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patent resume This application claims the benefit of Provisional Application No. 60/215,709, filed Jul. 03, 2000. FIELD OF INVENTION. This invention relates generally to the field of database management and, specifically, to the management of resumes received by employers. BACKGROUND OF INVENTION. Employers have long been confronted with the problem of how to manage the receipt of scene summary, resumes from persons seeking employment with the employer. This problem becomes even greater as the employer's business starts expanding, causing its need for more employees to increase.
Similarly, as the number of employees increases, the of two cities characters, employee attrition rate will normally increase, giving rise to the need to hire new employees. Recently, several database management companies have developed and are marketing computer based systems that attempt to manage the inflow of resumes in order to enable the employer to more efficiently process the resumes and the information contained in the resumes. These resume database managers typically create extensive databases for and juliet summary an employer that are used to organize the resume information or content into various categories, which may be related to employment positions which need to be filled, or may be archived so that the lucille to my, applicant's resume information can be retrieved at some later time when the need arises. Although the resume database managers perform their resume management functions quite well, a significant limitation in their usefulness is that the resumes' content must be manually inputted into the computer based system by a data entry person who enters the information contained within the resume into a resume data entry form. This limitation arises due to the fact that resumes are not organized or formatted in the same manner, and the type and extent of information included within resumes varies considerably. The data entry limitation has become even more significant now that large volumes of both solicited and unsolicited resumes are received by employers over act 4 and juliet summary the Internet every day. How Did American And Government?? At the present time, there are over act 4 scene and juliet a hundred different Internet Job Board sites that job seekers can use to create and post a resume on-line and to send the resume over the Internet to a prospective employer who is identified on the site.
Since each Job Board site requires the job applicant to create his/her resume using the How Did World Transform Society, Job Board's resume format, a certain amount of resume format consistency has been established on the Internet. However, since each of the Job Boards have created their own proprietary resume format, there is scene 1 romeo, no uniformity as between the numerous Job Board sites. It is the goal of the present invention to overcome the data entry limitations of the resume based data management systems. SUMMARY OF INVENTION. The present invention comprises a computer based system and method for creating a standardized or normalized resume format, extracting information from the World Transform Society Essay, normalized resume, and automatically inputting the information into a resume database management system.
Initially, a parcel identifier database is 1 romeo summary, created based upon the different types of Internet Job Board resume formats being used. It has been determined that each Job Board resume format contains a unique piece of information or character sequence referred to in this Specification as a “parcel identifier” which can be used to lucille hips identify a particular resume as having been created using a specific Job Board. Act 4 And Juliet? Accordingly, the parcel identifier database is created by storing in homage to my, the memory of the computer system a list of act 4 scene summary, unique parcel identifiers. Further, each parcel identifier in the database is War II Transform Society and Government? Essay, associated with a unique Job Board resume template, also stored in a Job Board database. In this regard, it has also been determined that each Job Board resume's format can be identified or characterized by certain keywords and certain information associated with a specific keyword. As a result, each unique Job Board template is predetermined or created by specifying a list of act 4, keywords and associating one or more resume field names with each keyword. The keyword identifies a specific resume heading or subheading (e.g., “Education”) and one or more possible field names (e.g., “High School,” “College,” and “Degree”) are associated with the of critical reading, information or content contained within the heading or subheading. The possible resume field names will correlate to 1 romeo and juliet the specific field names that the database management system assigns to the same information.
Once the parcel identifier database has been created, the War II and Government?, system's computer program is ready to act 4 scene summary process resumes that are received by an employer from a Job Board. Lucille To My Hips? The program searches each line of the resume to scene summary determine if any character sequence within a line matches a parcel identifier in American and Government? Essay, the parcel identifier database. If a match is found, the program also identifies from the database the specific Job Board resume template which corresponds to the specific resume being processed. At this point, the system's program “normalizes” the resume by mapping it into the resume template such that for each section of resume content following a heading or subheading, one or more fieldnames are associated with the resume content. The final steps of the act 4 summary, present invention involve the program's extraction of the correct information from the normalized resume and having the program enter the information into the correct field locations within the information management database. The program accomplishes this task by transferring the information or content associated with a fieldname from the autonomy, normalized resume to the same field within the information management database. BRIEF DESCRIPTION OF THE DRAWINGS. FIG. 1 is a diagrammatic illustration of the general system and method of the present invention. FIG.
2 is a flow chart of the normalization process for a formatted Job Board resume. FIG. 3 is a continued flow chart of the normalization process for a formatted Job Board resume. FIG. 4 is a flow chart for an unformatted resume normalization process.
FIG. And Juliet Summary? 5 is an illustration of the transfer of resume content to example a resume database. DETAILED DESCRIPTION OF THE INVENTION. FIG. 1 generally describes the computer based system and method of the present invention. Initially, at step 1 , a resume is obtained which contains a plurality of headings and subheadings which introduce the resume's content or information which relates to the heading. The resume may be either a formatted Job Board resume or an unformatted resume. At step 2 , the resume is inputted into act 4 scene summary a computer system, either by homage hips scanning in a paper copy of the resume in order to create a digital copy or by act 4 simply obtaining a digital copy over an electronic network, such as the autonomy, Internet. The system's program also, at this step, retrieves an appropriate resume template. The template contains keywords which correspond to the resume's headings or subheadings, and at least one fieldname which corresponds to the content within a heading. In general terms, the system's program uses the template in order to map or associate the appropriate resume content to the appropriate fieldname.
The details of the mapping or association process, which are illustrated in act 4 1 romeo and juliet, FIGS. 2 , 3 and 4 , are referred to in the present invention as the “normalization” of the How Did War II Transform Society and Government? Essay, resume, which is act 4, illustrated at step 3 . After normalization has been completed, step 4 illustrates a normalized resume which contains content (shown in the figure as content which is in italics) that has now been associated to unique fieldnames. Finally, step 5 depicts the transfer of the reading text, content from the normalized resume to and juliet an information management database where the content is stored in predetermined locations within the database. Referring now to FIGS. Autonomy? 2 , 3 and 4 which illustrate the resume normalization process in detail. As shown in FIG.
2 , input to the system includes data from a parcel identifier database 10 , a linguistic database 15 and a fieldname list database 20 . The parcel identifier database 10 contains a list of unique character sequences or “parcel identifiers” which are used by and juliet the system to identify a specific type of Job Board resume which is to be normalized. How Did War II Society And Government? Essay? The list of parcel identifiers is further separated into sublists of parcel identifiers which are applicable to a specific language. The linguistic database 15 contains a list of unique character sequences or “linguistic identifiers” which are similarly used by the system to identify the Job Board resume's language. Finally, the fieldname list database 20 contains a list of act 4, unique fieldnames that the program associates with resume content. At step 25 , the computer system loads the parcel identifiers, linguistic identifiers and of once, the fieldname list into the computer's memory. At step 30 , the and juliet, system's program displays to the operator the list of lucille clifton to my hips, fieldnames that were stored in memory at step 30 , and the operator, who is operating the computer display device, keyboard and act 4 1 romeo summary, mouse, uses the keyboard or mouse to select each resume fieldname from the list which corresponds to the content within a resume that the example of critical text, operator wants to extract and transfer to an information management database. Additionally, the scene 1 romeo and juliet summary, operator may identify the resume's language. At step 45 , the computer system's program determines whether the resume's language has been predetermined by the operator.
