Manager Roles and Skills Essays

Manager Roles and Skills Essays Manager Roles and Skills Essay Manager Roles and Skills Essay Describe three different roles of a manager; what skills are essential to perform these roles? Ans: Many people say, that â€Å"management is what managers do† While that’s true, it doesn’t tell us much unfortunately. So in order to understand the concept of management, you have to understand what managers do. There are three specific categorization schemes to explain what managers do, result of many years of research and study: Roles (Henry Mintzberg) Skills (Robert L. Katz) There are three different management roles, which can be subdivided in ten more categories, which I am going to discuss here. Management Roles: Henry Mintzberg is a well know researcher, and the results of his studies about the work of managers were published in The Nature of Managerial Work (New York: Harper Row, 1973). The term management roles refers to specific categories of managerial behavior, and Mintzberg concluded that what managers do, can be described by studying ten different and interrelated roles, grouped around interpersonal relationships, transfer of information, and last, but not least, decision making. Interpersonal Roles The ones that, like the name suggests, involve people and other ceremonial duties.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Leader – Responsible for staffing, training, and associated duties.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Figurehead – The symbolic head of the organization.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Liaison – Maintains the communication between all contacts and informers that compose the organizational network. Informational Roles Related to collecting, receiving, and disseminating information.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Monitor – Personally seek and receive information, to be able to understand the organization.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disseminator – Transmits all import information received from outsiders to the members of the organization.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Spokesperson – On the contrary to the above role, here the manager transmits the organization’s plans, policies and actions to outsiders. Decisiona l Roles Roles that revolve around making choices.   Ã‚           Entrepreneur – Seeks opportunities. Basically they search for change, respond to it, and exploit it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Negotiator – Represents the organization at major negotiations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Resource Allocator – Makes or approves all significant decisions related to the allocation of resources.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Disturbance Handler – Responsible for corrective action when the organization faces disturbances. It’s worth to mention that Mintzberg also considered that as managers perform the roles described above, their activities include reflection and action. Reflection (also called thoughtful thinking) because managers think, ponders and contemplates about their decisions. Action (or practical doing) because every time they act, they are doing something, they are applying their decisions. Mintzberg’s approach is debatable, but several studies that tested the Management Roles categories in different types of organizations support the idea that managers do perform similar roles. What does change is the emphasis given to each role that may vary depending on the organizational level. Management Skills: A managers job is varied and complex. Managers need certain skills to perform the duties and activities associated with being a manager. What type of skills does a manager need? Research by Robert L. Katz found that managers needed three essential skills. These are technical skills, human skills and conceptual skills. Technical skills include knowledge of and proficiency in a certain specialized field, such as engineering, computers, financial and managerial accounting, or manufacturing. These skills are more important at lower levels of management since these managers are dealing directly with employees doing the organizations work. Human skills involve the ability to work well with other people both individually and in a group. Because managers deal directly with people, this skill is crucial! Managers with good human skills are able to get the best out of their people. They know how to communicate, motivate, lead, and inspire enthusiasm and trust. These skills are equally important at all levels of management. Finally conceptual skills are the skills managers must have to think and conceptualize about abstract and complex situations. Using these skills managers must be able to see the organization as a whole, understand the relationship among various subunits, and visualize how the organization fits into its broader environment. These skills are most important at top level anagement. A professional