The Fifth Chile Essay Research Paper The free essay sample

The Fifth Chile Essay, Research Paper The Fifth Child The word # 8220 ; monster # 8221 ; has many definitions. Some define it as a animal holding a terrorization or unusual visual aspect. It is besides defined as one that inspires horror or disgust. Ben surely fits into all of these classs. He was different right from gestation. He looks highly awful, about like a Neanderthal. Ben is an friendless even in an establishment for # 8220 ; nature? s mistakes. # 8221 ; From the minute Harriet became pregnant it was evident to her that something was evidently incorrect. She loved holding kids and had planned on a sum of eight or possibly even ten. However, something was different this clip. Early on in the gestation, she began experiencing ill. She had been maintaining herself really busy in order non to experience the # 8220 ; demands # 8221 ; from the new being. It was unlike anything she had known earlier. At five months the hurting was so intense that Harriet began taking tranquillizers. We will write a custom essay sample on The Fifth Chile Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Even during her gestation, Harriet began mentioning to Ben as the # 8220 ; monster. # 8221 ; During a conversation with Dr. Brett after he refused to bring on the babe, she is quoted as stating, # 8220 ; It? s because you don? T want to. It? s non you who is transporting this? # 8221 ; ( She cut off monster afraid of antagonising him. ) ( p. 47 ) At eight months she went into labour. Although she had neer gone to the infirmary before for her other bringings, this clip she insisted. This shocked everyone, particularly her hubby David. Ben was non your typical babe. # 8220 ; A existent small grappler, # 8221 ; said Dr. Brett. # 8220 ; He came out contending the whole world. # 8221 ; ( p. 48 ) Ben was eleven lbs at Bi rth. None of the other kids were more than seven. He was heavy-shouldered and hunched over. His brow sloped from his superciliums to his Crown. Even his hair form was fickle. His custodies were thick and heavy and contained tablets of musculus. His piercing eyes were greeny-yellow in nature and focused on Harriet from the minute he was born. â€Å"He? s like a troll, or a hob or something.† said Harriet. ( p. 49 ) Ben really resembled a Neandertal man! Although Harriet was discerning, David, every bit good as the full household, decided it was best if they put Ben into an establishment. A little black new wave came one forenoon to take Ben off. This establishment was non a topographic point that prepared kids to go portion of society. It was a hideous topographic point that kept all their patients wholly drugged and starved them until they finally died. There were all types of # 8220 ; errors # 8221 ; here. Numerous fingerstalls engrossed the hallways incorporating kids whose visual aspects were horrid at best. One kid lacked the dorsum of his skull, exposing his encephalon. Another was literally split in two. Amongst these awful calamities, Ben still managed to lodge out. He was so improbably strong that he warranted his ain room, more depressants than any other kid had of all time received, and had to stay in a sound jacket 24 hours a twenty-four hours. # 8220 ; He? s so strong? I? ve neer seen anything like it. # 8221 ; Said the miss at the establishment. ( p. 83 ) As you can see, Ben is no ordinary kid. From the minute he was conceived, Harriet merely knew something was incorrect. His physical visual aspect every bit good as his actions easy place him in the class of monster.

