How to Grow Your Own Quartz Crystals

Quartz crystals are silicon dioxide, SiO2. Pure quartz crystals are colorless, but impurities in the structure lead to beautifully colored gems, including amethyst, rose quartz, and citrine. Most natural quartz crystallizes from magma or precipitates from hot hydrothermal veins. Although man-made quartz is produced, the process requires heat not generally possible in a home setting. Its not a crystal most people want to try to grow at home  since perfect crystals require  specialized equipment. Synthesized quartz is made using the hydrothermal process in an autoclave. You probably dont have one of those in your kitchen, but you may have a smaller equivalent--a pressure cooker. Growing Crystals With a Pressure Cooker If you are truly determined to grow quartz crystals at home, you can grow small crystals by heating silicic acid in a pressure cooker. Silicic acid can be made by reacting quartz with water or by  acidification of sodium silicate in aqueous solution. The main problem with either technique is that silicic acid has a tendency to turn into silica gel. However, it is possible to synthesize quartz crystals with a pressure cooker. In 1845, the German geologist Karl Emil von Schafhà ¤utl succeeded in making quartz the first crystal grown by hydrothermal synthesis. Modern techniques can be used to grow large single crystals, but you shouldnt expect fabulous gems from a home canning system. Similar Alternatives Fortunately, there are similar-looking crystals you can grow at home. One rather spectacular option is to make a fulgurite, which is the glassy shape made by a lightning strike or other electrical discharge into sand. If youre seeking a large colorless crystal to grow, try alum crystals.

Contemporary English Version Bible Vs. Human Sexuality

Different Views â€Å"Everything is pure for someone whose heart is pure. But nothing is pure for an unbeliever with a dirty mind. That person s mind and conscience are destroyed. Titus 1:5 (Contemporary English Version Bible) Since ancient times, the understanding the concept of sexuality has had its ups and downs since sexuality has been perceived by different philosophies be these in the family the moral, the professional and even in the political (as in this where the laws are created, even when are contrary what it is establish God.) These same views have been seeing sexuality as something ugly, dirty or degrading and in many instances allowing many sexual issues as legal as the pornography, and prostitution. However there must be a foundation that does not question what is sexuality, but this foundation can be the basis for what is built on it the respect of human sexuality and have the necessary answers to many of the questions that exist today regarding of what is and authentic human sexuality. This is where the present generation build the foundation for future generations about human sexuality, if in this case it is a sin, or what God created to be a way of reproduction and then for the purpose of those who are married to use sexuality for their own pleasurable enjoyment. However, there is currently considerable confusion in regard to what is sin and what is not sin, and with regard that sexuality that is taken it as sin they are right since when the sexualShow MoreRelatedExistentialism vs Essentialism23287 Words   |  94 Pages------------------------------------------------- Essentialism vs. Existentialism Essentialism: A belief that things have a set of characteristics that make them what they are, amp; that the task of science and philosophy is their discovery amp; expression; the doctrine that essence is prior to existence While, Existentialism:A philosophical theory or approach, that emphasizes the existence of the individual person as a free amp; responsibleRead MoreA Picatrix Miscellany52019 Words   |  209 PagesSloane manuscript 3679) passed down from Simon Forman (d. 1611) to Richard Napier (d. 1634) to Elias Ashmole (d. 1692) to William Lilly (d. 1681). E.M. Butler wrongly associates it with Gio. Peccatrix, (no doubt a pseudonym) who edited an Italian version of the Key of Solomon (British Library, Sloane manuscript 1307). Misled by some comments by Mathers and others, Dr. Butler incorrectly concluded that the Picatrix was â€Å"an Italian edition of the Clavicle, strongly impregnated with black elements† (RitualRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 PagesCentury †¢ Jose C. Moya and Adam McKeown 9 †¢ 2 Twentieth-Century Urbanization: In Search of an Urban Paradigm for an Urban World †¢ Howard Spodek 53 3 Women in the Twentieth-Century World Bonnie G. Smith 83 4 The Gendering of Human Rights in the International Systems of Law in the Twentieth Century †¢ Jean H. Quataert 116 5 The Impact of the Two World Wars in a Century of Violence †¢ John H. Morrow Jr. 161 6 Locating the United States in Twentieth-Century World History Read MoreLogical Reasoning189930 Words   |  760 Pagessold to students). (3) No Derivative Works You may not alter, transform, or build upon this work. An earlier version of the book was published by Wadsworth Publishing Company, Belmont, California USA in 1993 with ISBN number 0-534-17688-7. When Wadsworth decided no longer to print the book, they returned their publishing rights to the original author, Bradley Dowden. The current version has been significantly revised. If you would like to suggest changes to the text, the author would appreciate

The Myth of Family and Education Essay - 1735 Words