association of practicing managers, the American Management Association, has identified important skills for managers that encompass conceptual, communication, effectiveness, and interpersonal aspects. These are briefly described below: Conceptual Skills: Ability to use information to solve business problems, identification of opportunities for innovation, recognizing problem a reas and implementing solutions, selecting critical information from masses of data, understanding the business uses of technology, understanding the organizations business model. Communication Skills: Ability to transform ideas into words and actions, credibility among colleagues, peers, and subordinates, listening and asking questions, presentation skills and spoken format, presentation skills; written and graphic formats Effectiveness Skills: Contributing to corporate mission/departmental objectives, customer focus, multitasking; working at multiple tasks at parallel, negotiating skills, project management, reviewing operations and implementing improvements, setting and maintaining performance standards internally and externally, setting priorities for attention and activity, time management. Interpersonal Skills: Coaching and mentoring skills, diversity skills; working with diverse people and culture, networking within the organization, networking outside the organization, working in teams; cooperation and commitment. Conclusion: In todays demanding and dynamic workplace, employees who are invaluable to an organization must be willing to constantly upgrade their skills and take on extra work outside their own specific job areas. There is no doubt that skills will continue to be an important way of describing what a manager does. Q # 2: Contrast between Classical Conditioning and Operant Conditioning theories of learning. Give suitable example for each. Ans: 1. Classical Conditioning: If a stimulus that results in an emotional response is repeated alongside another stimulus which does not cause an emotional response, eventually the second stimulus will result in the same emotional response. Classical Conditioning is thus ‘learning by association’. In more detail, we are pre-conditioned to unconditionally respond in certain ways to stimuli. For example a sudden noise (an unconditional stimulus, US) makes us flinch (the unconditional response, UR). If a movement is made at the same time as, or just before the noise, such as moving hands to clap loudly (conditional stimulus, CS), then the person will learn to flinch when the movement is made without the noise necessarily being there (the conditional response, CR). Thus the association is made between the US and CS, with either stimulating the same response. Classical Conditioning  does not work in all circumstances. In particular it is more effective where the conditioning may be of evolutionary benefit. Experiment: Pavlov did famous experiments with dogs, ringing a bell and then feeding them. After a while, he could ring the bell and their mouths would salivate. Garcia and Koelling (1966) showed that rats soon learned to avoid a sweet: I liked my aunt, she always made me feel warm and wanted. She always wore a particular perfume. When I smell the perfume now, I immediately feel warm and wanted. So what? Using it If you want to persuade someone to do something, get them to do it at the same time as doing something they like doing. Do something specific every time they do something you want (like touching them somewhere or making a specific sound). Then do that specific thing and theyll think of doing the desired behavior. Defending Watch out for people repeatedly touching you or having strange behaviors. Check that theyre not trying to program you. 2. Operant Conditioning: A behavior will increase if it is followed by positive reinforcement. It will decrease if it is followed by punishment. Operant Conditioning is thus ‘learning by consequences’. Whereas Classical Conditioning involves automatic, pre-programmed responses, Operant Conditioning involves learned behaviors. Also, whilst Classical Conditioning associates two stimuli, Operant Conditioning associates a stimulus and a response. Favorable circumstances are generally known as reinforcing stimuli or reinforces, whilst unfavorable circumstances are known as punishing stimuli or punishers. Operant Conditioning is also known as Instrumental Conditioning. Experiment: Skinner put rats and pigeons in a box where pressing a lever resulted in food being dispensed. From accidental knocking of the lever, they quickly learned to deliberately press it to get food. Example: Parents often try to balance praise and punishment. To be effective, they should punish only behaviors they wish to extinguishthey should not punish for not doing what should be done. So what? Using it: If you want someone to work harder, do not punish them when they do not work- reward them when they do. If you want them to stop smoking, make it unpleasant when they do rather than pleasant when they refrain. men