Orbital Definition and Example

Orbital Definition and Example Orbital Definition In chemistry and quantum mechanics, an orbital is a mathematical function that describes the wave-like behavior of an electron, electron pair, or (less commonly) nucleons. An orbital may also be called an atomic orbital or electron orbital. Although most people think of an orbit regarding a circle, the probability density regions that may contain an electron may be spherical, dumbbell-shaped, or more complicated three-dimensional forms. The purpose of the mathematical function is to map the probability of the location of an electron in a region around (or theoretically inside) an atomic nucleus. An orbital may refer to an  Ã¢â‚¬â€¹electron cloud having an energy state described by given values of the n, â„“, and mâ„“ quantum numbers. Every electron is described by a unique set of quantum numbers. An orbital can contain two electrons with paired spins and is often associated with a specific region of an atom. The s orbital, p orbital, d orbital, and f orbital refer to orbitals that have an angular momentum quantum number  Ã¢â€žâ€œÃ‚   0, 1, 2, and 3, respectively. The letters s, p, d, and f come from the descriptions of alkali metal spectroscopy lines as appearing sharp, principal, diffuse, or fundamental. After s, p, d, and f, orbital names beyond  Ã¢â€žâ€œÃ‚  Ã‚  3 are alphabetical (g, h, i, k, ...). The letter j is omitted because it isnt different from i in all languages. Orbital Examples The 1s2 orbital contains two electrons. It is the lowest energy level (n 1), with an angular momentum quantum number â„“ 0. The electrons in the 2px orbital of an atom are generally found within a dumbbell-shaped cloud about the x-axis. Properties of Electrons in Orbitals Electrons display wave-particle duality, which means they exhibit some properties of particles and some characteristics of waves. Particle  Properties Electrons have particle-like properties. For example, a single electron has a -1 electrical charge.There are an integer number of electrons around an atomic nucleus.Electrons move between orbitals like particles. For example, if a photon of light is absorbed by an atom, only a single electron changes energy levels. Wave Properties At the same time, electrons behave like waves. Although its common to think of electrons as individual solid particles, in many ways they are more like a photon of light.Its not possible to pinpoint the location of an electron, only describe the probability of finding one within a region described by a wave function.Electrons dont orbit the nucleus like Earth orbits the Sun. The orbit is a standing wave, with the energy levels like harmonics on vibrating string. An electrons lowest energy level is like the fundamental frequency of a vibrating string, while higher energy levels are like harmonics. The region that might contain an electron is more like a cloud or atmosphere, except a spherical probability only applies when an atom only has a single electron! Orbitals and the Atomic Nucleus Although discussions about orbitals almost always refer to electrons, there are also energy levels and orbitals in the nucleus. The different orbitals give rise to nuclear isomers and metastable states.

A historic succession at xerox Case Study Example | Topics and Well Written Essays - 500 words

A historic succession at xerox - Case Study Example Secondly, Ursula Burns succeeded another woman. This is usually not the case since most female CEOs normally break through by taking over from other men. This is a general reflection of the fact that women, like many other minorities in America are often excluded from top level managerial positions. Reasons why Women & Minorities do not get top-level Positions There are several reasons why women are not found occupying top corporate positions around the country. Lamana & Riedman (2010, p285) identify three major reasaons why women are often excluded from such uttermost corporate positions. First of all, most women are involved at the forefront of family lives. This is because once a woman marries, she is often involved more intensely in family matters. This implies that a woman will need to do draw a balance between the raising of a family and business life. In most organizations, rising to the top demands a almost all of a person' attention and due to the divided attention most wome n have because they combine work with family life, they end up losing out to men. Secondly, historical factors play major roles in hindering women from taking up top corporate positions.

Local paper Essay Example | Topics and Well Written Essays - 250 words

Local paper - Essay Example Dauskurdas represents the authors’ last name. The reference page provides a reader with information that will enable the location and retrieval of the sources cited in the essay or article. Angeli et al explains that the reference page in APA format comes at the end of the paper. The reference page has the heading reference centred on top of the page. In order to give a clear distinction between the writers voice and the ideas or thoughts of other authors we utilise signal phrases. For example in the article, Dauskurdas (2012) reports on the district spokesperson comment on their reason for denying the theatre to perform the play. The word "reports" is a signal phrase. Plagiarism is the use of somebody’s words or ideas without quoting or citing the source. This can be through directly copying the idea or using diagrams charts or data utilised by another author and not providing a citation. A hanging indentation explains how the reference list is presented, for example, in the article we cited the first line is flushed towards the left, and the lines that follow are indented. This represents the APA format-hanging indent. Direct quotation refers to the exact reporting of words used by an author or speaker. Angeli et al. State when directly quoting in APA format we cite the authors name, date of publication and the page the where the quote can be found. A signal phrase introduces a signal phrase (Angeli et al., 2010). Paraphrases are words or ideas that have been restated to fit the description writers own words. Paraphrasing helps in preventing plagiarism a clear understanding of the article read. APA format encourages paraphrasing as a way of avoiding plagiarism and too much quoting. Quotation marks are punctuation marks that enclose the exact words of a speaker or written ideas of another author. The APA format suggests the utilisation of quotation marks on titles of shorter works. These include journal article, televisions series, and song titles.