â€Å"Excellent education and an excellent environment are two hallmarks of our state. How we treat our environment is connected to so many other opportunities in Maine† — John Baldacci, the 73rd Governor of U.S. state of Maine. Throughout human history, as the most basic social unit, family has always played the irreplaceable role of the cradle of a man’s life and the first and irreplaceable school of social virtues. When children grow up and seek higher education, they depart from the wings of their parents and attend school that is considered to be their second home, which offers more instructions on the philosophy of life.†¦show more content†¦In the article â€Å" What We Really Miss About the 1950s†, Coontz suggests that the myth is â€Å"†¦a coherent ‘moral order’ in their community to serve as a reference point for family norms† and â€Å"even people who found that moral order grossly unfair or repressive often say that its presence provided them with something concrete to push against† (Coontz 28). In some ways the myth of family becomes a compass for consciousness, which provides young and inexperienced parents with advice to solve problems, al though sometimes it may not be the most appropriate solution. Bagarozzi, an Atlanta therapist, gives the example of how the myth affects the psychological reaction of a couple after sex therapy. â€Å"They were both in agreement that their problem was the husband’s loss of sexual desire for his wife†, however, â€Å"on the conscious level†, he suggested, â€Å"The wife’s myth was that ‘I am a sexual person and my husband won’t satisfy me.’ But in fact, her personal history and her own family mythology had taught her that sex was bad. Her real feeling was: ‘I am bad for having sex’’(Collins 14). It’s not hard to imagine that this man feels self-condemned and uneasy of his inability to have sex with his wife, but his wife’s choice would blunt his feeling edge of awkwardness and shame. When there comes a problem, instead of absolving oneself from the commitment and responsibility, all of the families wou ld rather choose to confront and solve it together. Family is more about aShow MoreRelatedMyths: Education and Family1664 Words   |  7 PagesInterpreting and understanding myths depend on an individual’s personal views, beliefs, and ideas. With that in mind, the myth regarding the nuclear family and the myth of education and empowerment are all interpreted differently and argued, for and against, in many ways. Both have been perceived negatively by society, yet they have not always been a harmful folktale. Rather, the myth that education can improve someone’s life has been used, year after year, to motivate the youth in order to improveRead MoreHomeschooling : The Common Myths About Homeschooling894 Words   |  4 PagesHomeschooling The homeschooling movement has been growing gradually over the past few years. According to About Education, homeschooling is a type of education where children learn outside of a school setting under the supervision of their parents. The family is able to decide what their children learn and how it is to be taught, while corresponding to government regulations that may apply in their state or country. Today, homeschooling is a broadly acknowledge educational alternative to traditionalRead MoreMy Uncle Not Worked For The U.s. Embassy1253 Words   |  6 Pagesuncle was the key in allowing my family to legally immigrate to the United States. The journey before reaching the land of the free included living in refugee camps for years in different countries in order to flee from communists. After making it here despite the adversities my family faced, did they achieve the California Dream? Or is it just a myth? For awhile, I pondered the validity of the California Dream, and through ora l interviews with some of my family members – I was able to find my answerRead MoreFamily and Culture1010 Words   |  5 Pagesâ€Å"Family culture is a unique way that a family forms itself in terms of rules, roles, habits, activities, beliefs, and other areas† (â€Å"What is family culture?†, 2002). The perception of family is an aspect of family culture; this includes the interactions within the family and with others. Some of these perceptions can be defined as myths. A myth is a belief about someone or something that is believed to be true, but it is false, made-up, or exaggerated (S. Yu, Lecture). There are both positive andRead MoreThe Myth Of Individual Success1430 Words   |  6 PagesThis fact has remained unchanged since it was discovered, and the myth of individual opportunity and the myth of gender in the United States have also stayed true to its original meaning since the beginning of the myths, only with a few minor changes. The Merriam-Webster dictionary defines the word myth as â€Å"an idea or story defined by many people but is not true. These myths, in particular the myth of individual success and the myth of gender can give us unrealistic beliefs about the society we liveRead MoreThe Rise in the Divorce Rate Essay1330 Words   |  6 Pagesand the family† from May of 1995. That read:† Using a quasi-experimental pre-post intervention design and archival data from the National Center for Health Statistics, a team of researchers at the University of Oklahoma examined the effect adoption of no-fault divorce law had on the divorce rate across the 50 states. Education and income data from the U.S. Bureau of the Census and religiosity data from the Glenmary Research Center were used to assess the role of education, median family income andRead MoreAfrican Americans And Asian Americans1421 Words   |  6 Pagesrefers to â€Å"minority groups that have rates of socio-economic assimilation and achieved a high level of success in today’s western society. The term has been used most often to describe Asian Americans, group seen as having attained economic and education success at significantly higher rates than that of other minority groups. Although first coined by sociologist William Petersen in 1966, the term â€Å"model minority† was not popularized and nationalized as a reference to Asian Americans through radioRead MoreParent Community Myth : It s Impossible For Us1423 Words   |  6 PagesParent Community Myth #2 Myth: It’s impossible for us to involve parents of ELL students more as most of our teachers are monolingual English speakers. It is not impossible for schools to involve the parents of their ELL students, they must demonstrate to the parents and students that they are valued members of the school community. There has been considerable amounts of research on the importance and benefits of working closely with the parents of ELL students and how income and social class areRead MoreThe Myth of Equal Education Essay1727 Words   |  7 Pagesits society; however, this is often not the case. This is true in every aspect of life, but is very evident specifically in the American education system. Although America claims to give an equal education to all, regardless of any external factors, economic class often plays a role in what type and how good of an education a student may receive. Since education is the basis for future success, this inequity resulting from socioeconomic status implies that this is where inequality in everyday lifeRead MoreUsing material from item A and elsewhere, asses the view that the ed ucation system exists mainly to select and prepare young people for their future work roles972 Words   |  4 Pagesï » ¿Using material from item A and elsewhere, asses the view that the education system exists mainly to select and prepare young people for their future work roles One way to select and prepare young people for their future work roles is by selecting and allocating pupils of education a role in society, as is mentioned in item A: â€Å"it also selects and allocates them to their future work roles† which means social inequality is legitimised because of the hierarchy of society – someone has to be

