Innovation in Religious Roman Architecture Essay Example

Innovation in Religious Roman Architecture Essay Example Innovation in Religious Roman Architecture Essay Innovation in Religious Roman Architecture Essay 1961) 1. [4] ibid, 2. [5] ibid [6] ibid [7] ibid [8] ibid [9] ibid [10] ibid [11] ibid [12] ibid, 3. [13] ibid, 4. [14] ibid [15] ibid [16] ibid, 5-6. [17] Ibid, 6. [18] ibid [19] ibid [20] ibid [21] D. S. Robertson, A Handbook Greek Roman Architecture (London, N. W. : Cambridge University, 1959) 217. [22] ibid [23] ibid [24] ibid [25] ibid [26] Gilbert Picard, Living Architecture: Roman (New York: Grosset Dunlap, 1965) 110. [27] ibid [28] ibid [29] ibid, 111. [30] ibid [31] ibid [32] ibid [33] ibid [34] ibid [35] ibid [36] Emerson H. Swift, Roman Sources of Christian Art (New York: Columbia University Press, 1951) 11. [37] ibid [38] ibid [39] ibid [40] R. Ross Holloway, Constantine and Rome (Yale University, 2004) 120. [41] ibid, 121.

Identifying Behavior for a Functional Behavior Analysis

Identifying Behavior for a Functional Behavior Analysis Identify Behaviors The first step in an FBA is to identify the specific behaviors that are impeding a childs academic progress and need to be modified. They will most likely include one or more of the following: Leaving their seat during instruction.Calling out answers without raising their hand, or without permission.Cursing or other inappropriate language.Kicking or hitting other students or staff.Inappropriate sexual behavior or sexualized behavior.Self-Injurious Behavior, such as head banging, pulling fingers back, digging at skin with pencils or scissors. Other behaviors, such as violent ideation, suicidal ideation, long periods of crying or withdrawal may not be appropriate subjects for an FBA and a BIP, but may require psychiatric attention and should be referred to your director and the parents for appropriate referrals. Behaviors related to a clinical depression or schizo-effective disorder (early pre-cursor of schizophrenia) may be managed with a BIP, but not treated. Behavior Topography The topography of a behavior is what the behavior looks like objectively, from the outside. We use this term to help us avoid all the emotional, subjective terms we might use to describe difficult or annoying behaviors. We may feel that a child is being disobedient, whereas what we see is a child who finds ways to avoid classwork. The problem may not be in the child, the problem may be that the teacher expects the child to do academic tasks that the child cannot do. A teacher who followed me in a classroom put demands on the students that did not take their skill levesl into account, and she harvested a boatload of aggressive, defiant and even violent behavior. The situation may not be a problem of behavior, but a problem of instruction. Operationalize Behaviors Operationalize means to define the target behaviors in ways that they are clearly defined and measurable. You want the classroom aide, the general education teacher and the principal all to be able to recognize the behavior. You want each of them to be able to conduct part of the direct observation. Examples: General definition: Johnny doesnt stay in his seat.Operational definition: Johnny leaves his seat for 5 or more seconds during instruction. General definition: Lucy throws a tantrum.Operational definition: Lucy throws herself on the floor, kicks and screams for longer than 30 seconds. (If you can redirect Lucy in 30 seconds, you probably have other academic or functional fish to fry.) Once you have identified the behavior, youre ready to start collecting data to understand the function of the behavior.

Instructions and Page Layout Principles Essay Example | Topics and Well Written Essays - 1250 words

Instructions and Page Layout Principles - Essay Example Instructions and Page Layout Principles The intended audience for the instruction set are users with very limited knowledge of computer who wish to install Skype into their computers. These users may either have Microsoft Windows, Macintosh or Linux operating systems installed in their computers. †¢ The title of the instruction set â€Å"How to Install Skype Software† does not clearly indicate the type of device that the installation guide is meant to be for e.g. a computer, smart phone, etc. †¢ In step 1, it is vaguely mentioned to download the software from its official site. As there is no direct download link on the home page of the site, the instruction could prove to be ambiguous for the target audience. †¢ The instructions are slightly misleading for the target audience. The actual process is slightly different from the options specified in the instruction set. The option to ‘save’ or ‘run’ is not encountered when the instructions are followed. †¢ In Step 1, a reference to the â€Å"Resources† section is made to download the software from. The â€Å"Resources† section does not contain any download link. The document presented a set of technically sound instructions. The process of formulating instructions correctly and without confusions for the intended audience was explained in detail. An actual set of instructions with confusing and inaccurate instructions was considered and revised in accordance to the intended audience. Relevant images were also used to assist removing any chances of confusions.

Computer Information Technology Research Paper Example | Topics and Well Written Essays - 1000 words

Computer Information Technology - Research Paper Example Then, computers became common in the society and I became one of its frequent users. When the time came for the choice of a career, I researched and analyzed the skills that are needed for different fields of work. The field of information technology seemed to possess many areas of my interest namely logical thinking, computing machines etc. Another aspect that attracted me towards this field was the degree of its incorporation in every field. It provides one with the choice of being associated to any field for example e-learning enables one to be associated with the field of education, information systems enable one to be associated with the field of business. Some of the most appealing jobs in the market nowadays are related to the field of computers, for example; Facebook: Facebook is the most famous social networking site in the history of the internet. It has over 500 million users. They hire computer professionals of all levels from Diploma holders to PHDs. Their workplace is designed to provide their employees with a comfortable place to inspire them and make it seem like their second home. Computer has become an integral part of any field therefore any operations that are related to it do not face much cutbacks or layoffs. Recently, Google gave its employees 10% increment even in the times of recovery from the financial crisis. This field enables individuals to have the power to create programs. The joy of being able to create software is no less than the satisfaction that a painter gains from the creation of a painting. An individual without the knowledge of computers tends to be dependent on others to get his work done or stays behind in the modern competitive market. The salaries of computer professionals tend to vary according to their skills. According to an online job hunter; the annual average salary of computer professionals is $56,000 (Simply Hired.com, â€Å"Google Salaries†). The

Assess the contribution of Social Action Theory to sociology Essay Example for Free

Assess the contribution of Social Action Theory to sociology Essay Social Action Theorists, or Interactionists are also known as micro sociologists, this is because instead of looking at the bigger picture in society, and how the large structures and institutions such as the education and judiciary systems affect individuals, which is what Marxists and Functionalists (macro sociologists) look at, Social Action Theorists look at the opposite, how us, individuals, act by our own accord, and how we make up society. This is known as a ‘bottom up’ view of society. They see people as having a much more active role in society, as opposed to the passive puppets that Structuralists make us out to be. They reject the view that our behaviour is the product of these organisations and structure. Although Social Action Theorists do look very much as individual behaviour, they also take into account the fact that we are aware of the people around us, they argue that our behaviour is influenced by how other individuals react to us and behave, so society is made up because people come together and interact. We are able to react to each other’s behaviour in this way because we have learnt how to expect what people should and shouldn’t do, and how to interpret behaviour. We have meanings for various symbols during interactions, for example, someone frowning may show confusion or anger, and someone swearing with a hand gesture may be insulting, because of these codes and symbols, we are able to anticipate behaviour, and judge how people are feeling. This also gives us a knowledge about what behaviour is and isn’t appropriate in certain situations. These different situations can also affect how we behave and what behaviour is acceptable, for example shouting and swearing may be seen as acceptable at a football match, but this would be highly inappropriate in the middle of a supermarket or library. These behaviours and expected ways of carrying ourselves, or norms and values, (especially the basic ones, such as how to act around others) are learnt from the family at a young age. However education teaches us how to act in a larger range of social situations. The acquiring of this knowledge is what leads to us gaining our identity. Social action theorists suggest that there are three main parts to our identity. The first of these parts is the things that make us individual, such as name, signature and photograph. The second aspect is social identity, which is made up of the personality characteristics that are associated with our role in society. For example, I am seen as an older brother, which society may make me out to be annoying and protective of my younger sibling, but I am also seen as a student, who is perceived to be hard-working and well-behaved. The final part of our identity is the concept of ‘self’, or what we think of ourselves, and how we think we play our respective roles. This concept of ‘self’ has been developed further by social action theorists, who believe that this can be further broken down into two components, the ‘I’ and the ‘me’. The ‘I’ is the private inner self, what we truly think of ourselves, whereas ‘me’ is the social self, and is the one that carries out the roles of brother and student. Goffman referred to society as a play, and that we are all as individuals, actors in this play, or in the drama of everyday life. The expected ways of behaving, or social norms are the script, for example, greeting someone with ‘Good morning’ is expected. He suggests that the roles we carry out are simply a performance designed to create a particular impression. For example in front of grandparents, I put on this performance of being exceptionally well mannered (believe it or not). Another part of social action theory is the concept of labelling. This is when someone is put into a group, or stereotyped, because of the way they look or act. For example a young person may be labelled as a ‘goth’ because they have pale skin, black hair, and listen to a certain type of music. Becker came up with the idea of a Master Status. This means that an individual can have a status (normally negative) which overrides all other labels. For example, someone may be a very good brother and son, but then may be arrested for robbery, and then the label of ‘criminal’ will become his master status, and people won’t see the brother or the son they saw before, they will simply see him as a criminal. It is believed that these labels lead to a self-fulfilling prophecy. This means that someone will react to the label they have been given, and this label will become true. For example, if a teacher (very wrongly) labels a student as ‘dumb’ they may think they genuinely are dumb, and will not do well at school. However it has been argued that the opposite can occur, and people may go out of their way to disprove their label, to carry on with the example before, the ‘dumb’ student may try exceptionally hard at home and at school, to prove the teacher wrong, the label may act as motivation. There are many criticisms of Social Action Theory, one being that they tend to be very vague when describing who is responsible for creating these norms and values, and interpretations that mean we know how to act around people and in certain situations. They fail to explain power, and factors which may affect these norms such as class or gender.

alcatraz Essay -- essays research papers

An icon of power and strength, Alcatraz has become the single most recognizable symbol of American society. Situated in the San Francisco Bay, one can’t help but be drawn to the rocky shore, the dark walls, and the lone light tower sanding cold against a picturesque sunset imagining what it would have been like to be incarcerated in one of the world’s most infamous prisons. Discovered in 1775 by the Spanish explorer Juan Miguel de Ayala, La Isla de los Alcatraces was little more than a rock inhabited by a group of pelicans from which the island bears its name (Alcatraces meaning pelicans in Spanish). However, in 1847 the US government began to look at it as much more. Strategically placed at the mouth of the San Francisco Bay it was the perfect site for a military fort. By 1853 a state of the art military fortress was protecting the Western United States against foreign infiltration. In 1861, with outbreak of the Civil War, Alcatraz began receiving its first military prisoners. However, it wasn’t until 1898 and the Spanish- American War that the isolation of the island that made it an impregnable military installation also made it an inescapable prison. During this war the prisoner population jumped from 26 to 450. That number spiked again as civil prisoners were transferred from city jails after the famous 1906 earthquake. With the island becoming more and more a prison and less and less a military fort, a cell house was built in 1912. This is generally felt to be the p...

Changing World Lasting Values Essay

You hear many tales nowadays — that the world is absurd, that everything has changed, that old moral values have died. This is all non-sense, for if you look for reality beneath the clutter of words which hide it, you will rediscover the eternal man. True values were not invented for the pleasure of senile moralists. They exist because without them, neither society nor happiness could survive. Here, then, are a few rules as old as civilization itself which remain true despite the advances of science and technology. The first is that man must live for something other than himself. The man who meditates ceaselessly about himself finds a thousand reasons to be unhappy. He has notaccomplished everything he wanted to or should have done; he has not gotten everything he thought he deserved; he has not been loved as he dreamed of being loved- But if he lives for ideals outside of himself — for his faith or his country, for his friends, his wife and family, he miraculously forgets all his petty worries. In trying to make others happy, he also makes himself happy. The veritable inner world is the veritable outer world. â€Å" The second rule is that man must act. â€Å"The joy of the soul is inaction. † Instead of lamenting the absurdity of the world, let us try to transform our own little corner. It is not impossible. We cannot change the whole universe, but who hopes to do that? Our objective is much more simple: to do our job and do it well, to become a master at it. Each one works in his own field. I write books, the carpenter assembles my bookshelves, the policeman directs traffic, the engineer, constructs, the minister governs. All of them, kept busy at work which they know how to do well, are happy. This is so true that when people have leisure time, they keep busy with apparently useless activities such as games and sports. As for useful action, we know from experience that it is effective: an active mayor makes a city prosperous; an active priest brings vitality to a parish. â€Å"Happy are those in whose eyes men look for order. † The third rule is that one must believe in the power of the will. It is not true that the future is predetermined- A great man can change the course of history. Any man who has the courage and the will can change his own future. Naturally, none of us is all- powerful. Each man’s freedom has its limits. Freedom lies between the border of the possible and the will. It is beyond my power to prevent war, but I can perform an act which, multiplied by millions, will be effective. It is not possible for me to win a battle, but it is up to me to be a courageous soldier. Since this limitation of the will is dependent on what one dares, one must not worry about his limitation; but do the best he can. Finally, the fourth, and most precious of all values, is faithfulness, Faithfulness to promises, contracts, to others, and to oneself. One must be among those who can be counted upon. Faithfulness is not an easy virtue. Thousand of temptations are thrown across our paths. â€Å"Faithfulness in marriage,† said Bernard Shaw, is no more natural to man than the cage to the tiger. † Undoubtedly, faithfulness is â€Å"natural. † It is born of a voluntary decision, constantly renewed, which helps us to rise above our natures. But it gives us the lasting joy of being at peace with ourselves. I may forego an immediate pleasure to assure myself the great joy in the future of looking at my past without shame, but with pride. Every society in which citizens live for naught but fleeting pleasures, where men no longer trust each other, and whose members let themselves go is doomed. When Rome let go and ceased to set store by the values which made her great, she perished. When France clung to eternal values she was saved. Modern technology may change one’s modes of action, but they change neither its values, the reasons for it, nor the duty of faithfulness. Thus it was in the beginning and so it will always be.

Go Glow Grow Essay

Go Glow Grow is a nutrition curriculum developed for preschool children. In conjunction with the book Go Glow Grow: Foods for You, children learn about healthy eating, exercising and the importance of hand washing. Using a simplified version of MyPlate, children learn the connection between healthy foods and what they do for the body. †¢Grains are Go foods, they help you run, jump and play all day. †¢Fruits and vegetables are Glow foods; they help you have shiny hair and sparkly eyes. †¢Milk and meat & beans are Grow foods, they help you to grow big and strong. Each lesson includes teacher background information, two activities, snack recipes, and review questions. There is also a take home letter telling parents what their child learned along with an activity and snack recipe to make at home. Glow Foods Apple- Vitamin C Grapes- A, C, B6, Antioxidant Chico-Vitamins, Minerals Pechay- Vitamin A, C, Calcium, Phosphorus Monggo- Protein and Dietary Fiber Malunggay- Iron, Vitamin B, Calcium, Vitamin A Potato- Carbohydrates, Vitamin C, Iron, Fiber Vitamin B-6 Squash- Beta-carotene, Vitamin A and C, magnesium, fiber, folate, riboflavin, phosphorus, potassium and Vitamin B6 Grow Foods Fish- Protein, Zinc, Calcium Chicken- Zinc, Protein, Iron, Vitamins, Minerals 1. Go: Carbohydrates Foods rich in carbohydrates, or â€Å"Go† foods, provide healthy energy. â€Å"Go† foods include bread, cereals, pasta, potatoes and rice. Carbohydrate-containing foods are often high in B vitamins, fiber and other essential nutrients, and are a vital source of energy for the brain. An athlete might eat a plate of pasta before a competition to provide her with  the energy to compete at her best. According to the Food Pyramid, developed by the US Department of Agriculture (USDA), a healthy diet includes six to eleven servings of breads/grains per day. 2. Grow: Proteins Foods rich in proteins, or â€Å"Grow† foods, are foods essential for growth and healthy body development. These include milk and dairy products, eggs, meat, fish, nuts, beans and avocados. Proteins strengthen the bones and build healthy muscles. â€Å"Grow† foods keep the heart strong, and help repair and fortify body tissues. Protein foods are often rich in vitamins and minerals. For instance, salmon is high in calcium, magnesium, Vitamins D and E, and Omega-3 fatty acids. The USDA Food Pyramid recommends two to three servings of dairy foods, and 2-3 servings of non-dairy proteins per day. 3. Glow: Fruits and Vegetables Fruits and vegetables, or â€Å"Glow† foods, enhance the glow of skin and hair. Glow foods such as spinach, broccoli, oranges and plums are high in fiber, vitamins and minerals. Soluble fiber such as prebiotics help nourish the friendly bacteria (probiotics) in the intestines to encourage healthy digestion. â€Å"Glow† foods are also rich in valuable antioxidants. Antioxidants include vitamins E, A and C, and minerals such as selenium. These help fight cell damage to keep the immune system healthy.