Battle of Gazala in World War II

Battle of Gazala in World War II The Battle of Gazala was fought May 26 to June 21, 1942, during the Western Desert Campaign of World War II (1939-1945). Despite having been thrown back in late 1941, General Erwin Rommel began pushing east across Libya early the following year. Responding, Allied forces constructed a fortified line at Gazala which extended south from the Mediterranean coast. On May 26, Rommel opened operations against this position by attempting to flank it from the south with the goal of trapping Allied forces near the coast. In nearly a month of fighting, Rommel was able to shatter the Gazala line and send the Allies retreating back into Egypt. Background In the wake of Operation Crusader in late 1941, General Erwin Rommels German and Italian forces were compelled to retreat west to at El Agheila. Assuming a new position behind a strong line of fortifications, Rommels Panzer Army Afrika was not attacked by British forces under General Sir Claude Auchinleck and Major General Neil Ritchie. This was largely due to the British need to consolidate their gains and build a logistical network after an advance of over 500 miles. Largely pleased with the offensive, the two British commanders had succeeded in relieving the siege of Tobruk (Map). Major General Neil Ritchie (center) addressing other officers in North Africa, May 31, 1942. Public Domain As a result of the need to improve their supply lines, the British reduced their frontline troop strength in the area of El Agheila. Probing the Allied lines in January 1942, Rommel found little opposition and began a limited offensive east. Retaking Benghazi (January 28) and Timimi (February 3), he pushed on towards Tobruk. Rushing to consolidate their forces, the British formed a new line west of Tobruk and extending south from Gazala. Beginning at the coast, the Gazala line extended 50 miles south where it was anchored on the town of Bir Hakeim. To cover this line, Auchinleck and Ritchie deployed their troops in brigade-strength boxes which were linked by barbed wire and minefields. The bulk of the Allied troops were placed near the coast with progressively fewer as the line extended into the desert. The defense of Bir Hakeim was assigned to a brigade of the 1st Free French Division. As the spring progressed, both sides took time to resupply and refit. On the Allied side, this saw the arrival of new General Grant tanks which could match the German Panzer IV as well as improvements in coordination between the Desert Air Force and troops on the ground. Rommels Plan Assessing the situation, Rommel devised a plan for a sweeping flank attack around Bir Hakeim designed to destroy the British armor and cut off those divisions along the Gazala Line. To execute this offensive, he intended the Italian 132nd Armored Division Ariete to assault Bir Hakeim while the 21st and 15th Panzer Divisions swung around the Allied flank to attack their rear. This maneuver would be supported by the 90th Light Afrika Division Battle Group which was to move around the Allied flank to El Adem to block reinforcements from joining the battle. Fast Facts: Battle of Gazala Conflict: World War II (1939-1945)Dates: May 26-June 21, 1942Armies Commanders:AlliesGeneral Sir Claude AuchinleckMajor General Neil Ritchie175,000 men, 843 tanksAxisGeneral Erwin Rommel80,000 men, 560 tanksCasualties:Allies: approx. 98,000 men killed, wounded, and captured as well as around 540 tanksAxis: approx. 