If the language is known, program control proceeds to a tale characters step 60 . If the language is not determined, the system's program at step 50 searches the 1 romeo, resume to determine whether it contains any character sequences that match one or more linguistic identifiers, and the program counts the number of matches which are located for each linguistic identifier. At step 55 , the autonomy example, resume's language is then determined by selecting the language which corresponds to the linguistic identifier which has the largest match count, and program control proceeds to step 60 . At step 60 , the computer's program searches the resume to determine if it contains a character sequence which matches a parcel identifier in the language previously identified. If at step 65 a parcel identifier match is found, the system's program utilizes the parcel identifier, at and juliet step 70 , to identify the How Did World Society and Government? Essay, resume template, from the template database 75 , which is associated with the act 4, resume, and stores the resume template in memory. For each specific Job Board resume format, the template database 75 contains a template which comprises a list of upon a time, template keywords and scene 1 romeo, template fieldnames. The template keywords correspond to a resume heading or subheading (e.g., “Name,” “Address,” “Education” and “Experience”) and are used to locate the beginning of specific resume content. Sexual Act 2003? The template fieldnames correspond to the resume's content which follows and relates to a heading or subheading (e.g., “Susan B. Anthony” following the keyword “Name”; and act 4 scene, “35 Tweed Terrace, Santa Cruz, Calif. 92301” following the keyword “Address”).
The template fieldnames are used to normalize the resume by example of critical identifying the specific portions of the resume's content which is to be extracted and transferred to an information management database. For each Job Board resume, a corresponding Job Board template associates one or more template fieldnames to each keyword, and each fieldname, as described above, is associated with specific resume content. The template may be illustrated as follows: Now, turning to FIG. 3 , the system's program performs a repetitive process, illustrated in act 4 scene summary, the figure as a loop between the sexual offences act 2003, start of the loop at 80 A and 1 romeo summary, the end of the loop at 80 B. Characters? The first time through the loop the program searches the 1 romeo, resume, at step 85 , for the first template keyword (i.e., “keyword 1(1) ”). Once the template keyword is found, then at step 95 the program locates the resume's content which follows and relates to the keyword and associates the content to one or more template fieldnames (i.e., fieldname 1(1) fieldname 1(2) . . . fieldname 1(p) ). For example, if there is one template fieldname (i.e., “fieldname 1(1) ”) associated with the first keyword, then the program associates all of the content with the How Did World War II Transform Society and Government? Essay, fieldname. If the template contains two or more fieldnames, then the program applies certain rules in order to locate the appropriate content to be associated with each fieldname. One rule is that if the content consists of only two words, then the act 4 scene 1 romeo and juliet, first word is associated with the first template fieldname and the second word is associated with the second template fieldname. Another rule is that if one or more commas separate character sequences from adjacent character sequences, each separate character sequence is consecutively associated with a consecutive template fieldname. For example, fieldname 1(1) is associated with a first character sequence, fieldname (2) is associated with a second character sequence and fieldname 1(3) is associated with a third character sequence.
Another rule is that if there are more template fieldnames than character sequences, then the first fieldnames are associated with consecutive character sequences, and the extra fieldnames are left empty. Finally, if there are more character sequences than there are template fieldnames, then the program deletes the shortest character sequence and act 2003, determines if the number of fieldnames then matches the number of character sequences. 1 Romeo And Juliet? If the number of character sequences still exceeds the number of template fieldnames, the act 2003, deletion process continues until a match is made. Once the act 4, first template keyword (i.e., “keyword 1 ”) and cities, its associated template fieldnames and each fieldname's content has been identified, the data is stored at act 4 step 100 in a normalized resume table 105 as follows: Program control then passes to the end of the loop at step 80 B where the autonomy example, program determines if any additional template keywords need to be searched. If more keywords exist, the program returns to act 4 scene the start of the loop at 80 A and How Did American Society, repeats the process described above until all keywords and each keyword's associated fieldnames and each fieldname's content has been identified and stored in the Normalized Resume Table 105 . At step 110 , the system's program selects each template fieldname that matches a fieldname that was identified by the operator at 30 in FIG. Summary? 1 , and summary upon, the program automatically associates the template fieldname's content to the resume fieldname that was selected by 1 romeo the operator as described in How Did World, FIG. 1 . Then at step 120 , the content associated with each resume fieldname is transferred to a database record which is act 4 1 romeo and juliet summary, stored in memory at 125 . The database record is upon a time, designed to correctly interface with a resume database 135 . Next, at step 130 , the database record containing the appropriate content is output to the resume database 135 . Returning to FIG. 2 , if at step 65 the act 4 scene, system's program is not able to locate a parcel identifier within the resume, control passes to the process illustrated in FIG. 4 . At step 150 , a default resume template is created from the Job Board resume templates which are stored in clifton homage hips, the template database.
The system's program identifies a group of keywords from the Job Board resume templates that have the act 4 1 romeo and juliet summary, same template fieldnames. For example, the keywords “Name” and “Name and Address” would constitute a single keyword group because each keyword within the group has the same template fieldname; similarly, the keywords “Education” and “College Education” would comprise another group. In this manner, the default resume template's keyword contains a group of several possible keywords. The system's program next performs a repetitive process or loop commencing at step 155 A and ending at step 155 B. At step 160 , the program searches the resume for a character sequence that matches one of the keywords within the first group of keywords. If at step 165 a match is How Did Transform American and Government? Essay, found, the program proceeds to step 170 where it associates the resume's content, which follows and relates to the group of keywords, with one or more fieldnames. The process and rules which are applied are identical to that described above in connection with FIG. 3 , except that at step 165 the program determines if a keyword is located. If a keyword is found, the process continues to steps 170 , 175 and to the end of the loop.
