The social impact of the Second World War Essay Example for Free

The social impact of the Second World War Essay The Second World War had a profound effect on white men who lived in the United States during the 1940s. Many volunteered for overseas military service, and many more joined the army in the nations first peacetime draft, which occurred in 1941 as a precursor to the United Statess future involvement in the war. World War II also, however, had a profound impact on the lives of women and ethnic minorities in the United States. Because white men were the primary candidates of the draft, women and minorities were able to fill job openings that were created when over 1 million Americans went to fight the war. This was not true of Japanese-Americans, however, who were treated with high levels of discrimination and were detained on account of their ancestral background, on the grounds that they were perceived as a threat to national security in the United States. Thus, while the average domestic American woman and ethnic minority benefited from the Second World War, Japanese-Americans were often targets of racial profiling and bigotry, suffering greatly during the war. Until the United States became involved in World War II, women were primarily confined to domestic duties. With the Great Depression affecting the lives of all American families prior to the war, there were not enough jobs for women and men to fill, and thus men received priority when jobs were being filled. Once many men left the United States to fight the war, however, women were able to fill jobs that were now vacant. Women were soon found commonly in industrial positions, as searchlight workers, and nurses in the military. One important political figure during World War II was Rosie the Riveter, who was portrayed as a buff-looking woman who represented female factory workers during this time period. This was an important figure for the United States because it convinced women to apply for jobs that were previously considered â€Å"man’s work†, in order to secure a paycheck and support the nation’s wartime effort. Women idolized the idea of supporting the United States by working for companies that produced war supplies and foodstuffs for the military. This shift in gender roles and social changes in the lives of women was only temporary, however, as the role of women in America returned to that of a housewife after victory in Japan was sealed and the men and women who went to fight the war returned home. Many married women and mothers did continue to work, however, and the percentage of working women in the United States remained at its highest in history. This is a profound social impact that  still affects the role of women in American society today. African-Americans and Hispanic-Americans were also socially impacted by World War II. Both ethnic groups migrated toward large cities in the United States and, like women, took jobs previously denied to them because they were already filled by white males. Once the military draft occurred, however, many vacancies appeared and job openings became prominent, even for African-Americans and Hispanic-Americans. In addition, both ethnic groups had a sizeable representation in the United States’s military troops that fought the Second World War. While many soldiers from these groups were drafted into the military, many more volunteered for Allied service. Whether because they felt obligated to serve out of patriotism, or if they hoped to gain additional civic rights as a reward for military service, the importance of these ethnic groups in the military during World War II is not something that can be neglected. During and after, ethnic minorities African-Americans especially rallied much support for the desegregation movement. The people of the United States soon would no longer be legally allowed to socially isolate people based on their race as they had done in the past. All public buildings would have their â€Å"Whites Only† and â€Å"Colored Only† in favor of equality and social integration of all races. These dramatic social benefits for ethnic minorities of the 1940s and the future were all caused, directly and indirectly, by the Second World War. While women, African-Americans, and Hispanic-Americans may have benefited from the outbreak of the war, Japanese-Americans were subject to much bigotry and were detained in internment camps throughout the time that the United States was involved in the Second World War. President Franklin Roosevelt issued Executive Order 9066 approximately 2 months after the Japanese attack on Pearl Harbor. This order stated that the American government had the right to detain anyone in the United States who could compromise national security during the war. While this affected a few hundred people of German and Italian descent, the order was primarily directed toward Japanese-Americans, of whom over 100,000 were detained for the duration of the United States’s involvement in the war. Even before being incarcerated, Japanese-Americans were the subject of much racism and discrimination among other Americans due solely to their heritage. They were labeled as â€Å"Japs†, a common abbreviation for a Japanese person that became an ethnic slur following the attack on  Pearl Harbor. Other Americans treated Japanese-Americans as inferior beings and treated them similarly to how African-Americans had been treated in recent American history. Thus, Japanese-Americans suffered greatly during the Second World War, in contrast to the benefits that women and other ethnic minorities experienced. While white men were the primary participants in the United States’s World War II effort, of whom hundreds of thousands enlisted in the military or were drafted, the Second World War had profound impacts on women and ethnic minorities as well. Opportunities emerged in job fields that now had vacancies since so many men left to fight the war. In addition, women were able to join the war effort by serving as nurses, and colored men were able to enlist and serve the Allies as soldiers. Japanese-Americans, however, were subject to much bigotry and racism from other Americans and were even detained throughout the course of American involvement in the war. Even though the United States government eventually apologized for its actions toward Japanese-Americans, they suffered greatly during the war and did not benefit socially from the Second World War, as did women and other ethnic minorities.