32,000 casualties and 114 tanks Fighting Begins To complete the attack, elements of the Italian XX Motorized Corps and 101st Motorized Division Trieste were to clear a path through the minefields north of Bir Hakeim and near the Sidi Muftah box to supply the armored advance. To hold Allied troops in place, the Italian X and XXI Corps would assault the Gazala Line near the coast. At 2:00 PM on May 26, these formations moved forward. That night, Rommel personally led his mobile forces as they began the flanking maneuver. Almost immediately the plan began to unravel as the French mounted a vigorous defense of Bir Hakeim, repelling the Italians (Map). A short distance to the southeast, Rommels forces were held up for several hours by the 7th Armoured Divisions 3rd Indian Motor Brigade. Though they were forced to withdraw, they inflicted heavy losses on the attackers. By midday on the 27th, the momentum of Rommels attack was faltering as British armor entered the battle and Bir Hakeim held out. Only the 90th Light had clear success, over-running the 7th Armoured Divisions advance headquarters and reaching the El Adem area. As fighting raged over the next several days, Rommels forces became trapped in an area known as The Cauldron (Map). Turning the Tide This area saw his men trapped by Bir Hakeim to the south, Tobruk to the north, and the minefields of the original Allied line to the west. Under constant assault by Allied armor from the north and east, Rommels supply situation was reaching critical levels and he began to contemplate surrender. These thoughts were erased when early on May 29 supply trucks, supported by the Italian Trieste and Ariete Divisions, breached the minefields north Bir Hakeim. Able to re-supply, Rommel attacked west on May 30 to link up with the Italian X Corps. Destroying the Sidi Muftah box, he was able to split the Allied front in two. On June 1, Rommel dispatched the 90th Light and Trieste divisions to reduce Bir Hakeim, but their efforts were repulsed. At the British headquarters, Auchinleck, fueled by overly-optimistic intelligence assessments, pushed Ritchie to counterattack along the coast to reach Timimi. Rather than oblige his superior, Ritchie instead focused on covering Tobruk and reinforcing the box around El Adem. On June 5 a counterattack did move forward, but Eighth Army made no progress. That afternoon, Rommel decided to attack east towards Bir el Hatmat and north against the Knightsbridge Box. Italian Ariete Division tanks at the Battle of Gazala, June 10, 1942. Public Domain The former succeeded in overrunning the tactical headquarters of two British divisions leading to a breakdown of command and control in the area. As a result, several units were severely beaten through the afternoon and on June 6. Continuing to build strength in the Cauldron, Rommel conducted several attacks on Bir Hakeim between June 6 and 8, significantly reducing the French perimeter. By June 10 their defenses had been shattered and Ritchie ordered them to evacuate. In a series of attacks around the Knightsbridge and El Adem boxes on June 11-13, Rommels forces dealt the British armor a severe defeat. After abandoning Knightsbridge on the evening of the 13, Ritchie was authorized to retreat from the Gazala Line the next day. With Allied forces holding the El Adem area, the 1st South African Division was able to retreat along the coast road intact, though the 50th (Northumbrian) Division was forced to attack south into the desert before turning east to reach friendly lines. The boxes at El Adem and Sidi Rezegh were evacuated on June 17 and the garrison at Tobruk was left to defend itself. Though ordered to hold a line west of Tobruk at Acroma, this proved unfeasible and Ritchie began a long retreat back to Mersa Matruh in Egypt. Though Allied leaders expected Tobruk to be able to hold out for two or three months on existing supplies, it was surrendered on June 21. Captured Allied soldiers march out of Tobruk, June 1942. Bundesarchiv, Bild 101I-785-0294-32A / Tannenberg / CC-BY-SA 3.0 Aftermath The Battle of Gazala cost the Allies around 98,000 men killed, wounded, and captured as well as around 540 tanks. Axis losses were approximately 32,000 casualties and 114 tanks. For his victory and the capture of Tobruk, Rommel was promoted to field marshal by Hitler. Assessing the position at Mersa Matruh, Auchinleck decided to abandon it in favor of a stronger one at El Alamein. Rommel assaulted this position in July but made no progress. A final effort was made the Battle of Alam Halfa in late August with no results.

