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Assignments of Groundwater Flow Modelling in Dumfries Basin New Site Construction

Introduction: At southwest of Scotland and in the lower part of catchment of River Nith we can locate Dumfries Basin. The basin can be described to deep, partly fault bounded, outlier of Permian sandstone and breccia, with a partial superficial cover comprising a variety of lithologies which range from gravel to clay. From these characteristics the Dumfries Basin Aquifer strata can be defined. The water for domestic, public including private, agriculture and industrial usage are drawn from this Dumfries Basin Aquifer. From one of the report it read that the Dumfries basin aquifer and river Nith including tributaries have a complex behaviour over the basin. This calls the interest in a hydrogeologist to study Dumfries Basin Aquifer hydrogeology. The aim of the report is to detail about the best possible solution for the exaction work 5m below the ground level. for a new site area of about 0.4km2 within the basin. This report will answer and aims to include the following. Firstly, Groundwater Level restriction on excavation process and relevant aspects. Secondly impacts on water budgets. Thirdly, the groundwater flow around the site. The aims of the project are accomplished through the numerical modelling of groundwater flow that Ground waterflow Vistas 6 software. Figure 1: Dumfries Basin Map (OS Map, 2004) Dumfries’s basin identification: Solid Geology: The sequence Dumfries Basin bedrock aquifer consists of Doweel Breccia and Locharbriggs Sandstone formations. In terms of age these formations are Permian. In the western part of basin consists of Doweel Breccia which are prominently sedimentary breccia bedded with sandstone. This formation is seen in the artesian direction directing towards the centre of basin. Further in the northern and eastern parts, the above formations interlinks with formation of Locharbriggs Sandstone. (Jackson et al, 2004) The Permian sequence unconformably overlies on a steeply dipping succession of grey, fine-grained, and mudstone. This is interfered by the Criffel-Dalbeattie granodiorite which is in south-west region of basin. The Permian basin-fill sequence has thickness ranging from 1.1Km to1.4 km. This is inferred by air-born gravity data model. The basin is described to be fault bounded along its western margin and the north-east regions. (Jackson et al, 2004) Figure: Bedrock Geology Quaternary geology The superficial geology of the Dumfries Basin is widely dominated by glacial deposits, which includes granular and cohesive. Ice moulds originates in Southern uplands along the south-east of Dumfries. Basal deposit is found to be present lying on Permian strata at north-west region of Dumfries. Fine sand, silt and clay, are found in the south-east of Locharbriggs with dropstones. The Moraine deposits are formed by Nith glaciers and they are composed of folded and sheared glaciolacustrine sand and silt, which usually exceed 30m thichness. It is found to be between Locaharbriggs and Cargenbridge in arc shape. Along the south of Dumfries, extensive deposits of bedded sand, clay and silt are found due to delegation and rise in sea level. These deposits are presently dissected terraces lying at an elevation of 10 to 15 m AOD, due to isostatic force (McMillan, 2002). Marine clays are found be overlying by sand bed along south of Cargenholm. Estuarine and tidal flat fine-grained sediments are lying are found on flat grounds which has up to 10m AOD throughout the coast. Large amount of peat basins are developed locally due to Lochar Moss and Kirkconnell Flow. From glacial sediment, Alluvial sediments of the Dumfries Basin are comprising of silt, sand and gravel. These are recently occupied through the floodplain valley and also developed due to lowest terraces by River Nith and its tributaries. These comprise gravel, sand and silt reworked from the glacial sediments. (Jackson et al, 2004) Figure: Superficial Geology Hydrology: The Dumfries Basin is a low-lying flat land with rivers found to be in flatter terraces. The mounded sands and peat infilled hollows are the important aspects which are controlling factors of basin geology. The figure shows the hydrology and main rivers flowing through Dumfries basin. The River Nith is a vital watercourse draining along the Dumfries basin. This river is also attached to convergent and sub-parallel tributaries while along the basin. This river is lies more on the right bank. Ultimately all the water is drained towards Solway Firth. (Jackson et al, 2004) Figure: Ground surface elevation from 50m DTM(Jackson et al, 2004) Hyrogeology: Recharge: Recharge depends on landuse, rainfall and superficial geology. The figure below shows the potential recharge of Dumfries basin. To the North half of basin there is a good and moderate recharge potential. This shows that the most superficial deposits have good favourable permeability level. Whereas, towards south the basin lack recharge potential which is termed to be moderate or low in most of the scenarios. (Jackson et al, 2004) Aquifer Properties: Based on high values of transmissivity are found through Terregles boreholes analysis. These showed active fracture flow exceeding 100m depths. This resulted in high transmissivity of 94 m2day-1. There are low transmissivities calculated within the basin which are due to lower borehole depths of 40 m. In south west region of the basin, estimates of Transmissivity is found to be 10 m2day-1. Due to thin sandstone aquifer along the south-east results in lower aquifer transmissivities. (Jackson et al, 2004) Groundwater Heads: Groundwater flow pattern is as shown in the figure below. It is seen that groundwater flows towards river Nith and Lochar water of the central basin. Due to high ridge points like in southern Dumfries, in Permian water levels are above superficial rock strata. Surface topography can be understood by the piezometric surface depth. This indicates the occurrences of confined conditions and found to be 15m of unsaturated rock lying down. When the surface level is equal or below to 10m and the main aquifer is covered with silty clay then artesian flow occurs. On the other hand, horizons of sandstones which are separated from breccia including induvial fractures have different heads. (Jackson et al, 2004) Recharge Distribution by Jackson, Hughes, and O Dochartaigh (2004) Model Development: Model Building: The software that is used is Groundwater Vistas Version 6 (GV6). The basis for this model is developed based on the concepts shown below figure. Figure 2 shows the flow chart how the model was built. The screen of the entire process is being attached as screen shot. Running Model: Data and Model Building: Note all units in metre per day are being converted to metre per second. Calibration results: CONTOUR LINES DISPLAY OF MODFLOW RESULTS MAGIFIED WINDOW OF MODEL RESULTS ……………………………………………………………………. 