Open topic logos based argumentative paper Essay

Open topic logos based argumentative paper - Essay Example Most Congressmen admit to not have reading the Act before voting to pass it but those voting in favor were overwhelming. Only one of 99 Senators (Wisconsin Senator Russ Feingold) and 66 of 423 Representatives voted against the law. The PATRIOT Act, as many citizens and legal experts alike have argued, violates the fundamental rights guaranteed by the U.S. Constitution’s first ten amendments, the Bill of Rights (Savage, 2006). This includes the freedom of speech and assembly (First Amendment); the freedom from unreasonable search and seizure (Fourth Amendment); the right to due process of law (Fifth Amendment); the right to a speedy, public and fair trial along with the right to counsel and to confront the accuser, (Sixth Amendment), the freedom from cruel and unusual punishment (Eighth Amendment) and freedom from punishment without conviction (13th Amendment). One of the most obvious tactics in the ‘War on Terror’ and the PATRIOT Act is the widespread use of racial profiling, described as when law enforcement officials use race, ethnicity, religion and even color of skin to determine which persons are more probable to commit a crime such as terrorism. The term ‘War on Terror’ has been continually invoked to justify breaches of the Constitution as well as the basic civil liberties of citizens and foreigners alike. The invocation of this phrase has repeatedly prohibited rational discussions regarding civil injustices such as profiling individuals based on their race. Therefore racial profiling has continued unabated including the profiling of young black men since September 11, 2001. The not-so-subtle insinuation is that â€Å"one cannot condemn racial profiling because to do so will hinder the war on terrorism and undermine national security† (McDonald, 2001). The popularly stated position is that racial profiling is necessary because not using this tool of law enforcement would compromise the effort against terrorism thus

Because current policies aimed at limiting drug abuse do not work, we Essay

Because current policies aimed at limiting drug abuse do not work, we should legalize drugs and instead teach people to use them responsibly - Essay Example It has been suggested, and in some cases demonstrated, that legalizing or at least decriminalizing less harmful drugs, such as marijuana, can help to reduce the violence, significantly decrease the numbers of people incarcerated for drug use, allow more individuals to remain a contributing member of society and free up funds and manpower to combat against more harmful substances. It was believed by the economists that such a discussion would bring out the obvious factors that will lead to the legalization, regulation and taxation on marijuana, bringing out the benefits of each side and, at the least, justifies the reasons for maintaining the prohibition against the substance. This group of economists was also joined by Nobel Prize winning economist Milton Friedman who argued that there is no logical basis for the prohibition against marijuana. (Friedman, 2005) The vast majority (85%) of America’s teenagers report that marijuana is easy to get every year, indicating that the sales have not been reduced by the laws and enforcement endeavors, leading many government officials to begin wondering whether we are simply throwing away billions of tax dollars to no effect. Over half of the prisoners in jail are there for drug ‘crimes.’ This causes overcrowding which results in the early release of dangerous, violent criminals. This creates more of a public safety problem than does drug use. It is illogical from a societal view and inhumane to individuals who are marked as a criminal for life for activity that causes no harm to others. Those who are addicted receive little or no therapeutic help in prison. Instead of imprisoning people that need help, rehabilitation programs are a much more effective method to treat the problem but a rehabilitation system will not succeed if drugs continue to be illegal.   Drug abusers will hardly seek help from the same government that tosses

The Anxiety Of Death In The Elderly Sociology Essay

The Anxiety Of Death In The Elderly Sociology Essay The essay below is on the death anxiety of the elderly persons who are independent and those who are dependent on others in life. Anxiety of death is defined by the British National Health Service as a feeling of apprehension, or dread that an individual encounters when thinking of the process dying. On the introduction part of the essay, there is a brief discussion of death anxiety in the society. The literature review of the essay has tackled two major aspects of death anxiety. The first aspect is the general discussion of death anxiety among the elderly persons. Many people in the society have a perception that at old age people tend to have anxiety of death as compared to the youngsters, which many psychological scholars oppose. The second aspect includes the two main variables that affect the level of death anxiety in old age. These variables include being independent in life, and being dependent on others in life. It has been argued that elderly persons who are dependent on oth ers have high levels of death anxiety as compared to the individuals who are independent. The essay was based on the methodology and findings of a study conducted by Dr.Bharat H.Mimrot on A Comparative study of Death Anxiety of Old Persons in the year 2011. The sample size was 200 respondents who were randomly selected. The respondents were residents of Aurangabad city, and were selected from those living in institutions and those living with their families. Introduction