Resolving Conflicts in a Business Enterprise Essay

Resolving Conflicts in a Business Enterprise - Essay Example The paper will examine the prospective views on how to address the incident of hostility and how to resolve the conflict through the intervention of higher executives. A narrative report that would function similar to a deposition will then be generated to simulate the actual occurrence of the said incident. According to Bergman and Moore (2007), a deposition can normally consist of a lawyer or a self-representing individual that asks the deponent with questions. It may seem informal in its sense since it is conducted within the premises of the enterprise, such as conference rooms with the absence of a judge. However, the deposition should be considered with an equal amount of importance as a testimony in court since it shares several characteristics with it. It is through the nature of a deposition that lawyers, as well as individuals that prepare the letter give utmost care on how they write as it could result to a major impact when taken to court. Conversely, the deponent must als o be extra careful in attaining accurate deposition testimony as it may have great repercussion on the ruling of the case (Bergman and Moore, 2007). Enterprise policies should ensure that complaints of illegal or unethical conducts are investigated and addressed as quickly and as effectively as possible. In addition, â€Å"whistleblowers† should also be given protection against reprisals for the complaints that they make that are in good faith. The enterprise should also support and follow reporting conditions which are mandatory.

Technology in classrooms Research Paper Example | Topics and Well Written Essays - 750 words

Technology in classrooms - Research Paper Example Nevertheless, there has been a challenge in trying to get teachers to be comfortable and secure with their technology skills. This is particularly common with practical subjects such as social studies where technology applications would be used for tutoring purposes (Shriner et al., 2010). There has been a categorization of issues, which influence integration of technology into classrooms; they are curricular, social, environmental and personal aspects; moreover, environmental aspects refer to elements such as administrative support by the school, hardware and software. The social aspect focuses on the significance of communities, to support technology in classrooms. The personal aspect relates to the individual viewpoint on technology by teachers and their willingness to adapt it. Lastly, curricular aspects relate to use of technology in specific tutorial settings. That is, how the learning materials are linked with the course plans (Lih-Juan, 2007). It is widely agreeable among dif ferent social communities and educators that educational practices need to prepare students to flourish in the dynamic technological world, as it has gained acceptance. Hence, teachers are required to embrace technology and be willing to familiarize themselves with it. This will not only boost their confidence but also improve their teaching experiences as when applied effectively, technology enhances student learning, promotes shared learning and motivates them to seek more knowledge outside the classroom (Hubbel et al., 2012). In a bid to encourage teachers to familiarize themselves with technology advances in the classroom, various learning institutions have asked teachers to view them as a means of further developing themselves professionally; thus, this will advance their skills and knowledge. On the other hand, the learning institutions need to avail the necessary technologies to the teachers and ensure they are up-to-date whilst making their teaching schedules flexible enough for them to take the time to learn (Lih-Juan, 2007). Teaching tools that have come up due to advances in technology As aforementioned, there are the basic teaching tools that have been incorporated: the internet, LCD projectors, smart boards, document cameras and digital cameras. The internet is obviously the most widely used; teachers use it to access Web-based resources. The others offer visual assistance in the classrooms, which is the key in deepening understanding. The LCD projector is mounted in classrooms, for teachers to deliver Power Point presentations, share videos and other activities; moreover, it allows information from a single computer to be usable in a large group setting. Over time, this has proven to be the method that makes students of this generation responsive. The document camera has replaced the old overhead projectors and works hand in hand with the LCD projector. It enables teachers to magnify images and texts from diagrams, charts and textbooks for a bett er view by the students. The smart board enables charts, templates and diagrams to be rearranged, students can participate actively in the lesson and at the end, and it can be printed out as handouts for them. It requires lengthy training to use effectively but because of the eagerness it builds in students, teachers are