Shattered Dreams in Stolen Party :: stolen

Broken Dreams in Stolen Party   In the story Taken Party composed by Liliana Heker, a girl’s dreams are broken by the unpleasant truth of her predetermination. Rosaura invests a large portion of her energy attempting to persuade her mom, just as everybody at the birthday celebration, that being an informed young lady makes her an equivalent to everybody at the gathering. She feels extraordinary assurance to turn into a piece of her companion Luciana’s way of life despite the fact that it would be defying her mother’s wishes. Rosaura nearly accepts she has achieved this accomplishment until she is cruelly taken back to the real world and confronted with her situation in life by and by. It will be an outlandish battle to defeat the class status that she was naturally introduced to with the numerous variables against her. When Rosaura’s mother can disclose to her idealistic little girl who is loaded with expectation and blamelessness that, The issue with you, youngster, is that you like to flatulate higher than your butt (Heker 1133), it makes a sharpness among them and harms the possibility of Rosaura developing herself. The mother doesn't need Rosaura to go the rich people’s party, maybe because of dread that her girl may encounter the brush off from the high society, or maybe out of dread that Rosaura may really make it and desert the mother. The way that this mother could have this fantastically develop discussion with her girl scarcely even nine, and that Rosaura could state to her mom rich individuals go to paradise as well, demonstrates the development of the little girl just as her knowledge level that was at that point higher than her mother’s. Rosaura continues to mention to her mom what a companion is. Anyway in spite of her most noteworthy endeavors to cause her mom to comprehend, her mom keeps on continuing tossing negative contemplations and feelings at her. The following obstacle Rosaura encounters is at the gathering. She is stood up to by a high class little youngster who is the cousin of her companion Luciana. After various inquiries concerning who Rosaura was, the little youngster advises her you are not a companion of Luciana in light of the fact that I’m her cousin and I know every one of her companions (1135). Rosaura kept up her ground through the large number of inquiries tossed at to her. Not until the subject of how was she Luciana’s companion came up did Rosaura begin to get crushed by her social class. Rosaura presented the line my mother’s a worker, a face-sparing yet at the same time uncovering explanation that had been ingrained in her mind (1135).

The Impact Of Information Technology On Work Organisations Essays

The Impact Of Information Technology On Work Organizations The effect of data innovation will effectsly affect the structure, the executives and working of most associations. It requests new examples of work association and impacts singular employments, the development and structure of gatherings, the nature of oversight and administrative jobs. Data innovation brings about changes to lines of order and authority, and impacts the requirement for reproducing the association and thoughtfulness regarding work structure. PC based data and choice emotionally supportive networks impact decisions in plan of creation or administration exercises, hierachal structures and associations of help staffs. Data innovation may impact the centralisation/decentralization of dynamic and control frameworks. New innovation has ordinary brought about a compliment authoritative pyramid with less degrees of the executives required. On account of new office innovation it permits the potential for staff at administrative/administrator level to complete a more extensive scope of capacities and to check their own work. The outcome is an adjustment in the customary administrative capacity and an interest for less bosses. One model, secretaries with the effect of I innovation are moving progressively into an area recently involved by administrators and organizations, and accomplishing new degrees of obligation The significance of powerful administration of specialized change has been featured by later and proceeding with improvements in IT. Despite the fact that the term IT started in the PC business, it reaches out past figuring to incorporate broadcast communications and office hardware. Advances in specialized information, the quest for improved financial productivity and GOV support for It have all provoked a developing development towards increasingly computerized techniques of work. Its effect requests new examples of work associations, particularly according to accomplish methodology, one model is the move in the conventional job of the secretary more towards that of the chief and overseer. IT impacts the idea of individual employments and the arrangement and structure of work gatherings. There is a development away from huge scope, brought together association to littler working units. Procedures of correspondence are progressively constrained to PC frameworks with the fast transmission of data and quick access to their national or universal workplaces. Enhancements in media communications mean for instance that care staff need never again be situated inside the principle creation unit. Changes fashioned by IT implies that people may work more all alone, from their own work stations or even from their own homes, or work more with machines than with others. One individual might be fit for completing a more extensive scope of exercises. There are changes in the idea of oversight and the customary heirachal structure of employments and obligations. PC based data and choice emotionally supportive networks give extra elements of basic plan. They influence decisions, for example, division of work, singular assignments and obligation. Its presentation without a doubt changes essentially the idea of work and business conditions for staff. Advances in specialized information will in general create at a quicker rate than, and in disengagement from, thought of related human and social results, for example weariness and low confidence are two significant obstructions to the effectiveness of staff. Research is currently being directed into conceivable wellbeing perils, for example, eye fatigue, spinal pain, general exhaustion and peevishness for administrators of visual showcase units. This worry has provoked recommendations for suggested working practices for VDU administrators. The worker's guild congress has call for normal wellbeing checks and vision tests for administrators and a 20-minute break at regular intervals. Inability to coordinate specialized change to the accompanying human and social contemplations implies, that staff may get angry, dubious and cautious. People groups psychological confinements, and their vulnerabilities and fears, may bring about a hesitance to acknowledge change. The mental and social ramifications of specialized change, for example, data innovation and expanded mechanization, must not be thought little of. New thoughts and advancements ought not be seen by individuals from staff as dangers. The chief needs to adjust the requirement for flexibility ain gathering oportunities by new innovation with an environment of dependability and worry for the interests of staff. The way wherein specialized change is brought into the association will impact people groups mentality towards work, the conduct of people and gatherings, and their degree of execution. Proceeded with specialized change is inescapable and prone to create at significantly more prominent rate. Directors must be receptive to such

What Languages AdSense supports

What Languages AdSense supports Most of the new Blogger create and maintain a Blog for generating income. Blogging is most popular platform among students. Because they can earn money beside of their study. But for earning money a Blogger must register with Ads company thus Blogger can display ads on their Blog. There are many advertisement company available over the net. But if you want to make real money they you must try with AdSense. Because this advertising company running by Google. And 100% guarantee that you will get payment. However there are several strict rules and regulation that you must follow the use Google AdSense in you Blog. Among them your site must be compatible with AdSense supported language. For example Bangla Language is not supported by Google AdSense. So If you apply for AdSense for your Bangla Blog then Google AdSense team won't approve the account. So before applying for AdSense you must know which language Google AdSense approve. You can see the below Language lists which is supported by Google AdSense. AdSense SupportedLanguages Arabic Greek PortugueseBulgarian Hebrew Romanian Chinese (simplified) Chinese (traditional) Hindi Russian Hungarian Serbian Croatian Indonesian Slovak Czech Italian Slovenian Danish Japanese SpanishDutch Korean Swedish EnglishLatvian Thai Estonian LithuanianTurkish Finnish Malay Ukrainian French Norwegian Vietnamese GermanPolish You can previously set your Blogger site language from Blogger Dashboard. After getting approval from Google AdSense it will start displaying relevant ads on your selected language.

How to Pass a College Class

Whether youre about to start college, about to restart college, or just want to up your game a bit, its important to get back to the basics: doing well in your classes is critical for your success. And while knowing how to pass a college class seems so simple at first, being able to follow through over the course of a semester can often become challenging. How to Pass a College Course In essence, there are several key things all college students need to know  Ã¢â‚¬â€Ã‚  and do  Ã¢â‚¬â€Ã‚  if they want to pass their classes. Attend Class Go to class! It can be all too easy to not go to class regularly, especially if your professor doesnt take attendance. And it can be all too easy to sleep in or attend other events instead. Over time, however, low attendance can turn into a major problem. Youll miss discussing and learning about important material, of course, but youll also miss other key elements. These elements include the moment your professor mentions that something is going to be on an upcoming exam, the moment the light bulb finally goes off in your own brain because of something another student said, the moment you got the idea for your final paper. Engage With the Material Theres more to a class than just the few hours it meets each week. Do the assigned reading. Watch the assigned films. Think about what youre learning and how it can apply to all kinds of things outside of the classroom. How is what youre learning important in the bigger picture of your life? Of the universe? Talk to Your Peers Engage with the students. Your classmates can be one of the best resources for your learning experience. Whether youre in a study group or just connect with one student in particular, engaging with your fellow students can deepen your understanding of the course material and help shift your perspective. Talk to Your Professor Engage with the professor. Office hours are like a gift your professor gives you each semester. Use them! Whether you have a question about what was covered in class, want feedback on a paper or project youre working on, or just want to talk to your professor about something kinda-sorta-maybe related to the class, office hours are the place to do it. Additionally, if your professor sees youve been giving it your all at the end of the semester, he or she might be more inclined to give you the benefit of the doubt if youre grade is on the border. Manage Your Time Plan in advance for papers and tests. Time management in college is not easy  Ã¢â‚¬â€Ã‚  at all. And managing multiple projects, assignments, and deadlines can be one of the biggest challenges you face. Can you pull an all-nighter? Probably. But you might get sick, your computer might crash, you might not finish in time, and you definitely wont turn in your best work. Plan in advance for papers and exams so that you can work on them slowly, deliberately, and well. Keep up With Your Work Stay on top of your assignments as often as possible. Staying on top of your reading and other assignments  Ã¢â‚¬â€Ã‚  like language lab hours  Ã¢â‚¬â€Ã‚  is important, too. Will it always be possible? Probably not. But staying on top of your academic to-do list is a major factor in making sure that youre understanding the material and, consequently, that youll likely pass the class. Remember to Relax Relax from time to time. Even though your brain is technically an organ, it does operate like a muscle in many ways. If you keep doing the same motions over and over, youre likely to sabotage your own chances for success. You cant study all the time, and even if you could, your efforts would quickly become ineffective. Take a break. Go for a walk. Relax for a few minutes. Take an afternoon or even an entire day off. Let yourself relax and enjoy your college life so that you have the mental energy you need for your academic obligations  Ã¢â‚¬â€Ã‚  and so that you can have some fun along the way, too. Set Goals Set goals about what you want to learn and experience. Passing a class is more than just getting a certain grade. What do you want to learn? What do you want to experience? What skills do you want to gain? Getting a C in your everyone-else-failed, nearly-impossible-to-pass statistics class, for example, might feel like more of a victory than the A you earned with barely any effort in your creative writing course. While grades are important, they arent the be-all, end-all of your college experience. You need to pass your classes, of course, but you also need to be mindful of what you want to learn and experience along the way.

Substance Abuse Subtle Screening Inventory - 1269 Words

Although there are several different assessments one could use, the Substance Abuse Subtle Screening Inventory, (SASSI-3) would be the first choice. It is a â€Å"brief self-report, easily administered psychological screening measure that is available in separate versions for adults and adolescents. The Adult SASSI-3 helps recognize individuals who have a high probability of having a substance dependence disorder with an overall empirically tested accuracy of 93%.† Dr. Glenn A. Miller developed the SASSI-3 and is comprised of 67 true-false items with additional 26 item self-report section on substance use for identifying people with a high probability of having a substance dependence disorder. The subtle items of the SASSI-3 appear to have no correlation with the rest of the test. The subtle items may identify some clients who have alcohol or other drug issues the client may not admit to. A counselor having an awareness of their client’s history of alcohol use aids the counselor in identifying clients who are at risk and what treatment strategies may be most effective. The SASSI-3 is quick and easy for the counselor to score; only taking 15 minutes to administer and score. This assessment is helpful in both inpatient and outpatient sites. Although some studies have shown that alcoholism is hereditary, the genes have yet to be identified. Alcoholism is not only complex but involves different pathways that may lead to the development of alcohol dependence. Some factors mayShow MoreRelatedTesting The Masses : An Argumentative Essay969 Words   |  4 Pagesabusers benefitting from state assistance. One such program was the Substance Abuse Subtle Screening Inventory (SASSI) test, where the applicant for welfare was required to take a screening questionnaire designed to pick up subtle psychological triggers that might point to a substance abuser. Of those who showed possible drug abuse signals, all were placed into a selection pool where 50% would be randomly selected for drug screening or urinalysis to see if they were in fact using. Those who refusedRead MoreTexas Should Adopt Drug Testing Policy For Welfare Recipients996 Words   |  4 Pagesfor assisted living. (Ellis, 2013) Oklahoma now requires the applicants to go through a screening process called Substance Abuse Subtle Screening Inventory (SASSI). What is SASSI; SASSI is a screening method that gives the probability of illegal use of controlled substance or substances. If you fail the SASSI then you are given two roads. The first is provide the denied applicant with a list of substance abuse treatment programs availab le at a minimal or no cost to the applicant or recipient. TheRead MoreTesting Is A Tool A Counselor1314 Words   |  6 Pages280). Testing services may or may not be a part of the counseling center. There is a difference between â€Å"testing academic services gives and testing a counseling center gives† (Nugent Jones, pg. 279). Counselors â€Å"use standardized test and inventories in the counseling process† (Nugent Jones, pg. 283). Testing Testing is a tool a counselor uses to assess a client. A client must â€Å"agree to be tested and to use the information gained for self-exploration† (Nugent Jones, pg. 283). Tests thatRead MoreWhy Alcohol And Drug Addiction Is Considered A Disease964 Words   |  4 Pagesdisease. Screening the addict for a specific treatment program is an important step. Bellessa and Hanser (2008) said, it is important in community supervision to be able to successfully and accurately screen for drug abuse (Pg. 218). Treatment designers have developed a tool to make screening the addicts a little bit easier. There is a sequence of questions that the offender/addict needs to answer truthfully to get the best type of treatment for their circumstances. Substance Abuse Subtle ScreeningRead MoreThe Effects Of Alcoholism On The Genetics Of Alcoholism Essay903 Words   |  4 PagesMichigan Alcoholism Screening Test (MAST), T-ACE, Addiction Severity Index (ASI) and the Substance Abuse Subtle Screening Inventory (SASSI). SSAGA was created by the Collaborative Study on the Genetics of Alcoholism (COGA) is used to study the genetic link to alcoholism. (Korsmeyer, P., Kranzler, H., 2009) AUDIT was developed by the World Health Organization (WHO) in collaboration with Austria, Bulgari, Kenya. Mexico, Norway and the United States, making it the first screening designed for internationalRead MoreDrug Testing For Welfare Recipients1347 Words   |  6 Pagestesting welfare recipients, including the cost, constitutionality, and the effect on children. History In 1971, President Richard Nixon initiated the national War on Drugs, which focused on the passage of policies geared toward fighting illegal substances (Amundson, Zajicek, and Hunt, 2014). During this time, Nixon allocated two-thirds of federal dollars for treatment of drug addiction and prevention of new users and one-third of federal dollars for interdiction and enforcement (Amundson et al.,Read MoreEssay On Each One Teach One In Cincinnatirotc1492 Words   |  6 PagesThis paper is about a program called Each One Teach One of Cincinnati, EOTOC. This program is for High School Students in the inner city who are from low income, drug abuse homes. We are partnering with Cincinnati Public Schools to get the students and will service their needs. The services we provide include uniforms, haircuts, drug intervention, drug education, family bonding. Family sessions, self-esteem and mentoring. The organization will partner with many neighborhood organizations such asRead MoreSubstance Abuse : A Growing Problem For College Students3354 Words   |  14 PagesSubstance abuse is a growing problem for college students. The effects of this problem are felt by millions of individuals, families, schools, and communities. Substance abuse affects many domains of a person’s life including mental functioning, physical health, psychological well-being, social structure, employment, and academic endeavors. The need for trained professionals who can prevent, identify, and treat problems associated with drug use is also at an all-time high. This paper revealsRead MoreSubstance Addictions and Abuse Counseling3641 Words   |  15 Pages Substance Abuse and Addictions Counseling Bristina Strzelecki Liberty University Abstract Substance abuse and addictions counseling is a newer counseling field. Although it is fairly new, there is so much research and so many guidelines to help someone make it through as a substance abuse and addictions counselor. It holds a great importance and people should be aware of the severity of substance abuse and addiction. This field hasRead MoreDrug And Alcohol Abuse And Addiction1845 Words   |  8 PagesDrug and alcohol abuse and addiction contribute to the largest portion of all crime, and this correlation is the leading culprit to induce crime. (Goode, 2012) Although there is a common knowledge of drug and alcohol abuse, drug and alcohol abuse or addiction contributes to the largest portion of all crime, and this correlation is the foremost culprit to induce crime. Across the United States and throughout the world there is an epidemic of epic proportion involving drug and alcohol addiction. Addiction

Violence On The Rise Of Contemporary Society - 1275 Words

Violence on the Rise Contemporary society has evolved around materialism due to an incessant rise of scientific and technological innovations. While some may argue man is living in the most peaceful era in American history, the incline of man’s tendency to value material possessions above spiritualism has effectively caused an erosion of general morality, a revision of social normalization, and an increase in violent actions. Children are the leading advocates in this societal evolution. Patently, their breeding is exposed to more distinguished violent content in films and in video games. Equally, a fixation on their cellular device and its uncensored social media have become the sources of man’s elevating violence. Certainly the upbringing of twenty-first century children does not emulate the upbringing of twentieth century children. