Response Strategies on Relationship Quality †MyAssignmenthelp.com

Question: Discuss about the Response Strategies on Relationship Quality. Answer: Introduction For any organization to operate well with minimal effects from uncalled for risks, there is the need for crisis management process to be well planned for so that in case of a problem the issue is solved within a good time to avoid losses and image damage to the organization. How an institution deals with a crisis determines its image to the outside world and the impact it has on the various stakeholders. To successful diffuse a crisis there is need to understand how it should be handled even before it occurs (Gao et al., 2011b). This explains why Concord college was able to handle the crisis to ensure it did not have adverse effects on the stakeholders especially parents and students as well as ensuring it does not tarnish its image in the general public The institution was able to make use of structural-functional systems theory and diffusion of innovation theory in dealing with the crisis that befell them (Chung, 2011). The structural functional theory was used in the sense that information was provided to the relevant stakeholders and involved departments on time before the issue got out of hand. The institution was able to address the intricacies of the networks of information as well as all the levels of command that make up the organizational communication (Venette, 2007). Various letters and memos were written by officials such as communications officer, media personnel and the parents teachers association all with an aim of offering solutions to the issue. The information flow was therefore a form of networks made up of involved parties. For the diffusion of innovation theory the principal of the school is seen getting the employees and all the stakeholders involved in solving the issue. This provided a lot of transparency in dealing with the crisis ad also an acknowledgement that the institution valued their support and concern (Sweetser and Metzgar, 2007). The use of this theory by the college transformed the heavy burden of the crisis they had into a team effort so as to ensure the problem was fixed within a short period of time. This ensured the institution was re-invigorated even when the situation appeared to be in bad shape (Petru, 2013). The principal therefore kept the morale of every stakeholder high in those tough times by valuing and list ening to everyones inputs and suggestions. Strategies that were successful The most successful strategies was the action taken by communication officers and the IT experts to close down the fake account that was operational and to redirect the stakeholders to an alternative account that was true and could respond to the urgent questions. The letter written to the principal by Mark Disuc was a good advice regarding the right actions that were to be taken (Taneja, 2014). The principal was advised against locking the media out of this issue as it could raise more concerns and mistrust by the public to the institution. The letter written by the PTA official was a good reassurance to teachers and parents that everything was under control and future crisis of this nature will not occur again. If I were among the stakeholders I wouldnt do anything different from what they did. Or even if I were the principal would have taken the same actions as he did such as engaging all the relevant stakeholders to ensure the situation does not get out of hand. Being one of the stakeholders in the institution there are various activities that I got engaged into to ensure the teams efforts bore fruits. These include I offered free guidance at counseling to the students and parents who felt like the institution had failed them in ensuring the security of the students. My role was to ensure the institution wins their trust back by assuring them that such an incidence will never occur again. I also assured the parents that their children will be protected from any form of bullying that may arise from the staff at the institution and that the teacher responsible for the crisis that occurred was to be vindicated for his mistakes. This ensured that the parents and students felt comfortable and were ready to allow their children to continue in the institution (Sabato, 2010). From the crisis it was seen that a fake account was in circulation and wrong information was being channeled out to the public regarding the crisis. My role here was to spread the word that there was the right link to an official school accounts that parents and students could use to air their views and seek guidance regarding the issue at hand (Coombs, 2007). I also managed to talk to the principal to keep calm and handle the whole matter with the intelligence it required so as not to send any negative signals or energy out in the public. I was in the forefront of advising the principal to welcome any suggestions that are of help in solving the matter at hand. This assisted in ensuring the principal is aware of people who care and mean good for the institution and do not hold him entirely responsible about whatever had happened. I also was able to work with all the departments in the college to ensure they do all they can to offer positive support to the principal as he tries to deal with the matter in the most responsible way possible (Ki and Brown, 2013). All these activities enabled me to contribute to the teamwork at the ins titution, timing, tasking and all the outcomes during the crisis period. Reflection on the experiences during the crisis Form the experience at concord college I can ascertain to the fact that preparedness for