39 ERRORS OBTAINED SCREENSHOT MASS BALANCE MODFLOW MASS BALANCE WINDOW GRAPH FOR MASS BALANCE SUMMARY OF THE MODEL SECTION PROFILE OF COLUMN 8 SHOWS HEAD-DISTANCE RELATIONSHIP DEM ELEVATION MAP OF DUMFRIES BASIN USING ARCMAP ASSIGNING SIX ZONES OF HYDRAULIC CONDUCTIVITY FOR LAYER 2 RECHARGE ZONES OF LAYER 1 GRAPH OF OBSERVED VS. COMPUTED TARGET VALUES SENSITIVITY ANALYSIS GRAPH SENEITIVITY ANALYSIS GRAPH INFORMATION TARGET STATISTICS WINDOW Transient Model: References: Ordnance Survey topographic material with the permission of Ordnance Survey on behalf of The Controller of Her Majesty’s Stationery Office, © Crown copyright. Licence Number: 100017897 [2004]. Jackson et al 2004, Jackson CR, Hughes AG and O Dochartaigh BE; Preliminary numerical modelling of groundwater flow in the Dumfries basin;
Lifelong learning is now recognized by educators, governing bodies, accreditation organizations, certification boards, employers, and the general public as one of the most important competencies that people must possess. This research aim is to explain how meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, reflecting on and evaluating their learning. For teachers that train new teachers, this will require greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities and learning at the point of care. In conclusion, students that want to become teachers are now exposed to multiple opportunities for practicing lifelong learning such as teaching others, participating in multidisciplinary conferences and engaging in research Introduction Lifelong learning has become a necessity for all citizens. We need to develop our skills and competences throughout our lives, not only for our personal fulfillment and our ability to actively engage with the society in which we live, but for our ability to be successful in a constantly changing world of work. The philosophy of learning throughout life is anything but modern. Today in the 21st century, we find ourselves anew amidst the loud voices proclaiming the importance of lifelong learning. What is clear is that the context of lifelong learning has changed and the utopian and generous vision characterizing lifelong learning has now become a necessary guiding and organizing principle of education reforms [1]. It is recognized today as an indispensable tool to enable education to face its multiple current and emerging challenges. Lifelong learning is now valued by educators, governing bodies, accreditation organizations, certification boards, employers and the general public as one of the most important competencies that people must possess. As information and communication technologies permeate our societies and communities, the role of the individual learner is highlighted. Globalization has produced outcomes and processes which make the learning of new skills and competencies of paramount importance. Today it is no longer enough to have the same living and working skills one had five years ago. The ways in which we access information and services continue to change. We need new competences to master a whole new digital world, not only by acquiring technical skills, but also by gaining a deeper understanding of the opportunities, challenges and even ethical questions posed by new technologies [2]. We all need to possess the generic competences that will enable them to adapt to change. Learning to learn, problem solving, critical understanding and anticipatory learning – these are only a few of the core skills and competencies needed for all, at a time when 60% of trades and jobs to be performed in the next two decades or so are not yet known [3]. In many communities, the growing number of migrants means that residents have to discover new ways of relating to people from other cultures. The clamor for active citizenship likewise implies that individuals should realize their capacity for active participation in the shaping of democratic societies. And in all of the above, the environment in which learning takes place is decisive for all learners, women and men, young and old. As the debate on lifelong learning resonates throughout the world, it is clear that there needs to be more discussion on how this concept will be put into practice, in the educational field. The rhetoric on lifelong learning has to be matched with evidence of how it works and how it will contribute to creating more humane societies. This research is contribution to this discussion. As teachers from the Department of Educational Sciences of the University “Lucian Blaga”, responsible to train future teachers, we are focused on the changes needed for today’s academic education. Lifelong learning involves a huge challenge for teachers and students as well because they all have to embrace changes in their work. This research aim is to explain how meeting this challenge will require changes in the way teachers teach and learners learn, as teachers take on a more facilitative role and learners take more responsibility for setting goals, identifying resources for learning, and reflecting on and evaluating their learning. The study reflects our opinions and experiences as teachers involved in today’s training system for the next generations of teachers. It is based on the modern educational paradigms of lifelong learning that recognize students as active participants in their own education. LIST EXAMPLES For teachers that train new teachers, this will require greater participation in self-assessment, peer assessment, evaluation of performance in practice, documentation of practice-based learning and improvement activities, and learning at the point of care. According to our self-opinions, we consider that the next points are relevant for today’s students: Perhaps most salient to any discussion