Character Analysis of Mr. Darcy in Pride and Prejudice Essay

Character Analysis: Mr. Darcy Introduced to Jane Austens Pride and Prejudice as a tall, handsome, self-absorbed aristocrat, Darcy experiences a change in personality and character. In order to dispose of his existent views on money and marriage, Darcy needed to feel something, to fall in love. Although he was well mannered, he did not know how to treat women with respect, especially those of a lesser economic status. The love of Elizabeth Bennet, however, changed his behavior. The reader is first acquainted with Mr. Darcys arrogance at the Meryton Ball. Speaking of Elizabeth Bennet, he so snobbishly says that she was, Â…tolerable, but not handsome enough to tempt me (Austen 9). His feelings of superiority to the people of the town†¦show more content†¦These words spoken in such admiration of Elizabeth display the vastness of his change to something that seemed so important to him from the first introduction of his character. Although Darcys words revealed a large metamorphism in his disposition, his actions are more evident and show his true ability to change. At Mr. Darcys introduction to the novel he is immediately described as Â…haughty, reserved, and fastidious, and his manners, though well bred, were not inviting (Austen 12). Austen introduces Darcy with all of his pretentious nature. Following the Meryton ball, Austen continues to display that unattractive nature of Darcy by comparing him to Bingley. Darcy, on the contrary, had seen a collection of people in whom there was little beauty and no fashion, for none of whom he had felt the smallest interest, and from none received either attention or pleasure (Austen 12). This statement reinforces the idea that Mr. Darcy is only concerned with talented women of great importance. It is Elizabeth, however, who wins his heart with her liveliness and witty remarks. Falling in love with Miss Bennet caused Darcy to soften his actions and sweeten his personality. One example is the letter he wrote to Elizabeth to explain his reasoning for his separating Elizabeths older sister, Jane, and Mr. Bingley. Never, before Lizzy, would Darcy admit to his mistakes or apologize to someone, especially someone who he felt wasShow MoreRelatedPride Prejudice Literature Analysis1311 Words   |  6 PagesLiterature Analysis 2 The most difficult part of creating a masterpiece is the actual process of writing or composing it, one highly overlooked difficulty of the job of the creator is the development of a suitable title. In just a few words, an effective title gives the audience a basic idea of what they are about to spend their time reading about. Jane Austen’s Pride and Prejudice is an example of a novel with such a title that is very significant in the development of the story. As the readerRead MorePride And Prejudice Love Essay1238 Words   |  5 Pagesemanated. The basis for this analysis was whether relationships should be navigated utilizing emotion and feeling or reason and logic. The literary work of Regency era author, Jane Austen, details such a balance, as it endeavors to convey Austen’s interpretation of true affection between couples of well-examined intrinsic morality. The characters of Fitzwilliam Darcy and Elizabeth Bennet in Jane Austen’s Pride and Prejudice conten d with the moral vices of pride and prejudice as they overcome judgementsRead More An Analysis of Characters in Jane Austens Pride and Prejudice1662 Words   |  7 PagesAn Analysis of Characters in Jane Austens Pride and Prejudice An author will often give his or her work a title that reflects the overall theme or meaning of the piece-this is certainly the case in Jane Austens novel Pride and Prejudice. A title may set the mood or describe a situation which otherwise might require several paragraphs to develop. 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The Enlightenment and the Age of Reason, a time where ideas like democracy, secularism, and the rise of developing sciences were making their way across Europe had come to an end.It was replaced with the wave of horror that was the French Revolution, a once minor revolt that escalated into a violent war, concluding with the rise of Napoleon, which whom England fought against the majorityRead MoreCharacter Analysis of Pride and Prejudice Essay763 Words   |  4 PagesPride and Prejudice The characters and general setting in Jane Austens; Pride and Prejudice, portray life in the rural society of the day. Austen is very clear in setting up the social classes of the characters and immediately portrays why the book is titled Pride and Prejudice. Though the more specific example of Pride and Prejudice is that of Elizabeth and Darcy, and how they first view each other. There initial feelings towards one another set the plot of the novel. It is this constantRead MoreWrite a Critical Analysis of Jane Austen’s Novel Pride and Prejudice, Paying Special Attention to Family Politics. Comment on the Elizabeth – Darcy Relationship. What Makes Elizabeth and Darcy Different from All Other Characters in the Novel?909 Words   |  4 PagesWrite a critical analysis of Jane Austen’s novel Pride and Prejudice, paying special attention to family politics. Comment on the Elizabeth – Darcy relationship. What makes Elizabeth and Darcy different from all othe r characters in the novel? Student: Daniela Gospodinova In the 19th century in England, when Jane Austen writes, the marriage is something that every young woman wants - to marry a single, wealthy men, showing both joy and gratitude. In the beginning of the novel, the openingRead More Analysis of Pride and Prejudice by Jane Austen Essay example1278 Words   |  6 PagesAnalysis of Pride and Prejudice by Jane Austen It centers on the elder sisters of the Bennet family, Jane and Elizabeth. Their personalities, misunderstandings and the roles of pride and prejudice play a large part in the development of their individual relationships. The spirited Elizabeth and softhearted Jane have to deal with not only their own feelings but also the status of their family, both of which affect the outcomes of their marriages. The struggle is very believable and realisticRead MoreA Short Summary and Analysis About the Book ‘’ Pride and Prejudice’’1448 Words   |  6 PagesMazhenov Dauren Student ID: 20123464 Undergraduate Foundation English 5/ ENG0005 07/11/2012 A Short Summary And Analysis Of The Book ‘’ Pride and Prejudice’’ By Jane Austen BACKGROUND INFORMATION - BIOGRAPHY Jane Austen was born in 1775 at Steventon, Hampshire in southern England, where her father was a minister. She was the sixth child in a family of seven children. The family was very close, and Jane had a particular closeness to her sister Cassandra. 