crisis management is very critical so as to ensure any risk or crisis is dealt with before more damages both physical and image damage are done. Concord College was fully prepared for such crisis. This is because all the involved departments worked in coordination to ensure matters did not get out of control. The principal also embraced the spirit of teamwork and collaboration and he was open to advice from all the concerned parties (Coombs, 2007). This ensured that the image of the institution is not damaged in the public. For instance the communication manager ensured the wrong account was shut down so as to protect the college from malicious competitor who could have taken advantage of the situation to ruin the image of the school. Form this crisis I learnt that team work is very important in any crisis management efforts. This is because were it not for teamwork a lot of things may have gone wrong and the institution could not have managed to protect their image in the public. Parents may have withdrawn their children from the school due to fears and lack of trust but this did not happen because of the collective efforts by all the involved parties. To deal with time pressures imposed on an organization due to a crisis the involved departments have to swing into action first and work collaboratively to solve the crisis just as the way concord college staff did (Cornett, McNutt and Tehranian, 2010). Some of the risks and crisis communication skills that I could suggest to any employer include good listening skills so as to accommodate the opinions of others in solving crises. Clarity and concision by employers should be embraced so as to ensure only what is relevant is said. They should desist from saying too much or too little. Friendliness-this creates a good environment for workers and other stakeholders to work from. This promotes engagement in open and honest communications. Confidence- this ensures the employer gains trust of the people they work with. Confidence can be exuded by maintain eye contact and using a firm friendly tone. Exercise empathy-this ensures there is understanding and respect of other peoples views (Armon, 2010). Being open mindedness to accommodate the ideas of others at the work place is very important. Ensuring there is respect for other peoples ideas and opinions at work so as to create a good working environment. Conclusion Crisis management should be embraced by all institutions so as to curb against damages that may arise from such incidences. No one plans for a crisis but its mostly inevitable and therefore its good to always have plans in place of how to deal with them. For the case of Concord College its evident that the management was prepared for the crisis and this explains why the various departments and stakeholders were able to play their roles timely. This ensured the institution does not ruin its image in the public and thus retaining the trust of the parents in the school. The crisis management at the college was well tailored to the strategies and goals of the school and thus the success in dealing with the issue. Crisis management cannot be of success minus good communication skills related to dealing with any crisis. The principal and his team appeared to have mastered the art and skills of good communication during a crisis and thats why they worked collaboratively without much frictio n among them. References Armon, D., 2010, Ready or Not: Is Your Crisis Communications Plan Anti-Social?, Public Relations Tactics, Volume 17, Number 4, pp. 1011. Chung, I. J., 2011, Social amplification of risk in the Internet environment. Risk Analysis, 31(12), 18831896. Cornett, M.M., McNutt, J.J., Tehranian, H., 2010., The financial crisis, internal corporate governance, and the performance of publicly-traded US bank holding Companies, Working Paper, Boston College. Coombs, W. T., 2011, "Crisis Management and Communications." Institute for Public Relations. N.p., Jan.-Feb. 2011. Web. Coombs,W.T., 2007, Protecting Organization Reputations During a Crisis: The Development and Application of Situational Crisis Communication Theory, Corporate Reputation Review, Volume 10, pp. 163176. Gao, H., Wang, X., Barbier, G., Liu, H., 2011b, Promoting coordination for disaster relief From crowd sourcing to coordination. In J. Salerno, S. J. Yang, D. Nau S.-K. Chai (Eds.), Social computing, behavioural-cultural modelling, and prediction. Lecture Notes in Computer Science 6589 (pp. 197204). Heidelberg: Springer. Ki E, and Brown K., 2013, The Effects of Crisis Response Strategies on Relationship Quality Outcomes. Journal of Business Communication 50(4):403-420. Available from: Business Source Complete, Ipswich, MA. Petru M., 2013, On The Role Of Implementing A Database System In The Risk Communication Process, Young Economists Journal / Revista Tinerilor Economisti 10(20):255-258. Available from: Business Source Complete, Ipswich, MA. Sabato, G., 2010., Financial crisis: where did risk management fail? International Review of Applied Financial Issues and Economics 2, 1218. Sweetser, K.D. and Metzgar, E.,2007, Communicating During a Crisis: Use of Blogs as a Relationship Management Tool, Public Relations Review, Volume 33, pp. 340342. Taneja S, Pryor M, Sewell S, Recuero A., 2014, Strategic Crisis Management, A Basis for Renewal and Crisis Prevention. Journal of Management Policy Practice 15(1):78-85. Available from: Business Source Complete, Ipswich, MA Venette, S.J.,2007, Best Practices in Risk and Crisis Communication: Advice for Food Scientists and Technologists, International Union of Food Science and Technology: Scientific Information Bulletin, Volume 7, pp. 15.