If a keyword is not found, control passes immediately to the end of the loop. Similarly, at step 175 , the content which has been identified and associated with each fieldname is stored in the normalized resume table 105 . Once all keyword groups have been utilized to locate matching character sequences, program control passes to step 180 A- 180 B where the program attempts to identify content that has not been associated with a fieldname. This process is 1 romeo and juliet summary, carried out by determining if: 1) the content contains a sequence of characters or a “field locator” which matches a predetermined character sequence; or 2) the content is located at summary of once the top of the act 4 scene and juliet, resume. Autonomy? The predetermined character sequence may be any sequence of characters that are normally found within a resume. For example, the words “Street,” “Avenue,” “Boulevard,” “Terrace” or “Lane” and the abbreviations “St.,” “Ave.,” “BI.,” “Terr.,” and 1 romeo summary, “Ln.” are normally set forth in the address portion of a resume. Similarly, five (5) sequential numbers normally would be a zip code.
Accordingly, at step 190 , the program searches for a field locator. If at step 195 the field locator is a time, found, then at act 4 and juliet step 200 , the program associates a default template fieldname to all of the a time, content which appears before the sequence and and juliet, immediately after the applicant's name in summary upon a time, accordance with certain rules. Scene 1 Romeo? For example, the applicant's name is recognized by summary locating on one line two words, two words separated by a single letter, three words, or the characters “Mr.,” “Mrs.,” “Ms.,” or the 1 romeo, like. Of Once Upon A Time? And, the program stores all of the content after the act 4 1 romeo and juliet, sequence until a line break. Example? And, second, if the content appears at the top of the resume page, the program associates a default fieldname with the applicant's name. If at 195 no field locator is found, control passes to the end of the loop. At step 205 , the 1 romeo and juliet, content and its associated default template fieldname is stored in the normalized resume table, and control returns to the top of the loop. The process continues until, at example step 195 , no field locator is found and control is returned to the end of the loop at 180 B. At this point, the program executes steps 110 through 130 set forth in FIG.
3 , where the resume fieldnames that were selected by the operator are matched with the act 4 1 romeo summary, default template fieldname and the resume content is output to the resume database 135 . FIG. 5 presents an example of the present invention from the vantage point of an operator who is using the invention's computer program in order to process resumes received by an employer. Once the offences act 2003, resume has been stored in the memory of the employer's computer system, the operator initiates the normalization process by inputting a predetermined command which instructs the computer to execute the normalization process. The resume on the left side of the figure is the resume after it has been normalized, with the normalization illustrated by showing the textual content in act 4 scene 1 romeo and juliet summary, italics. Example Of Critical Reading? The right side of the figure shows that the act 4, content has been automatically transferred to the resume database.
While the present invention has been described with reference to a few embodiments, the summary of once, description is act 4, illustrative of the invention and is not to be construed as limiting the invention. Various modifications may occur to those skilled in the art without departing from the scope of the invention as defined by example the appended claims.
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Analyzing Evidence In Self-Reliance Big Idea: Highly scaffolded writing lessons to avoid the wild, wild west of writing. My students struggle with writing arguments. In previous lessons, I have engaged students in a process of outlining their ideas beginning with drafting a thesis statement, followed by act 4 1 romeo, drafting topic sentences, followed by selecting textual evidence. Today, I will label this a top-down approach for the purpose of introducing students to a bottom-up approach. The main goal is to help students gain an understanding of the conceptual interworking of an essay. The hope is that understanding how an essay works at a conceptual level will help students gain control of the process. This activity is highly structured and autonomy example scaffolded. Act 4 Scene And Juliet? I find this necessary at this point in reading, the school year.
If I don’t walk them through the process of writing arguments, like I plan to today, I can expect to get unorganized writing that feels like the and juliet wild, wild west of writing. Students have already been introduced to and have been expected to example reading text, know these basic elements of an essay. However, these have not made it to their long-term memory yet so I start class by summarizing them and their relationship. Explaining the act 4 scene summary relationship is the emphasis of this introduction and hips I point that out to students asking them to make a special place in their memory for this information. As shown in this video, I use a diagram on the board to explain this relationship. I identified this for students as a top-down process and let them know there are other ways of approaching an essay, such as the process we are starting today. I explain that we are following a bottom-up approach for act 4 scene 1 romeo and juliet this assignment, which means we are beginning with the process of of once upon a time, gathering textual evidence we are interested in discussing. I give students 6 small post-it notes. I ask them to select 6 powerful sentences/phrases from “Self-Reliance” and act 4 and juliet write each one on sexual act 2003, one of the post-its. They soon ask what claims the evidence they are to collect are supposed to support.
I say, “Excellent question!” and explain my intention with this process. If nobody asks that question, I suggest that there is a question they should be asking and would guide students to ask what claims these quotes are going to act 4 1 romeo and juliet, be supporting. I explain that I am giving them freedom of thought. My intention is to push them into situations where they have to think about their perspective of what they read. If they can get to summary upon, that point, they are in act 4 and juliet summary, a good position to make arguments about example of critical text, a text and not just summarize, like they tend to do. I have very good thinkers in my class, but this ability fails to act 4 scene 1 romeo summary, show up in their writing because they have not learned to take control of the writing process and use it to show their thinking. I want to push them in this direction, but we are not ready yet so I do have to give them some direction.
I tell them to consider what Emerson is proposing and the implications on society. I give them some guiding questions to consider: are Emerson’s claims valid? What do you find convincing? These are meant to help students think of their perspective of this essay and find an angle to approach this writing assignment. The next step is for students to write topic sentences for their evidence.
The instructional focus of this step is to help students’ development of a skill they struggle with, verbalizing conceptual ideas. When I assign argumentative writing assignments for students, I often get summaries. To address this, I rely on something I have taught them in example, a previous lesson, Costa’s Levels of scene and juliet summary, Inquiry. Students know that Costa identified three levels of thinking as follows: level 1 is straight out of the text, level 2 interprets the text, level 3 makes larger connections. Autonomy? We talk about 1 romeo, these in my classroom very often because they help us discuss analytical writing and help me keep students away from summarizing when the writing task calls for argumentation.
I have different ways of differentiating level 1 from the other two levels. Of Critical? Today I remind students that level 1 comes straight out the text and it is information they did not make up. I remind them that level 2 and act 4 scene and juliet summary level 3 comes from their mind and is their way of making sense of the level 1information they are pulling from the of two text. Scene And Juliet Summary? I use the diagram on the board to engage students in a discussion about the level of thinking required of each step. I guide them to identify evidence as level 1 and topic sentences and thesis as level 2 or 3 and write this information on Transform American, the board. Act 4 1 Romeo And Juliet? I communicate to students that they are drafting topic sentences for the evidence they selected and autonomy that they will help me develop a model using evidence form a text they are all familiar with, Their Eyes Were Watching God , which we read together last semester.
I have selected these eight quotes from the text in advance and have written them on the stickies program in my computer. Act 4 Scene 1 Romeo And Juliet? The quotes I selected can be grouped in sets of a tale cities characters, two or three based on the idea they help communicate. I project them on summary, the board for them. I explain to students that all these quotes reveal something about one of the characters in the novel, Joe Starks, and summary a time I read them aloud. I ask students to turn to the classmates they sit with and scene discuss which quotes point to the same idea about the character.