Factors that lead to employee motivation

Factors that lead to employee motivation Employees are considered as one of the most valuable asset of an organization and they contribute to various activities of an organization. There is a need in every organizational to motivate their employees in order to render organizational commitment of the employees and if an employee is committed toward to an organization than there will be strong desire in an employee to work toward s the goals of an organization and to remain in the organization which will in turn lead to success of the organization. The purpose of this research is to examine and evaluate the factors which motivate the employees. One reason for choosing this topic is that it is an important fact that employees spend a lot of time at work for almost 40 years of their lives therefore it is important that employees should be satisfied with their job and the working environment. Apart from this topic being so interesting and important, there are different theories than can be used to look at motivation from different angles. Reasons for choosing Pepsi Pepsi co has a work oriented approach with highly skilled and knowledgeable employees. Pepsi is a world leader in producing beverages and other consumer product. PepsiCo in Pakistan produces financial rewards for its investors and provide growth opportunities to its employees. The aim of the management of PepsiCo is to build a work force that is motivated and associated with the objectives of the organization. At PepsiCo both financial and non financial practices are undertaken to motivate the employees. My research will focus on the non financial practices for motivation. Project Objectives and research questions: The objective of this research is to understand the factors that motivate employees. Employees not only focus on financial rewards but also non financial rewards and benefits which are responsible for motivation among employees. The objective of this report focuses on the impacts of non financial practices on employee motivation. A smaller part of this report will focus on the financial factors responsible for motivating employees. The main aim of this research is to identify and analyze the factors that motivate the employess using different theories of motivation. Both primary and secondary sources will be used to identify these factors. Primary research will give more detailed and in depth analysis. The main primary question will be: Are PepsiCo employees motivated? What factors lead to employee motivation? How can PepsiCo improve motivation of its employees? The answers to the above three questions will help in identifying and analyzing the areas of strengths and weakness in overall motivation process at PepsiCo. At the end recommendation will be given that how Pepsi can improve and work on their areas of weakness. Overall research approach: To begin with the research first of all I will analyze whether the employees at PepsiCo are motivated or not. I will use results obtained from primary research and secondary sources to do the overall analysis of motivation. Once I have found that employees at PepsiCo are motivated or not I will identify and analyze the factors that are responsible for motivating employees or responsible for their dissatisfaction. The factors that I will use will be based on the theories of motivation I will be using. There is at least one question in the primary research questionnaire for each factor. The questionnaire will ask the participating employees to put in order of importance the factors they consider are most important and will motivate them. The theories that I will be using are: Herzbergs motivation hygiene theory Vrooms expectancy theory From the information that I will obtain from primary and secondary research I will make recommendations to PepsiCo that on which factors they can improve on and which factors they should not focus on as they do not help in motivating employees. Finally in the conclusion I will discuss the overall effectiveness of the motivation process of employees at PepsiCo. Part 2: Sources and methods used for collecting information: The secondary sources that I am using for my research are websites, books and business magazines, whereas primary research will be conducted through a questionnaire. The questionnaire was distributed among different employees working at different positions at PepsiCo. The questionnaire has at least one question relating to the factor considered. The participating employees were asked to put in order of importance the factors that the considered are the most important for their motivation. This help me identifying that where PepsiCo is putting its emphasis and on what factors it is not putting much emphasis. Limitations of your information gathering Ethical issues and how they were resolved The main ethical issue concerned was of confidentiality as this report discusses private personal information as well as information about PepsiCo which gives PepsiCo completive advantage. To overcome the issue of confidentiality the surveys are kept anonymous and individual results will not be shown. I am a customer of PepsiCo and I am an admirer of it. However I ensure that my results are not biased in favor of PepsiCo. I made sure that I focused on the factual data for my results. Accounting and/or business techniques and their limitations Motivation is the psychological feature that arouses an organism to action toward a desired goal; the reason for the action; that which gives purpose and direction to behaviour (Princeton, 2010). There are two types of motivation theories, process theories and content theories. According to content theory man has needs which tend to change over time. Man will be motivated when these needs are satisfied. Therefore the theory identifies factors that are needed to be satisfied in order to motivate an individual. Whereas process theories believe that motivation leads to actions which will satisfy an individuals need. Content theory believes