CONFERENCE AND EVENT MANAGEMENT Essay Example | Topics and Well Written Essays - 3250 words

CONFERENCE AND EVENT MANAGEMENT - Essay Example These issues were however raised prior to the commencement of the 2009 annual event and were reported upon after the event, as will be highlighted within this report. Prior to the commencement of the 2009 event in Brisbane, media reports dominated the process of the refurbishment of the existing show grounds where the exhibition is housed on an annual basis, with a budget of $3 billion. This refurbishment includes inter alia the development of retail, commercial and residential infrastructure and development within the immediate grounds and vicinities, which in itself represents a significant contribution to the region in terms of both development, as well as the regional economy. Although this is not specific to the EKKA itself, it is seen as an initiative from within the EKKA camp and represents value to the region as a whole. From a historical perspective, the EKKA originally named The Brisbane Exhibition had its inaugural exhibition in 1876 with an attendance of 17,000 visitors (Mirosch, 2008). According to the media reports of the Brisbane Times and pertaining to the 2009 event, an approximate visitor turnout of 400,000 people attended the 2009 event (Brisbane Times). This turnout was however down on the preceding years figures by as much as 20%, represented by a significant turnout of over half a million people in 2008, according to media reports and resources. The show was still however deemed to be successful despite the reduced numbers in attendance, the media attributed the reduced turnout to the current financial situation as well as the impending swine flu situation. Attendance figures may well have an impact upon the sustainability of an exhibition, as well as the profitability of the event itself, dependent upon the expected income generated from admission or entrance fees, this will be addres sed further

Self Assessment (Final Portfolio) Essay Example | Topics and Well Written Essays - 750 words

Self Assessment (Final Portfolio) - Essay Example To put it simply, I must say that I lacked a direct human relationship with the language. However, after joining this class, in the course of time I have developed a genuine love and appreciation for the English language. My approach towards learning English language is no more, dry, but is marked by lot of emotion, enthusiasm and interest. One other important thing that I learned in this class is the importance of making mistakes, as far as the task of learning a language is concerned. In the initial stages I mostly got disheartened by the number of mistakes I made. Sometimes I strongly felt that I will never be able to have a good grip over the English language. However, later on I realized that every time I made mistakes, I learned many new things, which improved my English a lot. So slowly I got over the fear of making mistakes. With the passage of time my writing skills began to improve. On the basis of the things I learned by making mistakes, I began correcting and improving my previous drafts. No wonder, these corrections made my drafts more grammatically correct and meaningful. I realized that I could express my views and emotions in a much better way than before. I know I still have a lot to learn. But, now I take this challenge with much enthusiasm and hope. The most important thing that this class did for me was to allow for a direct exposure to the concepts of culture and identity by making us read the stories written by famous writers. This class also allowed me a chance to watch three international films. Both these experiences of reading stories and watching films helped me improve my communication skills and made me better at expressing and conveying my views and feelings. Out of the three international films I watched, the film that impacted me most was the Iranian film The Color of Paradise. This film was about the story of a blind boy Mohammed, who is disliked and rejected by his father because of him being blind. His father felt that his bli nd son Mohammed would spoil his plans of getting a new wife and leading a happy and prosperous life. What particularly impressed me in this film was Muhammad’s ability to enjoy the beauties of nature, despite his being blind. I was touched by his sadness and his belief in himself and God. I believe that all of us have a little Muhammad inside us. All of us may be not be blind. Still, many a times many of us are unable to convey to others what we think and feel due to many problems like not knowing a language or not knowing how to phrase what we intend to say. In that sense I identified with Muhammad. Watching this film encouraged me to improve my communication skills and my ability to interact with others. Out of the stories that we read, the one that interested me most was Bloomington, Fall 1971. Though I found the story to be very interesting, the one thing that impressed me most was the mastery of the writer over the art of writing. This story showed to me how language can be used to communicate and convey the most deep seated emotions and feelings. This story made me respect the power of writing. It motivated me to work hard to improve my writing skills and to be able to communicate with others in a much better way. Overall, I must say that this class has led me on to a journey towards improvement and ambition. Whatever I have learned in this class will surely make a good foundation for further improving my writing and communication ski

Theories of Job Satisfaction

Theories of Job Satisfaction Literature Review Within the literature, one of the first definitions of job satisfaction were described by (Hoppock, 1935), when he defined the construct as being any number of psychological, physiological, and environmental circumstances which leads a person to express satisfaction with their job. It was suggested by Locke (1969) that job satisfaction was a positive or pleasurable reaction resulting from the appraisal of ones job, job achievement, or job experiences. Meanwhile, Vroom (1982) defined job satisfaction as workers emotional orientation toward their current job roles. Similarly, Schultz (1982) stated that job satisfaction is essentially the psychological disposition of people toward their work. Siegal and Lane (1982) stated simply that job satisfaction is an emotional response defining the degree to which people like their job. Finally, Lofquist and Davis (1991) defined job satisfaction as an individuals positive affective reaction of the target environment. Employees satisfaction with their work and a constructive and positive outlook of the organization, combined with relatively broad and sophisticated human resources management practices are highly imperative predictors of the potential productivity of companies (Lofquist and Davis (1991). Likewise, these factors appear much more important in predicting consequent productivity than viable and ready for action strategy, managerial emphasis on quality, technological sophistication, or emphasis on research and development. People are our most important asset is not just a managements tired expression. It is a pressing polemic which managers pay no heed to the costs of their shareholders and stakeholders. Involving not just the existing workforce in managerial levels and functions is important, but now its extremely vital to make sure that the new inductees are well informed and well treated to make them feel satisfied with their jobs. The definition of job satisfaction has visibly evolved through the decades, but most versions share the belief that job satisfaction is a work-related positive affective reaction. There seems to be less consistency when talking about the causes of job satisfaction. Wexley and Yukl (1984) stated that job satisfaction is influenced by many factors, including personal traits and characteristics of the job. Early traditional theories suggested that a single bipolar continuum, with satisfaction on one end and dissatisfaction on the other, could be used to conceptualize job satisfaction. Later revisions of the theory included a two-continuum model that placed job satisfaction on the first scale and job dissatisfaction on the second (Brown, 1998). These later theories focused more on the presence or absence of certain intrinsic and extrinsic job factors that could determine ones satisfaction level. Intrinsic factors are based on personal perceptions and internal feelings, and include factor s such as recognition, advancement, and responsibility. These factors have been strongly linked to job satisfaction according to ODriscoll and Randall (1999). Extrinsic factors are external job related variables that would include salary, supervision, and working conditions. These extrinsic factors have also been found to have a significant influence on job satisfaction levels according to Martin and Schinke (1998). To better understand these employee and job characteristics and their relationship to job satisfaction, various theories have emerged and provided the vital framework for future job satisfaction studies. Job Satisfaction Theories: Range of Affect Theory by Edwin A. Locke (1976), is possibly the most known and famous job satisfaction model. The main principle of this presumption is that satisfaction is dogged by a discrepancy involving what one wants in his job and what one has in his job. Further more, the theory suggests that the amount of value one gives to a certain facet of his work, for instance the level of autonomy and discretion in a position, justifies how satisfied or dissatisfied one tends to get when expectations are or are not met. When a person gives value to a particular part of his job, his satisfaction is greatly impacted in both ways: positive and negative, in comparison to a person who doesnt value that facet that much. Dispositional Theory, another renowned and well-publicized job satisfaction theory, suggests that people have inborn dispositions that encompasses in them tendencies toward a particular level of satisfaction, despite ones job (Heller, 2002). The idea that people who are happy in life are happy in their job is the basic underlying principle of this theory. This technique became a distinguished and worth noting rationalization of job satisfaction in light of proof that job satisfaction stays stable over time and from careers and jobs. Core Self-evaluations Model, proposed by Timothy A. Judge (1998), narrowed and shrunk the scope of the Dispositional Theory. Judge protested that there were four Core Self-Evaluations that decides ones disposition towards job satisfaction: self-esteem, general self-efficacy, locus of control, and neuroticism. This model suggests that greater levels of self-esteem and general self-efficacy (the trust and belief in ones own skills and competence) lead to a higher level of work satisfaction. Having an internal locus of control, meaning to believe in one having control over herhis own life, instead of outside forces having a control, leads to greater job satisfaction. As per an article by Brookes, 1995 and another by Liljander and Strandvik, 1997, expectancy-disconfirmation theory has said to be the dominant model for assessing satisfaction. According to this model, the cognitive confirmation (or disconfirmation) of expectations of service as compared with perceptions of the actual service performance determines satisfaction (Danaher and Haddrell, 1996). However, according to Yu and Dean (2001), just focusing the cognitive component of satisfaction and relatively neglecting the emotional component can lead to an inadequate and improper understanding of the concept of satisfaction. To address the subject further, Cronin (2003) have labeled emotion as a core attribute in satisfaction and suggested that models of satisfaction should include a separate emotional component. There was a time whilst emotions in the workplace were considered significant in association to employees interests and job satisfaction only (Weiss and Cropanzano, 1996). In latest years, companies have realized that emotions of employees are always persistent in the workplace. The emotions are not merely a deep-rooted part of work life but have an essential part to play in an individuals job performance. An employees sentiments and emotions, and on the whole his personality and character have a significant effect on his job performance, decision making capabilities, team spirit, leadership and yields. It is assumed that employees bring their feelings and attributes related to fury, fear, love or respect with them when they arrive to work. An employees emotions are vital and essential to what occurs in an organization. Emotions matter a lot because they drive and control ones performance (Fisher D., 2000). Emotions at work place, normally, are divided into two categories: 1) positive (good) and 2) negative (bad) emotions (Fisher D., 2000). Positive sentiments or emotions are those feelings of a person that are favorable to the achievement of organizational goals, mean while negative emotions are supposed to be disparaging for the organization. To classify them even more, emotions can be sorted out as distinct, dispositional and as moods. Distinct or discrete emotions replicate temporary emotions like anger, fear, joy and disgust which take place from the occurrence of a particular occasion; while dispositional describes an employees overall approach and perception towards life like cheerful, negative, etc. Moods, on the other hand, sustain for a longer period of time as compared to discrete emotions. Emotions manipulate the assignment on which an employee is working, the pains and hard work he puts and how he manipulates other employees around him (Pugliesi, 1999). To put it in other words, what employees experience/feel and how they communicate their emotions affects their performance. Studies have publicized that positive mood directs to better and competent decision making (Babin and Griffin, 1998). Nevertheless, this doesnt indicate that decisions taken in a negative mood are unsettling and disruptive. Studies, moreover, have found that negative or bad sentiments can direct towards more effective making of decisions. Negative emotions, at times, may lead to more rigorous, detailed, and logical processing of the facts. Hence, it is important for managers (supervisors) to keep in mind the requirements, needs, and feelings of their subordinates when involving them in any managerial function. As even the slightest error, could disrupt the job satisfaction of the employees (Babin and Griffin, 1998). Many managerial practices have the potential to manage employee behavior and responses in ways that improve service quality and their performance. Several suggestions have appeared in the literature. Hartline and Ferrell (1996) have emphasized the importance of training employees, arguing that those companies that train their employees sufficiently will have employees who are more motivated, more knowledgeable, more skilled, and thereby more confident in performing their job. Training the employees is also a way of conveying to them the message that they are important for the organization and the higher authorities are interested in investing in them. Organizational development is always powered by human knowledge, capabilities and skills. That is why contemporary and modern organizations pay more and more consideration to the development of their employees. Therefore, employee education and training are becoming a most favorable answer to the intricate and multifaceted business chal lenges and dimensions, and the management of human resources is taking a vital role in modern management. Throughout the progression of employee training and development, the management of human resources furnishes constant knowledge innovation, creates circumstances for mutual knowledge, and experience exchange upbeat and proactive behavior, in this way contributing to viable advantage and satisfaction of all members in business procedures. Most studies have defined, conceptualized, and measured managerial practices from the perspective of management (Forrester, 2000). However, Babakus et al. (2003) have noted that managements desires and good intentions do not mean much unless employees perceived them as such. It is reasonable and sensible, then, to take an employees perspective, as it is both important and valuable. To accommodate the shortcomings of previous studies, the present study defines managerial practices from an employees perspective. Based on Bagozzis (1992) attitude theory, managerial practices are defined as employees cognitive appraisal of the practices of their managers. The focus of this study is limited to four aspects of a managers practice or function, i.e. planning, organizing, controlling, and motivating. This study assumes that these four practices are fundamental aspects of managerial practices. It is worth mentioning that Pfeffers (1994) list of best managerial practice emphasizes motivating em ployees with the help of rewards and recognition as highly important aspects or facets of managerial practice. In the light of this study, it is assumed and well justified that employees cognitive appraisal of managerial functions have an effect on positive or negative emotions. Each function of a manager would be taken up individually to enlighten how and in what manner it effects an employees job satisfaction. This analysis would solely be based on the perspective of employees, how they take their supervisors and how their supervisors actions and practices affect their levels of job satisfaction. Effect of Planning on Employees: For managers, planning is the procedure of formulating strategies for accomplishment and success, designing goals and objectives for their organization and the development of courses of action depended on their strategy (Mondy, 1992). Its highly important that when managers exercise this function, they involve their subordinates along with them, delegate them authority and tasks to do it on their own. Forrester (2000) has emphasized empowerment as a key feature of managerial practices that lead to organizations effectiveness. By delegating the employees the freedom and ability to make decisions and commitments, a manager can anticipate a positive effect on employees productivity. Tschohl (1998) has offered the same explanation for the success of firms, and more recently, Liu (2006) has suggested that effective managerial practice for organizations should not only be constrained to delegating authority but should also include involving employees in defining and developing of vision statements. He suggests that one result of this kind of involvement leads to employees being satisfied and more willing to summon the effort required to provide a higher standard of work and service. Other suggestions for managerial practices can be found in the literature by Alexandrov et al., 2007; Babakus et al., 2003; Chebat et al., 2003; Rogg et al., 2001; Tornow and Wiley, 2002. Effect of Organizing on Employees: Organizing too is a managerial function that takes into consideration the development an organizational structure and allocation of human resources to guarantee the successful accomplishment of goals and objectives (Mondy, 1992). The makeup and constitute of an organization is a framework within which attempts are coordinated. The structure is more often than not depicted by an organization chart, which offers a graphic demonstration of the hierarchy of power and command within a particular organization (Megginson, 1992). Once plans have been prepared, the organizing function mostly answers the query of, how work will be divided and carried out (Mondy, 1992). This means that the manager defines a variety of job duties and groups them into separate areas, units, sections or teams. The manager must state the duties, allocate them, and, then also give his subordinates the power and authority they need to accomplish their tasks. Organizing, in addition, involves the design of separate jobs inside the organization. Decisions ought to be made regarding the responsibilities and duties of individual jobs, with the behavior in which the duties are supposed to be passed out (Megginson, 1992). Effect of Controlling on Employees: Controlling is all about making sure that performance does not deviate and move away from standards and requirements (Mondy, 1992). Controlling comprises of three steps, which are (1) establishing performance standards for all the employees to follow, (2) comparing actual performance against the set standards, and (3) taking corrective action whenever needed and when necessary. Performance standards most of the times are stated and declared in monetary terms such as costs, revenues, or profits but may possibly be stated in other terms as well, for instance in number of units produced, number of defective and useless products, or levels of quality or customer service. Similarly, the measurement of performance can also be done in other several ways; it can depend on the performance standards, financial statements, annual or quarterly sales reports, production results and stats, customer satisfaction or complaints, and formal performance appraisals and evaluations. Managers at all levels of their career employ themselves in the managerial practice or function of controlling to a certain extent, and the manner in which they apply that control says a lot about the kind of manager they are. Findings by Holden (1958), Simmons (1959), and Seiler and Bartlett (1982) suggested that there is always an association between a managers locus of control with his preference and liking for a particular supervisory style. This notion was also supported by Goodstadt and Hjelle (1973). Holden (1958) and Simmons (1959) also found a link between the personality changes in a manger and his level of control on his subordinates, while Seiler and Bartlett (1982) revealed that authoritarian managers have a liking for budgetary systems that are more inflexible and rigid and exhibits comparatively lower levels of participation. The managerial function of controlling must not be mixed up or confused with control in behavioral or scheming terms. This function does not suggest that managers ought to attempt and try to control or to manipulate the people, values, attributes, or emotions of their subordinates, be it new or old. As an alternative, this function of management concerns and takes into account the managers role in taking essential actions to make sure that all the activities related to work of new subordinates are consistent and in accordance with and contributing toward the attainment of organizational and departmental objectives (Megginson, 1992). According to Nicholas J. Di (1974), subordinates hold positive attitude towards supervisors who prefer teamwork over individual work, provides freedom to the individual to pursue his own interests as well as keeping some degree of control through rules, procedures. Successful controlling necessitates the usage of plans, as planning supplies the much needed performance standards or objectives. Controlling also requires an apparent understanding of where responsibility for variations from standards lies. Even though controlling is more often than not thought of in terms of financial measures, managers should also control other dimensions like production and operations processes, procedures for delivery and availability of services, compliance with and acceptance of company policies, and several other activities within the thresholds of a particular organization. Effect of Motivating on Employees: Employees who receive positive reinforcement and productive criticism from managers show signs of changes. Employee satisfaction is an important aspect of business. Employees wish to work for companies who value and encourage their workforce and human resources (Organ, 1988). It has been revealed in past literature that satisfied and motivated employees increase profits and that they show increased productivity with improvements in an organization. Improvements can be made on varying levels including policy changes, managerial changes, or communication changes to name a few. The study of managerial influence on worker satisfaction is in need of expansion (Richmond, McCroskey, Davis, 1982). Previous research has demonstrated that the practice of rewarding is important for at least two reasons. First, a reward has a motivating effect on employees to do what managers expect of them. Second, rewarding practices can stimulate employees to deliver high-quality service and performance (Richmond, McCroskey, Davis, 1982). An empirical study by Bowen and Johnston (1999) presents a worth while example of the value of managerial reward practices. Focusing on factors contributing to employees ability to handle difficult situations, their study demonstrated that the practice of rewarding motivated employees not only to see to their work in general but also to handle the arising problems in a proper manner. Clearly, this study illustrates the importance of managerial reward practices for enhancing employee-performance quality. Further more, investigations and consideration on the concept of reward practices often disclose that it is vital that the employees themselves recognize the reward practices as being fair (cf. Livingstone et al., 1995). In other words, the reward practice must be fair in order to encourage motivation on the part of the employees to deliver excellent work performance. Based on this reasoning, the current study defines reward practices as fairness in rewards allocation, i.e. the employees perception that they have been fairly and reasonably rewarded given their responsibilities, job effort, and performance (Organ, 1988). Limitations of Previous Researches: Among the inspections and examinations of the effect of managerial practices, the majority of studies have taken only the managerial perspective. This focus and consideration on managers has left a gap in the knowledge of managerial practices from an employees perspective and point of view (Forrester, 2000). Though recent studies and researches do aim to capture and analyze what and how employees perceive their managers and their working environment, a lot about how employees, and especially new employees, take their supervisors practices is still untouched. This research aims to touch upon that unexplored territory and bring forth an employees perception and his feelings towards his level of job satisfaction. Managerial Implications: This study, as mentioned earlier, directs its research on finding out how new employees feel when they are involved in a certain managerial function by their supervisor and how each function affects their job satisfaction. Managerial practices are complex observable facts. Many factors are expected to be present that both impede and interact with each other. As Babakus et al. (2003) have noted, earlier researches on the effect of managerial practices are limited because they were characteristically and on an average studied in isolation. In contrast, this study tries to explore the effect of the simultaneous effect of managerial practices/functions (planning, controlling, organizing and motivating) on employees satisfaction. This would provide insights to managers as to how they should go about treating their new subordinates, and how each function the way its carried out- would have an impact on their level of job satisfaction. Its highly important for the managers/supervisors of today to forecast the needs of their subordinates, be it new or old, as they are the ones who would eventually effect the over all performance of an organization. When the job satisfaction of employees (subordinates) is given importance and is catered to in the right way, it not only motivates the newly hired subordinates to give their best but also helps in retaining them for a longer period of time.

Lady Macbeth is the True villain :: Macbeth essays

Lady Macbeth is the True villain In the Shakespearian play 'Macbeth', it seems to be that every one thinks that Macbeth is the villain. But in actual fact Lady Macbeth is the villain. Lady Macbeth uses her cunning and deceptive skills to over power Macbeth into killing King Duncan. When Lady Macbeth receives the letter telling her about the witches' prophecies, she immediately thinks that she and Macbeth will have to kill King Duncan. She calls Macbeth to kind to kill King Duncan and saying that "Is to ful o' the milk of human kindness to catch the nearest way" Lady Macbeth- Act 1 scene V. Lady Macbeth knows that King Duncan must be killed for Macbeth to become king, lady Macbeth fells to feminine to be implicated in this genocide so she goes and asks the gods to fill her with ruthlessness and hate but to still have the contraceptive powers to deceive a modest human being like Macbeth. "Come, you spirits that tend on moral thoughts, unsex me here, And fill me, from the crown to the toe, Top-full of direst cruelty. Make thick my blood." Lady Macbeth- Act 1 scene V This passage shows Lady Macbeth asking the gods to fill her with all ruthlessness and hate to commit the killing of King Duncan but to have outer deceptive qualities to perceive other people like Macbeth himself. Lady Macbeth is getting very confused that Macbeth is refusing to kill King Duncan and she cannot commit the crime her self because evidently King Duncan resembles too much like her father. She fells that Macbeth is not a man and she ridicules and tries to persuade him to kill King Duncan by saying that he is not a man and that the only way to become a man is to kill the king (regicide). When Macbeth refuse to kill King Duncan he fells that it's the wrong thing to do and he wont be able to live with the guilt and he though to him self "why kill some one that has been good so good to me?" Macbeth is torn to the part where his wife's love is more important to him than committing terrible crime. Lady Macbeth is the True villain :: Macbeth essays Lady Macbeth is the True villain In the Shakespearian play 'Macbeth', it seems to be that every one thinks that Macbeth is the villain. But in actual fact Lady Macbeth is the villain. Lady Macbeth uses her cunning and deceptive skills to over power Macbeth into killing King Duncan. When Lady Macbeth receives the letter telling her about the witches' prophecies, she immediately thinks that she and Macbeth will have to kill King Duncan. She calls Macbeth to kind to kill King Duncan and saying that "Is to ful o' the milk of human kindness to catch the nearest way" Lady Macbeth- Act 1 scene V. Lady Macbeth knows that King Duncan must be killed for Macbeth to become king, lady Macbeth fells to feminine to be implicated in this genocide so she goes and asks the gods to fill her with ruthlessness and hate but to still have the contraceptive powers to deceive a modest human being like Macbeth. "Come, you spirits that tend on moral thoughts, unsex me here, And fill me, from the crown to the toe, Top-full of direst cruelty. Make thick my blood." Lady Macbeth- Act 1 scene V This passage shows Lady Macbeth asking the gods to fill her with all ruthlessness and hate to commit the killing of King Duncan but to have outer deceptive qualities to perceive other people like Macbeth himself. Lady Macbeth is getting very confused that Macbeth is refusing to kill King Duncan and she cannot commit the crime her self because evidently King Duncan resembles too much like her father. She fells that Macbeth is not a man and she ridicules and tries to persuade him to kill King Duncan by saying that he is not a man and that the only way to become a man is to kill the king (regicide). When Macbeth refuse to kill King Duncan he fells that it's the wrong thing to do and he wont be able to live with the guilt and he though to him self "why kill some one that has been good so good to me?" Macbeth is torn to the part where his wife's love is more important to him than committing terrible crime.

Differences in People’s Perception of Reality in the Context of A Streetcar Named Desire by Tennessee Williams

The inadequacy of humans' ability to discern what is real amid complex situations is a factor that forces people to have different meanings and views on all things existing. Heightened by people's internal and external conflicts, the different perspectives of reality are proven to be an unconquerable source of conflict in the society. The differences in people's perception of reality transcend beyond the definition of a systemic psycho-social problem because such differences include opposing value systems, institutionalized beliefs, social ethical codes and the omnipresent patriarchal ideology in the socieities.Such differences are all seen in gender issues as men have their own vision of reality built with their ethical and moral constructs in which women are of inferior status. One insightful literature that exposes the differences in people's perception of reality as a major source of conflict is the book titled A Streetcar Named Desire written by Tennessee Williams. This book is a reflection of how patriarchy remains dominant in the struggle against people's incapacity to discern what is real. This book reveals the uncertainty of destiny and failure to cope with complex situations.The female characters in the story, Blanche and Stella are passionate women who are controlled by their external and internal conflicts. These conflicts overshadow their strong desire for love and freedom making them vulnerable and susceptible to harsh attacks from the patriarchal society. The external conflicts that overpower the life of Blanche are a valuable factors that give great contradictions to her. Economic background is one external conflict inherent in the character of Blanche. Even though she has noble features embedded in her personality, and a lofty social background, her destiny is doomed from the very beginning.This is because she is ignorant about how complex and cruel life can be amid wealth and luxury. As Belle Reve, the family mansion has been traded in exchang e for the epic fornications of their grandfathers, uncles, and their father, Blanche goes to Stella's refuge to start a new life but is failed to do so (Tennessee 2004). Her shift from high social status becomes her external conflict that weakens her against the male characters, the domineering Stanley and Mitch. She lives under the pressure of a failed status and failed marriage and the social rules in which Stanley is the tyrant.Living with Stella, Blanche fails to see the â€Å"reality† of the world that contrasts with her beautiful and luxurious dreams. Blanche fails to overcome the cruelity of the real world because she has covered her eyes with horror, uneasiness, revenge and frustration. She never find a way to face the truth head on and all the she does is to take a detour and away from the world that she does not expect. The inner conflict existing in Blanche include her sexual involvement with strangers as the embodiment of her irrational indulgence for sex and cari ng for a lonely heart.The satisfactions of her desire has been the main context of her living and she will take no initiatives to suppress it. She makes her own reality by committing to take her passion to life while neglecting ethical standards and moral values. Her untamed tongue is a reflection that she would not take any negation and considerations when it comes to her desire. As for Stella, she fails to see the cruelty of her husband because her eyes are pointed only to one direction and one belief: that her man cannot do such a thing because of love and commitment. Stella's external conflict is her marriage to her husband.She cannot face the harsh truth because she defines her marriage as fidelity and righteousness alone. She is blinded by her love and cannot see the several dimensions surrounding marriage such as lust. Another conflict in Stella's character is her economic role of making her own living (Tennessee 2004). Stella is so consumed with making money and establishing her own life that she forgets to be sensitive to the needs of her significant others. All that she cares for is her marriage and moneymaking. Stella's one vision of reality reflects a peaceful and successful marriage with Stanley whom she loves most and loves her faithfully in return.Her reality is built within the constructs of society's ethical and moral standards. Her whole life is controlled by fantasy to which she creates an unbreakable bond. The male characters in the story Mitch and Stanley represent life's antagonistic feature that human beings tend to negate or consider as unreal. As the antagonists, they are the object of the assumption that conflicts arise when humans fail to recognize cruelty as part of llife's reality. The imperfection of the two characters substantiate the fact that Stella and Blanche are blinded by their illusions, fantasies and fulfillment of their desires.Stanley and Mitch bring the illusion of the female characters into fierce confrontation with t he cruel reality. Mitch and Stanley also represent the dominance of patriarchy in conflicts. They have the edge in the conflict because they fulfill the illusion and dreams of Stella and Blanche while at the same time make up the cruel reality of the female characters' lives. Mitch and Stanley are the unconquerable force that lead to the external and internal conflicts of the female characters. Stella and Blanche tend to establish that men are solely owned by their worlds of dreams instead of considering them as objects of life's reality.The differences in people's perceptions of reality are determined by their external and internal conflicts. These differences create an outwardly conflict that may destroy personal relationships. Such differences arise when people focus on only one aspect or dimension of life instead of creating a holistic picture of life's reality. The external and internal conflicts lead to such differences and bring constant suffering. The male antagonists symbol ize tension and cruelty which are all part of life that tend to crush people emotionally and physically.

On Conflict Settlement Essay

Schick (1995) defines a conflict as a â€Å"distinctive structure of desires and a belief† (p. 58). A conflict arises when an agent wants x and y wherein x and y are the only options available to the agent. Given this situation, an agent may choose to react in two ways. First, the agent may choose to avoid the conflict or second, the agent may choose to resolve the conflict. In the resolution of a conflict, the agent starts to think rationally by seizing to think that the options available to him involves choosing both x and y or losing both x and y. In this sense, the agent enables the resolution of the conflict through an internal mediation of his or her desires. The same thing applies when it comes to interpersonal conflict. The difference between the two merely lies in the existence of a particular situation wherein the desires and beliefs of two or more agents tend to counter that of the other. This shows the manner in which conflicts enable the â€Å"balancing of power† within an agent or within a group (Rummel, 1991, p. 76). The balancing of powers resulting from the occurrence of a conflict enables the balancing of the following elements: interests, capabilities, and wills. Rummel (1991) notes â€Å"conflict is a balancing of individual interests, capabilities, and wills. It is a simultaneous solution to the equations of power† (p. 77). Within an interpersonal conflict, it does not necessarily mean that the agent(s) whose beliefs and desires take precedence over the other is the agent(s) who hold power within a group. The balance of powers refers to the mutual satisfaction of the different and contending interests within a group. In other words, the balance of powers may be understood as the result of the mediation within an interpersonal conflict. In the previous presentation, one of the groups presented steps that may be followed in case a conflict arises. The steps that they provided involve the agent(s) development of self-awareness. The importance of self-awareness here can be seen if one considers that it is only through the agent(s) identification of the clashing beliefs and desires that the agent(s) will be able to achieve the resolution of the conflict. This was shown by the group through a skit that they presented in class. One might note that in the skit itself, the group was able to present that failure to develop awareness may lead to aggression which might further enhance the conflict at hand. The importance of this skit does not lie in its means of providing an example for those who were present; it also enabled the audience’s direct experience of a conflict. Deutsch et al (2006) notes, â€Å"observing models deal effectively with difficult situations allows the observer to achieve greater freedom in coping with current and future problems of all sorts (p. 309). Despite of this, the group however, was unable to show that resolution and aggression are not the only means in which a conflict may end. Matthews and Roberts (2004) notes that conflicts may also lead to â€Å"collaboration and appeals to authority† (p. 451). Although one might state that this also leads to the resolution of a conflict in the sense that it ends a conflict, it is important to note that conflicts that end in this manner further breeds the creation of further disagreements amongst the agent(s) involved. Matthews and Roberts (2004) further notes that in the resolution of a conflict, there are certain skills which individuals should learn. These involve â€Å"active listening, assertiveness, expression of feelings in appropriate ways, empathy and perspective taking, cooperation, negotiation, and methods for countering bias† (p. 451). Although the group was unable to present all of these point, they were able to relay well the information that they had prepared for the presentation. In summary, given the time constraints on the group, I think the group was able to relay helpful information that will aid the members of the audience in the process of understanding and handling situations that may lead to both personal and interpersonal conflict. References Deutsch, M. et al. (2006). The Handbook of Conflict Resolution: Theory and Practice. San Francisco: Jossey-Bass Publishers. Matthews, G. & R. Roberts. (2004). Emotional Intelligence: Science and Myth. Massachusetts: MIT Press. Rummel, R. (1991). The Conflict Helix. London: Transaction Publishers. Schick, F. (1997). Making Choices: A Recasting of Decision Theory. Cambridge: Cambridge University Press.