Human Resources & Diversity Research Paper Example | Topics and Well Written Essays - 1750 words

Human Resources & Diversity - Research Paper Example Diversity is not only a problem but also an opportunity for the human resource management. Diversity has a broader definition than that generally accepted; it is not only related to race, ethnicity and gender. Devoe (34) defined diversity as: â€Å"otherness or those human qualities that are different from our own and outside the groups to which we belong to, yet present in other individuals and groups.† Diversity has multiple dimensions, which include race, ethnicity, gender, ancestry, age, sexual preferences, physical qualities or abilities, demography, education, marital status, income, religious beliefs, military experience, work experience, parental status, etc. These dimensions of diversity influence behaviour, interactions, motivation, performance and success of the workforce. The human resource management teams have the challenge to examine the effects of these dimensions of diversity and exploit them to improve the performance of the organization. Introduction The bus iness world is changing fast to meet the challenges posed by increasing competition and the organizations are searching for the best talents to gain a competitive edge in the market. They are recruiting the best talents from all across the world and this practice is increasing the diversity in the workplace continuously. The talent – hunt of the organizations are met by the universities like Saint Leo University and the core value of integrity of Saint Leo University states, â€Å"Animated in the spirit of Jesus Christ, we value all individuals' unique talents, respect their dignity, and strive to foster their commitment to excellence in our work. Our community's strength depends on the unity and diversity of our people, on the free exchange of ideas.† The core value of Saint Leo University has helped in the development of talents in the campus. The human resource management of organizations needs to understand, acknowledge, accept, value and celebrate the differences among the workforce in order to manage diversity in the workforce.

Abelard And Heloises Love Letters

Abelard And Heloises Love Letters The letters sent between Abelard and Heloise discuss many controversial characteristics of their time period. They converse about sex, virginity, a womans role in the society, and punishment which in turn shows the ethics, religious views, and morals of their time. In contrast to these topics it also portrays the problems the church and society had when faced with these ideas that did not follow along according to the Bible. The ethics and rules of living were heavily connected to the church in Abelard and Heloises time unlike modern times. In this society the clergy was the most respected albeit feared power in the land. As such people were expected to follow and adhere to everything said in the Bible. They were supposed to live their lives accordingly to the Bible. Any knowledge was supposed to be used to further exemplify God and never to be used to refute God, his rules, or his teachings. If it were to be used as such then people were as saying heresy and excommunicated from the church and scorned by others. Every aspect of this time period and society were centered around the church. In this highly restricted society the letters sent between the two lovers allows us insight into the topics of the sanctity of virginity, sex once married, the penalties for sex without marriage, and the roles women were expected to play without any complaints or persuasion in the society of Abelard and Heloise. The sanctity of virginity was a great prize during Abelard and Heloises time, around the twelfth century. It was prized and held to high esteem but for the wrong reasons. Many believed the longer a woman held onto her virginity the closer she would become to God. Abelard reckons that, The more God is pleased by the abstinence and continence which women have dedicated to him, the more willing he will be to grant their prayers.(123) Men of this society believe virginity should be in devotion to God but Abelard believed it was to please society that many women did it, not to please God. While Heloise does agree she says Men think being pure of flesh, a virgin, is a virtue. She also believes that that virtue comes from the soul not from the body. Being a virgin was considered something we as humans do to please God when in fact it is actually more of a spiritual or religious trait. Society only placed a value upon outward appearances as a virgin but allowed lustful temptations to be thou ght as long as it was not acted upon. Abelard considered virgins not pure if they thought dirty because the body and soul are one and the same. Society respected the display of virginity but cared little if a person actually believed in what they were doing or if a person actually wanted to do what they were doing. Not only were people curious about virginity but they were also clueless about the relationship once sex is permitted after marriage. Many believed God has allowed sex once one is married to the one they have married. Even though Abelard does believe this he still feels animosity while having sex with his own wife especially during the days of Our Lords Passion (147). Although sex is to be allowed after marriage the church did have rules as to when a couple could be together. Sex altogether is accepted during