Anxiety of death is considered as an abnormal or relentless fear in an individuals mind of death. Anxiety of death is defined by the British National Health Service as a feeling of apprehension, or dread that an individual encounters when thinking of the process dying (DePaola, Griffin, Young, Neimeyer, 2003). In the field of psychology, anxiety of death is considered as a psychological problem that is affected by a number of variables. Among the variables that affect anxiety of death, include the environment that one lives in, the age of an individual, the ego integrity, the religious faith of an individual, the personal sense that an individual has for self-worth. In studying death anxiety of an individual, majority of studies have indicated that the difficult part is the measuring of the anxiety an individual has in relation to other variables (Cicirelli, 2006). The below essay seeks to address the anxiety of death of the elderly individuals who are independent and those who are dependent on other people. For instance, the essay focuses on the age and the environment in which the individual lives as the main variables for the anxiety of death. Majority of studies have indicated that as people age, regardless of them being independent or dependent on others, they become less anxious about death. The essay will be supported by a study conducted by Dr.Bharat H.Mimrot on A Comparative study of Death Anxiety of Old Persons in the year 2011. This article has been extracted from the Indian Streams Research Journal. Literature Review Anxiety of death in old age In the current society, the anxiety of death among individuals is a rampant psychological issue, especially the younger generation that should not be ignored. Many people in the society have a perception that at old age people tend to have anxiety of death as compared to the youngsters, which many psychological scholars oppose. When dealing with anxiety of death in old age, it is very important for one to understand old age in general (Banck, 1976). Generally, old age is considered to be consisting of ages that are nearing the average life span which human beings are expected to live. Majority of psychological studies on issues that affect individual at old age referred old age as a late adulthood stage that tend to begin at 60s and lasts until death. In her definition of death anxiety, a renowned psychologist Janet Belsky, considered death anxiety as the emotions, fears, as well as thoughts about the final event of life that an individual may experience under more normal conditions of life. In old age, people must deal with the possibility of their own death as well as the death of loved ones (Chernick, 1990). Death may also be looked into in terms of statistics, which supply us with significant figures and facts. Even though death most commonly occurs in later years, it may happen at any stage in life. As a common phenomenon in the current society, majority of people are afraid of dying, especially the elderly who know that lifetime in world is ending. For instance, many perceive that death is always near when one is in old age; therefore, their perceptions make them believe that anxiety of death is a common condition for the elderly persons in the society as compared to the youngsters (Dever, 1998). On the contrary, most studies are against this particular perception in the sense that any person can be anxious of death due to the living conditions. According to a psychological theory done by Erickson, it is indicated that in the later stages of life, individuals experience what is known as ego integrity. In his theory, developmental psychologist Erickson pointed out that this particular theory explained that as people grow older in life, they go through a series of crises in life. The psychologist argued in his theory that a person tends to engage in life review when they reach th e old age (Epstein, 1979). Ego entry according to Erik Erickson is a state when an individual comes to term with his or her life and accepts it. On the other hand, when a person reviews his or her life in old age as a series of failed events and opportunities, then such individuals never reach the stage of ego integrity. This is when one becomes anxious of death at old age, whether they are dependent on other people, or whether they are independent in life. The elderly people who find life worth continue living tend to have less anxiety on death. In Erickson theory of psychology concerning anxiety of death, elderly individuals tend to have less anxiety of death when they reach the ego integrity level because, when they look back on their lives, they find meaningfulness in their lives, hence have a purpose to continue living (Langs, 1997). It is with no doubt that anxiety of death is minimal to individuals who are elderly because majority of studies support the psychological theory done by developmental psychologist Erik Erickson. In a certain study, the Templer Death Anxiety scale was used to measure the level of death anxiety among individuals from 16 years to 83 years. N the study, it was found that the individuals who were 60 years and above had lower scores of death anxiety while the younger individuals had higher levels of death anxiety. This particular study was proved that the psychological theory of Erickson was true (Rheingold, 1967). Another study still indicated that anxiety of death is minimal during old age. In the research study, it was found that anxiety of death normally begins to be prevalent in ones life during their years of young adulthood. This is during the ages of 20 years to 40 years. During the next age phase, anxiety of death reaches its peak. This is between the ages of 40 to 64 years. At old age, that is 65 years