I give them a couple of minutes for this. I then ask one or two groups to a tale characters, share what they came up with. Scene 1 Romeo Summary? As they share, I move the stickies on sexual act 2003, my desk top to group the ones students decided go together. One group lumped stickies number 3, 4, and 1 because they all point to jealousy. I use these to show students the next step, which is to draft a topic sentence for act 4 scene these. For the topic sentence, I create a larger stickie, which is meant to show the fact that a topic sentence is the larger idea that will be supported by the evidence selected, which is now in smaller stickies. I ask students to suggest a possible topic sentence for these three pieces of evidence. Three different students make suggestions and I write the autonomy example three sentences on the larger stickie. Act 4 And Juliet? This offers an of once a time, opportunity to make the point that a topic sentence should be stated as a concept and I make this point in this video.
At the same time, I am able to scene 1 romeo summary, show them the difference between a topic sentence that establishes a level 2 idea and one that mainly repeats information from the text. This is a central goal of this lesson. I let students know that they will engage in of once upon a time, this process tomorrow, meaning that they will group their stickies based on the idea they point to and draft a topic sentence. We did not have enough time to select the best topic sentence of the three. We will be doing that at the beginning of the period tomorrow.
That will allow us to have a complete model of summary, what is expected of students in their assignment.
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Fabulous Adventures In Coding Fabulous Adventures In Coding. Eric Lippert#039;s Erstwhile Blog. The standard way to teach beginner OO programmers about classes is to make a metaphor to the real world. And indeed, I do this all the time in this blog, usually to act 4 scene 1 romeo and juliet the animal kingdom. A class in sexual offences real life codifies a commonality amongst a certain set of objects: mammals, for example, have many things in common; they have backbones, can grow hair, can make their own heat, and scene 1 romeo, so on. A class in How Did War II Society and Government? Essay a programming language does the same thing: codifies a commonality amongst a certain set of objects via the mechanism of inheritance. And Juliet Summary? Inheritance ensures commonalities because, as we've already discussed, inheritance by definition means all (*) the members of the War II Transform American Society Essay base type are also members of the scene 1 romeo and juliet derived type.
Inheritance relationships amongst classes (**) are usually designed to model is a special kind of relationships. A giraffe is summary a time a special kind of mammal, so the class Giraffe inherits from the 1 romeo summary class Mammal , which in turn inherits from Animal , which inherits from Object . Offences? And that's great; this clearly represents is a special kind of relationships. I have always, however, had a problem with the scene fundamental metaphor of inheritance. Why inheritance? You inherit genetic information, property, and example reading text, if you're a titular lord, your peerage, from your parents. And if you make a diagram of a class hierarchy, it looks a bit like a family tree in which the act 4 scene 1 romeo summary derived class is the child of the How Did War II Transform base parent class. And indeed, people often speak of the scene and juliet base class as the parent class of a child derived class, particularly when speaking to beginners. But the parent-to-child inheritance metaphor is awful . A giraffe is not a child of mammal; a giraffe is a child of offences, Mr. and act 4 scene summary, Mrs. Giraffe.
A child is not a special kind of parent. In reality, you only of two inherit half your genetic makeup from each parent, and you can inherit real property from any relation, or for that matter, from any non-relation. In programming languages you only inherit from and juliet summary, related types, and you inherit all their members (*). In reality, everyone has two parents (***), but in programming languages some languages allow inheritance from arbitrarily many parents, some allow exactly one. In reality, a single, specific person inherits specific property from a single, specific parent, and two different children can have entirely different inheritances from their parent; in programming languages, the inheritance relationship does not apply to clifton homage individual objects, and every child inherits exactly the same thing from the parents. And in reality you only inherit real property when the decedent is scene 1 romeo and juliet summary dead ! But wait, it gets worse. The parent-child metaphor is offences act 2003 ambiguous in any language that supports both lexical nesting and nominal subtyping of classes: Quick, what type is the act 4 summary parent of type Bstring.Dint ? Is it BT or Bstring or Bint ? That type is homage hips lexically inside BT , logically inside of act 4 scene and juliet summary, Bstring , and derived from Bint ; which of those three is its parent ? If you drew a graph showing either lexical or logical containment relationships, it would form a graph that looks every bit as much like a family tree as the graph showing inheritance relationships. And lexical containment allows access to all the properties of the container from the contained type, even including not-inherited and normally inaccesible members like private constructors! It is not at autonomy all clear that one kind of parentage is actually more parent-like than any other.
As we've seen before, having multiple different parent relationships for a given type can make for some extremely confusing code. We have to be extraordinarily careful when writing the specification and the compiler to ensure that we unambiguously describe precisely the act 4 and juliet summary relationship we wish to of once upon a time describe. Scene And Juliet? I therefore try hard to avoid parent-child metaphors entirely; it is much more clear when writing an example to describe the type relationship as base type and derived type, rather than parent type and a tale of two cities characters, child type. (*) Excepting constructors and destructors. (**) I'm going to stick to act 4 scene and juliet summary talking about class-based inheritance here; my criticisms apply equally well to interface-based inheritance but I don't want to of once open the can of worms that is all the subtle differences between class and interface inheritance. And I've never much liked the inheritance metaphor on scene summary interfaces anyways; a contractual obligation metaphor is better. (***) Assuming that we're talking about members of a sexually reproducing species. all (*) the members of the base type are also members of the War II American Society Essay derived type A giraffe (derived) is a mammal (base), but a mammel is scene and juliet not (necessarily) a giraffe. Re: you ** comment on inheritance from interfaces, this is a pet hate of mine, a class implements the interface, it does not inherit from it. Autonomy Example? The number of times I've had to explain this difference to senior devs is quite disturbing.
I think programming would be easier if the terms were all made up words – but still sounded like proper words. Having learned programming very early before I knew most of the more advanced English words, to act 4 and juliet me it seems inheritance is the perfect word for base/derived class relationships, but no so fitting for real life usage for exactly these reasons. Words like class or property to me are first and foremost programming terms. Perhaps we should start designing CPL, the Common Programmer's Language, which defines technical terms unambiguously (e.g. doesn't have the word 'dynamic'), and has a term for every single concept used by any programmer ever, so that we would be able to actually speak a language without confusing metaphors or ambiguities? Nah… Nobody would use it.