Abelard and Heloises era but it hinted at as being bad since the church must regulate it. Since the church can say when it alright and not alright to have sex then t his associates that there must be some type of evil or ungodliness regarding sex. Abelard never admits that he agrees with what the rabble think of him and Heloise he does say that the people think it was desire, not affection which bound you to me, the flame of lust rather than of love (116). Abelard does not know why he has transgressed what he has, taking Heloises virginity and having sex on holy days, so like any person he has to place the blame on someone or something else so he blames it on the emotion of lust which leads him to give up his love of Heloise though she still loves him. Due to their society ingraining in them the ever powerful rule of God, Abelard and Heloise expect God to punish them for their sins. Abelard accepts Gods punishment without any hassle and does not question it. Heloise on the other hand goes on to say that all the laws of being equal under the eye of God were reversed when it came to their judgment. Heloise is confused because God did not punish her and Abelard while they were committing the sins of sex before marriage but instead decided to punish them after they became married. She considers it reversed because while they did the bad deed no bad befell them but once they had obeyed Gods rule the punishment fell upon them harshly. Heloise complains to Abelard about how harsh Gods punishment is on them but Abelard believes it was all part of Gods will. He believes that Heloise was sent to him by God to cause him to be castrated forcing him closer to God. This shows that in this society people were confused and had very different views on Gods punishment but even so they did accept it. Throughout their letters Abelard is quick to remind Heloise about her place in society reinforcing the role women played in this society. The most obvious role of women in this society was that women were secondary to men. Heloise further reinforces this patriarchy upon herself when she notices Abelard places her name first on the letter before his own. Heloise tells him that it should not be so and that she is inferior to his since she is a women and as such his name should come before his (127). Abelard does agree and states that that is the natural order of the world. As common practice in this society women are underneath men and wives are expected to always, always serve their husbands. A women has many other expected roles too. Above all, and the most degrading of all she is expected to be good in bed. Another expected role from a women is to always make her husband happy. Many times Abelard says things like a good wife makes her husband a happy man. All in all society only wan t and believe a woman should make a man happy, love him, and serve him. Even with all of this women can still be viewed as evil or corruption in this society. Heloise says men are most easily brought to ruin through their wives (131) Heloise never objects to the views Abelard projects onto her or other women in this society. Heloise perfectly shows way of thinking of a typical women in this society. She says that she will change her clothes, her mind, and her body all to prove Abelard as the one owner of her body and will. She even goes on to say she wants nothing but Abelard and that she looked for no marriage-bond, no marriage portion I prefer love to wedlock and freedom to chains (113). She would give up her life and everything she has for Abelard. These letters above all else show the corruption and the influence of man upon the church of God. Heloise states that if man does not offend or deny the opinions of clergy men they will receive the highest of praise. Any form of thinking that disrupts or goes against what the church is preaching is branded as heresy and usually leads to the threats on the persons life or even the death of the person. Many people decide which verses and tenets of the Bible to follow and ignore the ones that do not benefit them in the short or long run. The clergymen in Abelard and Heloises era and our era flaunt their wealth even though the Bible tells about modesty they choose to ignore it. Abelard thinks this is wrong in the churches of his time. Another fault that is prominent in this society but not thought upon as evidenced in the absence of Abelards thoughts upon it is racism. Abelard says Ethiopian women are not as pretty as white women but they are better in bed. And he also says that the colo r of the Ethiopian women are a disfigurement (140). The discussions had through letters between Abelard and Heloise about virginity, sex, marriage, Gods punishment have allowed us sight into the twelfth centurys morals, ethics, and it truly highlights the problems within the church that have continued on until this modern day. While virginity is cherished, sex after marriage is allowed by the Bible, the punishment of God is expected when a sin is committed, and the roles of women are enforced in this society there are many flaws. Virginity is prized only on the outside, sex is allowed after marriage but still regulated by the church, punishment is expected but viewed differently by each person, and society treat women second to men. Even though Heloise questions Gods punishment and is confused about it she never once questions her role in society she accepts it. This goes to show how strong a society can impact a single person.