thats if needs of an individual are satisfied then he is motivated whereas process theories believe motivation leads to actions that can satisfy needs. There are two types of process theories, expectancy theory and equity theory. According to expectancy theory an individual has to expect that their ability and skill will help them to complete a task which will lead to fulfillment of desired need. Therefore a job design is important. Equity theory analyzes the ratio between an individual input and the expected outcome. An individual input includes his effort, his ability, his training etc where as the expected outcome includes the pay he is getting, his status etc. An individual is de-motivated when he believes that his input to output ratio is not similar to his coworkers in the company. For example if one employees earns à ¢Ã¢â‚¬Å¡Ã‚ ¬200,000 of revenue for the company in a year and earns an income of à ¢Ã¢â‚¬Å¡Ã‚ ¬30,000 whereas his coworker who has been at the company for 4 years longer than him earns an income of à ¢Ã¢â‚¬Å¡Ã‚ ¬40,000 even though he also earns à ¢Ã¢â‚¬Å¡Ã‚ ¬200,000 of revenue for the company. For my research project the motivation theories I have chosen is one process and one content theory, which are discussed below: Herzbergs Hygiene Motivation theory Frederick Herzberg (1966) was a student of accountants and engineers in Pennsylvania and he identified the two-factor theorem for job satisfaction. He noted that the opposite of satisfaction is not, no satisfaction but is dissatisfaction. Therefore the two factors he indentified ere hygiene factors and motivating factors. The hygiene factors are those which remove job dissatisfaction and motivating factors are those which cause job satisfaction. Hygiene factors are the needs which an employer must provide in order to stop an employees dissatisfaction. Some of the primary hygiene factors are : Company policy Supervision Working conditions Relationship with peers Salary Security These factors are all external and will satisfy human physiological needs. Physiological needs include such as food and shelter etc Whereas motivating factors will satisfy a persons psychological needs and are fundamental. The important motivating factors are: Achievement Recognition Work itself Responsibility Advancement and Growth Motivating factors will not be met until and unless hygiene factors are not met. However if both factors are successful then the employees will be loyal and will be more productive. Now looking at the limitations of the theory: The first limitation this theory has is that it does not see employees as individuals with different personalities. As all human beings have different needs and different wants therefore it is inappropriate to consider that same factors will motivate everybody. The second limitation with this theory is that it assumes that only motivated employees are productive however this may not hold true in some cases. Therefore it can be seen that theory does not consider an individuals ability and his skills. Also at time the managers blame that hygiene factors lead to employees dissatisfaction and they tend to ignore the motivating factors, which may be the main reason for an employees de-motivation. Vrooms Expectancy theory of motivation. Vroom presented the following equation for motivation: Motivation = Valence x Expectancy (Instrumentality) In this equation Valence means the depth of want and expectancy and instrumentality considered the employees perception about his chances of receiving bonus or reward. This theory is based on the employees ability to predict whether he will be able to complete the given task. This ability to predict can be low for tasks which are complex and in such cases the theory will be considered ineffective. Part 3 Results, analysis conclusions and recommendations Are employees at PepsiCo motivated? Interest in task According to the content theories, when an individual is attracted in what they are doing it motivates them to complete the task. According to Herzberg this is an essential factor and therefore is a need to develop this factor in the employees. Therefore it is important to understand that if the need for interest of the employees is satisfied than they will be motivated to work and perform the task successfully. Process theorists also agree that interest fac t is important for motivation bur however according to them, individuals are motivated because they believe that they will get the desired reward. According to Vroom if an individual is interested in their wok and are satisfied with their job then they will believe that they will succeed and they are motivated to work for their success. Hence Interest in task by the employee is an important factor and PepsiCo should give time to it. Graph exp As in the questionnaire question 1 and 2 are about the factor interest in task. The results shows that employees at PepsiCo believe that their work task gives them personal satisfaction as they have answered these questions as agree and strongly agree. None of the employees said that they were dissatisfied with their job, however it is seen from the survey that satisfaction level of some employees need to be improved therefore there is a room for improvement for PepsiCo. Also on the important list of the survey this factor varies from levels 1 to 9, which shows that how different employees view this factors importance. This shows that the result match with Vrooms theory because the employees feel that interest in task does not have a positive relation with skills and ability and the results does not correlate with Herbergs theory which believes that interest in task is a motivator. Recognition Recognition means that you are acknowledged by the other because of your good performance in a task. According to Herzberg recognition is an important intrinsic motivating factor because it gives an employee the feeling of self worth and an employee feels good about himself. If an employee feels good about him and is confident then he will be