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Discuss The Role Of Emotions In Knowledge Managementâ€Free Samples

Question: Discuss The Role Of Emotions In Knowledge Management? Answer: Introduction The paper focuses on understanding the concepts of knowledge management, emotional intelligence and thereby in conducting empirical research to understand the role of emotions in knowledge management and also in augmenting the performance potential of the firms. Secondary research would be conducted through the study of journals, reports, books and other online articles associated to the study of role play of emotions in knowledge management. Overview of Knowledge Management Knowledge Management is viewed as an integral part of the total managerial process of a business institution that encompasses different activities like analysis of systems, acquirement and storage of knowledge resources, creation and further development of newer knowledge dimensions and thereby application of the acquired and generated knowledge. The main focus of knowledge management is to maximise the potential of human capital in an organisation such that the same can be ideally transformed into structural capital. It thereby gets developed into a significant part of intellectual property which thereby allows firms to gain needed competitive advantage and also achieve performance goals in an efficient fashion. Further, intellectual capital of an organisation is also effectively divided into two main segments like that constituted by the human resources of the organisation. The skills, potentials, knowledge and experiences of the internal organisational members ideally contribute i n forming the human capital of an organisation(Lazovic, 2012). The second segment of intellectual capital is essentially constituted by structural or institutional capital that reflects on the resource base possessed by an organisation that aids in further knowledge and skill development of the internal human resources. Management of knowledge resources in an organisation contributes in developing a learning and growth environment that ideally supports the acquisition of knowledge and also its effective transformation and intended application in the business institution. The main objective of knowledge management is in identifying and thereby acquiring the right type of knowledge that would be required by individuals operating in a specific firm or institution for helping the organisation excel in the related industry along a specific period (Ferdman Sagiv, 2012). Knowledge Management is thus considered as an effective tool that contributes in enhancing the competitive advantage of a firm. It is also identified as a structural or institutional process that assists in creating, obtaining, allocating and even applying knowledge resources, both subjective and objective for rendering needed innovation. The significance of knowledge management can be further understood in that it serves as a potential centre for strategic planning activities regarding the enhancement of human resources value in an institution(Mahesh Paneerselvam, 2016). Overview of Emotional Intelligence The concept of Emotional Intelligence is associated to understanding and getting aware of the emotional traits of an individual and thereby using them in an intelligent fashion for enhancing institutional performance. The evaluation of emotional intelligence potentially contributes in discovering the manner in which people working in an organisation can be kept satisfied and happy based on the job responsibilities assigned to them and also the means of motivating them to generate greater results and performances. Emotional Intelligence also contributes in identifying, differentiating and segregating between different types of emotions and thereby labelling them under different categories and levels. The same contributes in allocating and assigning tasks to different individuals based on their emotional constructs(Stifter, 2013). A four dimensional model of Emotional Intelligence (EI) was rendered by Salovey and Meyer that contributes in dividing EI under four main heads. The first category focuses on perceiving, evaluating and also in expressing emotions of both oneself and that of others. The second category focuses on utilising the emotion for generation of desired results, achievements, problem solving activities and also in motivating people for exploration of external opportunities (Slavi? et al., 2014). The third category aims in understanding the different causes behind the emergence of different emotions and also the changing patterns of one mood to another. The above knowledge helps in understanding the manner through which different individuals can be motivated to perform desired sets of actions. It would also help in development of effective programs for encouraging and helping people to cooperate with each other. Finally, the fourth category identifies the fashion through which personal and other s emotions can be effectively managed in the workplace(Vince, n.d.). Further, emotional intelligence is effectively divided along five essential fields identified as follows. The first field focuses on identification and recognition of personal emotions and also ones determination in taking effective decisions. The second field reflects on management and treatment of emotions wherein skill sets are identified in managing emotions and also the manner in which emotions influence ones life and performances. The third field aims in mobilising of emotions for fulfilment of set targets (Bhatia Kaur, 2014). Fourthly, emotional intelligence also focuses on evaluating the emotional level and emotions of other individuals. Finally, the fifth field of emotional intelligence focuses on administering and influencing the emotions of other individuals. Five different magnitudes of emotional intelligence are identified as self-awareness, self motivation, socialising skills, development of social awareness and also generation of self-regulations. It is observed that individuals that are emotionally intelligent are potentially aware of their strengths and weaknesses and thus operate in a confident, flexible and innovative fashion(Zhang, 2014). Influence of Emotional Intelligence on Organisational Learning The influence of emotional intelligence on organisational learning is understood based on two specific areas like identifying the relation between emotion and systemic learning and also through identifying the role of emotion in enhancing the strategic focus of institutional learning. Identification and evaluation of emotion and systemic learning can be understood from the cases of organisations that has developed training departments for generation of both formal and informal training programs in training organisational members. Internal and external training providers focus on enhancing the cognitive ability of the internal members such that they can easily adapt themselves to external changes and thereby perform in an effective fashion. However, the above practice in turn is observed to overpower the subordinates that tend to challenge their superiors like middle and higher level managers. The training managers of the organisation are thus required to understand the above emotional issue where the superior managers become threatened by the actions and dictums of their subordinates. The above case thus requires the legitimisation of the existing learning process in the organisation. Legitimisation of the learning process can be conducted through the inclusion of evidence based learning practices in the organisation and also through encouraging the different stakeholders like managers and subordinates to develop an interactive learning sphere(Mubeen et al., 2016). The case of emotion augmenting the strategic focus of the organisation can be effectively studied in terms of growth of anxiety of the organisational members owing to the introduction of new work or operational policies, existence of stringent deadlines and also lack of interaction between management and subordinates. In such cases the managers or the subordinates are caught in a strategic trap where the anxiety felt or perceived by them can be effectively worked upon to gain relevant insights or can be totally ignored and also avoided thereby reflecting wilful ignorance (Vince, n.d.). The above discussion is reflected in the following illustration. (Vince, n.d.) The above cycle reflects the situation where the emergence of anxiety creates an environment of risk and uncertainty for which new insights or knowledge inputs are needed to be gained for countering the struggle. In the latter diagram, the feeling of anxiety tends to create a sense of denial or avoidance such that the same yields to needed resistance and a fight and also dissuades an individual or group to earn further insights. The same thereby creates a sense of willed ignorance whereby the individuals or groups lose the interest to learn and also to adapt to the changing process and system(Vince, n.d.). The above cases however reflect the emergence of an uncomfortable learning process wherein the necessity to learn or to augment knowledge is felt in potential circumstances leading to emotional conflicts within an organisation. Role of Emotion in Knowledge Management Research conducted through surveying of organisational members reflects that emotional intelligence renders considerable amount of influence on development of organisational learning. Different dimensions of emotional intelligence identified as self awareness, motivation and also awareness about the external society has potentially contributed to the growth of organisational learning in a firm. It is further inferred that organisational members reflecting higher emotional intelligence contributes in enhancing the capacity of organisational learning. Knowledge sharing activities on the part of organisational members are deeply influenced by the emotional traits of individuals operating separately or in a group. Greater the motivation of the organisational members regarding interacting with each other about new ideas, information and knowledge resources greater would be the level of knowledge sharing conducted within the institution(BR?TIANU, 2014). The greater the level of motivation and commitment of an individual in enhancing the performance of a group, department and the organisation as a whole, greater would be the interest of the worker in sharing knowledge resources amongst each other for generation of greater efficiency. The management here has a greater responsibility in making the employees understand that how the sharing of knowledge between themselves would contribute in enhancing performance and profitability in the long run (Ferdman Sagiv, 2012). Development of emotionally intelligent people in the organisation would rightly contribute in creating the needed level of openness for facilitating and supporting individuals in rendering greater performances. Further, the organisational management is also required to empathise with the needs, requirements and understandings of the employees such that the same would help them bear an open ear to the proposals, ideas and other suggestions rendered by them(Esfahani et al., 2013). Case study based analysis of Chinese firms reflect that two main feelings like ganqing and jioqing potentially influence the knowledge sharing and management activities. The following model ideally reflects the fashion in which the two feelings tend to affect the interpersonal trust and knowledge sharing activities like seeking, transfer and adoption of knowledge in Chinese institutions(Zhang, 2014). (Zhang, 2014) The Chinese words Ganqing and Jiaoqing emerged from the Chinese word Qing that denotes feelings. Thus, feelings or Qing in China is segmented into two main types like Ganqing and Jiaoqing. Ganqing essentially relates to the development