Basic Writing - Definition and Examples in Composition Studies

Basic Writing s in Composition Studies Basic writing is a pedagogical term for the writing of high risk students who are perceived to be unprepared for conventional college courses in freshman composition. The term basic writing was  introduced in the 1970s as an alternative to  remedial  or  developmental writing. In her ground-breaking book Errors and Expectations (1977), Mina Shaughnessy says that basic writing tends to be represented by small numbers of words with large numbers of errors. In contrast, David Bartholomae argues that a  basic writer  is not necessarily a writer who makes a lot of  mistakes (Inventing the University, 1985).  Elsewhere he observes that the distinguishing mark of the basic writer is that he works  outside the conceptual structures that  his more literate counterparts work within (Writing on the Margins, 2005). In the article Who Are Basic Writers? (1990), Andrea Lunsford and Patricia A. Sullivan conclude that the population of basic writers continues to resist our best attempts at description and definition. Observations Mina Shaughnessy had much to do with encouraging the acceptance of basic writing as a distinct area of teaching and research. She named the field and founded in 1975 the Journal of Basic Writing, which continues as one of the most important vehicles for the dissemination of research articles. In 1977, she published one of the most important scholarly books on the subject, Errors and Expectations, a book that remains the most important single study of basic writers and their prose... [O]ne of the values of her book is that she showed teachers how they could, by viewing errors as linguistic misconceptions, determine the causes of writing problems that on the surface might appear confusing and unconnected.(Michael G. Moran and Martin J. Jacobi, Introduction. Research in Basic Writing: A Bibliographic Sourcebook. Greenwood Press, 1990) Speaking (and Writing) the Language of the University Every time a student sits down to write for us, he has to invent the university for the occasioninvent the university, that is, or a branch of it, like History or Anthropology or Economics or English. He has to learn to speak our language, to speak as we do, to try on the peculiar ways of knowing, selecting, evaluating, reporting, concluding, and arguing that defines the discourse of our community...One response to the problems of basic writers, then, would be to determine just what the communitys conventions are, so that those conventions can be written out, demystified, and taught in our classrooms, Teachers, as a result, could be more precise and helpful when they ask students to think, argue, describe, or define. Another response would be to examine the essays written by basic writerstheir approximations of academic discourseto determine more clearly where the problems lie. If we look at their writing, and if we look at it in the context of other student writing, we can better se e the points of discord when students try to write their way into the university.  (David Bartholmae, Inventing the University. When a Writer Can’t Write: Studies in Writer’s Block and Other Composing-Process Problems, ed. by Mike Rose. Guilford Press, 1985) [T]he real challenge for us as teachers of basic writing lies in helping our students become more proficient at abstracting and conceptualizing and hence at producing acceptable academic discourse, without losing the directness many of them now possess.  (Andrea Lunsford, quoted by Patricia Bizzell in Academic Discourse and Critical Consciousness. University of Pittsburgh Press, 1992) Where Do Basic Writers Come From? [T]he research does not support the view that basic writers come from any single social class or discourse community... Their backgrounds are too complex and rich to support simple generalizations about class and psychology to be particularly useful in helping to understand these students.(Michael G. Moran and Martin J. Jacobi, Research in Basic Writing. Greenwood, 1990) The Problem With the Growth Metaphor Many early studies of basic writing in the 1970s and 80s drew on the metaphor of growth in order to talk about the difficulties faced by basic writers, encouraging teachers to view such students as inexperienced or immature users of language and defining their task as one of helping students develop their nascent skills in writing... The growth model pulled attention away from the forms of academic discourse and towards what students could or could not do with language. It also encouraged teachers to respect and work with the skills students brought to the classroom. Implicit in this view, though, was the notion that many students, and especially less successful or basic writers, were somehow stuck in an early stage of language development, their growth as language users stalled...Yet this conclusion, pretty much forced by the metaphor of growth, ran counter to what many teachers felt they knew about their studentsmany of whom were returning to school after years of work, most of who m were voluble and bright in conversation, and almost all of whom seemed at least as adept as their teachers in dealing with the ordinary vicissitudes of life... What if the trouble that they were having with writing at college was less a sign of some general failing in their thought or language than evidence of their unfamiliarity with the workings of a specific sort of (academic) discourse?(Joseph Harris, Negotiating the Contact Zone. Journal of Basic Writing, 1995. Reprinted in Landmark Essays on Basic Writing, ed. by Kay Halasek and Nels P. Highberg. Lawrence Erlbaum, 2001)