motivated as well. According to Vroom recognition makes an employee motivated to do the work again as he knows that it will lead to success. Process Theorist believe on larger rewards such as financial bonuses where as Herzbergs theory prefers smaller rewards and frequents recognitions for making one feel good about himself. Graph Working environment According to Herzberg working environment is a hygiene factor that is required to keep away dissatisfaction but it is not a motivator itself. According to Process theories a factor is only motivating if it helps individuals in achieving a specific goal. According to Vroom a working environment is a motivator as it is required to perform a task. This factors shows that how both theories have different conclusions about it. Graph n explanation 4. Relationship with peers According to Herzberg relationships are not needed by individuals as they are an external factor. Content theories don not encourage companies to spend their resources on building relationships among peers. According to Vroom the need for relationship among peers is important depends on whether it is an important factor in achieving success. According to the equity theory motivation depends how individuals sees themselves by comparing himself with the others in the same organization. Graph n explanation Relationship with senior The use of the theories for this factor is alike to the conclusion drawn in the above factor relationships with peers but process theorist would see this factor as a motivating factor because it is important to build relationship with seniors and gain their respect in order to get promotion. Graph n explanation Reasonable expectations from the organization Reasonable expectations mean that a just quantity of work is given by the manager. According to Herzberg this factor is a hygiene factor and not a motivator because unreasonable expectations from the manager will lead to dissatisfaction even if other motivating factors are also present. According to Vroom this is a motivating factor because if they expectations are reasonable the employee will believe that he will be able to succeed and hence will be motivated to perform the task. Graph n explanation Career advancement According to Herzberg career advancement is a motivating factor because it indicates personal growth and the employee who is given growth opportunities and promotions will be motivated to work. According to process theorists career advancement is a motivating factor as long as the individual feels that it is realistic and the expectations for promotion are high. According to Vroom career advancement is a motivating factor as this will lead to employees ability to succeed. Graph n explanation Company Pride Graph n explanation 9. Monetary rewards Graph n explanation 10. Job Security Graph n explanation Sample questionnaire Gender: Male Female Age Length of time working at the company: Less than 1 year 1-3 years 4-6 years 7-10 years More than10 years Department: The numbers indicate the following: 1 Strongly disagree 2 -disagree 3 Neutral 4 -agree 5 Strongly agree My work is interesting. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree Doing my job fine gives me personal satisfaction. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree My manager gives me recognition when I do an excellent job. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree The company has reasonable expectations from its employees. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I am satisfied with the working environment 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree There is a feeling of teamwork in the company. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree The people I work with improve my job satisfaction 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I respect my manager as a capable professional. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree My manager treats me with respect. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I have satisfactory opportunities for professional growth in this company. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I am satisfied with the level of training 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I am rewarded for the work I perform 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I would leave the company if I was offered better salary at another company 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I feel my job is secure 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I expect to leave the company within the next 12 months 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree I am proud to work for the company. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree Overall, I am very satisfied with my job at the company. 1 2 3 4 5 . Strongly disagree disagree neutral agree strongly agree Put the following in order of importance to you regarding your satisfaction (number 1 most important, 9 Least important, next to each item) Interest in job Recognition Working conditions Relationship with peers Relationship with seniors Reasonable expectations from my manager Career progression Monetary rewards Job Security Other Please state

The Heart is a Lonely Hunter Essay -- Essays Papers

The Heart is a Lonely Hunter The Heart is a Lonely Hunter by Carson McCullers is a novel that takes place in a small southern town during the times of pre-World War II, the late 1930's. McCuller's main characters are misfits, lonely and rejected. They are all looking for a place in the world. The most tragic of the characters is a deaf-mute named John Singer. Singer's life basically revolves around his one and only friend Spiros Antonapoulos, who is also a deaf-mute. Singer "tells" Antonapoulos everything he is thinking or feeling and it seems as though Antonapoulos is interested in everything but what Singer has to say. Antonapoulos only communicates with Singer when he is hungry or sleepy. Singer just assumes he is listening and understanding everything he says. They lived this...