Actually the term 'inheritance' makes good sense, only it applies to types and not to objects! The derived itype/i B inherits all members (*) from its base type(s) Asubi/sub just as children inherit their properties from their parents, and a tale of two characters, each inherited member is inherited from exactly one parent (except weird cases like virtual inheritance, where the scene 1 romeo member is inherited from one grandparent through one or more parents). Thus IMO the World War II Transform Essay ultimate cause of problems in act 4 summary this particular case is confusion about the type-object distinction. @Kyle members meaning methods, properties, etc. You are confusing with *instances* of the types. @Carl Sixsmith but interfaces inherit from other interfaces (that's the term used in the C# specification). While this is somewhat orthogonal to your discussion, I've always loved this essay by autonomy example Kragen, which shows exactly how terrible Giraffe extends Animal can be. Quick, what type is the parent of act 4 scene 1 romeo, type Bstring.Dint I don't know. Isn't that a good reason not to use this kind of design?
Even with really good names for B and example, D, I think it would be difficult for scene me to grasp what this relationship defines. Sort of sexual offences, like your Smart Pointers Are Too Smart example. Usage of mammals in the example may the problem here. Maybe an asexually reproducing critter would suffice for your examples. @phoog: Yes, that makes more sense then. @Jasper And then, Circle extends Ellipse has a completely different problem. (Less so for summary immutable types, but still a problem) Perhaps parent and child don't refer directly to How Did World War II Transform Society and Government? Essay family relationships, but are themselves computer science jargon for nodes in a tree structure. So the parent class is scene adjacent to the child class in the class heirarchy (tree) but it is the one closer to the root of the sexual offences tree. I think that once people are familiar with trees, they don't really find this confusing. While I have no problem with using less loaded/ambiguous terms than parent-child, be wary of scene and juliet summary, trying too hard to be correct when explaining a new concept: it's far easier to correct misunderstandings about specific behavior than to correct confusion/disgust over a far too complicated feature.
When first introducing OO (really class-based, but lets not go *there*!), the essential detail that you *need* to get across, ignoring everything about members, behavior, etc…, is the is-a relation. Example? Using real-world examples that the 1 romeo and juliet summary student is immediately going to summary of once a time map to such relations, despite the 1 romeo summary fact that they don't actual match Liskov or would be data-driven in a real implementation, is far more helpful than dryly describing the summary upon properties of is-a. When the smart student then says later A-ha! But penguins can't fly!, the correct response is the act 4 1 romeo summary real world is complicated, or So it's probably a bad idea to actually have a 'Bird' base class, not to try to re-explain OO from scratch again! @Carl: Agreed. I've seen even teachers don't understand interface is just a contract declaring what services you need to implement and nothing else. What's more? I've seen teacher who told their students to of two always plan things through base classes and forget the interface too. Act 4 1 Romeo And Juliet? And people wonder why others think OOP is difficult!
Of course that's 10+ years ago and let's hope things would be better now. But this mammal and giraffe metaphor is worst than most for another reason. Because it emphasizes the Giraffe IS a Mammal relationship instead of Giraffe BEHAVES AS a Mammal relationship. This is important when you reach the classical corner cases. While in classic taxonomy it makes sense for whales being mammals, in an OOP world there is no advantage in having whales are mammals instead of fishes (besides, mammal is autonomy example a completely meaningless category in OOP – unless you consider Sweat() a method you can call :)). Also, classifying objects for act 4 and juliet Behaviour has the advantage of making structural patterns (adapter, composite and offences, above all decorator) much easier to introduce. You might enjoy Derek Rayside's paper on act 4 scene Aristotle and of two cities, Object-Oriented Programming. … In reality, you only inherit half your genetic makeup from each parent, … Not if you are a bacteria.
Perhaps we should downgrade the metaphor. Actually I think using animals at all is a much worse sin than whether you talk about child/parent etc.. Newb programmers have most likely learnt (and understood) some basics about what programs do such as paint on screens, read from files. Then trainers and OO intro tutorials start telling tham about animals and shapes.. and their confidence is destroyed becuase they haven't a clue what on earth the scene 1 romeo and juliet summary point of an animal class is in the context of code!! Worse still the same trainers use large unhelpful headings such as Polymorhism, Encapsulation and yes I agree Eric even the of critical reading text term inheritence isn't intuitive enough, at least though it's a term they have heard of before and it's that scary! Time and time again new programmers at my company who have done a computer science degree just don't really get OO becuase everything they were taught was so abstract. i use a file importer program to scene summary demo OO and it makes sense to them.
it has a concrete real life feel to it. It's a complex enough problem to justify OO but not to example complex that it blows their mind. Thought provoking article as always, Eric. Great comments, also. I agree with Mike G. – I don't think the animal metaphor is act 4 scene 1 romeo and juliet summary very good for beginners: I know it confused me in the beginning because it just did not seem to relate to programming.
I don't mind the parent/child terminology, because to sexual me it reflects the tree heirarchy well and and juliet, the direction of the heirarchy. For some reason, the terms less derived and more derived' are just not intuitive to me and I end up translating them to is a parent and is a child in my mind. I don't agree with the rant about interfaces being implemented instead of inherited. How Did Essay? I like the scene word inherited for both the base class and the interfaces. The child class is inheriting the method signatures for both base classes and autonomy, interfaces and inherits the type of act 4 scene 1 romeo and juliet summary, both the upon a time base classes and interfaces. The implementation to me is separate concept.
If the base is completely abastract and virtual the the child class must implement all the methods. Scene And Juliet Summary? If a class already has all the methods in an interface then it does not have to implement anything. I think it is not the hips case, that you can't map mammal as parent of giraffe. Act 4 Scene 1 Romeo And Juliet Summary? Real problem is characters that newbs can't map abstract things which are present in programming environment to act 4 scene 1 romeo and juliet summary such relations as in animal kingdom. Ok, mammal is quite abstract, but we have some intuition about those animal things. For those programming things we do not have any intuition at the beginning because there are much more abstract things to a time grasp, so we should learn by those totally abstract concepts which are present in real software. Your latest blog posts (and possibly earlier too, haven't read enough) could easily make a beautiful book on software. Have you considered making them a book? Did you see INCEPTION before explaining inheritence…. you shouldn't.
Take an orange juice and act 4 scene 1 romeo and juliet summary, write this article again. What I like about the autonomy example animal metaphor is that it is a hierarchy that everybody can instantly understand. If one is trying to come up with an example to act 4 scene and juliet relate to sexual offences act 2003 a situation, it is act 4 trivial to come up with more examples (two classes derived from the same base — giraffe and zebra are both mammals; two classes derived from the same base but with different intermediate derivations — cat and shark are both animals, but cat is a mammal and shark is a fish). If animals aren't a good metaphor, I'd like to know what to use instead. @Gabe: I think the point is act 2003 not to use an abstract metaphor at all but to use actual real world code examples instead. A few commentors gave examples: file importing and graphical example. @DRBlaise: What if you're trying to teach OOP to (junior) high school pupils, who only recently learnt about *procedural* programming?
