominent root of medical conditions and specific birth defects (Sherman, et al., 2007). It is caused by the malsegragation of the chromosome 21, where there is a third copy of the chromosome (Sherman, et al., 2007). Down syndrome cannot be cured, but it can be diagnosed at an early stage itself; during pregnancy. There are several ways of identifying Down syndrome, which usually can be identified by the child’s physical features and intellectual disabilities. Many early intervention programs, treatments and facilities have been provided for the families and caretakers to help them with the child with a down syndrome. People with Down syndrome have physical features that can be identified. The physical features that are normally notified are the flat nose, the folds in the corners of their upwardly slanting eyes, and the small mouth with a flat roof that makes the tongue stick out somewhat (Barlow Durand, 2012). Down syndrome does not have specific psychological problems but they are still susceptible to having mental health and behavioural issues. In a research done, it was shown that they are prone to problems like depression, anxiety and obsessions (Spendelow, 2011). Apart from psychological and cognitive issues, Down syndrome is also vulnerable to many medical issues, like heart disease and dementia (Zigman Lott as cited in Spendelow, 2011). In this paper, we will be looking at the interactions of the family and peers with the down syndrome children. According to Fogel,; Greenspan; Harris, Kasari, Sigman; Marfo, Cynthia, Dedrick, Barbour; Marcheschi, Millepiedi, Bargagna; Pino; Sander; Sroufe; Venuti, de Falco, Giusti, Bornstein, as cited in Falco, Venuti, Esposito, Bornstein (2009) parent’s association is as crucial to the early improvement of children with extraordinary needs as it is for youngsters experiencing ordinary advancement. As in our perspective, parents are suggested as the majority of the obligations regarding their children to develop mentally. It is exceptionally essential for a child to figure out how to correspond with others, as it is one of the principle methodologies to trade feeling and sentiments. A common youngster may postulate on how to confer as it creates a more established interaction rather than a futile Down syndrome youngster. Concerning this, parents should take more activity to allow them to figure out how to express and impart their insights. According to Bornstein, Putnik, et al.; Martin, Clements, Crnic; Weinberg Tronickas, as cited in Falco et al., (2009) down syndrome kids expresses emotions through their voices, activities whereby folks are able to enamour their young people, guide and maintain adolescent attention, and build the state of mind of expectable dyadic companionship. According to Falco et al., (2009) the study designed on 44 parents–child dyads, 22 children were first conducted with 10 minutes of video as the observations of mental developments of their children. After that, the children were given age-appropriate toys, the parents (mother-child and father-child) were asked to play along with them by using those toys, and their emotional evaluation was recorded and analysed by the video observations. The parents were asked to play individually and together later on, to investigate the gender differences, which focus on emotional evaluation to the Down syndrome children. The results show that during the chronological age of the child, the responsiveness and involvement showed positive effect on the father side rather than the mothers. As such, it may be the case that discerning the uncommon child rearing requirements of their youngsters. Fathers tailor their association style considering their children passionate trades. The moderate level of strength confirms that the child emotional availability, which is additionally identified with singular parental intuitive style, that is most likely due to the historical backdrop of the parental-child relationship. Children with Down syndrome in the study landed at a sufficient level in responsiveness, which showed that they were generally positive and enthusiastically receptive. This does not include their childhood where they demonstrated less clear happiness or adaptation of a situation with more response than being anticipated ideally Biringen et al., (1998). Dyads were similarly conveyed over bunches for the both mother and father relationship with their children. Dealing with Down syndrome children may need extra understanding and extra efforts to bring out their emotional expression as Down syndrome children may not indicate interest by their facial expressions, however they keep their feelings or interest to themselves (Falco et al., 2009), we must handle our children with care especially if they are mentally challenged. It is an undeniable fact that the development of language involves the negotiation between two individuals. Down syndrome individuals are also bound to have difficulties in communicating with typical individuals. Parents play a significant role in early intervention of Down syndrome individual. According to a research that was done, both fathers and mothers display different levels of interactions among typical children and Down syndrome children. Graham and Scudder (2007) have stated that the development of both verbal communication and sign language in Down syndrome children highly depends on both the parents of the child. Both Graham and Schudder have videotaped the interactions of a father and mother with their twins where one child is a Down syndrome, and the other a typical child. The mother of