about learning in the 21st century is the fact that today’s students are growing up digital. As teachers that train future teachers we questioned: “How can we begin to take advantage of those differences and unleash in our students a passion to learn and create?” “What we should change, as teachers, in our teaching styles?” “What kind of learning environments we should create for our students today?” A second characteristic of the new learning context, ironically, is that now, when education is more important than ever, much of the public seems less willing to pay for it. Given that constraint, we need to find ways to tap the naturally occurring curiosity of our students so that we can turn them loose to do more learning on their own. Third, we need to keep in mind that today’s students will not have fixed single careers. Instead, they are likely to follow a working trajectory that encompasses multiple careers and as they progress, they won’t be able to depend on what they learned in school a decade earlier. They will need to be able to gain new skills outside today’s traditional educational institutions. Fourth, from a larger perspective, it is likely that the problems of the future won’t be addressed by any one specialty; rather, cross-disciplinary approaches that encompass multiple areas of expertise and ways of knowing will have to become the norm. People will need to be able to work in such cross-disciplinary teams. The fifth key characteristic of learning in the 21st century is the truly global nature of our economy. Today’s students will both compete against and, ideally, cooperate with people from around the world to build and shape the global economy. How our country fares in this situation will depend to a large extent upon how well we can educate our citizens. Finally, one of the greatest challenges we face is how to encourage our institutions of higher learning to become learning institutions themselves. All academic institutions should do this well today [2]. In this context, as teachers we put in practice a new teaching style that can improve students’ abilities and attitudes for lifelong learning. In our classes we use the critical thinking methods that offer a successful model of learning that may be more broadly applied. During a critical thinking method, all work in progress is public and so students can see what every other student is doing. Students witness the thinking processes other students use to develop their ideas. Particularly via the practice of the public critique of projects, students gain a moderately nuanced understanding of the design choices, the constraints, the unintended consequences of choices made early on and the compromises that may underlie the final product that they have learned about. They start to appreciate and learn from the struggles and successes of their peers, and learn the social and intellectual practices that enable them as an ensemble to become a reflective practicum. Students learn to solve problems as they become critical thinkers and active learners. The ability of critical thinking is considered vital in a learning society. Critical thinking methods can work for other subjects too in any field of study. No traditional lecturing takes place. Mostly the professor and teaching assistants walk around from table to table, see what interesting issues are unfolding and occasionally interrupt the entire class to discuss something that a particular group of students is encountering. We believe that the crucial difference between traditional classrooms and critical thinking classrooms in the distinction between “learning about” and “learning to be.” In order to prepare students for their future in terms of being a life-long learner, we implement some measures, such as: create a safe learning environment that supports and respects inquiry, exploration, and intellectual risk taking; take into account the national curriculum guidelines, as well as learner background, special needs, and interests; encourage positive social interaction, active engagements in learning and self-motivation; understand and use a variety of learning models to promote active learning and understanding; foster relationships with colleagues and teachers to support learning and development; reflect on learning and teaching individually and with colleagues (course journal); encourage learning from a variety of activities ( for example, observing how other people do something, discussing with others, asking someone, looking up information, trying something for oneself and learning from trial and error, and reflecting on all the previous activities) provide opportunities for students to think of both pros and cons for situations and then make decisions, to solve real-life problems (study case), to set their own goals and to self-assess, to measure their own progress; provide the students with experience that fosters communication and critical thinking skills, creativity, team work (for instance, integrating group projects in university courses/seminars provide students with the opportunity to practice collaborative skills and challenging students to make presentations based on their project can be a very good opportunity for students to develop communication skills and self-assessment). ACKNOWLEDGEMENTS Every individual must be in a position to keep learning throughout his life. The idea of lifelong education is the keystone of the learning society and the keystone of today’s education. In other words, lifelong education is not an educational system but the principle in which the over-all organization of a system is founded. In conclusion, students that want to become teachers are now exposed to multiple opportunities for practicing lifelong learning such as teaching others, participating in multidisciplinary conferences and engaging in research. We hope that this study will be used widely to push forward the Department of Education agenda within the lifelong learning framework. It is our confident expectation that the growing demand for learning will filter down to education systems of many kinds worldwide, thus affirming the triumph of learning as an essential tool, a right and a joy. We recommend critical thinking methods because they proved to be a useful tool for education and training providers and learners, in order to make lifelong learning a reality for all.