Garden for the Blind :: Architecture Design Essays

Garden for the Blind I love the idea of creating a garden for the blind. Blindness is something I have given a lot of thought, as I have Glaucoma, an eye disease that untreated leads to blindness. Doctors said that had I not been diagnosed, I would have been blind by the age of ten. Luckily, in my case, they did catch it and I am able to see. Being so close to losing my sight has made me think very seriously about life as a blind person; and I often try to do everyday things with my eyes closed, such as getting ready for bed and playing the piano, to see how much of an adjustment I would have to make. The first thing that I notice when I try to do something with my eyes closed, is the immediate need for touch. Although the other three senses, audio, olfactory, and taste are also important and I plan to incorporate them into my garden as well, however, my main focus will be on the sense of touch. To begin with, the area designated for the garden is fairly steep, therefore it is necessary to decide how to set the path through the garden. Our class trip to the Butterfly Rain forest, and being able to go through blindfolded, was a great resource for ideas on creating this garden, particularly with the need to create an environment that is easy to navigate without sight. Stairs provide obvious difficulty for a garden for the blind, therefore, I have decided to use sloping ground, which although more expensive, would be safer and an easier environment to navigate. Also, as an additional benefit, the garden would be wheelchair accessible. To line the garden path, either a natural pressed dirt ground, or a highly durable short sod ground could work, both of which are natural options. However, recycled tires, much like the surface of nice running track surfaces, would make an easier to maintain surface, that incorporates recycled materials and gives more of a response to t he act of walking by adding an extra bounce (in addition to being even more wheel chair friendly than the previous two natural options). The main focus of the garden that I think would create an extraordinary environment, unlike anything else existing, would be the incorporation of marble statues periodically along the path that visitors to the garden would be encouraged to touch. Garden for the Blind :: Architecture Design Essays Garden for the Blind I love the idea of creating a garden for the blind. Blindness is something I have given a lot of thought, as I have Glaucoma, an eye disease that untreated leads to blindness. Doctors said that had I not been diagnosed, I would have been blind by the age of ten. Luckily, in my case, they did catch it and I am able to see. Being so close to losing my sight has made me think very seriously about life as a blind person; and I often try to do everyday things with my eyes closed, such as getting ready for bed and playing the piano, to see how much of an adjustment I would have to make. The first thing that I notice when I try to do something with my eyes closed, is the immediate need for touch. Although the other three senses, audio, olfactory, and taste are also important and I plan to incorporate them into my garden as well, however, my main focus will be on the sense of touch. To begin with, the area designated for the garden is fairly steep, therefore it is necessary to decide how to set the path through the garden. Our class trip to the Butterfly Rain forest, and being able to go through blindfolded, was a great resource for ideas on creating this garden, particularly with the need to create an environment that is easy to navigate without sight. Stairs provide obvious difficulty for a garden for the blind, therefore, I have decided to use sloping ground, which although more expensive, would be safer and an easier environment to navigate. Also, as an additional benefit, the garden would be wheelchair accessible. To line the garden path, either a natural pressed dirt ground, or a highly durable short sod ground could work, both of which are natural options. However, recycled tires, much like the surface of nice running track surfaces, would make an easier to maintain surface, that incorporates recycled materials and gives more of a response to t he act of walking by adding an extra bounce (in addition to being even more wheel chair friendly than the previous two natural options). The main focus of the garden that I think would create an extraordinary environment, unlike anything else existing, would be the incorporation of marble statues periodically along the path that visitors to the garden would be encouraged to touch.