Friedrich Nietzsche a Philosopher in Society Essay

Friedrich Nietzsche a Philosopher in Society - Essay Example This essay analyzes that nationalism is the belief that groups of people are bound together by territorial, cultural and (sometimes) ethnic links (Glossary, online). Capitalism is an economic system in which the production and distribution of goods depend on invested private capital and profit-making. Politically, this means the dominance of private owners of capital and production for profit. By extension, 'capitalism' has also taken in the belief that government should have nothing to do with the economy (Glossary, online). Capitalism is a form of government for a nation state, or for an organization in which all the citizens have a vote or voice in shaping policy (Democracy, online). Socialism is a political and economic theory of social organization that advocates that the community as a whole should own and control the means of production (Glossary, online). Conservatism is a political philosophy or attitude that emphasizes respect for traditional institutions, distrust of gover nment activism and opposition to sudden change in the established order (Glossary, online). Liberalism is a term that gained significance in the 19th century when it meant the limiting of government power and the increase of social reform (Glossary, online). ... All Too Human, Daybreak, The Gay Science, Thus Spoke Zarathustra, Beyond Good and Evil, On the Genealogy of Morals, The Case of Wagner, The Twilight of the Idols, The Antichrist, Ecce Homo, Nietzsche Contra Wagner, and The Will to Power (Friedrich Nietzsche a, online). Friedrich Nietzsche is famous for his rejection of Christianity (Friedrich Nietzsche b, online). He described Christianity as a nihilistic religion because it evaded the challenge of finding meaning in earthly life, creating instead a spiritual projection where mortality and suffering were removed instead of transcended. He believed nihilism resulted from the "death of God", and insisted that it was something to be overcome, by returning meaning to a monistic reality. He sought instead a "pragmatic idealism," in contrast to the prominent influence of Schopenhauer's "cosmic idealism" (Nihilism, online). He is also famous for his idea of "will to power". Hopes for a higher state of being after death are explained as compensations for failures in this life. The famous view about the "death of God" resulted from his observations of the movement from traditional beliefs to a trust of science and commerce. Nietzsche dissected Christianity and Socialism as faiths of the "little men," where excuses for weakness paraded as moral principles. John Stuart Mill's liberal democratic humanism was a target for scorn, and he called Mill "that blockhead" (Friedrich Nietzsche b, online).