of emotional relationship encompassing affection and connection that is gained owing to the long term sustenance of societal relationships between two or more individuals. Ganqing also reflects on emotional parameters like loyalty, sacrifice, unconditional love and giving and also needed solidarity and commitment towards each other(Dartey-Baah, 2013). On the other hand, Jiaoqing ideally is associated to the development of transactional relationship between two or more individuals owing to the meeting of both social and economic transactions along the walk of life. The term Jiao essentially signifies to an interaction or exchange conducted between two or more parties. Thus, where ganqing is generated based on the growth of affection between the parties, jiaoqing is generated based on economically driven exchange transactions like the rendering of monetary or non-monetary gifts(Zhang, 2014). Ganqing is identified as the emotional bond that is developed between two or more persons involved in an institution or organisation. People connected based on ganqing are identified to act in a loyal fashion towards each other such that the same denotes that the individuals would be involved in taking care of each others needs and desires under different circumstances. Herein, a Chinese worker acknowledges and honours the knowledge that is passed on from another worker with whom he or she tends to be emotionally attached. Ganqing is also observed to influence the mindset or willingness of an individual for adopting the knowledge passed on between organisational members(Slavi?, Berber, Lekovi?, 2014). The increased level of Ganqing or emotional attachment of one person to another tends to make an individual blind to the level of ignorance or reduced level of competence of the other person to the body of knowledge. The individual thereby tends to accept the knowledge rendered by the other person despite in also having feelings of doubt about the quality and competence of the sender. The above fact thereby reflects that Ganqing potentially affects the knowledge seeking attitude of individuals in that the individuals tend to focus on gaining knowledge from such individuals with which they tend to bear emotional attachment(Zhang, 2014). Further, the emotional feeling, Jiaoqing is generated based on the instrumental exchanges or transactions conducted between two or more individuals or parties in a society. An individual working in a Chinese organisation intends to deliver knowledge or information to another individual with whom the former individual had had different transactions during the past period. Tie developed between two or more workers based on Jiaoqing is observed to generate needed positive impact in aiding the transfer of knowledge between the individuals. Regarding the sharing of explicit and tacit knowledge, the application of Ganqing and Jiaoqing reflects the following analysis. Explicit knowledge being easier to comprehend and also being without the needful guidance of any expert from whom knowledge is sought or is required for allocating, transferring and adopting the knowledge transferred the Ganqing and Jiaoqing are both taken to escalate. Further, in sharing of explicit knowledge the role of emotions is less owing to the lack of need of cognitive trust on the expert or knowledge holder(Podsiadlowski, Grschke, Kogler, 2013). On the contrary, the application of Ganqing and Jiaoqing is more critical in cases of sharing of tacit knowledge. The sharing activities regarding tacit knowledge essentially require the development of effective ties and frequent interactions between the holder and seeker of knowledge resources. Thus, integrated with cognitive trust either, Ganqing or Jiaoqing are evaluated to render positive impacts regard ing the seeking, transfer and also adoption of tacit knowledge among organisational members involved in Chinese firms(Zhang, 2014). Emotions in Knowledge Management and Organisational Performance The role play of emotions in Knowledge Management is observed to have positive impacts on the performances of the business organisation. Organisational members analysed possessing greater levels of emotional intelligence are observed to depict increased capabilities for continually adopting newer and innovative knowledge and thereby reflect the potential in rendering new and creative ideas for boosting the current performances of the institution(Jehanzeb Bashir, 2013). It is further inferred that managers and subordinates with higher levels of Emotional Intelligence have needed capabilities for performing in a better fashion such that the same contributes in increasing the productivity of the firm. Thus, emotionally driven and influenced knowledge aspects in turn promote greater organisational efficiency(Mubeen et al., 2016). Conclusions The empirical analysis carried out in the paper ideally reflects that emotional aspects of individuals potentially affects the knowledge management activities like acquisition, storage, transmission and adoption of knowledge resources in an organisation. It also reflected that the degree of emotional intelligence possessed by an individual rightly helps in both acquiring and generating innovative and creative knowledge aspects and thereby in enhancing the business performance of a firm. References Bhatia, A. Kaur, L., 2014. Global Training Development trends Practices: An Overview. International Journal of Emerging Research in Management Technology, 3(8), pp.75-78. BR?TIANU, C., 2014. Emotional Knowledge: the Hidden Part of the Knowledge Iceberg. Management Dynamics in the Knowledge Economy, 2(1), pp.41-56. Dartey-Baah, K., 2013. The Cultural Approach to the Management of the International Human Resource: An Analysis of Hofstedes Cultural Dimensions. International Journal of Business Administration, 4(2), pp.39-45. Esfahani, M.A., ordibehesht, M.M. Zolfaghari, F., 2013. Study of the relationship between knowledge and emotional intelligence; case study: Melli bank of Qom. International Research Journal of Applied and Basic Sciences, 4(8), pp.2100-06. Ferdman, B.M. Sagiv, L., 2012. Diversity in Organizations and Cross-Cultural Work Psychology: What If They Were More Connected? Industrial and Organizational Psychology: Perspectives on Science and Practice, 5(3), pp.1-51. Jehanzeb, K. Bashir, N.A., 2013. Training and Development Program and its Benefits to Employee and Organization: A