Complex Project Management: Historical Background, Problems and Approaches Essay

Managing a project that has cross-cultural team members is a very involving task, which calls for application of appropriate leadership styles and approaches (Arbaugh, 2007, p. 569). The applicability of theories, models and approaches of management in the Belbin Consultancy Project can be deeply elaborated with clarity, to demonstrate the understanding of the topic. Since managing and leading cross-cultural teams in such projects does not just happen, as the monitor and shaper, I comprehensively applied the necessary aspects of leadership and management as I deemed appropriate. Below is a presentation of the report of Belbin Consultancy Project that my team and I, as the monitor and shaper, undertook. Project management             Project management is a comprehensive undertaking by project managers which involves several steps from inception to completion, and which guarantees the success of the project (Klimenko, 2014, p. 13). As I experienced during the Belbin Project execution, these activities have to be carefully organized and precisely planned for execution. Project Processes             During the management of the project, I applied 5 fundamental processes as shown in the appendix 1. The first process was initiation, which involved determining the nature and range of the project (Daft & Lane, 2005, p. 337). All the requirements ranging from analysis, goal setting, current operations review and feasibility were considered at this stage. The second process that we carried out was planning which involved the setting of appropriate time for each activity, considering the costs involved and the resources required. We also did a risk planning activity that was geared towards tackling uncertainties. The third process was executing, which involved following all the activities of the project as outlined during the planning stage. This was geared towards meeting all the set deadlines of the set milestones. The fourth process involved monitoring the progress and controlling the execution, noting of any deviations from the plan and taking the appropriate managerial actions (Stewart and Powell, 2004, p. 37). At this stage, I verified and validated the activities and their execution as per the allocated resources and timelines. It is at this stage that the quality of the activities that different team members were involved in was considered. The last process of the project involved the closing out of the project after its completion (Xie and Zhang, 2013, p. 725). The final product that the team developed was accepted having delivered to the best of our ability. Management Approaches             For effective execution of the processes mentioned above, I applied several management approaches. These approaches assisted in carrying out the processes in a planned manner, towards realizing the requirements. The first approach I utilized was the traditional method, which involved the execution of all the processes in a sequence. In this approach, some processes were recursively extended to support the cycle of development of the project (Collyer & Warren, 2009 p. 359). The second approach was event chain approach, which involved the identification and management of proceedings and the chains of proceedings attached to the project schedule. This approach helped me in managing the negative effects, and allowed for modeling of uncertainties that were foreseeable as was outlined in the project schedule (Symonds, 2014, p. 2). The third approach was scrum methodology, whose goal was to improve the productivity of the team by removing every possible hurdle. The fourth methodology was crystal approach in which I directed the team away from focusing on the processes. It was thus crucial to focus more on the skills of the team members, interactions, communication and people. This way, every member was able to deliver in their allocated part. Organizing and Structuring Teamwork             At this stage, the central focus is given on the capabilities of team members. As defined by Scarnati (2001. P. 5), teamwork is a cooperative procedure that assists normal people to accomplish surprising results. It, therefore, called for effective allocation of tasks on individual members. We generated a commitment oath of the team and developed shared goals. The team focused on providing quality results as opposed to achieving individual personal satisfaction that might have interfered with the achievement of objectives. Similarly, I facilitated and nurtured positive relationships that were cooperative as a way of motivating the team members towards achieving the final goal. The issues of interdependence among the team members were put into consideration (Schneider & Barsoux, 2003, p. 137). The creation of a positive attitude in the members through inspiring examples was thus vital. When experiencing difficulties, team members were enthusiastic to help out their peers, regardless of their backgrounds (Symonds, 2014, p. 2). Whenever deviations resulted from the unwillingness of some members to ask for assistance, a quick meeting was convened to remind them of their interdependence responsibilities. During the allocation of tasks, interpersonal skills were put in consideration a step that allowed for proper allocation of tasks. I encouraged open communication as well as positive feedbacks as a way of improving relationships among team members. This way, the team had an understanding that discussing problems was healthy for their interdependence. Similarly, as an overall manager, I worked hard to ensure that the teams had the appropriate composition, by carefully considering the skills of each member and the kind of personality that each possessed. After careful consideration, the team members were allocated tasks that matched their profile. On the same note, commitment to the processes of the team and accountability were highly emphasized. Respect for every member was exceedingly regarded and especially on the response towards several individuals who took leadership roles (Wateridge, 2001, p. 191). To ensure effective and efficient implementation of the project activities, elect ronic tools were highly utilized and whenever the tools were not enough for use on a particular task, the available tools were shared. This highly facilitated the process of implementation of the project activities. Project Execution             During the project execution, my vital role was to control the process. At this point, practicing MBWA (management by walking around) was necessary. There were some instances where the project