The play “Trifles” emphasizes the culture-bound notions of gender and sex roles, specifically, that women were confined to the home and that their contributions went unnoticed and were underappreciated. “This play is also about how we pursue the truth, interpret and explain it, and how we value it.” As the title of the play suggests, the concerns of women are often considered to be mere trifles, unimportant issues that bear little or no importance, while the “real work” was carried out by the men. This play questions the value of men and women’s perspectives by going through the crime scene, where a woman is being accused of killing her husband, where the different genders take on opposite views of trying to understand the accused widow’s motives. The play starts off with the neighbor, Mr. Hale, telling his account of what he knew about the murder of Mr. Wright. Mr. Hale went over to the Wright’s house to try and convince his neighbor to install a telephone so that they all could receive the service. He knew that Mr. Wright would be a tough sale because Mr. Hale had previously approached him to set up one and Mr. Wright right out refused to buy one. So Mr. Hale decided that he would go to the house and try to sell Mr. Wright into going ahead and getting one by propositioning him in front of Mrs. Wright, hoping that in some way she would convince her husband to do it. But, when Mr. Hale got to the house and knocked on the door, no came. So Mr. Hale continued to knock and finally heard a voice inside that said to come in. When he walked in he saw a disheveled Mrs. Wright sitting in her rocking chair, unphased by the presence of her neighbor she sat there ignoring him until he asked to see Mr. Wright. She said you can’t see him. Confused he asked if he was there and she said yes, and then said he was dead. He asked how and she said by a rope on his neck. Mr. Hale shocked by this asked where and she pointed upstairs, as if it was unimportant. When he hurried upstairs and discovered the body of Mr. Wright as Mrs. Wright described and called the authorities. When they show the men have their wives with them to look through the crime scene. The men and the women have two very different reasons for being there-the men, to fulfill their obligations as law professionals, the women, to prepare some personal effects to carry to the imprisoned Mrs. Wright. The man that talked to Mrs. Wright tells the sheriff she is only worried about her preservative jars being broken because of the cold weather. The county attorney goes over to a shelf in a kitchen and announces there is a mess where her fruit had frozen, breaking the jars “well, can you beat the women! Held for murder and worryin’ about her preserves” to which Hale replies, “women are used to worrying over trifles” Mrs. Wright was worried about her preservatives because she worked hard for them and that was something she really cared about that was about the only thing that her husband allowed her to do. Her husband already forced her to quit her passion of singing in the choir. The two women in the room move closer to one another as the county attorney goes around the kitchen, making comments that belittle the women in terms of how they are only concerned with tiny things that relate to their kitchen. The women do stand for her, not necessarily because they were good friends of Mrs. Wright but because they understand the nature of farm life. It becomes clear at this point that the women notice things that the men don’t, for all their criticisms. They see that Mrs. Wright had bread set, for instance, an important detail that marks what she was doing before the event. They remember when she was Minnie Foster and see how sad her life was, presumably because her husband was an unpleasant man. The women wonder if she did it, but Mrs. Hale says no because she was worried about “trifles” (mocking what the men had said) such as her preserves and apron and they don’t seem to think that the ordinary things she was doing beforehand show any signs of anger or sudden extreme emotion. The two women are also bothered by the fact that it seems the men are “sneaking” around her house while she’s locked up in town and do not like the way they criticize her housekeeping skills, especially since she didn’t have time to clean up. The women are standing over Mrs. Wright’s pattern of a log cabin quilting project and wondering if she was going to knot or quilt it and the men laugh at this. However, what the men don’t realize is this “trifle” that they are thinking about, the quilt, reveals a very important piece of evidence. Most of the quilt discussed is very neat and perfect but all of a sudden there is a piece that is “all over the place” proving that Mrs. Wright was not her usual careful self, which proves the point that she was in distress while she was quilting at that place in time. Mrs. Hale moves the stitching about to make it look better, she is more conservative and assured that the men have the best intentions. As she looks for a piece of string the two women encounter a birdcage that looked as if it had been forcibly opened due to the immense damage to it. The birdcage is an important find in the play because although the women remember someone selling canaries, they don’t remember her having a bird or a cat that might have gotten to it but they do remember that in her younger days, as Minnie Foster, she used to sing like a pretty bird but stopped doing so when she married her husband. Before more about this is explored the women discuss how they should have come over to Mrs. Wright’s house more often, how without children and with a husband who always worked and was bad company when he was at home, it must have been lonely for her. The women are getting ready to take the quilt with them and look for scissors and find a box. In it they find the bird with an obvious broken neck, like someone strangled it forcefully showing motive that since her husband killed her bird, about the only thing Mrs. Wright had left that she loved, she couldn’t take the abuse anymore and just snapped killing her husband. The women’s way of knowing leads them not simply to understanding; it also leads to the decision about how to act on that knowledge. At this point the County Attorney enters and asks (probably mocking them) if they thought Mrs. Wright planned on knotting or quilting it and they reply that “she was going to knot it” an obvious metaphor for the crime. In another metaphor, the Attorney asks about the bird, if a cat got it, which they reply was the case. The cat in this metaphor is Mr. Wright. Mrs. Peters tells a short beginning of a story about a boy who took a hatchet to her kitten which alludes to the fact that she would understand how Mrs. Wright would feel if Mr. Wright killed her bird. They could understand how still and lonely it would be without the sound of a bird for comfort which prompts Mrs. Hale to say something about her baby that died and how it was the same feeling. A result of understanding, the women are able to gain power ” the wives themselves having been devalued all their lives, for their low status allows them to keep quiet at the play’s end”. Because the men do not expect the women to make a contribution to the investigation, they are disinterested in the women’s views or about their valuable findings, that solved the murder case, because they are seen unimportant they are able to hide the evidence of Mrs. Wright’s motive. The wives see themselves as guilty of a crime since they never came to see Minnie and they take the box with the bird and put it in their purse. Then the men enter and say Mrs. Wright was, indeed, planning on knotting it knowing that she did kill her husband but they don’t have the evidence to back it up. I believe that Mrs. Wright was pushed so far by her emotionally abusive husband that she couldn’t take it anymore and had a nervous breakdown. Once she snapped, she killed her husband the way that he had been slowing killing her all those years through the marriage and also the way that he horribly killed her canary. Mrs. Wright has all the classic signs of having schizophrenia. She was detached from emotion, I believe she didn’t realize what she was actually doing at the time, she gave one word answers, and showed signs of distress.