Solomon Northup - Twelve Years a Slave essays

Solomon Northup - Twelve Years a Slave essays Solomon Northups Twelve Years a Slave, provides readers with a different outlook on slavery. Northup discusses his days as a slave and the different obstacles he went through. Among the three owners he had, all of them had a different way of treating their slaves. Religion is one of the main factors contributing to how Northup is treated. This book portrays how the adoption of religion played a major role in the treatment of the slaves. During the late 18th century, about the same time as Northups expiernces as a slave, many Southerners were greatly influenced by religion. In particular, during the evangelical reform movement, religion became the new model of behavior. Instead of ones worth being evaluated by their power and wealth, a persons moral purity determined rank (Text-460). The main evangelical reform project was the Mission to the Slaves. This mission aimed to better the physical treatment of the slaves. Any who did not abide by this mission were threatened with church or social sanctions (Text-461). There are many instances throughout Twelve Years a Slave that incorporate these religious reform movements. Solomons first owner, William Ford, demonstrated how the evangelical reform movement effected the way he treated his slaves. Solomon describes Ford as being a noble Christian man. He states, He never doubted the moral right of one man holding another in subjection, he was a model master, walking uprightly, according to the light of his understanding, and fortunate was the slave who came to his possession. Were all men such as he, Slavery would be deprived of more then half its bitterness (Northup-39). Solomon highly respected Ford. Ford provided the slaves with the same respect he gave to the white community. Ford allowed the slaves to take breaks and rests whenever they were needed and provided them with plenty of food and shelter. While many slaves...

The Nazi books burnings , or Changes in American family during World Essay

The Nazi books burnings , or Changes in American family during World war 2 - Essay Example It also stresses on totalitarianism. Montag is the centre of the story and thus plays a critical role in the novel’s thematic setting. The book helps students built effective reading approaches. Montag is remotely a perfect hero in terms of his relationship with the other characters in the novel. Montag interacts with various individuals with his primary aim being to learn on the ways of life of these individuals. Most people he interacts with beginning with his wife seem to be committed and busy, unlike before World War II when women had no other roles other than taking care of their families. This is because of the destruction of the society by the emerging technology. The novel explores the separated spirit of Montag towards the awareness of the loss of human feeling in the society. The setting of this novel is portrayed as a dystopian social setting where civilisation is yet to be experienced. Montag is yearning for civilisation success; therefore, he strongly takes dimpsy and misguided to achieve this (Bradbury 35). Montag’s passion and faith on his profession in this society deteriorates gradually. He is often confused, disappointed and frustrated about the kind of society he was brought up in. The relationship between Montag and his wife Mildred is a bit complicated. The wife enjoys watching television more than giving his husband attention, something that Montag is furious with. This relationship seems to be like a juggle. Montag is not quite sure on how to relate with the wife as the wife is always moody. Montag is impulsive and emotionally unstable. This character resonates to that of his wife who is also on a suicidal watch (Bloom 14). Montag’s relationship with the wife also shows the caring nature of Montag when he made up with the wife during the suicidal ordeal (Fenton 2). On the other hand, Montag seems to be fairing on well and finally they start printing books together. This is through the struggle he made to make sure win over the belief of the ways of the society for Montag’s life. Faber’s control over Montag may not have been as fully complete as Beatty’s. He manipulates Montag into believing in everything he tells Montag is the best for him. This strong belief Montag had in Faber finally gave him the opportunity to be part of the nationwide network of book lovers who have acknowledged many great books of literary and philosophical works. Clarisse, though died in the beginning, was well knowledgeable and against the technology in the contemporary society which as well changed Montag. Montag is strongly touched by every world Clarisse utter to him. This 17-year-old woman finally manages to open montages third eye due to the relationship they had built on the importance of love for nature and people (Bradbury 50). Clarisse viewed a dystopian society as a society full of destruction by the technology. She, therefore, believed that the only way this society could be reformed and c ivilised was through respect for nature and people as a whole. Montag somehow felt the weight of this statement towards civilisation as one the individuals who used to burn books in the futuristic American city. Montag tells Faber, â€Å"I want you teach me books† (Bradbury 59). This somehow changed montages perspective on how he viewed the societal ways of life. Beatty was the Montag’