Rethinking Performance Management Essay Example | Topics and Well Written Essays - 2750 words

Rethinking Performance Management - Essay Example In regards to such the paper tends to analyse the performance management system in the light of motivational theories and employee and organisational productivity parameters. Introduction Performance management is defined as an ongoing process with respect to communication which is undertaken between the employees and the immediate supervisors which tends to establish a clear, shared understanding and expectation about the work that is to be performed. It is a system which included various components which are needed in the system of performance management in order to add value in the organisation, the mangers and finally the staffs (Bacal, 2011, p.4). Performance management is said to be critical and necessary component both for individual and organisation effectiveness. Performance managements is all about assessment and feedbacks and real and effective gains in performance requires committed and thoughtful process of feedbacks and evaluation. An important part in the performance m anagement is the process of PM. Personal today has stated that performance management have existed for more than 80 years. According to research done by Personnel Today has revealed that poor performance still is an important and prevailing issue in more than 96% of the organisation. This paper aims to find out the reason as to why poor performance still tends to be an important issue. In the process of measuring performance management, there are many various steps which are required to complete the performance management process. Managing performance in the organisation usually requires an understanding of the context through which the process ends to occur. However the reality is that performance management needs to start at an early stage before the employees start to work with the strategic objectives and also before acting on the core values of the company or the organisation (Cardy & Leonard, 2011, p.3). Main Findings Critical Evaluation of the Process and Core Components of a Performance Management System Performance management is termed as a process and not an event. It is necessary to improve and maintain the performance of the organisation and the individual. Without receiving feedbacks or evaluation, there exist no basis for improving and maintaining the performance. Thus in order to maximise the performance, a careful as well as committed approach is required in the process of feedback and evaluation. But an effective performance management is a tool that just not requires evaluation and feedbacks but much more than it. It involves various numbers of steps and each is crucial for the performance to be improved and maintained. Figure 1: Performance management model (Source: Tansky & Heneman, 2006, p.117) As shown in the above diagram, performance management involves diagnosis which means that the performance needs to be observed in relation with the cause for the performance and the required changes which are necessary to make. In addition to

English :: essays research papers fc

For years, Division I athletes have been pouring their hearts out day after day, week after week, to protect the pride and tradition of their universities. With television contracts and shoe deals alone, the athletes are really bringing in the money and other forms of revenue. Sure, you can say that the typical athletes scholarship is enough to compensate, but are they? A true athlete plays the game simply because he loves it. When you’re at the Division I level of sports, it is more or less a business and it is their job to make money for the school. Also, these athletes give up many freedoms. For a given number of hours per week, they give their blood, sweat, and tears just to play a sixty-minute game or run two times around a track. Take these factors and combine it with the athlete’s academic responsibilities, and it’s a lot to account for. When all is said and done, how much money does the athlete see? Well, aside from scholarships†¦zero. I mentioned earlier that intercollegiate athletics is more or less a business in itself. Let me break it down for you. A business has different departments; the owner, the management, and your employees at the bottom rung making everything run smoothly. The owners of course have provided the money for the company, the managers run the company, and the laborers perform the work. I’ve never heard of a business that doesn’t pay its employees. And of course no one would work for them if such a thing did exist. Most people think that an athlete should just be thankful for the education he receives in exchange for a few hours of practice. But an enormous amount of cash is being circulated within that school, at the athlete’s expense, which that athlete will never lay eyes on. Author and sports writer Steven Wulf says, â€Å"They are required to put in long hours of hard work for next to nothing, in hostile conditions, always under intense scrutiny of their bosses†. (Wulf) Of course this is a controversial topic, and there are obviously two sides to this argument: a side for and a side against the argument. â€Å"It is true that student-athletes aren’t your typical college students. They are unable to deposit that measly check most us work toward outside academic duties. Time and physical constraints do not allow these individuals living in a fish bowl to actively pursue a part-time job.