and above, it was indicated that the anxiety of death tends to lower. Form the findings of this particular study; it is evident that the psychological theory done by Erickson is supported. This particular study tends to contradict with the expectations that people have towards anxiety of death at old age. As indicated in the previous text of the essay, many individuals in the society think that old people are always anxious about death due to the process of aging (Neimeyer, 1994). Anxiety of death in the elderly who are dependent on others and those who are independent in life As discussed above, death anxiety tends to lower when individuals become elderly. Though it lowers as one ages, there are two main variables that may affect anxiety at old age. The two variables include whether the elderly person is dependent on other people in life, or whether the individual is independent in life. Being dependent on other [people may entail receiving life support such as food, laundry activities, medication, house cleaning, and many other important activities that are crucial in life. On the other hand, when one is independent in life, it means that the individual supports him or herself in carrying out the crucial activities of life such as paying for their own bills, buying for himself or herself food, taking themselves to entertainment joints and many others (McCarthy, 1990). For instance, majority of studies have indicated that elderly individuals who are dependent on other individuals in life tend to have higher levels of death anxiety as compared to their counterparts who are independent in life. This is because the elderly who are dependent on others tend to review their lives and find no meaning in living. They tend to reach this point especially when they feel that they are a burden to those who pay their bills, buy them food, as well as looking after them. They find no worth in continue living because they do not add any value to the society they live in but rather consume that available resources without replacement. They have a perception that when they die, the people they depend on would be free at last (Lonetto Templer, 1986). On the other hand, elderly individuals who are independent in life tend to have lower levels of death anxiety. As it is stated in Ericksons psychological theory, as individuals reach their old age, they tend to sit back and make a review of their lives. When they reach the ego integrity level, they tend to find meaningfulness in their lives hence they find it worth continue living. This is because of the achievements they may have made in their entire lives. Therefore, they feel that they should continue living in order to enjoy whatever they achieved in their entire lives. This is unlike the elderly individuals who feel that they failed in life after they review their lives. For instance, elderly individuals who are independent in their lives tend to find the meaningfulness in living after they review their lives. This is because; when they review their lives they find that they have achieved so much in life that they should continue living to enjoy their prosperity (Mahabeer, 1980) . They find no problem with them continuing living because they pay their own bill, look after themselves, as well as buy themselves food and many others. As opposed to their dependent counterparts, the elderly independent individuals fail to have the feeling of being a burden to other people in the society because they do not depend on them for survival; hence they find it worth living. It is therefore evident that elderly individuals who are independent in life have lower levels of death anxiety as compared to those who are dependent on others in life. This is so since it is supported by a majority of studies conducted on anxiety of death in the elderly persons (Langs, 1997). Methodology of the study The study was specifically for the old person living at Aurangabad city. The study included institution sector units as well as family sector units. The hypotheses formulated for the purposes of the study were to be tested by collecting relevant data from the participants who took part in the study. One of the hypotheses tested by the study that is relevant to this particular essay is that the elderly individuals who live in institutions tend to experience more anxiety of death as compared to those who live in the family. The study included both the females and the males; it did not sideline participants from a certain gender (Mimrot, 2011). The sample for the study included 200 old persons. These 200 old persons belong to both the sexes to various families and institutions, of Aurangabad city. Of the 200 people, 50 were male who lived with family, and 50 females who lived with family, as well as 50 males who lived in institutions and 50 females who lived with family. The sample for the study was selected by the use of random sampling technique. In addition to the selection of the sample for the study, the tool used for the methodology was Death Anxiety Scale. The scale was made up of 10 units and was constructed and developed by Upinder Dhar, Savita Mehta, as well as Santosh Dhar. The split-half reliability coefficient was = 0.87. The scale reliability was determined by calculating split-half reliability coefficient, corrected for full length, on a sample of 200 subjects (25-55 years) Besides face validity, as all items of the scale are concerned with the variables under focus, the scale has high content validity. The reliability index was calculated by the reaserchers for purposes of establishing validity from the coefficient of reliability Norms for the scale were available on a sample of subjects belonging to the age range of 25-55 years (Mimrot, 2011). The data