Business Law Case.

Andre Wicked, Ph.D., has been at home in quarantine for several very long months and has decided to take up an unusual hobby: becoming a super villain. After some persuasion, several of his close friends and neighbors decided to participate and aid in his many world domination schemes, including Nathan “Numero” Dos, Big Bruno, and Tiny Mel.•At the request of Andre, Numero failed to locate man-eating sharks, but instead managed to get his hands on illegally-imported mutated sea bass. Unable to attach lasers to the fish as requested, Numero decided to instead introduce the bass to a local waterway where they are killing the local aquatic ecosystem and preventing any recreation, swimming, or boat traffic/transportation from occurring.At Andre’s direction, Bruno attempted to rob a bank using a water pistol that looked like a real gun. Bruno pointed his water pistol at the teller behind the counter and demanded that he be given “One million dollars!” As Bruno was leaving with the cash, he was confronted by police arriving at the scene. After resisting arrest for several minutes, Bruno eventually surrendered to police after they shot several very real bullets over his head. Unfortunately, one of those bullets ricocheted off a nearby marble pillar and struck a pedestrian, killing them instantly.•At Andre’s instruction, Mel was sitting outside the bank behind the steering wheel of a car waiting to pick up Bruno after the robbery. However, before Bruno could exit the bank and before the police arrived, Mel got scared and fled the scene, driving to the nearest police department where he told them about the robbery plan and declared that he had abandoned his role in it and just wanted to go home and eat chocolate.•Shortly after the arrests of Numero, Bruno, and Mel, police visited Andre at his volcano lair/home where he was read his Miranda rights before being arresting for involvement in the crimes being charged against the others. After consulting with a lawyer, Andre filed a motion for summary judgment, declaring that he is not liable as he had not personally committed any of the crimes he is being charged with.•Numero, Bruno, and Mel are all pleading innocent to the crimes, unanimously declaring that Andre was the real mastermind behind their despicable activities.THE PAPER SHOULD CONTAIN THE ANSWERS TO THE FOLLOWING QUESTIONS:•The legal arguments/claims the district attorney should make against Numero.The legal arguments/claims the district attorney should make against Bruno and Mel.The legal arguments/claims the district attorney should make against Andre.The legal defenses Numero, Bruno, and Mel can/should make in response to the charges laid against them.Explain whether each of those claims is (1) strong or weak and (2) back up your opinion with evidence.Explain whether each of those defenses is (1) strong or weak and (2) back up your opinion with evidence.Answer the question: should Mel be charged with any crime at all? Why or why not?Answer the question: should any specific federal government agency get involved in one or more of these cases? Why or why not? Go into detail with your answer.Answer the question: Which party (or parties) is/are going to jail based on the legal arguments you have discussed? Take a best guess/estimate on the amount of jail time that will be given to the party (or parties).THE PAPER HAS TO BE 10 PAGES LONG; HOWEVER, I AM HAPPY WITH YOU JUST ANSWERING ALL THE QUESTIONS GIVING A BRIEF EXPLANATION IN 4 PAGES AND THEN I CAN ADD MORE TO IT.
Business Law Case

Write an initial post of 200-250 words in which you discuss the TED video you watched. How did the topic relate to communication? What did you learn? What questions would you like to have asked the sp

How did the topic relate to communication? What did you learn? What questions would you like to have asked the speaker?  Be sure to cite the video in APA style and include a link to it in your post.  After you submit your initial post, read and respond to at least three of your peers’ postings (or more for excellence).  In your responses to classmates,  Each reply should be at least 100 words in length and should provide a thoughtful response; simple agreement with or support of a classmate’s post does not count as a response. Build your credibility by following the conventions of academic writing; use a professional tone, proofread carefully, and cite all outside sources you use.

The Conflict-Positive Organization: It Depends Upon Us Case Study

best essay writers Table of Contents Introduction Findings Potential Limitations Implications Intellectual Reflections Conclusion References Introduction The paper represents the summary of the article “The conflict-positive organization: It depends upon us” by Dean Tjosvold published in the Journal of Organizational Behavior in 2008. The author investigates the issue of the conflicts and the conflict management. Tjosvold (2008) emphasizes the significance of managerial approach towards the conflict situations within the organization and suggests considering conflicts as the constructive phenomena rather than as adverse events (p. 25). The author recognizes that a particular stereotype regarding the conflicts takes place in the global society, and it creates the potential obstacles for the efficient conflict management. However, nowadays many scholars and researchers in management and organizational culture realize that the multiple contradictions and clashes of ideas and goals expressed by the members of the organizational community can be manageable and used for the benefit of the enterprise. Therefore, the integration of the conflict management into the organizational culture can provoke the improvement of the business performance and increase the competitive advantages of the company. Findings The main focus of the article is made on the claim that “cooperative management of conflict has both short-term and long-term significant benefits for both organizations and individuals across a wide range of situations” (Tjosvold, 2008, p. 20). By emphasizing the benefits caused by the conflict situations in the organization, Tjosvold (2008) demonstrates the positive side of their encountering while the avoidance of conflicts is regarded as negative and provoking challenges and unproductiveness. The organizational environments are diverse in their nature, and the conflicts thus are the inherent part of the working process. When the disputes are recognized as the intrinsic feature of the human communication, the ability to overcome them occurs. Get your 100% original paper on any topic done in as little as 3 hours Learn More Conflict management is based on the recognition of the various disagreements between employees and management and the consequent measures that are aimed at their conversion into positive outcomes. The principle methods of the conflict management are the communication, discussion of differences, and maintenance of open-mindedness. “Avoiding conflict has proved ineffectual as a general approach toward collaborating,” and it means that managers and organizational leaders need to encourage the open communication within organizations (Tjosvold, 2008, p. 20). The free communication at all the levels supports the constructive approach towards the dilemmas. The conflicts have to be managed both in the executive office and the subordinate departments. Moreover, the cross-sectional communication is of significant importance as it helps to handle the confrontations in the multiple functional areas. According to Tjosvold (2008), the conflict management can have advantageous impacts on performance and productivity in accounting, leadership, and many other organizational settings (p. 21). However, since the leaders’ responsibility for the development and adaptation of culture is the biggest, the conflict management has to be an essential issue for them. “Leaders can be successful through quality relationships,” and by promoting the positive attitude to conflicts, they increase the subordinates’ commitment and productivity (Tjosvold, 2008, p. 21). Other findings in the article include the conflict managements’ positive impacts on the nature of communication, implementation of the new technology, adaptation to the structural changes within organizations, creation of the competitive and strategic advantages, reduction of costs, and improvement the products and services quality (Tjosvold, 2008, p. 22). The open discussions and the opportunities to express the negative emotions in a constructive way helps to refine relationships and restore the mutual respect between the sides. We will write a custom Case Study on The Conflict-Positive Organization: It Depends Upon Us specifically for you! Get your first paper with 15% OFF Learn More Potential Limitations Although Tjosvold (2008) suggests looking at the positive sides of conflicts, there is still a potential limitation to the conflict management due to the multiple requirements needed for the success of the managerial action in resolving the issues in interrelations (p. 23). First of all, the managers and the employees who address the conflict situations must have the inner qualities of emotionality, empathy, and critical thinking. For obtaining the advantage from disputes, the staff members “should express their feelings but also develop their arguments rationally using deductive and inductive reasoning” (Tjosvold, 2008, p. 23). Additionally, the communication must be grounded in honesty; otherwise, the conflicts cannot be completely resolved and transformed. The effective conflict management requires a high level of individual’s operation with the mentioned skills and possession of all the necessary inner qualities and strengths. Therefore, the achievement of the positive results can be considered subjective and challenged with multiple barriers, most of which belong to the human factor. Moreover, the common perception of conflicts as negative events interferes with addressing them effectively as well. In case the process of the conflict resolving is aimed at the creation of benefits only for one of the sides, it can lead to the worsening of the situation and provocation of the negative consequences. It is mentioned in the article that people often tend to misread each other’s intentions (Tjosvold, 2008, p. 24). And most frequently it happens when there are no close connections between two or more people. For the effective overcoming of these limitations, the leaders need to strive to develop the organizational culture in which the values of open-mindedness and collective cohesion are integrated and accepted by all the staff members. Implications The research and knowledge of the conflict management are of tremendous importance to the present-day organizations. The modern world is characterized by extreme diversity, the dynamic environment in markets and industries, rapid conceptual changes, and the technological development. Because of the differences and the constant environmental shifts, the communication becomes difficult and, at the same time, the ability to build strong and sound relationships becomes a value and can be regarded as strength both at personal and organizational levels. When speaking of the organizations, their performance and productivity depend on the internal strengths of the company and the collective. A high level of the collective cohesion positively affects organizational operability and functioning as a whole. Not sure if you can write a paper on The Conflict-Positive Organization: It Depends Upon Us by yourself? We can help you for only $16.05 $11/page Learn More However, as it was already mentioned, the conflicts are inherent for the human communication, and the wrong treatment of the frictions between employees can break down the company’s stability and cause declines in profitability, quality of the provided services, and negatively influence the organizational image and value as the result. Disregard towards the conflict situations and misunderstandings can’t bring success to a company. And when managers recognize it, they take the first step towards the positive outcomes in conflict management. “As leaders and employees study and debate conflict, they can realize that a ‘conflict-free’ organization is an unrealistic, dysfunctional illusion and understand the need to confront their confusions and develop a more realistic understanding of the nature of conflict and the relationships and skills needed to make effective use of it” (Tjosvold, 2008, p. 25). Intellectual Reflections Each person is involved in the communicational processes every day both in personal and working situations. All the people are different and unique and have distinct goals and objectives in their lives. Because of this, the confrontations are inevitable. The vast majority of the adult individuals spend most of their time at work. The working environment largely depends on the communication within the collective. In the working environment, a person cannot be separated, and his or her productivity is interrelated with the productivity of others. Therefore, the inability to build open and sound relationships with colleagues affects the employee’s performance. When the conflicts are brewed without the possibility of resolving, the psychological well-being and sustainability are negatively influenced. Overall, at the individual level, it leads to the decrease of the job satisfaction. The working environments that are characterized by a high level of the unresolved conflicts are thus prone to increase in the staff turnover, and, as a consequence, the organizational operability suffers. Based on all the arguments and reflections, it is possible to say that conflict management that includes the development of communicational skills in employees and recognition of conflicts as the potentials for the business improvement is beneficial for the businesses and, therefore, it must be efficiently implemented by the management and leaders. Conclusion The analysis of conflicts conducted in the article helped to reveal the positive nature of conflicts. The disputes and confrontations of various kinds constitute a significant part of the communication in companies. By neglecting the conflicts, managers jeopardize the organizational profitability and growth. And on the contrary, when the conflicts are addressed, and the employees have the opportunity to discuss the problems, they elevate these challenges to a new constructive level. The leaders need to pay a greater attention to the incorporation of the conflict management into the strategic planning. The development of the appropriate corporate culture supports the efficiency of the constructive approach to conflict situations. References Tjosvold, D. (2008). The conflict-positive organization: It depends upon us. Journal of Organizational Behavior, 29, 19-28. doi:10.1002/job.473

BUS 3021 Capella University Business Law Impact Businesses Discussion

BUS 3021 Capella University Business Law Impact Businesses Discussion.