activities carried out by the team members veered from the plan. These deviations resulted from the inability of some members to fully comprehend what is expected of them during certain activities. This was so because of the diversified back grounds of the team members, which prevented them from consulting or asking for assistance. It was thus necessary for me to carry out the proper monitoring role, to match the activities with the plan and to assure quality. To do this, I convened several emergence meetings to remind the team members on their roles as team players. During the completion stage when the project was nearing the close out phase, one of the team members got seek and had to fly back home. Because of the limitation of time, the tasks were allocated to some members of the team. It was unfortunate because the delivery time of the added tasks was late for the reason of failure to understand the tasks. This made it necessary for convening an abrupt meeting to brief the affected members on what is expected of them. For this reason, the delivery of the tasks allocated to the ailing member did not go in accordance with the plan. Team Working and Leadership Cross-cultural Teams             During the initiation stage, the team rules as shown in appendix 2, as well as the roles of every member were developed. To facilitate this, discussions on the cultural dissimilarities that were easily perceivable and their effects on behavior of the members and performance were established. This was geared towards creating an open discussion that inspired mutual trust and obligation (Chung et al., 2013 p. 194). After the discussion, the cultural differences that emanated from understanding the background of every team member helped in developing appropriate ways of addressing the issues accordingly. This was done after knowing where these differences emanated from through assessing the situation from individual member’s perspective. This helped in changing the stereo-typed perceptions and improvement on value-based assumptions. To solve some of the cross-cultural issues that arose during implementation of the setout activities, I as the leader worked hard for reconciliation as opposed to compromising. I thus created new ways of perceiving and settling the differences. This encouraged the combining of strengths among the team members as opposed to picking disagreements. Intensive communications, feedbacks and procedures were highly regarded to minimize the risks involved. Changing Roles             The aspect of changing roles was not utilized so as to facilitate the aspect of specialization in tasks. This worked to our disadvantage when one of the team members go sick and had to fly back home. The tasks were allocated to several team members who had almost similar tasks. Because of inadequacy of specialization on the added tasks, the members delivered the tasks late. This prompted me to convene an impromptu meeting to brief the members on their new added tasks. Because of this reason, the delivery of the tasks was out of time plan. Motivation             To motivate the team members, the contributions made by each were highly regarded every time a scheduled meeting was convened as shown in appendix 3. Similarly, the diverse views of different individuals were encouraged and incorporated in the decisions made after a comprehensive discussion (Wateridge, 2001, p. 161). To motivate the team members, I kept reminding them of their capabilities and how appreciated their contributions were. Also, different needs of individual members were identified for easy fulfillment. When members felt that their needs are catered for and their views are incorporated in making decisions pertaining to the execution of the project activities, they delivered to their capability (Wright, 2002, p. 121). To encourage harmony within the team, I encouraged communication among the members (Malinowski, 2011, p. 234). This served as a way of understanding the problems that different members are experiencing at particular instances. After the communication of the problems, the issues were addressed accordingly to the satisfaction of all members. This guaranteed harmony among the members through free and unrestricted interactions, characterized by free flow of thoughts (Seteroff, 2003, p. 43). This free flow of thoughts and effective communication facilitated generation of new ideas pertaining to the implementation of activities of the project (Marc & Picard, 2000, p. 38). To get most out of the team members, the same technique of free flow of information and welcoming the contribution of every team member was utilized. Leadership Roles and Styles             During the implementation of the project, several individuals took up the role of leadership. The members who became leaders were chosen by the majority of the team members. The act of leading further boosted the confidence of the chosen members towards obtaining the set goals (Pearce & Sims, 2000, p. 131). I had been previously chosen as the overall manager of the project from the start to the end, to oversee the implementation of activities. This was a good experience that educated me on how cross-cultural teams operate .In the process, different leadership styles as discussed below were utilized. Transactional Leadership             The first type of leadership that different members who took leadership roles utilized was transactional leadership (Lowe & Gardner, 2011, p. 460). This style operated on the basic ground that because the team members agreed on the leadership of a particular member, they must obey the directions he or she gives. This type of leadership led to clarification of the roles played by every member of the team. Similarly, the members were expected to follow the agreed upon rules failure to which one would be ejected out of the team. Transformational Leadership             In this leadership, the leader inspired and motivated team members to transform the issue at hand from worst to best (Sashhin, 2004, p. 171). The means of motivation are as discussed above with encouraging individual members on their capabilities, free flow of information and effective communication at the top of the list (Ashkanasy & Tse, 2000, p. 223). The inspiration and motivation given by the team leaders were genuine, a situation that facilitated the implementation of the planned activities. Participative Leadership             This kind of leadership entails the involvement of team members in decision-making process (Langton & Robbins, 2007, p. 389). Through this kind of leadership, the understanding of the underlying issues of implementation by