analysis for the study was carried out with the help of descriptive statistics including Means, Standard Deviation, and multiple univariate 2 x 2 ANOVA for Death Anxiety. Discussion There are significant differences between mean scores of old people living in the family and institutionalized old people on death anxiety. (F = 11.875, df1 = 1, df2 =196 P Based on the analyses that were interpreted in the study, there was a major difference between old age people living in family and old age institutionalized people in terms of their anxiety of death. Based on the mean value interpreted from the study, the elderly people living in the family have high death anxiety (6.00) than institutionalized old people (5.44). this is an indication that those living with their families are highly dependent on their family members as compared to those living in institutions since they have no family member to depend on. This particular interpretation of data from the study failed to support the hypothesis that old age people living in the institution would experience more death anxiety than old age people living in the family (Madnawat Singh, 2007). The hypothesis was therefore rejected for the study. In connection with the above-mentioned findings, some of the psychological scholars found the ageing process is associated with a number of factors like economic independence, health status, their role expectation in the family and status accorded to the elders in the family. From the results of the study conducted by Dr.Bharat H.Mimrot, it is clear that elderly individuals who are dependent on others have higher levels of anxiety of death as compared to the elderly individuals who are independent (Ens Bond, 2005). In this particular case, the independent old people were represented by individuals who were living in institutions whereas dependent elderly persons on others in life were represented by those who were living with their families. In support of Erickson psychological theory that states that the death anxiety of an elderly person tends to lower down suppose the individual reaches the ego integrity level. As discussed in the previous paragraphs, such a level is usually reached when an individual takes a full review of his or her life and finds that it is worth living. For instance, the elderly persons living with their families in this particular study were found to be having a higher level of anxiety of death as compared to their counterparts since they failed to find the essence in continuing living. The fact that they fail to have the urge of continuing living is due to them relying on their families for their upkeep. The individuals feel that at their age they are supposed to have made enough in their entire lives that would support them during their old age instead of being a burden to their family members (Epstein, 1979). On the other hand, the results of the study indicated that the elderly individuals who live in institutions have a lower anxiety of death. This is according to their ego integrity level. These particular individuals find the sense of continuing to live after they review their entire lives. In the institutions where these elderly persons live, they do not rely on others for their upkeep but rather pay for the services that are offered to them, which is unlike the individuals who live with their families. They find the essence of continuing living because they feel that they are not a burden to any individual and that they achieved much in their entire lives that is worth continuing living. This particular discussion is supported by the psychological theory of Erik Erickson (Mimrot, 2011). Conclusion In conclusion, anxiety of death not only affects the elderly persons, as many in the society perceive, but can also affect children and the young adults. Among the variables that affect anxiety of death in ones life, age seems to be the principle variable. The elderly persons are less anxious of death while the youngsters are highly anxious of death. As discussed in above essay, it is clear that the elderly who are dependent on other people in life have a higher level of death anxiety as compared to those who are independent in life.

Hofstede?s Value Dimensions Essay -- essays research papers

Hofstede's value's system Dimensions of Values The affect the four dimensions, Power Distance, Uncertainty avoidance, Masculine/femininity and Individual v. Collectivism have on organzational behavior shows in all cultures and cross cultures. As with power distance when dealing with other cultures you have to adapt your company values to that of the society in which you live and the people that you employ and the public that you deal with. In organizational behavior you have to be able to adapt or willingly participate and follow through on those culture beliefs of society. So your management structure has to follow the structure of that society while understanding uncertainty avoidance knowing that certain cultures like to have rules stressed, want work regulated and are willing to work hard, conform to standards and are very secure in their jobs. While some other cultures don't have as many rules or less conforming, security is not as stressed and hard work is not seen as normal life, although if you are willing to stand out by doing a job that is not expected or coming up with an idea this is more valued because it is seen as taking a risk. In addition to power distance and uncertainty avoidance affecting organization behavior there is also the Masculinity/Femininity cultures. In this area you will find certain cultures that are clearly masculine, where the dominance of men is supported and economic success is based on the men being in charge while at the same time so...