Emotions Research and Theories

Emotion is a feeling that causes physical and psychological changes as well as, influence thought and behavior. Like motivation emotion is categorized into three separate categories: neurological, physiological, and cognitive. Emotionality is associated with a range of psychological phenomena including temperament, personality, mood, and motivation (Cherry, 2010). Emotion is both an intrinsic and extrinsic source of motivation. The emotions that we feel internally drive us like an instinct. Externally what we experience teaches us how to react in the future. The James-Lange theory was an early theory individually discovered by two scientists in the 20th century, William James and Carl Lange. The James-Lange theory states that emotions happen because of physiological reactions to events. For example; you are walking down the street and see a person who wronged you in the past; your teeth clench and you nostrils flare. The William-Lange theory proposes that you will interpret your physical reactions and conclude what emotion you feel. â€Å"My face tightened therefore I am angry. ) The Cannon- Bard theory sought to dispel the William-Lange theory and stated that we feel emotions and experience physiological reactions such as, trembling, sweating, and muscle tension simultaneously. Example- the toddler sees a doctor with a needle and is scared so she cries. The cognitive arousal theory focuses on the interaction between the two arousal and cognition. The first experiment for this theory was created by Schachter& Singer in 1962. This theory focuses on two dimensions of emotion the quality and intensity. They believed that emotion was produced with psychological arousal. When someone is aroused psychologically this can produce a variety of feelings. For example, anger, fear, happiness, anxiety, or sadness depending on the intensity some kind of action will be produced behind these emotions. For instance, a student that lives in a dorm room alone she is just watching television then suddenly hears a struggle to get her door open. Immediately she feels fear and anxiety her next action will be determine by the intensity of her emotions. The arousal in this case would be everything she is thinking is it a burglary, she can get hurt in the process, or is someone there to hurt her. The first thing she grabs is a knife and some mace her father gave her before leaving for college. Her second move would be to call 911. Therefore this scenario proves this theory is correct if there were not any psychological arousal there would not been any action (DeckersL. 2010). Category analysis is a way of analyzing emotion with the study of words associated with that emotion (Deckers, 2010). Category analysis assumes that the development of words happened to describe the emotional experiences of individuals (Deckers,2010), â€Å"in other words, the reason for words such as love, hate, sad, happy, afraid, and angry is because each labels a distinctly unique feeling in a particular situation† (Deckers, 2010. p. 317). These words exist because people have experienced a specific feeling and associated that word to that feeling. To understand the different ways a person express his or her emotions Johnson-Laird and Oatley did a study of 590 English words meanings to classify each word into an emotion category, and words with similar meanings are classified together (Deckers, 2010). One concern with their study was determining if a â€Å"word† used to describe a feeling was subjective. Though their research the results were; categories of five basic emotions, which are happiness, fear, sadness, disgust, and anger. Happiness, fear, sadness, disgust, and anger are words describe basic emotions (Deckers, 2010) Facial expressions are another research method used for uncover basic emotions. The thought in reference to facial expressions is that basic emotions have facial expressions is in accord with that emotion, such as a frown coincides with sadness (Deckers, 2010). Ekman and Izard reported, â€Å"If there is no distinctive facial expression, then the corresponding subjective state should not be considered an emotion facial expression† (Deckers, 2010, p. 18). Ekman along with Izard discovered that facial expressions together with emotions were precisely identifiable by people of differing cultures worldwide, which inspired Ekman’s proposal of the six basic emotions along with the matching facial expressions. The six basic emotions that have recognizable facial expressions are surprise, happiness, fear, sadness, disgust, and anger. The more dramatic the facial expression, the strong er the emotion is for the individual. Lopatovska and Arapakis (2010), â€Å"facial expressions, are the result of facial muscle contractions, which induce movements of the facial skin and temporary deformations of the facial features, such as eyebrows, nose, and mouth† (p. 5). For example, an individual usually expresses sadness through his or her eyes, eyebrows, and mouth regions. Ekman asserts that â€Å"in sadness, the inner corners of brows are drawn up, skin below the eyebrow is triangulated with the inner corner up, upper eyelid inner corner is raised, corners of lips are down or the lip is trembling† (as cited in Lopatovska & Arapakis, 2010, p. 5). Facial expressions are a channel for emotions associated with the effect of the emotions, and serve as a universal language, which enriches the interactions between humans. Many studies of Facial Feedback Hypothesis simply say facial expression is the emotional responds to a person’s emotional feelings. One does not cause the other, but both are in response to an emotion stimulus (Buck, 1984, 1985). Viewing cartoons evokes smiles, laughs, and feelings of amusement (Decker, 1994). Unpleasant scenes such as traffic accidents and ritual suicides however evoke facial expression indicating that the feelings induced are unpleasant (Zuckerman et al. 1981). All are affects from an emotional stimulus but one does not have an effect on the other. The more intensified the stimulus the more intensified the facial expression. For example, if you find something funny you may just smile but, the funnier the situation the smile will eventually turn into laughter. The Event-Appraisal-Emotion Sequence can be broken up into four different emotion-inducing situations: (1) different appraisal of different events can produce different emotions. 2) the same appraisal of different events can produce the same emotion (3) the outcome of the appraisal process elicits the involuntary unfolding of emotion (4) appraisal can happen both above and below the level of awareness (Deckers, 2005). This simple says that first an emotion is introduced. Then that emotion is predetermining which way it should go, either negative or positive. After the emotion determines which way to go it starts to see which personal scheme, attitudes, or need it wants to display. Last but not least the emotion is transformed in and affect which is a physiological response, expression, and or a behavior. In conclusion, emotion is something that we all have, some emotions are more noticeable than others and some are hidden, it can be physical and psychological, and influences behavior, emotions are a strong set of feelings that can change rapidly from person to person, emotions influence motivation and cause people to do what they do. There are many theories and hypothesis that try to explain emotion and try to understand why people feed off of three emotions.

Canada Welcomes An Ethno Cultural Diversity And Follows...

In 2012, Canada received approximately 23,000 refugees and their families (Statistics Canada, 2012). Canada welcomes an ethno cultural diversity and follows the international mandate to ensure safety, stability and accessibility to health services for refugees. The refugees come from different countries, which are socioeconomically unstable, and they are in search of stability and a better destiny. Canada is recognized as one of the most developed countries in the world, it is undeniable that the protection of refugees will be provided. The Ottawa Newcomer Clinic, located in Ottawa, is one of the agencies that welcomes newcomer refugees. This clinic plays an essential role in the reintegration of refugees in their new environment and provides preventive healthcare services. To improve its services, the team members of the clinic are committed to promoting mental health in order to undertake a holistic approach in the care of refugee youths. Consequently, it is important to explore th e obstacles facing this particular population using the Population Health model in order to identify startegies for mental health promotion programs that aims to optimize the health status of refugee youths. This brings us to review the importance of mental health among refugees and concepts involved, such as importance of the role of health care providers who have direct contact with the target population as well as mental health promotion. As indicated by Lucia (2012) populace Health Promotion