 al. 2009).
However, there are also differences between the LMX approach and the social and moral norms of guanxi, as this study has shown. Given these differences, applying LMX in the Chinese context can be a challenging undertaking for an expatriate manager who does not fully understand the peculiar features of guanxi in leader-member relationships. Our study shows that the role of emotions is much more important in leader-member relationships according to guanxi than in the LMX theory. We, therefore, conclude that the Western expatriate manager needs to take the local norms seriously and emphasise the personal and emotional side of the relationship with Chinese staff more strongly than the LMX theory suggests.
This study indicates that emotions have two roles in the relationship. First, the emotional attachment between the manager and the employee is regarded as morally and socially appropriate according to guanxi, and so the manager's willingness and ability to show personal care for employees is crucial. Second, maintaining face, the manager's and the employee's public image (Tsang 1998;Zhong 2007), in their mutual relationship is an important moral norm in guanxi. This requires from the manager (as well as from employees) sensitivity in understanding the role of shame in the maintenance of face. If either side loses face, the quality of the leader-member relationship deteriorates. The communication style of the manager is a key factor in this. The expatriate manager needs to learn and apply a more context-dependent and indirect communication style with Chinese employees than he or she will typically use in Western contexts.
Although effective information sharing and communication between the manager and the employee are stressed in the LMX theory (Chen and Tjosvold 2007), the role of communication style is neither taken seriously nor articulated very clearly in the theory-and there is no mention at all of a need to consider the social and moral context of the communication behaviour. We think that the topic could usefully be added to the theory, especially in view of the increasing globalization of businesses, which calls for increasing awareness of the contextual perspective of leadership communication and its importance in building successful workplaces.
Moreover, even though the LMX theory involves both transactional and transformational elements, the role of emotions is not deeply embedded and conceptualised in the theory. For development of the LMX theory it is important to know more about what happens in the space between leaders and followers to create the experience of the exchange (Ladkin 2010, p. 56). This study suggests that the emotions of caring and shame play a crucial role in the space between the Western expatriate manager and Chinese employees in their relationships. In general, we think that the rather weak focus on emotions in the LMX theory may be a sign of a general tendency in Western organizational leadership approaches which, despite a gradual widening of interest in the emotions, have traditionally marginalized or even ignored altogether their role in both theory and practice (Fineman 2000;Ashkanasy et al. 2002).
The second aim of this paper was to highlight and discuss ethical challenges related to guanxi which Western managers may face in their leader-member relationships, and for which they certainly need to be prepared, in the Chinese work context. As highlighted here, one possible problem for the Western manager is unethical conduct related to guanxi, such as corruption and nepotism. In order to use this more personal and less transactional guanxi approach properly and ethically, the Western manager first of all needs to maintain generally virtuous characteristics such as honesty and integrity, which are emphasised in many Western leadership theories (Yukl 2010). Discussions on these issues can not only provide a foundation for constructive controversy but also improve understanding between Western and Chinese parties Tjosvold 2006, 2007).
To conclude, this study both serves as an aid for Western managers in China and also helps to reflect on how to integrate probably the best known relational leadership theory, the LMX framework (Ladkin 2010), into the Chinese context. It is hoped that through this description of the relationship between LMX and guanxi, both Western managers and local Chinese employees will be better able to understand each other's values and social and moral norms, and learn from them.

Research Limitations and Further Research
This research has some limitations. First of all, as we all know, China is the third largest country in the world in area and it has the largest population in the world; obviously there are cultural differences between the different parts of China. These cultural differences should be taken into consideration in future research on the subject. Second, and similarly, in this article we use the term 'Western' and 'Westerners' in general to contrast with China. However, we are aware that there are also cultural differences within Western countries. In future, it would be fruitful to select one specific Western country for comparative studies.
Third, although the description of the relationship between LMX and guanxi in this paper would provide Western managers and local Chinese employees with knowledge on how to understand better each other's values and social norms, in practice, however, what needs to be done by both groups to really learn from each other's culture still deserves our particular attention, which needs to be addressed in the future in order to make this conceptual paper more practical and useful. Another important topic for empirical research in the future is the ethical issues in Chinese guanxi, from both the Western and the Chinese viewpoints. Empirically investigating the association between business ethics and leader-member relationships is another topic worth researching in the future, as is the role of an ethical consciousness among organisational leaders and employees both in the West and East in the construction of a sustainable leader-member relationship. Finally, we suggest that the role of emotions in leader-member relationships requires further research.If the PE fits well (which I'm assuming as this is Hasegawa PE for the most part) I'll use thin CA glue. It flows very well into small gaps and cures extremely fast. It usually cures so fast you are better fitting the PE first and then applying the glue as it cures within seconds. 

Should the PE not fit that well, I could use solder but I'm not confident in my soldering skills for PE this small (and expensive :\^)

I'd probably use some thick or extra thick CA glue to fill the voids. It can always be sanded down a bit so you don't have ugly blobs at the jointsHIST 610. Thinking Historically: Skills and Sources. 3 Credits.
HIST 610 is a study of the resources and techniques that effective teachers employ in the secondary social studies classroom. Major topics include sourcing and corroboration heuristics, conducting research and constructing knowledge, curricular organization and planning, methods for engaging students in the social studies classroom, and a brief review of historiography.
Typically Offered: Summer, odd years.
HIST 620. French Revolution and the Age of Napoleon. 3 Credits.
This course examines the causes, events, issues and legacy of the upheaval that gripped France and the rest of Europe from 1789 to 1815. Students will complete readings, including primary source documents, that require an analysis, reading response assignments, short lectures, identification exercises, and questions intended to stimulate thoughtful discussion.
HIST 630. Democracy and Democratization. 3 Credits.
This course examines the theories and histories of democracy and democratization, particularly in the modern era. The course analyzes the concept and theories of democracy as well as their application to specific cases of democratization throughout the world. The course also discusses the mechanisms of democracy promotion and retrenchment.
HIST 640. The World Wars. 3 Credits.
HIST 650. Readings in American History. 3 Credits.
A structured review of secondary historical studies on a specified topic in American History. Topics for the course will be determined by the research specialties of the faculty.
HIST 660. Readings in World History. 3 Credits.
A structured review of secondary historical studies on a specified topic in World History. Topics for the course will be determined by the research specialties of the faculty.
HIST 694. Independent Study. 1-3 Credits.
A student initiated course to provide expanded offerings to meet a special need. The student effort may be a major project or an additional research activity.
HIST 699. Special Topics. 1-3 Credits.
An advanced study covering topics not regularly taught in the Master of education program. The course provides learners with the flexibility to investigate topics of interest.Q: Which design is better? [MainClass] -> [Class] OR [MainClass] -> [MiddleClass] -> [Class] I have two designs which achieve the same result.
-------Design A


MainClass has a List and two methods. The methods create an autonomous object and is added to the list. The reason for the superclass, B and C are similar and I will be adding more subclasses. Furthermore, I can take advantage of polymorphism later on.
-------Design B


mainclass has two methods. The method creates a aggregation link with MiddleClass and directly calls Mainclass methods - which returns an autonomous object of class b/c.
Unlikely A, B benefits from a higher degree of (loose)coupling from the MainClass, where the MiddleClass acts handles information from the inheritance hierarchy to the mainclass - And of course, the more subclasses I add, the mainclass will not have any additional links to the hierarchy, instead, it's all dealt with by middleclass.
However, I am not sure if I am just over-engineering the design or if it's a better design. What do you guys think is the better design and why?

A: In both designs, MainClass has to know about ClassB and ClassC (and any future derived classes) to provide the methods to