Conceptual Study. European Journal of Business and Management, 5(2), pp.243-52. Lazovic, S., 2012. THE ROLE AND IMPORTANCE OF EMOTIONAL INTELLIGENCE IN KNOWLEDGE MANAGEMENT. In Management, Knowledge and Learning International Conference. Slovenia , 2012. International School for Social and Business Studies. Mahesh, B.S. Paneerselvam, S., 2016. The Role and Importance of Emotional Intelligence in Knowledge Management. International Journal of Advanced Research in Computer Science and Software Engineering, 6(2), pp.632-36. Mubeen, H., Ashraf, H. Nisar, Q.A., 2016. Impact of Emotional Intelligence and Knowledge Management on Organizational Performance: Mediating Role of Organizational Learning. Journal of Management Info, 11(1), pp.35-52. Podsiadlowski, A., Grschke, D. Kogler, M., 2013. Managing a culturally diverse workforce: Diversity perspectives in organizations. International Journal of Intercultural Relations, 37, pp.159-75. Slavi?, A., Berber, N. Lekovi?, B., 2014. PERFORMAnCE MAnAGEMENT IN INTERNATIOnAL HUMAN RESOURCE MANAGEMENT: EVIDENCE FROM THE CEE REGION. Serbian Journal of Management, 9(1), pp.45-58. Stifter, V., 2013. THE ROLE OF EMOTIONAL INTELLIGENCE IN KNOWLEDGE SHARING. In Reproduction of Human Capital-Relationships and Contexts. Hungary , 2013. Szchenyi Istvn University. Vince, R., n.d. UNCOMFORTABLE KNOWLEDGEMANAGEMENT: THE IMPACT OF EMOTION ON ORGANISATIONAL LEARNING. Wales: University of Glamorgan. Zhang, M.J., 2014. The Impacts of Trust and Feelings on Knowledge Sharing among Chinese Employees. New England Journal of Entrepreneurship, 17(1), pp.21-28.

Understanding and Supporting Behavior for MHD- myassignmenthelp

Question: Discuss about theUnderstanding and Supporting Behavior for MHD. Answer: Introduction: In this essay, I seek to interrogate the quote by Humphrey Wigelsworth, (2012, p. 339)"Childrens experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social success help to explain why children in similar environments may experience different levels of well-being. I have chosen to focus on this quote for my essay because it does not seem to use a blanket approach towards the effects of a childs experiences within school, but it recognizes that outside influences are playing a central role in the determination of the outcome of these experiences and how each individual child would handle the same or similar situations differently from each other. To align with this quote, I have chosen the Ecological Systems Theory as it analyses the childs surrounding levels of environment to determine how the child will develop. Based on this theory (EST), I intend to reflect on what behavior is by discussing different behaviors portrayed by students in learning environment (school) and formulating the reasons with example using the above chosen ecological system theory. To effectively approach the analysis of the above quote, it remains imperative for me to examine both the implications of mental health discussed in the quote and present possible ramifications of mental health escalations. The topic of resilience and positive psychology becomes a useful resource in informing my response and connection to the theory of ecological system. Define Behavior Based On the Theory You Have Chosen (EST) Ecological System Theory (EST) also known as Human Ecology Theory (HET) posit that human development is dictated by the different kinds of environmental systems (the microsystem, mesosystem, exosystem, macrosystem, and chronosystem). EST is helpful in understanding why people might differently behave when compared to our behavior in face of our family alongside our behaviors at school. EST is valuable based on the manner of examining individuals and impacts of various environmental system encountered by individuals (Lane Oakes, 2015). This theory has since become an important theory which is the foundation of the theorists work. According to EST, it is believed that an individuals development is affected by everything in their environment/surrounding environment. Thus behavior is defined as observable activity of an organism; anything an organism does that involves action/or response to stimulation Understanding Behavior as a Socio-Cultural Construct Behavior examination is based on a social constructionist viewpoint. The constructionism is initially defined and compared with a generic positive science image and then view the behavior from both perspective. The behavior analysis is more of positivist than constructionist perception (Skinner, 2012). The alignment between behavior examination and positivism arises more evidently where positivist and constructionist viewpoints are contrasted on relation between music and science. The behavior has been shown to anchor the environmental surrounding of an individual which dictates the social interactions. Thus behavior is influenced by everything in the surrounding which can be well understood by the EST five phases that influence the behavior. For example, the microsystems outline all people or social agents that dictate that behavior of the people whereas the macrosystem entails the real culture a persons has to conform to as he socially and culturally interact with fellow social agents. Thus, to understand the behavior of a person, like in this case, children, we need to comprehend this based on a given setting, school in the present case. Therefore, we can understand that children will behave based on the socio-cultural interactions in school via the available social agents (teachers, fellow students, parents, classmates and even neighbors). Because a school is a diverse context or setting, the social interactions of the children is affected not only by the student own culture but other subcultures or cultures of fellow social agents. Thus, by understanding the social-cultural construction, we need to understand the kind of behavior adopted doesnt come from vacuum but is strictly based on social and cultural construction within a given setting (Schulte-Krne, 2016). Quote Introduction and Identification of the Behaviors Exhibited By Students "Childrens experience within school is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders), but this experience is clearly individual in nature and individual differences in competencies, such as self-regulation and social success help to explain why children in similar environments may experience different levels of well-being. From this