the twins chose to be videotaped when she took the twins out for a walk alone and the mother with both the children reading books. The father on the other hands chose to be videotaped when he bathed the twins one at a time and when he played chase-and-tickle with the twins. As a result, both twins had almost three times more vocalizations when interacting with their mother. The twins were more vocal with their mother when they were with her alone, but were more vocal to their father when they were together. It has also been noted that the mother used more sign language towards the Down syndrome child and more verbal interactions with the typical child. In contrast, the father did not show sign language but used verbal interactions with both the children. The factors that were taken into consideration is the surrounding situation in the house as the mother would not have free time to spend with the Down Syndrome child as she has seven children to look after. The parents would also have been more cautious about their behaviour as they were conscious that they were being videotaped. As a conclusion, this study has showed that both parents play significant roles in the development of the child’s language. Apart from what is explained above, the other part of a family that plays an equal vital role in the life of a person even a Down syndrome child are siblings. Based on the research by Rampton, Rosemann, Aimee, Latta, Mandleco, Roper Dyches (2007) siblings of children that are down syndrome preferred to take photographs of CWDS(children with down syndrome) simply because some of them implied that they could now identify and understand people who had disabilities. The siblings also mentioned during the experiment that they like their sibling, which has disability and that some they makes them a better person. Even though the central focus of this research was on the siblings of children with Down syndrome, this positive affection, love and care does affects the child that has Down syndrome as they too have feelings and are as human as a typically develop child. This clearly shows that siblings are important in the life of a Down syndrome child. The age group difference brings another aspect to the research as age differences delivers different results. Saying this, based on Rampton etc. (2007), siblings at the age of 7-9 years old are more involved in the success and triumph of themselves as they are in the industry vs inferiority stage as seen in Erikson’s theory. They tend to take more photos of themselves rather than the CWDS. In contrast, siblings at the age of 13-15 years old are more engaged with the CWDS as they tend be more likely to provide attention and concern towards CWDS than the younger children as the older sibling have greater than before obligation to be concerned for their siblings. One can come up to the assumption that siblings do play an importance on the life of a Down syndrome child as the siblings to express care and love towards their siblings that has a disability. The other interaction that plays yet another significant role in Down syndrome children lives are peers. Peers, as we are aware off, play an equal important role whether in a typically functioning child or a child with disability. Based on the research conducted by Guralnick, Connor Johnson (2009), the social contacts with peers for children that are Down syndrome is comparatively rare. Only a lesser amount of children are capable to form real camaraderie and the large amount of children tend to fall back alone and into aloneness which leads them to make a choice to play unaccompanied rather with peers. Postulating from the above content, one may tend to assume that a Down syndrome child might face challenges to interact with a peer Guralnick, Connor Johnson (2009). On the contrary, according to Iarocci, Yager, Rombough McLaughlin (n.d) Down syndrome children have been, portrayed as friendly with their peers, well behaved in societal condition and relatively energetic in fitting t ogether in a peer group. In conclusion, children who have Down syndrome have limited form of communication as compared to a child who performs normally and having said that, children are still able to interact with their families even given at a minimal scale. It is difficult for them to go out to the society, as they might be bullied or worst still they are unable to voice out or defend as their physical movements too are challenged. Families of Down syndrome children are urged to always keep an eye on their children like a shadow. It is important for parents to know their whereabouts and have a close relationship with them to enable good rapport. There is no cure for Down syndrome and more research ought to be conducted on how to bring more new and effective insights for Down syndrome children, which may prove to be more helpful. References Barlow, D. H. and Durand, V. M. (2012). Abnormal Psychology An Integrative Approach (6th ed.). USA. Wadsworth CENGAGE Learning. Falco,S.D., Venuti,P., Esposito,G., Bornstein,M.H. (2009). Mother–child and father–child emotional availability in families of children with down syndrome. Parenting: Science And Practice, 9,198-215. doi:10.1080/15295190902844381 Graham, T. K., Scudder, R. R. (2007). Parent interactions with twins who are developmentally different: A case study.Communication Disorders Quarterly,28(2), 107-115. Retrieved March 11, 2014 from http://web.b.ebscohost.com.ezproxy.snhu.edu/ehost/pdfviewer/[emailprotected]vid=5hid=114 Guralnick, M, J., Connor, R, T., Johnson, L, C. (2009). Home-based peer social networks