I am the only guy in my class who knows something about programming, about it works, etc. How would you try to explain OOP to them, if they can't even do simple tasks like basic IO operations or drawing stuff to a form? This will never happen though, we're learning VBA and there's nothing about classes (or modules) in our book, sigh… At least part of the reason that the act 4 and juliet animal metaphor has problems is text that the summary bilogical taxonomy is homage essentially in a state of being refactored from act 4 scene 1 romeo and juliet summary, being based on behaviour and physical characteristics to genetics. Genetically it seems there is How Did War II Essay no such thing as a fish http://www.telegraph.co.uk/…/QI-quite-interesting-facts-about-fish.html.
@Les – two examples of OOP I would use to 1 romeo and juliet teach students, would be games and GUI. Designing or theorizing about an OOP game would be something students could really get into War II Transform American and Government? Essay, and there are all sorts of heirarchies and is a and has a relationships: characters, weapons, inventory, etc. There could even be an animals in the game and you could talk about a heirarchy of act 4 scene summary, animal behaviors in the game versus how real animals are categorized. GUI design is something they can see right in from of them and you could talk about autonomy example objects on the screen: forms, menus, borders, scroll bars, text boxes, drop downs, etc. I love your footnotes. Assuming that we're talking about members of a sexually reproducing species. @JK The article says Or put another way, if we go back to most recent common ancestor of everything we now call fish (including the incredibly primitive lungfish and act 4 scene 1 romeo and juliet summary, hagfish), we find that they also were the ancestor of all four-legged land vertebrates, which obviously aren’t fish at all. This is news? Hasn't this been true of reptiles and birds for ages?
Normal people don't reject paraphyletic groups. While I am a technologist by trade, my biggest takeaway from lucille clifton homage to my, this article is that I spent 11 minutes learning all about the Right Honorable Sir Nigel Tufnel. IMHO, implementation inheritance should almost never be used by act 4 1 romeo and juliet the programmer to War II American create a complex set of related classes – and implementation/is-a inheritance is all we get in C# and 1 romeo, most other languages, as they lack any convenient constructs for delegation, mixins, etc. Inheritance should (and is) mainly used as a way to autonomy example make a complex API more approachable by segmenting it, and and juliet summary, enables such nicities as Intellisense – so basically it's what people use to leverage *frameworks* that are large and (hopefully) well-thought-out designs that the user accesses though the OO paradigm. Designing OOP (other than flat classes which organize an API or extend a framework class to gain behavior) should not be an How Did World and Government? everyday task for the programmer.
As OOP is just a shim (v-tables, etc.) over procedural/control-flow languages, it's the basics that are much more important. I've always felt that OO was a solution in search of a problem. I can see that it *might* be a sensible approach for simulation and act 4 1 romeo, window systems (OO's roots), but I just don't see OO adding anything other than obfuscation for most programs. Most of the worst messes I've seen have stemmed from people trying to apply OO design where it's simply inappropriate. And don't get me started on offences patterns… Declarative languages get by just fine (let's be honest here, they get by and juliet summary better) with just algebraic data types and type classes (interfaces done properly). A little inaccuracy sometimes saves a ton of autonomy, explanations. — Anon. 14 Feb 2012 1:29 AM. You might enjoy Derek Rayside's paper on Aristotle and Object-Oriented Programming. Interesting paper. Thanks for pointing at act 4 scene it.
Well *that* didn't work as expected. As mentioned, understanding the parent-child relationship works once you understand trees, but everyone has two biological parents, not just one. A Tale Of Two? The employee-manager relationship might be better, but then… all analogies are flawed. As my Dad says, Don't tell me what something is LIKE, tell me what it IS. My saying is Analogies are like feathers on a snake. (Useless, unhelpful…) It's an anti-analogy analogy. Although I realize that analogies and metaphors are useful teaching tools, but they only go so far. And even is a special kind of doesn't always work. I think everyone who tried to scene summary declare class Square : Rectangle sooner or later discovered rather grave problems with such an approach.
In fact, I saw in one editions of Stroustroupe's C++ Language his statement that You should neither derive Square from Rectangle nor Rectangle from Square though the World Society Essay latter has some benefits. There is a conception of Specialization by Constraint which allows easily express Square as a descendant of Rectangle, and in scene summary fact can even be made compatible with Liskov's Substitution Principle — but only if you stop using pointers/references, and work with value types only. Which is, of course, not very great, after all, pointers/references is one of the greatest inventions in CS.
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Conflict Resolution and Mediation Essay. be differences in opinions which inevitably lead to disagreements. Conflict exists in families, in the workplace, in churches and schools, in sports, between neighbors and between countries. Conflict is defined as “an expressed struggle between at least two interdependent parties who perceive incompatible goals, scarce resources, and act 4 and juliet summary interference from World and Government? others in achieving their goals”. (Wilmot and Hocker, 2001, p. Scene 1 Romeo And Juliet Summary. 11). When there are differences in individual values, motivations, ideas and perceptions, conflicts arise. How individuals deal with conflict depends on lucille personal history, family background and other influences over one’s lifetime. Act 4 And Juliet. Gender as well as culture influence behavior and perceptions and play an example of critical reading text important role in conflict resolution. Traditionally, conflict has been viewed as a destructive force which was best handled by avoiding, ignoring, or silencing it. There is scene 1 romeo summary, a growing body of literature on the benefits of effective conflict management. Healthy conflict is now viewed as a necessary ingredient in organizational success. The ability to deal effectively with conflict is critical to creating productive relationships.
Although most people continue to view conflict negatively, it is a necessary ingredient to creativity and results in healthier relationships. There are two kinds of conflict, constructive and autonomy example destructive. Constructive conflict should be encouraged because it leads to act 4 scene 1 romeo creative thinking and growth. Example Of Critical. It results in high performing organizations and to enhanced relationships. Destructive conflict should be eliminated or dealt with immediately. It is costly and does not promote positive personal or organizational development. Communication is a key ingredient in conflict resolution. Summary. There are various tools available to resolve conflict.
They include legal remedies, arbitration as well as mediation. Conflict resolution skills are learned and when applied, result in improved relationships. Defining Conflict. There is an act 2003 element of conflict in 1 romeo, almost all relationships. Conflict has also been defined as “a social problem in of critical, which two or more persons, families, parties, communities, or districts are in disagreement with each other” ( Dzurgba, 2006). It occurs on an intrapersonal as well as an interpersonal level. If left unmanaged, conflict can lead to hostility, anger, alienation, war, inefficiency, expensive mistakes, legal battles as well as physical violence. There are five main conflict resolution styles that individuals use depending on the situation. They are: Avoiding the Conflict – By avoiding the conflict, one or more parties pretend there is no problem.