Commission of the European Communities v. Italian Republic Essay

Commission of the European Communities v. Italian Republic - Essay Example However, the Italian government responded by their letter of 08 July 1997 and denied that it was necessary to amend their national legislation and free movement in all Member States was guaranteed only for the products which complied with Article 30. The European Commission disagreed with the response of the Italian government and sent the Italy a formal notice on 22 December 1997asking it to comply with its obligation under Article 30 of the EC Treaty within two months. However, the Italian government stood its ground and refused to oblige. The legal issue is that chocolate products containing vegetable fats other than cocoa butter up to a maximum of 5% of the total weight of the product is manufactured as chocolate in Member States such as Denmark, Ireland, Portugal, Sweden, Finland and the United Kingdom, and it is accepted under this name in all the Member States except Spain and Italy. The Commission also takes the view that the obligation under the Italian legislation to market cocoa and chocolate products containing vegetable fats other than cocoa butter under the name chocolate substitute significantly obstructs their access to the Italian market. The court's answer to the issue is based on the principle of law.

Leadership Styles Of Jesus Christ And Paul Religion Essay

Leadership Styles Of Jesus Christ And Paul Religion Essay This essay will examine the theoretical concepts of leadership, showing their strengths and weaknesses. The leadership styles of Jesus Christ and Apostle Paul will be discussed followed by the leadership qualities expected from the church as illustrated by the five-fold ministry found in Pauls epistle to the Ephesians Chapter 4. The leadership qualities expected in change management, communicating vision and handling or dealing with oppositions shall be examined. Nevertheless, most people believe that leadership means to occupy an exalted position that commands authority over others. Typical is the request by the mother of Zebedees children to Jesus Christ in Matthew Chapter 20 verses 20 and 21. Salome sought that Jesus will grant that her two sons take positions; one on the left and the other on the right hand of Jesus in His kingdom. Jesus confirmed that this is the manner of leadership found in the world, where the princes of the gentiles exercise dominion over them and they exercise great authority upon them. But it shall not be so among you.  [1]  Wright inferred that with this concept of leadership, only the few people occupying positions of authority and responsibility could be referred to as leaders and not every Christian.  [2]   Jesus advocated that leaders should serve rather than being served  [3]  . This concept focuses on what we do; as in service to God and to others as opposed to merely occupying positions. Paul, when writing to the Galatians instructs us that, by love serve one another  [4]  . Gods intention demonstrated by the blessing of Genesis Chapter 1 verse 28 shows that all humans have the right to lead and we need not occupy any position to do that. Wright again explained that if by leader we mean a person who enters into a relationship with another person to influence their behaviour, values or attitudes, then I would suggest that all Christians should be leaders.  [5]   Damazio in his book reveals the danger the church faces today as scriptural principles laid in Gods word are being replaced with business principles thus making the church to run as business corporations rather than as New Testament organisations. Members hardly comprehend the truth of the word of God. Biblical prerequisite into leadership position demanding holiness, Holy Ghost in-filling, integrity and godly wisdom have gradually been replaced with academic scholarship hence robbing the church of its spiritual life and vitality  [6]  . The church is gradually going the way Paul describes as having a form of godliness, but denying the power thereof.  [7]   LEADERSHIP STYLEs OF JESUS CHRIST and APOSTLE paul COMPARED AND CONTRASTED Jesus communicated His mission saying, For the son of Man came not to be ministered unto, but to minister and to give his life as ransom for many. This statement depicts service and sacrifice. Similarly, Paul in his Epistles revealed that his leadership is derived from being a servant of Jesus Christ. Some translations of the Bible even allude to him as a bondservant of Jesus. Pauls leadership is by example reflected in his statement, be followers of me as I am of Christ  [8]  , similar to Jesus, I do whatever I see the Father do  [9]  . This emanated from the law of reproduction of kinds every organism produces after its kind  [10]  ; which actually has its root in Genesis at creation. It is popularly said, that success without a successor is failure. As Jesus therefore commanded his disciples to teach all nations, so Paul instructed Timothy that the things which you have heard from me in the presence of many witnesses, these