Is Climate Change Affecting Biodiversity Professor Ramos Blog

Is Climate Change Affecting Biodiversity This power point addresses the question, Is Climate Change Affecting Biodiversity? https://docs.google.com/presentation/d/1nnFg1HgSQC_YX-TnhSKjPLEr1ZddtroyxE9byox0Nwo/edit?usp=sharing

Battle of Westport in the American Civil War

Battle of Westport in the American Civil War Battle of Westport - Conflict Date: The Battle of Westport was fought October 23, 1864, during the American Civil War (1861-1865). Battle of Westport - Armies Commanders: Union Major General Samuel R. Curtis22,000 men Confederate Major General Sterling Price8,500 men Battle of Westport - Background: In the summer of 1864, Major General Sterling Price, who had been commanding Confederate forces in Arkansas began lobbying his superior, General Edmund Kirby Smith, for permission to attack into Missouri.  A Missouri native, Price hoped to reclaim the state for the Confederacy and damage President Abraham Lincolns re-election bid that fall.  Though he was granted permission for the operation, Smith stripped Price of his infantry.  As a result, the strike into Missouri would be limited to a large-scale cavalry raid.  Advancing north with 12,000 horsemen on August 28, Price crossed into Missouri and engaged Union troops at Pilot Knob a month later.  Pushing towards St. Louis, he soon turned west when he realized that the city was too heavily defended to assault with his limited forces. Responding to Prices raid, Major General William S. Rosecrans, commanding the Department of the Missouri, began concentrating men to deal with the threat.  Having been deterred from his initial objective, Price moved against the state capital at Jefferson City.  A string of skirmishes in the area soon led him to conclude that, like St. Louis, the citys fortifications were too strong.  Continuing west, Price sought to attack Fort Leavenworth.  As the Confederate cavalry moved through Missouri, Rosecrans dispatched a cavalry division under Major General Alfred Pleasonton as well as two infantry divisions led by Major General A.J. Smith in pursuit.  A veteran of the Army of the Potomac, Pleasonton had commanded Union forces at the Battle of Brandy Station the previous year before falling out of favor with Major General George G. Meade.   Battle of Westport - Curtis Responds: To the west, Major General Samuel R. Curtis, overseeing the Department of Kansas, worked to concentrate his forces to meet Prices advancing army.  Forming the Army of the Border, he created a cavalry division led by Major General James G. Blunt and an infantry division consisting of Kansas militia commanded by Major General George W. Deitzler.  Organizing the latter formation proved difficult as Kansas Governor Thomas Carney initially resisted Curtis request to call out the militia.  Further problems emerged regarding the command of Kansas militia cavalry regiments assigned to Blunts division.  There were ultimately resolved and Curtis ordered Blunt east to block Price.  Engaging the Confederates at Lexington on October 19 and Little Blue River two days later, Blunt was forced back both times.   Battle of Westport - Plans: Though victorious in these battles, they slowed Prices advance and allowed Pleasonton to gain ground.  Aware that the combined forces of Curtis and Pleasonton outnumbered his command, Price sought to defeat the Army of the Border before turning to deal with his pursuers.  Having retreated west, Blunt was directed by Curtis to establish a defensive line behind Brush Creek, just south of Westport (part of modern-day Kansas City, MO).  To attack this position, Price would be required to cross the Big Blue River then turn north and cross Brush Creek.  Implementing his plan to defeat Union forces in detail, he ordered Major General John S. Marmadukes division to cross the Big Blue at Byrams Ford on October 22 (Map). This force was to hold the ford against Pleasonton and guard the armys wagon train while the divisions of Major Generals Joseph O. Shelby and James F. Fagan rode north to attack Curtis and Blunt.  At Brush Creek, Blunt deployed the brigades of Colonels James H. Ford and Charles Jennison straddling Wornall Lane and facing south, while that of Colonel Thomas Moonlight extended the Union right south at a right angle.  From this position, Moonlight could support Jennison or attack the Confederate flank. Battle of Westport - Brush Creek: At dawn on October 23, Blunt advanced Jennison and Ford across Brush Creek and over a ridge.  Moving forward they quickly engaged Shelby and Fagans men.  Counterattacking, Shelby succeeded in turning the Union flank and forced Blunt to retreat back across the creek.  Unable to press the attack due to a shortage of ammunition, the Confederates were forced to pause allowing the Union troops to regroup.  Further bolstering Curtis and Blunts line was the arrival of Colonel Charles Blairs brigade as well as the sound of Pleasontons artillery to the south at Byrams Ford.  Reinforced, Union forces charged across the creek against the enemy but were repulsed.   Seeking an alternative approach, Curtis came across a local farmer, George Thoman, who was angry about Confederate forces stealing his horse.  Thoman agreed to aid the Union commander and showed Curtis a gully that ran past Shelbys left flank to a rise in the Confederate rear.  Taking advantage, Curtis directed the 11th Kansas Cavalry and the 9th Wisconsin Battery to move through the gully.  Attacking Shelbys flank, these units, combined by another frontal assault by Blunt, began to steadily push the Confederates south towards the Wornall House. Battle of Westport - Byrams Ford: Reaching Byrams Ford early that morning, Pleasonton pushed three brigades across the river around 8:00 AM.  Taking a position on a hill beyond the ford, Marmadukes men resisted the first Union assaults.  In the fighting, one of Pleasontons brigade commanders fell wounded and was replaced by Lieutenant Colonel Frederick Benteen who would later play a role in the 1876 Battle of the Little Bighorn.  Around 11:00 AM, Pleasonton succeeded in pushing Marmadukes men from their position.  To the north, Prices men fell back to a new line of defense along a road south of Forest Hill.   As Union forces brought thirty guns to bear on the Confederates, the 44th Arkansas Infantry (Mounted) charged forward in an attempt to seize the battery. This effort was repulsed and as Curtis learned of Pleasontons approach against the enemys rear and flank, he ordered a general advance.  In a precarious position, Shelby deployed a brigade to fight a delaying action while Price and the rest of the army escaped south and across the Big Blue.  Overwhelmed near the Wornall House, Shelbys men soon followed. Battle of Westport - Aftermath: One of the largest battles fought in the Trans-Mississippi Theater, the Battle of Westport saw both sides sustain around 1,500 casualties.  Dubbed the Gettysburg of the West, the engagement proved decisive in that it shattered Prices command as well as saw many Confederate partisans leave Missouri in the armys wake.  Pursued by Blunt and Pleasonton, the remnants of Prices army moved along the Kansas-Missouri border and fought engagements at  Marais des Cygnes, Mine Creek, Marmiton River, and Newtonia.  Continuing to retreat through southwest Missouri, Price then swung west into the Indian Territory before arriving in Confederate lines in Arkansas on December 2.  Reaching safety, his force had been reduced to around 6,000 men, approximately half of its original strength. Selected Sources Battle of WestportCWSAC Battle Summary: Battle of Westport