Breast Feeding Teaching Plan :: essays research papers

Teaching Plan Assessment: Subjective Information:   Ã‚  Ã‚  Ã‚  Ã‚  Mother is considering breast feeding as an option, but is unsure of methods and benefits in comparison to bottle feeding. Is unsure about herself and whether or not she will be able to perform necessary tasks required to breast feed successfully. Objective Information:   Ã‚  Ã‚  Ã‚  Ã‚  Mother is 34 weeks pregnant, 20 years old, gravida one, para zero, previous smoker who quit after learning of pregnancy at two months. She works part time at a church and baby-sits occasionally, while attending college classes as a full time student. Client’s Readiness and Ability to Learn:   Ã‚  Ã‚  Ã‚  Ã‚  Mother is a high school graduate and also attended technical school where she learned to be a surgical technician. She is currently enrolled in more college classes and is hoping to further her education and become a Registered Nurse. Physical status is good, but mother is a little exhausted. Emotional status is that she is very ready for baby and excited about its arrival. Is ready for pregnancy to be over. Nursing Diagnosis 1. Risk for ineffective breastfeeding related to anxiety and inexperience with   Ã‚  Ã‚  Ã‚  Ã‚  breast feeding as evidenced by client showing signs of anxiety and   Ã‚  Ã‚  Ã‚  Ã‚  stating that she is unsure about herself and her capability to perform   Ã‚  Ã‚  Ã‚  Ã‚  the necessary tasks that are needed to be successful in breast feeding. Planning 1. Learning Objectives   Ã‚  Ã‚  Ã‚  Ã‚  A. Client will learn benefits of breast feeding as compared to bottle   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   feeding.   Ã‚  Ã‚  Ã‚  Ã‚  B. Client will learn different positions for breast feeding that may   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   make the process easier for her.   Ã‚  Ã‚  Ã‚  Ã‚  C. Client will learn proper methods for successful breast feeding.   Ã‚  Ã‚  Ã‚  Ã‚  D. Client will be more sure of herself and be able to make the decision   Ã‚  Ã‚  Ã‚  Ã‚   of whether or not to breast feed, based on newly learned   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   information. 2. Outline of Learning Content: 1. Assess clients exposure to and knowledge about breast feeding, including any misinformation she may have previously acquired. Allow time for question and answer session about any concerns she may have. 2. Demonstrate to client various breast feeding positions and allow her to practice and try them using a life-like doll. Assist her, possibly with the use of pillows, and help her to accomplish the individual positions. Continue with this until she is comfortable in performing all of the positions, and has found at least one that she thinks will work well for her and is confident in executing. 3. Show client how to initiate her baby’s rooting reflex. Also show her the proper way for her baby to grasp her nipple and nurse successfully.

The Perfect Gesture :: essays research papers

The Perfect Gesture. The perfect form football tackle, that is the perfect gesture. The person that made this gesture was Gary Kmiec. I witnessed this event for the first time, Labor Day, at the junior varsity football game against North Park College. The day was hot and humid, like a regular Chicago summer. The North Park Viking's field was hardly appealing to the eye. The field was one of those contraptions of a baseball/football field combination. It was the third quarter of a very intense game, the score was 8-6 we were winning. Both teams were relying on their defenses to stop the opposing offense and in our case to score. From what I have heard through the â€Å"grape vine† is that the offense of North Central isn't the greatest, but we have one of the best defenses. The stands, like every other junior varsity game, had only a handful of people in them. Most of the die-hard fans were either family or girlfriends. Unlike the North Park Vikings, who suited up over 60 players in their royal blue, our junior varsity team had suited up about 29 players total. Out of those 29 select few, only 13 were on the defensive side of the ball. North Park was on offense. The cardinal defense stood strong. It was second down and North Park needed five more yards to get the first down. I was not in the game at this time so I had an exceptional view. The Viking quarterback dropped back 2 steps then he handed the ball off to the half back. Kmiec, like he had always been taught, mirrored the half back shuffling parallel with him. Kmiec accelerated towards the ball carrier. Then it happened. The perfect gesture, the perfect tackle. This was it. Kmiec had reached top speed when he met the ball carrier. When they met, Kmiec placed his right shoulder pad in the gut of the running back, making him lose his breath. Kmiec then wrapped his hands around the back of the ball carrier and pinned him to the ground. His helmet hit the ball directly, causing the pigskin to fly free from the running backs grip. Our free safety, Bob Goins, was right behind Kmiec and recovered the fumble on the North Park 25 yard line. The North Central crowd cheered and the North Central sidelines were in an uproar.