Explore the differences in the ways Hamlet and Laertes go about seeking revenge Essay

This essay will consider the relevance of father/son relationships to motive for and the manner of revenge, the initial responses of both Hamlet and Laertes to the news of the murder of their father. Finally I will conclude by comparing how Hamlet’s and Laertes’ responses each compare with Fortinbras’ responses to his fathers death. The relationship each son had with his father is important, because it can be seen what motivates them for revenge, and whether or not their father’s influence inspires such vengeance. Hamlets’ relationship with his father is only shown after his demise. This is the only way we are able to see father and son interact. What we do see of this indicates that they do not have a good relationship, as the ghost of Hamlet’s father takes no pains to cover up the torment he endures beyond the grave. The ghost wants Hamlet to †revenge his foul and most unnatural murder† and warns that he would find Hamlet a †fat weed that roots itself in ease on Lethe wharf† if he did not avenge his death. The ghost might have said this quite scathingly, perhaps because he is aware of Hamlet’s tendency to contemplate every action, and failure to get things done quickly. The love in this relationship is clearly one sided, Hamlet later on in the play, in Act 3 Scene 3-4 shows his mother a picture of his late father and a picture of Claudius. He bitterly comments on how superior his father is with his †Hyperion curls†, †grace† and †eye like Mars to threaten and command† compared to Claudius. He is furious and obviously holds his father in high regard. The abnormality of Hamlet’s situation is emphasised when the ghost appears before Hamlet and his mother in act 3 Scene 4. When Hamlet’s situation is compared to the relationship Laertes shares with his father, the result is starkly different. They both appear to have a very close father-son relationship and in Act 1 scene 3 we can see a conversation between them, where Polonius is giving Laertes fatherly advice on how to behave when in Paris. Among the many aphorisms given by Polonius, he warns Laertes too not â€Å"give any unproportioned thought his act; Later on in the play, we can of course, see that Laertes ignores this heartfelt piece of advice when seeking revenge on Hamlet. Through not sitting down and thinking the situation out calmly, he jumped to the wrong conclusions. Polonius went so far as to ask for Claudius’ permission for Laertes to leave for Paris on Laertes’ behalf. The language he uses such as â€Å"he wrung from me my slow leave† does not suggest anything other than a father who carries nothing but deep affection for his son, and does not which to see him leave. No sooner are we shown the cruel and malicious treatment of Hamlet by hid dead father, then we are shown the stark contrast of Laertes and Polonius’ concerned and endearingly caring farewell conversation. As well as having completely different familial relationships, Hamlet and Laertes themselves form one of the most important polarities in all of the play. This is important in understanding why both characters have different methods of avenging their fathers. As the plot progresses, Hamlet’s hesitance and general inability to obtain his father’s revenge, will be heavily contrasted with Laertes’ fierce willingness to avenge his fathers’ death. Before Hamlet spoke to the ghost, he didn’t know that his father had been murdered. When the ghost asks him to †revenge his foul and most unnatural murder† Hamlet replies †Murder? † the question mark in this statement indicates that Hamlet had not considered seriously the idea that his father had been murdered, and that it had taken him by surprise. Hamlet has been delivered a double shock. He was already grieving for his father’s death and is now confronted by the fact that he was murdered. The ghost exhorts Hamlet to seek revenge and Hamlet, who is intensely moved, swears to remember, obey, and â€Å"sweep to his revenge†. Whereas Hamlet doesn’t quite trust the ghost and seeks to test Claudius’ guilt himself by staging a play based on the murder, Laertes sees no cause to disbelieve the method in which his father died. Laertes instantly trusts Claudius’ word that Hamlet is his father’s murderer. Laertes is a complete foil for Hamlet in some actions; his cry for vengeance is an absolute contrast to Hamlets’ timorous testing for the ghosts’ truthfulness. Laertes acts as the wronged son operation in open fury who †dates damnation; He has all the moral legitimacy that Claudius lacks and that Hamlet has forfeited through not acting quick enough and procrastination too much. Hamlet, however, does have powerful and genuine incitement †a dear father murder’d† as one soliloquy puts it and †a mother stain’d† as does another. Laertes confronts the king in Act 4, Scent 5. He demands †where is my father†¦ how came he dead?