Cybersecurity Coursework Example | Topics and Well Written Essays - 250 words - 5

Cybersecurity - Coursework Example Business managers appreciate cyberspace as a provider of faster medium for communication in organizations. On the other hand, cyber security plays a critical role in ensuring that the organization’s systems and data remain safe against any malicious intent. Software programs, particularly those that run, store and retrieve data from databases remain vulnerable to cyber attacks. Aksoy and DeNardis (2008) define viruses as malicious codes which would be embedded on legitimate programs and get activated with the execution of the program. The authors further note that viruses would propagate from a computer to another. A Trojan horse refers to the virus dissembled in a legitimate program. For example, the Melissa virus known to have been spreading through the internet and which disabled networks was spread when a user opened an infected attachment which caused the virus to be emailed to 50 recipients in the user’s address book which created an exponential increase in the virus-infected messages. Erdbrink (2012) reports how countries such as Iran have spent massive resources in controlling and preventing viruses. Anti-virus programs combat these viruses and keep the system and network safe from virus

Conflict Management - Intrapersonal, Intergroup and Interpersonal Research Paper

Conflict Management - Intrapersonal, Intergroup and Interpersonal Types of Conflicts - Research Paper Example Organizations undergo changes due to new technological, political and social developments that affect them or due to changes in the competitive force. As people may hold a different view about the change and the future direction of an organization, conflicts may arise (Mullins). Personality Clashes: Individuals' personalities differ widely due to differences in their levels of maturity, emotional stability and their behaviour. When they do not recognize or appreciate these differences, conflicts occur. Differences in the value set: Different people have different opinions, values and beliefs. When people with contradicting values and beliefs interact with each other, conflicts are likely to occur. These conflicts are often irrational and difficult to be resolved (Newstorm). Threats to status: Most individuals associate their identity with their status in society or organizations. When an individual feels that another person's acts may harm or damage his image, which in turn may affect his status, conflict is likely to arise. Differences in Perceptions: People perceive different things, issues and their environment differently. When they act as though their perception is the only reality, without attempting to understand or accept another person's view, conflicts arise (Newstorm). Conflicts are common in all organizations and occur when people fail to arrive at a consensus regarding the organizational goals or the means to achieve them (Falletta). Organizational conflicts can be classified as follows: According to most behavioural theories, people are motivated to achieve a goal either when meeting the goal results in the satisfaction of a need, or when the incentives for achieving the goal are attractive. However, this is not as simple as it seems.