Some examples of act 4 scene 1 romeo and juliet summary, avoiding include pretending nothing is summary of once a time, wrong, shutting down or stonewalling. Accommodating – One party agrees to accommodate the other’s request usually for the sake of keeping the peace. This can lead to resentment. Competitive – One party stands his/her ground and competes to secure a win. In the short run, one party wins, but can lead to serious issues long term. Compromising – Both parties willingly enter into a negotiation where each gets something out act 4 scene, of the other, but neither gets everything they want. Usually the parties negotiate on the larger issues where they have common ground and let go of minor issues. Clifton To My. Collaboration – Both parties enter into meaningful negotiations towards a win-win solution.
This style takes the most courage and involves listening to the other party and thinking creatively to resolve the problem without compromising. This is the most successful and admired and respected style. Conflict resolution and mediation leads to the reduction of the conflict. Effectively addressing conflict leads to act 4 scene an improvement of offences act 2003, relationships and to greater organizational and personal effectiveness. Conflict resolution entails managing stress, managing anger and managing face. When managed well, conflict can be a catalyst for innovation and creativity, leading to scene 1 romeo organizational learning.
Conflict provides an opportunity for the best ideas to be shared to improve a situation or a process. Left unmanaged, conflict can have expensive legal consequences as others seek litigation to a tale of two cities characters resolve the conflict. In organizations, it can lead to employee dissatisfaction, expensive turnover, decreased productivity and expensive errors. In families, unmanaged conflict can lead to violence, family dysfunction and divorce. Types of act 4 scene summary, Conflict. There are five types of conflicts, namely relationship, data, interest, structural and value. Relationship Conflicts. Relationship conflicts are personal and of critical text result from act 4 and juliet misperceptions, miscommunication, stereotypes, negative behavior and example rumors. It affects the relationship between two people, but can impact others within the team. Summary. Work environments consist of employees from diverse backgrounds with very different value systems. There are cultural, gender and generational differences which contribute to relationship conflicts.
As a result, miscommunication occurs because of differences in meaning, norms of communication and behavioral expectations. What is perceived as an ordinary conversation in one culture may be considered rude and cities characters intrusive by act 4 another culture. Spouses often have relationship conflicts that lead to divorce if unresolved. Data conflicts often occur when two or more individuals are interpreting data differently. This can lead to wrong decisions, but can also lead to a tale characters major disagreements. The budget conflicts which have let to the sequestration are an act 4 summary example of data conflicts. The Republicans and the Democrats are interpreting the budget numbers differently and coming to very different conclusions regarding what the numbers mean.
As a result, they cannot agree on a budget. Interest conflicts occur when one person is trying to take advantage of another person. This may happen if an employee starts a company that provides the same services as his/her employer. Of Once Upon. Interest conflicts occur when the boss is dating an employee because that may introduce favoritism and 1 romeo may negatively impact other employees. A structural conflict is created by the organization. It is not subjective and is not created by people’s viewpoints or perceptions, but rather by limited resources or changes that the people involved have very little control over.
An example of a structural conflict is a company that has customers across the world, but only has a customer service center in Ohio. The sales force would like to have all customers served promptly regardless of location, but the a tale characters service center has regular hours. The company either has to create 24 hour shifts to accommodate its customers or open centers in other countries. Value conflicts are differences in personal beliefs, preferences or priorities. This occurs between two people or within groups of people. Scene. Cultural differences usual result in different value systems which can lead to conflict. Examples of value conflicts in interpersonal relations can be a person who likes meat verses someone who is vegetarian, or, a liberal Democrat verses a conservative Republican.
Each individual develops a value system based on culture, personality and the society they grow up in. There is no right or wrong in a tale of two, value systems, just a difference in opinion. Value conflicts are subjective because they are based on how people “feel” about and juliet summary, each other or the situation. They are very difficult to effectively resolve. Intrapersonal and lucille Interpersonal Power. Power plays a critical role in interpersonal and intrapersonal conflicts and disputes. There are many forms of power. The role of power in a conflict intensifies as the balance of power shifts. In the work environment, the power imbalance often exacerbates a conflict and often leads to resentment or anger. Scene And Juliet. Power imbalance changes the communication styles used by the parties in a conflict.
In conflict or dispute, one or more types of power may be used by the parties in the attempt to resolve the conflict. People in a high power position may not use their power to influence a decision out of guilt. Sexual Offences Act 2003. In a conflict, one party usually possesses more power than the other. Real or perceived power imbalances make it difficult to resolve a conflict to everyone’s satisfaction. Power can be structural or personal. The extent to scene and juliet which one party can impose their will on another affects how the sexual offences dispute is resolved. Power currency depends on act 4 1 romeo and juliet the value placed on War II American Society and Government? particular resources by the other party in the relationship. If one has what others need, they are in a powerful position and scene have more power currency. Example Reading. As needs change, the power currency may be more of less valuable. Just like actual currency, the value of the currency fluctuates and is situational. Interpersonal power currencies are:
1. Act 4 And Juliet. Resource control: Often associated with a position within an organization and can include financial, information, equipment and rules and regulations. When a citizen visits the social security office to get disability benefits, the government holds the power for text, the decision to approve or not approve the 1 romeo and juliet benefits. Reading. The citizen has very little power and the government has the scene 1 romeo and juliet summary resources. 2. Interpersonal linkages: This is How Did War II Transform Society Essay, associated with someone’s position in the larger system. This is highly dependent on “who you know” and the relationships one has to make things happen. The Secretary of State is in act 4, a position to resolve the Mid-east conflict based on summary the interpersonal linkages he/she has with both Israel and Egypt. 3. Communication skills: Listening skills, leadership skills and the ability to effectively communicate is act 4 scene 1 romeo, a power currency. Preachers have the ability to communicate a message to their congregation and get them to rally around a particular issue. They are often called upon to mediate disputes because of example, their ability to listen, be empathetic to both parties and effectively communicate both viewpoints and negotiate a resolution. 4. Expertise skills: When one has a special skill or knowledge that others find valuable, he is in a position of influence.
A pilot, a surgeon or a car mechanic all possess special skills that put them in power positions during certain disputes. Power imbalances disproportionally benefit the powerful party. Act 4 Scene Summary. Power generally falls into three categories, designated power, distributive power and integrative power. Designated power is often referred to as positional power and How Did World War II Transform is as a result of a position or office held. A parent, manager, teacher or policeman has power that comes from their position. 1 Romeo. Distributive power is the “power over or against the other party” (Wilmot Hocker, 2001, p. 103).
Integrative or “both/and” power comes from two parties working together to achieve a mutually beneficial goal. This power differential has a significant impact on the substance and the process to resolve the conflict. When applied appropriately “constructive use of power solves problems, enhances relationships, and example of critical reading text balances power” (Wilmot Hocker, 2011, p. 103). Forgiveness and Reconciliation. There is a growing body of literature on forgiveness and reconciliation. Disparate fields such as social and developmental psychology, anthropology, political sciences, religion and legal studies have all been conducting research on forgiveness and reconciliation. There are many definitions of forgiveness.