†¦ I’ll be revenged most thoroughly for my father† believing Claudius to be the perpetrator of his father’s murder. The words that Laertes utters could quite easily have come from Hamlet’s mouth. You can almost hear the bitterness and scarcely contained fury in Laertes tone as he said these words. It is poignant that whereas Hamlet took time to establish Claudius’ s guilt for himself, Laertes had jumped in at the deep-end and confronted the king wrongfully. Claudius managed to diffuse the situation by giving very short snappy answers such as †dead† by saying this; he is showing that he is being honest and up-front with Laertes and giving no excuses. In Act 4, Scent 7 Laertes initial fury has calmed down, although he remains extremely confident about the task ahead. He thinks about Hamlet’s dirty deed and his †noble father lost; he welcomes Hamlets’ return so that he can †tell him to his teeth ‘though didest thou†Ã¢â‚¬â„¢. Every word he says invites comparison with Hamlet. When he arrived at the palace to challenge the king, Laertes brought with him a †riotous head† who cried, †Laertes shall be king! † He is obviously very angry, and this can be seen in the manner in which he speaks to Claudius. He calls him a †vile king†, â€Å"dares damnation†, and †vows to the blackest devil! † He obviously wants to make very clear his feelings on the matter of his father’s death and wants revenge. It can also be seen that he has dispelled any respect he had for Claudius. This is different from Hamlet, because although Hamlet is not overly polite to the king, he does not openly defy him as Laertes does in this scene.

Communication and Dialogue Essay

In this new era of globalisation wherein people from diverse culture and ethnicity have come together to work in an organisation, dialogue is indeed an important way of communication. Many researches have proved the fact that differences in culture may inculcate a difference in the thinking pattern or stem into differential analysis of a situation. In an organisation where values and growth are related  to each other, differences in opinion may lead to altercation and conflicts if not addressed well. Dialogue, a bidirectional flow of communication where emphasis is laid not only on saying but also on listening and understanding at the same time can be an useful tool in an organisation to resolve inter personal conflicts, conflicts within the department or conflicts between two different departments of the same organisation. The essay will highlight the importance of introduction of dialogue in a multicultural organisation and its use as a problem solving tool in multicultural organisation where cultural thinking act as an impediment among them. Also, it will review the role of dialogue in promoting organisational learning. Next it will explore some of the barriers in communication such as â€Å"Silo virus† and need for eliminations of those barriers, ending into a conclusion for the implication of dialogue in a multicultural organisation. Sequential Conversation or Unidirectional Flow of Communication versus Dialogic conversation A conversation is said to be sequential or unidirectional when there is a flow of information from the speaker to the listener (Eisenberg & Goodall, p. 27). This one way communication can be practically seen in classes where student completely rely on teachers lectures, also when managers or the instructor define the protocol of the work to the subordinates or receivers. In other words in a unidirectional or sequential communication listeners are passive and are uninvolved in constructing the ideas of the communication (Eisenberg & Goodall, p. 28)  . Traditionally communication between managers and employee were articulated as straightforward unidirectional flow of delivering management messages to employees and other constituencies (Tourish and Hargie 2009, p. ). However, dialogue provides equal opportunities to all who are involved in the communication. Everyone has the say to voice their opinion and give their feedback either in agreement or in opposition of the core matter. Dialogue in a working definition can be defined as a mindful conversation emphasising on equitable and empathetic transaction of opinions of the participant s to create new opportunities for working together to produce new and innovative ideas (Eisenberg & Goodall, p. 40-45) Hence dialogue is a balance between creativity and constraints (Eisenberg & Goodall ,p. 0). Dialogue demands its participants should be able to critically reflect themselves i. e, they should be open to the fact that the perceptions made by them may not always be accurate. â€Å"What we perceive is often based on our needs, our expectations, our projections, and, most of all, our culturally learned assumptions and categories of thought (Schein 1993,p. 33)†. Participants should be able to suspend the perceptions and feelings for some time to see the outcome of the dialogue (Schein 1993). By suspending the feelings the participants will allow the disagreements to fly off, hence will build mutual understanding and trust on each other. Higher the trust higher will be the effectiveness of the group. Participants will be open to voice their unfearful opinions, and will come up with more innovative and successful solutions. Dialogue as a problem solving tool in a multicultural organisation The definition of dialogue says that there should be equal sharing of perceptions, assumptions, thoughts and experiences to come to an radical conclusion (Schein 1993). Healthy communication connects the employee more strongly with the organisation by eliminating the sense of isolation and dissatisfaction. Employee who communicate regularly with their managers and co-employees have a higher sense of job engagement than those who are reluctant to voice their opinion. There is a direct relation between the healthy communication, participation of the employees in decision making and growth of the organisation. Dialogue does not only mean that you are