entrust to faithful men, who will be able to teach others also, thus the continuity of the leadership chain guaranteed. The mentorship style of both Jesus and Paul is also here emphasised. According to Ascough, Pauls style of leadership referenced in 1st Thessalonians 5:12-13 is, to respect those who work hard among you, who are over you in the Lord and who admonish you. Hold them in highest regard because of their work  [11]  . Since these are unnamed people, the term who are over you, implies they are leaders whose obligation is due to the work they do rather than their position. This tally with Jesus view that leadership is not about the office but the duties. While exercising authority in administrative offices, they are not to slack in their daily tasks of their work; for which they are to be respected  [12]  . Accordingly, Agostos Jesus leadership challenged the political and spiritual leadership of His time. He identified with the masses that were overtaxed and oppressed by the Jewish domination helped by Roman authorities. He confronted the injustice, challenging the oppressors right into the temple; where He overthrew tables of money changers  [13]  . His weapon remained the Word of God, referring His critics to the Old Testament book of Jeremiah 7: 11 which says that the house of God has become den of robbers.  [14]   The difference between Jesus and Pauls leadership style is obvious the way Jesus ministered to a local audience in the regions of Galilee and Jerusalem and ministered in Jewish temple and synagogues, Paul embarked on missionary journeys establishing churches in urban centres throughout the Roman Empire. Paul wrote to his followers while Jesus did not keep any writing except witnesses account written after his death. This makes Paul presentation more comprehensible to us today than Jesus  [15]  . The gospel writers may not have written without elements of their personal agenda. THE FIVE FOLD LEADERSHIP MINISTRY In Ephesians chapter 4, the five-fold leaders template was identified and Paul explained the purpose of the gifts. According to verse 12, the purpose of the gifts is not to boast but as tools to work with, that is: The perfecting of the saints providing leadership for other believers The work of the ministry The edifying of the body of Christ APOSTLES The word apostle is from the Greek word apostollos meaning to send. That is called to represent Christ as a missionary, preaching the gospel and establishing churches.  [16]  Jesus was called an Apostle sent by God (Hebrews 3:1).  [17]  Stamps believe that apart from the signs of an Apostle mentioned in 2 Corinthians 12:12, the apostles commissioned to write scriptures belonged to a different class to church leaders that succeed them. PROPHETS The Old Testament prophets always appeal to the conscience of Gods people to remain faithful and telling of future events. Today they warn, rebuke exhort, comfort and pronounce judgement  [18]  . Their prophecies however are to be authenticated by the word of God. EVANGELISTS From the Greek root word evangel meaning good news, evangelists have the tasks of spreading the gospel of Christ. Jesus commanded His disciples to go into the world and preach the gospel to all creatures. Mark 16:15. Every believer is expected to do this. But there are some specially gifted of the Holy Spirit to evangelise and win many souls by preaching, miracles and deliverance  [19]  . Philip is a classical NT example (Acts 21:8). PASTORS Pastors are shepherds to tend and oversee the flock of God in a local assembly. They are to feed the members with the undiluted word of God; to ensure spiritual growth and provide leadership for the congregation in a local church. Apostle Paul was very clear in expressing the qualifications of bishop, Pastor or overseers; which are not political but spiritual qualities (1 Timothy 3: 1-7). TEACHERS Teachers lead Gods people providing sound doctrine and acting as the custodians of the truthfulness of the Word of God. They check and balance the ministry of prophets to prevent heresies  [20]  . They are also responsible for raising other teachers. The five-fold ministry are interrelated and interdependent. Individuals within the body of Christ can possibly manifest more than one of these gifts. Apostles are said to function in all five. LEADERSHIP WITH DEFINED AND PROJECTED VISION TO FOLLOWERSHIP. According to Carson Pue, Leaders met in the past two decades and concur in the realisation of the full advantages of communicating their vision clearly and with such a feeling that people were able to follow. With numerous books on visionary leadership, Leaders wanting to achieve their target for various ministries or organisation will still need to cope with the modern requirement for the creation and communicating their visions. He made mention from John Cotters extensive research that Superior Leadership stems from power to translate a vision into reality and sustain it. Carson sums it all by the absolute need to take adequate time, involve enough people so as to successfully disseminate the vision. It will in turn be captured at all levels of workers in the organisation (boosting motivation) hence assist in progression of goals for the Ministry.  [21]  A biblical example is the sequence with which the Lord did the commissioning of the disciples after resurrection as recorded in Acts 1:8 where the disciples were instructed to wait for Holy Ghost baptism to acquire the power required for evangelism.  [22]   MANAGEMENT OF CHANGES IN LEADERSHIP. According to Michael W Foss book A servants manual, Dr Zipper symbolises the process or challenge of Change to a burning platform with a multiple attitudinal response form leadership. With the burning platform taken as the very circumstances that necessitates the required change, its management then translates to ability to call the attention of those whom the change will affect to it. While Persistence, patience and purpose are three key factors through a successful change, there are conservative leaders that will assert that the platform is not really on fire. This is an expression of denial immediately followed with the attitude that, we had fires in the past this one is no different we will soon put it out! This foregoing attitude was linked to gradual decline in church attendance research at various congregations despite sustained evangelism. The big question to consider is if the platform is burning hot enough to absorb the obvious loss. Management of Change welcomes such loss as long as focus is brought from the past to the present for the sake of good future. Leaders are enjoined to make use of only vocabulary that will influence those who will receive the changes. Leaders are to stay connected to followers as followers prefer leaders who are with them rather than the one always in front of them.  [23]   MANAGEMENT OF OPPOSITIONS IN LEADERSHIP Oppositions will come up from within the leadership scope and outside the scope itself, hence according to Bill Hulls book, the disciple making church, he used the example of Paul and Barnabas who saw opposition as normal and a clear projection of their success. With full recognition of Acts 14:22 where it is expected that evangelism through tribulation are the pathway to Kingdom of God. Hull says that oppositions could be gotten from the resulting friction from the implementation of Gods agenda or from being passive and allowing the Church to be moribund with a resulting clamour against poor leadership skills. He further said that in evaluating approaches to opposition, it is good to bear in mind that the enemies of the ministry should only be in the categories of the opponents of the gospel. It is essential to let the opposition count rather than being ignored. Apostle Paul in a Challenging time was encouraged by God who made it clear to him to continue the evangelism as there are many people in the city for God ( Acts 18:9-10), when he was abused by Corinthians Jews as he left them to continue preaching to the gentiles.  [24]   Conclusively, I am in support of Leadership that is ready to Change, manage changes as earlier mentioned by Michael Foss rather than the passive leadership that only reacts to the aftermath of challenges rather than being pro-active or be mindful of overall disposition in the scope of leadership in the areas of needful changes and apparent opposition. This in line with warning from Hosea 4:6 which God warned that his people are perishing due to lack of Knowledge. This can also be likened to indifference and overly conservative attitude of some Modern day leaders.  [25]  

Theme Of A Dolls House Essay -- essays research papers

Henrik Ibsen's, A Doll's House is definitely a unique story written by a very intelligent, complicated writer. I believe he intentionally wrote the play in a manner which would lead every reader to draw his own conclusions. He forces us to find our own interpretation of the play in context with our personal lives and experiences with the opposite sex. The theme may be interpreted by many as a study of the moral laws that men and women are required to follow by nature. I believe it is primarily based on the gender stereotypes that determine the role of women in society. During the time in which the play took place, society frowned upon women asserting themselves. Women were expected to play a role in which they supported their husbands, took care of their children, and made sure the house was in perfect order. In Act I, there are many clues that hint at the kind of marriage Nora and Torvald have. It seems that Nora is like a doll controlled by Torvald. She relies on him for everything, from her movements to thoughts, much like a puppet who is dependent on its puppet master for all of its actions. In the beginning of the play, Nora did enact the stereotypical role, which she felt she was required to do. In once instance, Torvald feels that he must reteach Nora how to dance the tarantella. Nora of course pretends that she needs him to teach her every move in order to relearn the dance. In truth, this is an act and proves her submissiveness to her husband. Once he is finished te...