Write a 2–page executive briefing of a selected U.S. federal or U.S. state court case pertaining to the topic of intellectual property. By successfully completing this assessment, you will demonstrate your proficiency in the following course competencies and assessment criteria:Competency 1: Articulate the importance, context, purpose, and relevance of law in a business environment.Summarize the facts and ruling of a legal case.Competency 3: Evaluate key judicial concepts that influence the decisions related to business.Analyze how a legal case could impact businesses.Explain how a legal case could impact a specific organization.Competency 5: Develop information literacy skills as applied to business law.Exhibit information literacy skills as applied to business law.Why Intellectual Property MattersIntellectual property rights issues are a growing concern in the global marketplace. Differing cultural interpretations of the concept of intellectual property have caused conflict between organizations in different nations. There is an increase in international litigation concerning intellectual property rights infringement. Primarily, lawsuits are being brought by multinational corporations based in the United States and Western European nations against organizations in developing nations such as China, India, and Vietnam. Indeed, violations of intellectual property rights have become a critical and debilitating sticking point between Washington and Beijing. In the U.S., intellectual property rights protect the economic and intellectual investment that entrepreneurs make in a product or service, and without these protections the marketplace would grind to a halt. The copying of Microsoft software in China is the most egregious example of infringement upon intellectual property rights, but the problem goes far beyond that. From those who copy the latest hit CDs to manufacturers producing fake Louis Vuitton handbags, and even the nearly identical creation of automobiles copied from General Motors cars in China, one thing is certain: each example inextricably leads to an important conversation about what rights are important, how they should be protected in an international context, and what powers governments should have to enforce intellectual property rights. The focus of this assessment is necessarily upon the United States, where intellectual property is considered a cornerstone of the business environment. The federal government and state and federal courts have crafted a vast array of resources and protections for entrepreneurs regarding their ideas, products, and services. The proliferation of small businesses and the dominance of Silicon Valley in the high-tech field are all testament to the protections that have been afforded businesspeople who are seeking to create new ideas or to further innovative technologies. It is also important to consider the ramifications for businesses that seek to do business overseas, where intellectual property rights may not be as strong or as stringently enforced as they are in more developed nations.Read the Assessment 3 Context document for important information related to the following additional topics:Employment-at-Will in the United States.Combating Employment Discrimination.Questions to ConsiderTo deepen your understanding, you are encouraged to consider the questions below and discuss them with a fellow learner, a work associate, an interested friend, or a member of the business community.Should the law allow debtors to avoid payment of their debts if those debts cause the debtors to lose their homes or suffer other extreme hardships?Should a business be able to erase its obligations to workers if those obligations would cause the business to be unable to pay dividends to its shareholders?Should a student ever be able to obtain forgiveness of her obligation to pay tuition?Should a parent ever be able to obtain forgiveness of his obligation to pay child support?ResourcesSuggested ResourcesThe following optional resources are provided to support you in completing the assessment or to provide a helpful context. For additional resources, refer to the Research Resources and Supplemental Resources in the left navigation menu of your courseroom.Capella ResourcesClick the links provided to view the following resources:Assessment 3 Context.Capella MultimediaClick the links provided below to view the following multimedia pieces:Analyzing a Case Law | Transcript.Throughout this course, you will be required to submit case law analysis papers. This multimedia presentation points out key areas of a case law. Use this presentation to help you complete your case analyses. Refer to this media as often as you need to.Business Law Foundational Concepts | Transcript.This media piece offers interactive flashcards that you can use to learn (or review) foundational terms and concepts in business law. Refer to this study aid often and as needed.Labor Law Timeline.Library ResourcesThe following e-books, articles, and videos from the Capella University Library are linked directly in this course:DuBoff, L. D. (2004). The law (in plain English) for small business. Naperville, IL: Sphinx Publishing.Grimsley, K. S., & Riewerts, P. K. (2010, July). Does your business have intellectual property to protect? CPA Practice Management Forum, 6(7), 12–15.Course Library GuideA Capella University library guide has been created specifically for your use in this course. You are encouraged to refer to the resources in the BUS-FP3021– Fundamentals of Business Law Library Guide to help direct your research. Pay particular attention to the Capella University Library Legal Research Library Guide linked within.Internet ResourcesAccess the following resources by clicking the links provided. Please note that URLs change frequently. Permissions for the following links have been either granted or deemed appropriate for educational use at the time of course publication.Nolo. (2013). Nolo law for all. Retrieved from http://www.nolo.comThis resource provides helpful background on a range of legal issues. You may find the Free Legal Information section of the site particularly helpful.Your assessments throughout this course will be case law analysis papers based on real-world court decisions you will choose and research independently. The following suggested resources provide helpful methods of locating relevant cases:FindLaw. (2013). US Supreme Court opinions. Retrieved from is one of the best resources for case law in the topic area of intellectual property.Cornell University Law School – Legal Information Institute (LII). (n.d.). Supreme Court: Most recent decisions. Retrieved from (2011). US Supreme Court center. Retrieved from http://supreme.nolo.comOyez, Inc. (2011). U.S. Supreme Court media – Cases. Retrieved from following government agencies are a good place to search for up-to-date information about employment law:U.S. Government Accountability Office. (n.d.). GAO. Retrieved from http://www.gao.govYou may find useful reports about the state of creditor-debtor issues on this Web site.U.S. Department of Labor. (n.d.). Occupational Safety and Health Administration (OSHA). Retrieved from http://www.osha.govThis Web site is highly recommended and has critical information about workplace health and safety.U.S. Department of Labor. (n.d.). Bureau of Labor Statistics. Retrieved from http://www.bls.govThis Web site provides relevant and up-to-date employee data in the United States.U.S. Department of Labor. (n.d.). United States Department of Labor. Retrieved from http://www.dol.govThis Web site should be considered an essential resource for this course.Bookstore ResourcesThe resources listed below are relevant to the topics and assessments in this course and are not required. Unless noted otherwise, these materials are available for purchase from the Capella University Bookstore. When searching the bookstore, be sure to look for the Course ID with the specific –FP (FlexPath) course designation.Miller, R. L., & Cross, F. B. (2018). The legal environment of business: Text and cases (10th ed.). Boston, MA: Cengage.Assessment InstructionsFor this assessment, you will first select an actual business-related U.S. legal case, pertaining to the topic of intellectual property, based on briefly conducting associated research. Based on that, you will then select an organization that you believe would be impacted by that legal case. Having completed both of these tasks, you should assume you’re a senior manager in the organization you selected, and that you were asked to perform an analysis of the legal case and to write an executive briefing for the executive team of that same organization. Your executive briefing should include a summary of the case, as well as an evaluation of how the case impacts the organization.The purpose of this format is two-fold:To give you the opportunity to research and investigate a real court decision.To challenge you to think about the business implications of the case, and specifically how the case will impact an actual organization.In your case law analysis you must be able to navigate the court’s decision, and summarize and evaluate it. You may choose any business-related court case, either state or federal, as the basis for your case law executive briefing, as long as the case is applicable to the assessment topic. You are expected to conduct your own independent research to locate and evaluate the applicability of cases. A few appropriate case law websites are recommended for you in the Resources, but you are not limited to using cases from these sites.For this assessment, use credible legal research databases and online resources, research federal and state court cases, and select any business-related case that has been decided by a state court, a federal court, or the United States Supreme Court. Then select an organization (potentially the organization for which you work) that you believe the selected case might impact. Write an executive briefing that addresses the following:Research federal and state court cases pertaining to the topic of intellectual property. Select one court case and write an analysis that addresses the following:Articulate the context and relevance of law in a business environment:Identify the parties who are before the court.Provide a brief background and context associated with the case. Summarize the facts in no more than 2–3 paragraphs.Identify the specific disagreement between the parties.Explain the ruling of the court and its business relevance in no more than 1–2 paragraphs. Was there a dissenting opinion? If so, explain why some of the judges or justices disagreed with the majority in the decision.Evaluate the business impact of the case:Summarize your analysis of how the case will impact businesses in general, including both positive and negative impacts.Indicate the organization you selected as potentially impacted by the case and why you selected that organization.Explain how the case will impact the specific organization you selected, such that the executive team will understand the implications of the legal decision.Based on your executive audience, your executive briefing should be no more than two pages, and should be well organized and written in clear, succinct language. Follow APA rules for attributing sources that support your analysis and conclusions.Academic Integrity and APA FormattingAs a reminder related to using APA rules to ensure academic honesty:When using a direct quote (using exact or nearly exact wording), you must enclose the quoted wording in quotation marks, immediately followed by an in-text citation. The source must then be listed in your references page.When paraphrasing (using your own words to describe a non-original idea), the paraphrased idea must be immediately followed by an in-text citation and the source must be listed in your references page.
BUS 3021 Capella University Business Law Impact Businesses Discussion

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Based on the following information, prepare a Schedule D form. Assume you have already completed a Form 8949. All transactions have been reported on Form 1099- B to the IRS. For Part I, report your information on line 1b. For Part II, report your information on line 8b. Remember to complete Part III, Line 16.Susan Smith231- 23- 5678On July 1, three years ago, Susan bought 500 shares of Gold Stream common stock for $2,500. Susan sold the stock on August 1 of the current year for $5,000On August 1 of the previous year, Susan bought 500 shares of XYZ Corp for $3,000. She sold the stock on July 31 of the current year for $1,000.On January 4 of the current year, Susan bought 100 share of General Corporation stock for $2,000. The year- end value of the stock is $4,500.
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