individual members was enhanced. They thus became more committed to the activities of implementation (Pearce, 2007, p. 357). Under this leadership, people became more collaborative as opposed to competitive and worked on joint team goals. Situational Leadership             In this type of leadership, the leader applies the best action depending on the array of factors of the situation at hand (Northouse, 2004, p. 78). This type of leadership is as a result of several forces namely; the circumstances, the followers and the leader. This style focused more on the behaviors adopted by the leader under different situations (Parry & Bryman, 2006, p. 456). The leader with the most excellent ability of making better decisions had an upper hand in applying the style. Conclusion             In conclusion, managing the activities of a project is a long process more so when dealing with cross-cultural teams. It calls for the manager to understand the different backgrounds of these members. This is done through the application of several techniques as such as the understanding of the cultural differences, their cause, how to change the perception to a common goal of the team and how to motivate individual members bearing in mind the aspect of different backgrounds. This way, he or she is able to inspire the followers to make the best team under a common goal of implementing the activities of the project successfully. On the leadership issue, it is vital that the leader understands the best type of leadership to apply on the team members (Osborn et al., 2002, p. 811). Recommendations             After carrying out all the activities of the project, it became necessary to develop some recommendations based on the lessons learnt. The following are the recommendations that I would implement if I was to undertake the project again as the monitor. To reduce the risk involved when engaging members from different cultural backgrounds in a team, it is essential to apply a flexible approach of management that allows for effective communication, reporting and actions on the raised issues. To change project processes so as to accommodate cultural differences, establishing good relationships with key members of the team is a must. This is geared towards winning their trust which in turn helps the project execution process smooth. To effectively implement the activities of the project, the manager is obliged to know what motivates the team members into doing good job, their specific skills and know-how and their respective communication styles. The combination of participative leadership and transformational leadership is the best option in a project implementation. This is so because participative leadership involves the members in decision-making process and hence motivating them. On the other hand, transformational leadership involves the leader inspiring and motivating his followers. References Arbaugh, J. (2007). Introduction: Project Management Education: Emerging Tools, Techniques, and Topics. Academy of Management Learning & Education, 6(4), pp.568-569.Ashkanasy, N. M., & Tse, B. (2000). Transformational leadership as management of emotion: A conceptual review. In N. M. Ashkanasy, C. E. J. Hà ¤rtel & W. J. Zerbe (Eds.). Emotions in the workplace: Research, theory, and practice (pp. 221-235) Chung, J., Wai, Y., Lau, D. and Songip, A. (2013). Teamwork – A Success Factor of Knowledge Management for Faculty Development: A Case Study. International Journal of Information and Education Technology, pp.192-195.Collyer, S. and Warren, C. (2009). Project management approaches for dynamic environments. International Journal of Project Management, 27(4), pp.355-364.Daft, R. and Lane, P. (2005). The leadership experience. Mason, Ohio: Thomson/South-Western. Industrial/organizational psychology (pp.235-278). Klimenko, O. (2014). Complex Project Management: Historical Background, Problems and Approaches, 3(3), pp.4-13. Langton, N., & Robbins, S. (2007). Leadership. In N. Langton & S. Robbins. Organizational behavior: Concepts, controversies, applications Toronto: Prentice Hall, (pp.386-426). Lowe, K. B. &, Gardner, W. L. (2001). The years of the leadership quarterly: Contributions and challenges for the futures. Leadership Quarterly, 11(4), 459–514. Malinowski, M. (2011). Essential project management skills. Project Management Journal, p.n/a-n/a. Marc, E. & Picard, D. (2000). Relations communications inter-personnel [Relationships and interpersonal communications]. Paris: Dunod. Northouse, P. (2004). Leadership. Thousand Oaks, Calif.: Sage. Osborn, R. N., Hunt, J. G., & Jauch, L. R. (2002). Toward a contextual theory of leadership. The Leadership Quarterly, 13(6), 797-837. Parry, K. W., & Bryman, A. (2006). Leadership in organization. In S. T. Clegg, C. Harry, T. B. Lawrence & W. R. Nord. The Sage handbook of organization studies (pp. 447-468). Pearce, C. L. (2007). The future of leadership development: The importance of identity, multilevel approaches, self-leadership, physical fitness, shared leadership, networking, creativity, emotions, spirituality and on-boarding processes. Human Resource Management Review, 17(4), 355-359.Pearce, C. L., & Sims, H. P. (2000). Shared leadership: Toward a multi-level theory of leadership, Advances in Interdisciplinary Studies of Work Teams, 7, 115-139. Sashhin, M. (2004). Transformational leadership approaches: A review and synthesis. In J. Antonakis, A. T. Cianciolo & R. J. Sternberg (Eds.). p. 171 Scarnati, J. (2001). On becoming a team player. Team Performance Management: An International Journal, 7(1/2), pp.5-10. Schneider, S. and Barsoux, J. (2003). Managing across cultures. Harlow, England: Financial Times Prentice Hall. Seteroff, S. S. (2003). Beyond leadership to followership. Victoria: Trafford. Stewart, B. and Powell, S. (2004). Team building and team working. Team Performance Management: An International Journal, 10(1/2), pp.35-38. Symonds, M. (2014). Managing Cross-cultural Project Teams. Leadershipwatch. [online] Available at: http://blog.parallelprojecttraining.com/project-management-articles/managing-cross-cultural-project-teams/ [Accessed 29 Nov. 2014]. Wateridge, J. (2001). Successful Project Management. International Journal of Project Management, 19(3), p.191. Wojciech Macek, W. (2011). Methodologies of Project Management. Contemporary Economics, 4(4), p.121. Wright, J. (2002). Effective Project Management. International Journal of Project Management, 20(8), p.633. Xie, H. and Zhang, A. (2013). Approaches and Processes of the Project Management. AMR, 790, pp.724-727. Source document

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