heard, but it also signifies that your voice matters in the decisions of the company. It gives a sense of belonging to the employee and burns out stress and discomfort. The organisation with the higher number of contented employee will have higher productivity both in number and innovations. â€Å"The quality of relationships with co-workers is a crucial factor in determining levels of job satisfaction† (Tourish & Hargie 2009, p. 16). Job satisfaction cannot only be guaranteed by successful completion of a task, but it involves many other vital factors too. Today when it is impossible to find an uncultured organisation, learning about the intercultural ommunication is an indispensable necessity (Crossman et al 2011, p. 57). Culture plays an prominent role in structuring human behaviour, ideas and thought process (Wood2011). Differences of thinking may lead to ambiguity at the work place which may end into conflicts. According to Ting-Toomey, the greater the difference between two cultures, the more that conflicts will arise in areas such as historical griev ances, cultural world views and beliefs (Crossman et al 2011). Creating Coherence in Multicultural Organisation with dialogue Employees have different personal needs and hence different dimensions for the satisfaction. The organisation should know about the personnel needs of the employee and should work in a way to nurture good relationships among the employees (Tourish & Hargie 2009). Incorporating good communication practices such as regular group meetings, open house discussions or building new channels for communication sustains job engagement of the employee. Mangers should have expertise in intercultural communication skills to nurture an environment of tolerance to the ambiguity caused by incompatibility of cultural values and norms. As Brannen & Salk 1999, said working together to give fruitful result can only be achieved by compromising the ambiguity and confusion for quality issues. The practices like   an  open house group discussions  ,thought sharing and dialogues exchange with seniors and colleagues will help in bridging the gap of miscommunication and misunderstanding. Employees who have an access to information, organisation policies, new ventures and developments feel more secure and safe at work. Intercultural communications along with dialogue help in enhancing the process of organisational learning through group interaction. It helps in sharing of cultural ideas, values and beliefs. Cordial and happy relations at work place eliminate stress and burnout caused by work pressure and thus benefits the employee with good concentration and higher thinking. Socially balanced work culture  breed  employee with better insights and hence result in collaborative thinking and exemplary innovations. However in a real business world where emphasis is laid more towards the successful completion of the task, is it realistic to preach dialogue at every stage of decision making? Is it possible for an organisation to understand the needs of every employee? Will it be correct to say that it  is the responsibility of a manager to inoculate good intercultural communication where the employees are reluctant to shift their values and paradigm? Implementing dialogue can be a laborious process for a manager. It is the Manager who bears the responsibility of accomplishing the targets with in the given time frame. Dialogue can only be successful when employees are ready to take the responsibility to change themselves, else it will only result in wastage of time. Dialogue is easy to preach in a likeminded group sharing similar values but difficult to express with those who are reluctant to change. Say for instance it is easy to teach a budding employee about the virtues of good communication. However,  the same could not be expressed to those highly experienced or talented employees who are reluctant to adapt to new changes. Also, it is difficult to bring employees out of their comfort zone and to speak up expressing their true feelings. Dialogue- the core of organisational learning Dialogue lies at the core of organizational learning, for without dialogue, individuals and groups cannot effectively exchange ideas, nor can they develop shared understanding† (Mazustis & Slawinski 2008, pg 438). Argyris said that there are two different modes of learning, Model 1 and Model II, best be summarized as single or double loop learning. He mentioned in his writing â€Å"Teaching Smart people how to learn†, highly skilled professional are good at single loop learning because of their vast experiences and success gained in those experiences. However, Argyris argue that it is difficult for them to admit their mistake,  and hence they adopt a defensive attitude wherein they start blaming others for the failure. Defensive reasoning can block learning. Model I learning behavior persists throughout the organization resulting in to win/lose dynamics in which individual avoid confrontation (Mazustis & Slawinski 2008). On contrast Model II which is based on open dialogue, self-reflection and double loop learning will help in bringing fundamental changes in organizational norms, priorities and behavior (Argyris and Schon1978). It is through dialogue that people share ideas with others. Integration of these ideas with others is only possible when a group has   a  common language and common thought process, which can only be built by dialogue(Mazustis & Slawinski 