Conflict Management Essay

Conflict management refers to the long-term management of intractable conflicts. It is the label for the variety of ways by which people handle grievances — standing up for what they consider to be right and against what they consider to be wrong. Those ways include such diverse phenomena as gossip, ridicule, lynching, terrorism, warfare, feuding, genocide, law, mediation, and avoidance. Which forms of conflict management will be used in any given situation can be somewhat predicted and explained by the social structure — or social geometry — of the case. Conflict management is often considered to be distinct from conflict resolution. In order for actual conflict to occurr, there should be an expression of exclusive patterns, and tell why the conflict was expressed the way it was. Conflict is not just about simple inaptness, but is often connected to a previous issue. The latter refers to resolving the dispute to the approval of one or both parties, whereas the former concerns an ongoing process that may never have a resolution. Neither is it considered the same as conflict transformation, which seeks to reframe the positions of the conflict parties. Scientific studies Scientific study of conflict management (also known as social control) owes its foundations to Donald Black, who typologized its elementary forms and used his strategy of pure sociology to explain several aspects of its variation. Research and theory on conflict management has been further developed by Allan Horwitz, Calvin Morill, James Tucker, Mark Cooney, M.P. Baumgartner, Roberta Senechal de la Roche, Marian Borg, Ellis Godard, Scott Phillips, and Bradley Campbell. Utilizing a multidisciplinary approach and avoiding semantic discussions, we could also state that the father of conflict management is Thomas C. Schelling, an American economist and Nobel Prize winner, who authored the Strategy of Conflict in 1960. Schelling’s main goal was to lay the foundation for a theory of conflict that would include the fields of economics, psychology, sociology and the law. Conflict is an omnipresent trait of human societies since it is almost impossible to find two parties with entirely overlapping interests, thus a general theory for bargaining and negotiation to address conflict is useful not only in the field of international politics or business management, but also at the personal and intimate level. Counseling When personal conflict leads to frustration and loss of efficiency, counseling may prove to be a helpful antidote. Although few organizations can afford the luxury of having professional counselors on the staff, given some training, managers may be able to perform this function. Nondirective counseling, or â€Å"listening with understanding†, is little more than being a good listener — something every manager should be. [1] Sometimes the simple process of being able to vent one’s feelings — that is, to express them to a concerned and understanding listener, is enough to relieve frustration and make it possible for the frustrated individual to advance to a problem-solving frame of mind, better able to cope with a personal difficulty that is affecting his work adversely. The nondirective approach is one effective way for managers to deal with frustrated subordinates and co-workers.[2] There are other more direct and more diagnostic ways that might be used in appropriate circumstances. The great strength of the nondirective approach (nondirective counseling is based on the client-centered therapy of Carl Rogers), however, lies in its simplicity, its effectiveness, and the fact that it deliberately avoids the manager-counselor’s diagnosing and interpreting emotional problems, which would call for special psychological training. No one has ever been harmed by being listened to sympathetically and understandingly. On the contrary, this approach has helped many people to cope with problems that were interfering with their effectiveness on the job.[2] References 1. ^ Henry P Knowles; Bà ¶rje O Saxberg (1971). Personality and leadership behavior. Reading, Mass.: Addison-Wesley Pub. Co.. Chapter 8. OCLC 118832. 