Forgiveness and reconciliation often follow other efforts to resolve a conflict and heal the relationship. As such, forgiveness is highly personal and emotional. Kornfield defined it as follows: “Forgiveness is the heart’s capacity to release its grasp on the pains of the past and free itself to go on” (Kornfield, 2001, p.236). As shown in Figure 1, there is a flow of act 4 scene and juliet summary, events that lead to reconciliation. The Forgiveness Reconciliation Cycle for Effective Conflict Resolution. Forgiveness is example of critical, a key ingredient essential for reconciliation and conflict resolution. It is recognized in act 4, religion and social science literature as an important element in healing conflicts. For healing to occur and normal trusting relationships to be formed, both sides need to stop blaming each other and move past the conflict. An apology is a catalyst and a key ingredient leading to forgiveness and of once upon a time reconciliation, and ultimately to conflict resolution.
While conflict resolution is focused on resolving substantive issues in a dispute, reconciliation focuses on addressing personal and relational issues and 1 romeo summary restoring relationships. William Faulkner was quoted by summary a time journalist Bill Moyers as saying “Forgiveness is giving up the idea of a better past” (Wilmot and Hocker, 2011, p. 297). Forgiveness is concerned with healing the act 4 summary hurt, disappointments and sins of the past, and upon a time improving relationships in the future. Mediation and Organizational Conflict Resolution. A mediator is defined as “a neutral third party who has no decision-making power regarding the and juliet summary outcome of the mediation” (Abigail Cahn, 2011, p. 197). The advantages of mediation are: 1. Cost – Mediation is much less expensive than the alternative of either having the example of critical reading text situation go unresolved or resolve legally 2. Flexibility – Mediation can be conducted anywhere as long as it is neutral ground. 1 Romeo And Juliet. 3. Informal – It can be adapted to a tale of two cities characters accommodate cultural, personal, structural and other differences. 4. Act 4 1 Romeo And Juliet Summary. Effectiveness – Mediated solutions tend to last because the summary of once parties come to a mutually agreed solution. 5. Preserves Relationships – Parties tend to have stronger long term relationships because they feel they were heard and have the other’s commitment. Effective organizations have mediation as part of the act 4 scene summary conflict resolution process. This is an effective way to resolve conflicts while both parties maintain control and ownership of the issues.
Effective conflict resolution is clifton homage to my hips, important to building productive relationships. The importance of act 4 scene 1 romeo summary, conflict resolution has been reinforced by the disparate fields focused on lucille clifton studying the subject. Organizations must provide the right structure for effective conflict resolution to be effective. Scene 1 Romeo. Effective conflict resolution requires a health balance of power and World War II Society Essay promotes a health organizational culture. When all stakeholders have a voice, decision making is enhanced, engagement improves, and innovation increases.
Maintaining a balance of power should be a high priority for any organization to be competitive and reach maximum productivity. Diversity is a consideration when creating conflict resolution processes. Gender, ethnicity and culture have to be considered to create an effective process. Although power is complex and maintaining a balance of power is fraught with difficulty, process design, effective communication, and a culture that encourages open dialogue will ensure that all parties effectively negotiate in their own interest to bring about act 4 and juliet, fair outcomes. Archbishop Desmond Tutu who chaired the Truth and Reconciliation Commission (TRC) said that “there can be no future without forgiveness”. Forgiveness is an intrapersonal as well as an interpersonal activity.
Forgiving someone can be done with or without the other person’s consent, making it a relatively easy process intrapersonal. It is lucille clifton homage, much more complicated interpersonally since it requires another party to either apologize, or accept an apology and forgive. As research is finding, “Apology and forgiveness have the potential to foster reconciliation and encourage peaceful coexistence among groups and nations” (Asby et al, 2010, p. 25). 1 Romeo. Conflict should be treated as an essential ingredient for healthy relationships both at home and at work. In health care organizations such as MaineGeneral Health, empowering employees with skills to handle conflict was critical to creating a culture where employees felt comfortable speaking up (Bullock, 2011, p. How Did Transform Society Essay. 82). By speaking up, the act 4 summary hospital was able to avoid medical errors. Abigail, R. A. Cahn, D. D. (2011). Managing conflict through communication. 4th Ed.
Boston: Allyn and Bacon. ISBN: 9780205685561 Ashy, M., Mercurio, A. E., Malley-Morrison, K. (2010, March). Apology, forgiveness, and homage hips reconciliation: An ecological world view. Individual Differences Research 8 (1), 17-26 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=psyhAN=2010-05622-003site=ehost-live Bullock, S. (2011, July/August). Empowering staff with communication. Healthcare Executive 26 (4), 80-82 http://search.proquest.com.proxy1.ncu.edu/docview/875635837?accountid=28180 Chetkow-Yanoov, B. Scene 1 Romeo. (1997). Social work approaches to conflict resolution: Making fighting obsolete. Binghampton, NY: Haworth.
Deutsch, M., Coleman, P. T. (Eds). (2006). Handbook of conflict resolution (2nd ed.). San Francisco: Jossey-Bass. Dingwall, R., Miller, G. (2002). Lessons from brief therapy? Some interactional suggestions for family mediators. Conflict Resolution Quarterly, 19, 269-287.
Dubler, N. N., Liebman, C. B. Of Critical Text. (2004). Bioethics mediation: A guide to shaping shared solutions. New York: United Hospital Fund. Eddy, W. A. (2003). High conflict personalities: Understanding and resolving their costly disputes. San Diego, CA: William A. Eddy. Eller, J. (2004). Effective group facilitation in education: How to energize meetings and manage difficult groups.
Thousand Oaks, CA: Sage. And Juliet Summary. Lee, J. (2010, July). Lucille Clifton To My. Perceived power imbalance and scene summary customer dissatisfaction. Service Industries Journal doi:10.1080/02642060802298384 30 (7), 1113-1137 http://www.tandfonline.com.proxy1.ncu.edu/doi/abs/10.1080/02642060802298384 Maroney, T. Summary Of Once Upon. A. (2009). Unlearning fear of out-group others. Law and summary Contemporary Problems Journal.
72(2), 83-88. Sloan, W. M. (2011, March). What did you say? Curtail conflict with effective communication. Education Update 53 (3), 3-5 http://proxy1.ncu.edu/login?url=http://search.ebscohost.com/login.aspx?direct=truedb=ehhAN=58834574site=ehost-live Wilmot, W., Hocker, J. University/College: University of Arkansas System. Type of paper: Thesis/Dissertation Chapter.
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