of young children with down syndrome: a developmental perspective. Am J Intellect Dev Disabil, 114(5) 340-355. Iarocci, G., Yager, J., Rombough, A., McLaughlin, J. (n.d). The development of social competence among persons with down syndrome across the lifespan: from survival to social inclusion. Retrieved March 10, 2014 from http://autismlab.psyc.sfu.ca/sites/default/files/documents/iarocci_etal_2008_social_competence.pdf Rampton, T,B., Rosemann, J, L., Latta, A, L., Mandleco, B, L., Roper, S, O., Dyches, T, T. (2007). Images in life: Siblings of children with down syndrome. Journal of Family Nursing, 13(4), 420-442. doi:10.1177/1074840707308580 Sherman, S. L., Allen, E. G., Bean, L. H. and Freeman, S. B. (2007). Epidemiology of Down syndrome. Mental Retardation and Developmental Disabilities Research Reviews, 13,221–227. doi:10.1002/mrdd.20157 Spendelow, J. S. (2011). Assessment of mental health problems in people with Down syndrome: key considerations. British Journal of Learning Disabilities, 39, 306–313. doi:10.1111/j.1468-3156.2010.00670.x

Janes Psychological Problems in Charlotte Gilman’s The Yellow Wallpape

Jane's Psychological Problems in Charlotte Gilman’s "The Yellow Wallpaper" In Charlotte Gilman’s short story "The Yellow Wallpaper," Jane, the main character, is a good example of Sigmund Freud’s Studies In Hysteria. Jane suffers from symptoms such as story making and daydreaming. Jane has a nervous weakness throughout the story. Jane is a victim of a nervous disorder of the brain called hysteria. She is aware that she suffers from a series of mental and physical disturbances. She says that she has a " temporary nervous depression: -- a slight hysterical tendency- what is one to do?"(2). According to Freud hysteria is a nervous disorder that causes violent fits of laughter, crying, and imagination. It is a lack of self-control. Jane experiences some of these symptoms. Her imagination takes over her personality a number of times. There are three instances where her creative imagination literally takes over her personality. The first is when she is describing to the reader the so-called nursery. The second instance is her way of talking about "The Yellow Wallpaper." The third is the remarkable ending, where she seems to lose herself in her rebellion against her husband John. Jane’s "nervous weakness" comes over her several times throughout the story, and in the context of Freud’s analysis of hysteria I will distinguish her problems (10). One problem is that Jane describes to the reader the so-called nursery, but she is actually talking about her bedroom with the barred windows. Jane states, "The windows are barred for little children, and there are rings and things in the walls"(4). I think that she imagined that the rings were a game of some sort for the children that would play in the nursery. In reality, the pu... ...kept on creeping just the same, but I looked him over my shoulder"(20). This goes to show that "the woman that creeps" was Jane all along. At the end of the story, she completely releases herself in her rebellion against John. She says, "I’ve got out at last," said I, "in spite of you and Jane. And I’ve pulled off most of the paper, so you can’t put me back"(20). Jane talks in the third person because of the result of her nervous weakness. From her imagination of the so-called nursery, "the woman," the yellow wallpaper and talking in the third person it is clear that she has serious psychological problems. Works Cited Breuer, Joseph and Sigmund Freud. Studies In Hysteria. Boston: Nervous and Mental Disease Publishing, 1950. Gilman, Charlotte. "The Yellow Wallpaper" and Selected Stories. "The Yellow Wallpaper." 1892. New York: Doubleday Dell, 1989. 1-20.

A long walk home Essay

The whipping wind tossed and hurled the icy rain in countless directions, saturating the now shiny country cliffs. The tall huddles of trees were disrobed; leaving them exposed and stripped of their summer coats. Rays from the sun, were banished by the copious clouds that filled the once blue skies, and the raging storm antagonised the ocean until its fury could be heard from afar. Emerging from the evergreen woods, clinging vehemently to his school bag and protective coat, stood a young, well-mannered lad. This lad went by the name of Jack. Jack was a sprightly, yet gracious boy, tall, lean and of medium build, his skin was fresh and his eyes sparkled with a loveable mischief, which would captivate and sway any mother. Jack walked steadily against the elements, homeward bound. The wind bit at his flesh, like an adder bites its victims. He tugged at his hood, hiding himself from the driving unforgiving wind. And it was for this reason, this reason alone that Jack decided to take the short cut through the steep, sheltered cliffs. Read more:  Heavy School Bags Essay As the day closed in, Jack became ill at ease with his own redirected route. Oh! He had climbed the cliffs before, but never in these weather conditions, and certainly not this late in the evening, he knew oh so well, that if he didn’t make haste, the night would close before he reached the top. As luck would have it, the weather abated, the rain had eased to a mere drizzle, the wind to a light breeze. And so he made his way carefully and cautiously up the steep winding cliffs. He was nearing the top, when he suddenly realised he had taken a wrong turn, the path, such as it was, had petered out, leaving a very tricky way forward indeed; across slippery rocks and shingle; with a sheer drop either side. But, if he were to turn back now, it would be hours before he reached his destination; his parents would be gripped in the throws of panic. So, resolute and unrelenting, Jack continued along his arduous mission, until he reached a point from where he could no longer proceed, retreat offered no solution. Jacks dilemma seemed mountainous; there seemed no easy exit. The day’s light was diminishing rapidly. Jacks panic gripped him tightly; he needed to reach the top before the light faded. He scrutinized his location, scanning for any signs of help. Just then, a voice, a sweet friendly voice belonging to a girl, filled the air. â€Å"Are you alright there? You look as if you are in a bit of a pickle, would you like a hand?