quote, it is apparent that the behaviors demonstrated by the children in the school are individual-based. This determines the probability of children experiencing Mental Health Disorder. Childrens behaviors is based on their competences like self-regulation and social success. Some students have been shown to be more susceptible to MHD than others. The reason is that it is apparent that some students have better competences in terms of self-regulation and social success. Children who suffer mainly from MHD have the causes attached to parental neglects or even other issues associated with disjointed families. The school thus need to understand the experience in school should be one that is informed by deeper understanding of the background of a student. This is because where school is framed in such a manner that it escalates rather than mitigate the problems facing student at home, the children will be more vulnerable to MHD. Formulating Reasons Students Behaviors Based on EST Based on EST, the behaviors shown by the children can explained easily: The Microsystem: This context is direct environment people have in their lives. It includes friends, families, teachers, neighbors, classmates among other individuals who have direct contact with a person. It is the context whereby children have straight social interactions such social agents (Palmer, Saviet Tourish, 2016). EST posits that we are not just recipients of the experiences we have as we socialize with the social agents in the microsystem-environment. We are, however, great contributors of environments construction. This explains why some children who have competencies in self-regulation and social-success are at reduced risk of MHD than those students who lack such competencies. This means that despite being in one school, students with such competencies have higher ability to cope as they interact than those who lack the competencies The Mesosystem: This encompasses the correlation between the microsystems in a persons life. This means that a persons family experience could be linked to his school experience. For example, where a given child becomes neglected by his parents, he might have a low opportunity of developing desired attitude towards his tutors, classmates, and even neighbors. Further, such a child might feel obstinate in the face of classmates and might revert to withdrawal from a cohort of colleagues (Neal Neal, 20130. Such a withdrawal will lead to MHD. In this case, we can clearly attach the behavior to poor relationship between the microsystems which the lead to negative behavior because behavior is a social-cultural construct. The Exosystem: This is the context whereby there is a connection between the setting wherein the individual doesnt have any active role, and that wherein is participating actively. Supposing a child remains increasingly attached to her father than her mother. Where the father travels overseas to work for many months, there might be a conflict between her and mothers social relationship (Westley et al., 2013). On the other hand, such an event could lead to a tighter bond between the child and the mother. This is true where a given student is attached to one teacher who is then transferred to another school thus ruining his relationship with the remaining teachers. If this occurs, the possibility of the student being affected by MHD skyrockets. The Macrosystem: It is a setting of real culture of the child. A cultural setting encompass the socioeconomic status of an individual and/or his family, his race or ethnicity and living in advanced or developing nation. For instance, being born to a poor family can make a child work harder daily. In this sense, the child will be able to acquire such desired competencies like self-regulation and hence able to cope in school without suffering from MHD (Onwuegbuzie, Collins Frels, 2013). The Chronosystem: It encompasses the transition alongside shifts in the lifespan of a child. This could further entail the socio-historical settings which could dictate a child. For instance, a divorce is a major life transition that affect both couples relation and their childrens behavior. Children are adversely affected on 1st year following a divorce. The subsequent years following divorce unearth the interaction within family becomes increasingly agreeable and stable. Therefore, students who are highly impacted with divorce will be vulnerable to MHD. In this case, their competencies like self-regulation and social success will be hampered (DuPaul Jimerson, 2014). Conclusion To this end, Ecological System Theory (EST) has been very instrumental in helping me analyze the quote. It is apparent from the analysis that behavior is a socio-cultural construct. Within schools, it is true that childrens experience is crucial in determining their likelihood of experiencing MHD (Mental Health Disorders). Children with competencies like self-regulation and social success are resilient to MHD than those who lack such competencies. The implication from the revelation is that the school must understand every childs background in order to provide a customized-based service that promotes self-regulation and social success to help prevent MHD amongst students. References DuPaul, G. J., Jimerson, S. R. (2014). Assessing, understanding, and supporting students with ADHD at school: Contemporary science, practice, and policy. Lane, K. L., Oakes, W. P. (2015). Supporting behavior for school success: A step-by-step guide to key strategies. Guilford Publications. Neal, J. W., Neal, Z. P. (2013). Nested or networked? Future directions for ecological systems theory. Social Development, 22(4), 722-737. Onwuegbuzie, A. J., Collins, K. M., Frels, R. K. (2013). Foreword: Using Bronfenbrenners ecological systems theory to frame quantitative, qualitative, and mixed research. International journal of multiple research approaches, 7(1), 2-8. Palmer, M., Saviet, M., Tourish, J. (2016). Understanding and Supporting Grieving Adolescents and Young Adults. Pediatric Nursing, 42(6), 275. Schulte-Krne, G. (2016). Mental health problems in a school setting in children and adolescents. Deutsches rzteblatt International, 113(11), 183. Skinner, N. (2012). Ecological systems theory. Westley, F., Tjornbo, O., Schultz, L., Olsson, P., Folke, C., Crona, B., Bodin, . (2013). A theory of transformative agency in linked social-ecological systems. Ecology and Society, 18(3).