2008). Shared meaning can lead not only to the transference of knowledge, but also to the creation of new knowledge and understanding among participants (Mazustis & Slawinski 2008). Finally, the process get embedded into the organization. This process is what Crossan et al. (1999) refer to as institutionalizing. Dialogue is therefore at the core of the socio-psychological processes of the model of organizational learning (Crossan et al. , 1999)† (Mazustis & Slawinski 2008). Barriers to communication- Silos formation Advancement in technology and increase in complexity of organisation resulted in division of the organisation into different specialised departments or subunits. Employee in one department share same work language, technology and work terminology developing a subculture of its own. Different departments in an organisation work together to complete the task, failure of one may result in failure of others. Organisational effectiveness is therefore dependent on the valid communication across subculture boundaries† (Schein 1993,p. 41). Silo formation and Need to eliminate Silos Fragmentation of organisation into small departments may result in the formation of â€Å"silos† throughout the organisation. Individuals in silos share strong personnel bonds, common interests, abilities, work structure and relational bonds that differentiate them from others. Individuals in a silo interact more to each other than with the outside employees creating an atmosphere of alienation for those who are not part of the silo group. Silos act as a barrier to inter departmental flow of communication resulting in the  creation of isolation and hostility for others who are not  part of the group. Employees hesitate to co-operate with other departments thinking that the objective of their silo is different from that of other department. Interdepartmental competition may prevent the desire to transfer valuable information from one to other department. Communication breakdown can lead to errors and finger pointing, lack of responsibilities and hence failure of the task or the department itself What is the role of a good manager in an organisation full of silos? Managers should learn to trust his team members and also should show respect their peers. Mutual trust, respect for each other structure and values will help in dissolving silos. Senior should preach the essential values of their organisation and not that of a single department. Organisation based on Hierarchical pyramid structure An organisation based on principals to maintain and respect hierarchical structure, could not support dialogue. Hierarchy do not support the idea of cross questioning your boss or voicing against the idea of your manager, it may lead to serious repercussions for the employee. Time constrain Time is again a vital factor to be considered while promoting dialogue. Every project is designed to be accomplished with in a limited time frame. Listening to every voice of the department may lead to wastage of time. Managers should be able to recognise the right time to implement debate and discussion instead of dialogue. Breaching the comfort zone of employee Dialogue demands empathy and tolerance to other and is a time consuming process. In this fast pace society where human beings are already over engaged with priorities it is difficult to maintain patience to listen to others. Highly experienced employee find it difficult to listen to a new employee, they do not want to change their work protocol and hesitate to adapt to new changes. It is difficult to breach the comfort zone of over experienced employees and sometimes they find it insulting too. Defensive Behaviour and lack of trust Individuals may engage into defensive routines where they hesitate to open a dialogue with the seniors fearing that may lead to some serious problems with the co-employees or the manager himself. Also, colleagues working in an organisation may feel competition with their  colleague, and thus, employee consciously prevent flow of information to others creating a hostile environment for others. Lack of true Feedback Dialogue may be impeded by organisation norms such as the practice of only delivering good news to senior managers, and hiding distressing news. Individuals need  the  information to be able to detect and correct errors, but some organizational norms prevent such information from being discussed (Argyris and Schon, 1978). Baker et al. 2005: 425), for example, conclude that some ‘norms determine what can be said and not said, what and who is heard and not heard, who has  a  voice and who does not have  Ã‚  a  voice   who is in and who is out of the conversation’ (Mazustis & Slawinski 2008). These norms inhibit prevent knowledge from being shared openly across functional silos, divisions and levels. Conclusion Dialogue is no doubt an i mportant tool of communication to bring changes in an organisation and to promote  a  higher degree of organisational learning. Proper implementation of dialogue in an organisation will make employees more responsible to each other. It will also ensure trust, empathy, tolerance and engagement among the employees by creating a safe and secure work environment. Sharing of ideas, discussion about work and group thinking will inculcate high sense creativity and innovations. However, it is difficult to have an idealistic organisation working on the principals of dialogue. 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