† Jacks anguished eyes searched for the source of these utterances, he saw nothing. Did his ears deceive him? Was it the wind playing tricks on him? â€Å"Hey! Don’t look so shocked and worried,† Came the sweet voice once more. â€Å"Who is that?† Spluttered Jack nervously, â€Å"where are you hiding?† â€Å"I’m here silly.† And there, in front of Jack, true enough, stood a girl about the age of himself, her wavy, blonde hair flowed to her waist, she was waif like, pale in complexion, slightly gaunt, but her piercing blue eyes sent out a radiation of warmth. She walked sure-footedly across the rocks towards Jack. † Follow me, I’ll show you the way,† whispered the girl, † that is, if you want to?† The girl offered her hand to Jack, Jack hesitated, she seemed friendly enough, but he really didn’t know her. â€Å"Honestly!† giggled the girl. † I wont bite you.† With that, they exchanged smiles, held hands and continued on their way, the girl obviously knowing the cliffs well, so assured did she place her feet. As they neared the top of the cliff, the boy asked. â€Å"Do you ever get scared, in case you fall?† â€Å"Oh no!† said the girl, â€Å"I fell once, I will never let that happen again†. â€Å"Were you hurt when you fell?† queried Jack sincerely. † It could have been very serious.† † What happened?† The girl sighed deeply, â€Å"I too got lost once. If it weren’t for this stranger, I surly would have died. He offered his helpful hand to me, but as I reached out, I lost my footing and slipped, I ending up clinging to the edge of the cliff.† † That must have been so scary!† exclaimed Jack. † It was, but scarier than that, was the fact that the stranger disappeared right after rescuing me.† † How odd! Maybe he was a ghost,† chuckled Jack. â€Å"Ghost? I don’t believe in ghosts,† said the girl, plainly amused by Jacks comments. † Neither do I,† said Jack defensively, in an attempt to mask his fears. Embarrassed at this, Jack thanked the girl profusely, bid her farewell, and continued his journey home. â€Å"Ghosts!† said the girl as she watched him leave. â€Å"What a peculiar notion.† Most close-knit neighbourhoods have strange ghost stories, as it happened, this community was not unusual in that fact. As this urban- legend would have it, the cliffs were inhabited by a ghost, a ghost who lead people to their deaths, an offering of a helping hand soon saw those who trusted it, plunged fatally off the treacherous cliffs. Was this just a legend to stop foolish children climbing the cliffs and hurting themselves? Or, was it something, far more supernatural? What do you think? Jack never saw the girl ever again.

Collegative properties Essay

A detailed explanation, one paragraph or more in your own words, of the colligative property being discussed and why that property changes the way that it does when the amount of solute is increased. A detailed description, at least one paragraph, of a real-world application of the colligative property, including an explanation of how this application of the colligative property is important or useful to those affected. The real-world example must be one that was not mentioned in the lesson. An introduction and conclusion that is appropriate for the audience and for the content of the article. At least three resources (web sites, articles, etc.) that you used to write the article. Colligative properties can be confusing, but all you really need to remember is that the more solute in a solution the lower the boiling point. The more solute in a solution, the higher the boiling point. A colligative property of a solution or solvent varies depending on the amount of solute particles in it, though it doesn’t matter the kind of solute. The more solute the more colligative property of the solvent. Also, its boiling point changes. The more solute, the higher the boiling point. Less solute causes a lower boiling point. Antifreeze lowers the freezing point of an H2o based solution.Antifreeze is commonly used for airplane wings, cooling systems, and defrosting things. Antifreeze can be used to achieve high boiling points and also lower boiling points. Antifreeze keeps things from boiling and freezing all at once. It keeps things around atmospheric temperature. The amount of solute decreases the boiling point. The pressure keeps the atmospheric temperature lower than the pressure with the solute. Antifreeze used in heating and cooling systems is a solution of water and ethylene glycol has a lower freezing point than pure water or pure ethylene glycol. Antifreeze is a good example of the colligative property, except its special because it keeps from boiling or freezing. Read more: http://www.chemistryexplained.com/Ce-Co/Colligative-Properties.html#ixzz2gOJ05F9U http://en.wikipedia.org/wiki/Antifreeze#Measuring_the_freeze_point http://library.thinkquest.org/C006669/data/Chem/colligative/antifreeze.html http://www.chemistryexplained.com/Ce-Co/Colligative-Properties.html