2. ^ a b Richard Arvid Johnson (1976). Management, systems, and society : an introduction. Pacific Palisades, Calif.: Goodyear Pub. Co.. pp. 148–142. ISBN 0876205406 9780876205402. OCLC 2299496. Kellett, Peter M. Conflict Dialogue. London: Sage Publications, 2007 External links †¢ Conflict Management Articles – A collection of Conflict Management Articles †¢ Peace Forge -A wiki dedicated to best practices in peace and conflict resolution †¢ Search For Common Ground – One of the world’s largest non-government organisations dedicated to conflict resolution †¢ CUNY Dispute Resolution Consortium- The Dispute Resolution Headquarters in New York City. See also †¢ Conflict resolution †¢ Conflict atlas †¢ Conflict style inventory You can’t avoid conflict in your life, at home, at work, and even at play. Wherever people interact, there is a potential for conflict. That’s not bad news because good things can arise, and relationships can improve through conflict, provided conflict is managed with thought and attention. The bad news is that most of us are fairly limited in how we manage and resolve conflict situations, often throwing gasoline on the fire. It doesn’t have to be that way. We’ve gathered together the best and most useful free online resources and tools to help you manage and cope with conflict more effectively. Whether you want to learn about conflict at work, between siblings, within the family, or any other context, you’ll be sure to find help on these pages. Originally created for our own research purposes, we decided to publish the directory so others could use it. New conflict material is added weekly, so make sure to subscribe to our update newsletter. Customer Service (75) new A major part of providing good customer service involves dealing effectively with angry, dissatisfied, or just plan difficult customers. Here you’ll find suggestions about how to deal with those tough customer service, and customer conflict situations. (Call Centers) (Suggested Books) Difficult People (53) new Difficult people can drive you nuts, and if you’re difficult, you may be driving others nuts. Learn more about what makes difficult people tick, and how to deal with different kinds of difficult people behaviors. (Discussion Lists) (Suggested Books) Diversity and Multicultural Issues (73) Learn about diversity and culture, how to create diverse organizations, and increase your understanding of the links between diversity, culture and conflict. Practical suggestions about resolution of conflict that is linked to culture. (Suggested Books) (Doing Business Abroad) Emotional Intelligence (37) Free articles and papers related to Emotional Intelligence, Goleman, and others. Facilitation (21) new Articles about the faciliating process in groups and dyads and about facilitators Family Conflict – Parents and Children (35) new Parents and children often come into conflict over large and small issues, regardless of age of the children. Learn more about dealing with conflicts between parents and children from these resources. Family Conflict – Sibling Disagreements (20) new Conflict with brothers and sisters is a natural process, and occurs in every family. Learn more about conflict between siblings and sibling rivalry and how to deal with it. Fighting Fair (16) Sometimes it’s not whether you win or lose an argument but how you act during an argument that dictates a positive or negative outcome. Learn to â€Å"fight fair† during disagreements and conflict. Labor Law (23)

Walt and Emily Go A-Courtin’

The magnificent spring of 1850 seemed to inspire love for everyone, except Walt.   When I found him pulling leaves of grass from the lawn and talking to them, I knew he needed a lady.  Ã‚   My sister’s friend’s cousin Emily was visiting from Boston, and though he was ten years older than her, we decided it would be perfect. Walt took a bath and trimmed his beard before setting off to visit Emily in Connecticut. Having left just before dawn, Walt was tired from the hours-long ride from Brooklyn when he arrived, but the site of a dainty waif emerging through the door renewed his vigor.   He doffed his hat and said with a smile, â€Å"Greetings!   Miss Dickinson, I presume?† â€Å"I'm Nobody!   Who are you?† she asked in a nervous, diminutive voice.   â€Å"Are you nobody  too?† (â€Å"I’m nobody! Who are you?† 1-2). â€Å"Walt Whitman am I, a Kosmos, of mighty Manhattan the son† (â€Å"Walt Whitman,† 492), he said confidently.   â€Å"I am definitely not nobody, and you, miss, appear to be somebody, too.† â€Å"How dreary  Ã¢â‚¬â€œÃ‚  to be  somebody!† Emily exclaimed.   â€Å"How public  Ã¢â‚¬â€œÃ‚  like a Frog  Ã¢â‚¬â€œÃ‚  to tell one’s name  the livelong June (â€Å"I’m nobody!† 5-7).   I am here and so are you, with our names or without.   Names cannot change that.† â€Å"Your every word is poetry,† Walt said.   He then stepped closer to Emily, took her hand and said, â€Å"Whoever you are, now I place my hand upon you, that you be my poem† (â€Å"To You,† 7).   Emily melted at his words; Walt asked, â€Å"Would you care to walk with me, Miss Dickinson?† Emily was nervous, but she had faith that her cousin would not allow a questionable suitor, though his appearance was scruffier than she hoped.   â€Å"Let me get my shawl,† she said running back into the house, returning moments later.   â€Å"It's all I have to bring today,† she said of the cottony shawl.   â€Å"This, and my heart beside.   This, and my heart, and all the fields, and all the meadows wide† (â€Å"It's all I have to bring to-day,† 1-4). The pair walked down to Jefferson Park, talking about life, nature, and their love of writing.   This was only the second time Emily had left her parent’s house in Amherst and she spoke of her family a great deal (â€Å"Emily Dickinson†).   Emily was fascinated by Walt’s stories of traveling from New York to New Orleans.   He explained how seeing slavery encouraged him to move back to New York to start the Brooklyn Freeman (â€Å"Walt Whitman†).   They reached a patch of wildflowers near a vast lawn.   Walt reached down and picked a daisy. â€Å"The runaway slave came to my house and stopt outside† (â€Å"Walt Whitman,† 182), he said.   â€Å"I took him in, cleaned his wounds, ate dinner with him.   He staid with me a week before he was recuperated and pass’d north (189).   I aspire to help all those wishing escape from the cruel bondage inflicted by others.   Or, afflicted upon themselves.†Ã‚   He gave the daisy to Emily. â€Å"I never hear the word ‘escape’ without a quicker blood, a sudden expectation, a flying attitude† (â€Å"I never hear the word ‘escape’,† 1-4), confessed Emily.   â€Å"I reason, earth is short, and anguish absolute.   And many hurt; but what of that?† (â€Å"I reason earth is short,† 1-4). â€Å"In this broad Earth of ours,  amid the measureless grossness and the slag, enclosed and safe within its central heart,  nestles the seed Perfection (â€Å"Song of the Universal,† 4-7),† said Walt.   â€Å"Freedom, democracy, the brotherhood of man—these we will achieve together, or die in absolute misery, pain, and despair.† â€Å"Let me not mar that perfect dream† (â€Å"Let me not mar that perfect dream,† 1), she said, as she placed the daisy in Walt’s lapel.   She picked another one and put it behind her ear.   â€Å"Dreams fuel love, and love, intellect.† The pair walked for hours through the vast lawns of the park, along the foot trails that weaved through the woods.   They realized that any potential love shared for each other would be lyrical not physical, and their spiritual differences ran deep.   They finally made their way back to the house of Emily’s cousin, promised to correspond, and decided to part as friends. â€Å"I hide myself within my flower, that wearing on your breast, you, unsuspecting, wear me too† (â€Å"I hide myself within my flower,† 1-3), said Emily from the front stoop. â€Å"You inspire me, miss, and for this I thank you.   Each meaningful word I write, I will take comfort knowing you will be somewhere doing likewise,† Walt bowed.   â€Å"And now, I shall go forth,  I shall traverse The States awhile—but I cannot tell whither or how long (â€Å"As the Time Draws Nigh,† 3-4).   My words are yours, Miss Emily Dickson.† Walt departed restored, ready to sing the splendors of life, love, and individual freedom.   He needed not a girl, but inspiration, which he found in the young poetess.   Emily went upstairs equally inspired and began to write about the day.   They exchanged letters long after their lone meeting, but Walt and Emily never met again. Works Cited: Dickinson, Emily. â€Å"I hide myself within my flower,†Ã‚   â€Å"I never hear the word ‘escape’,† â€Å"I reason earth is short,† â€Å"I’m nobody! Who are you?†,   â€Å"It's all I have to bring to-day,† â€Å"Let me not mar that perfect dream.† The Complete Poems of Emily Dickinson. Boston: Little, Brown, 1924; Bartleby.com, 2000. 7 January 2007   . â€Å"Emily Dickinson.† Poets.org from the Academy of American Poets.   2007.   7 January 2007 . â€Å"Walt Whiman.† Poets.org from the Academy of American Poets.   2007.   7 January 2007 . Whitman, Walt. â€Å"As the Time Draws Nigh,† â€Å"Song of the Universal,† â€Å"To You,† â€Å"Walt Whitman,† Leaves of Grass. Philadelphia: David McKay, [c1900]; Bartleby.com, 1999. 7 January 2007 .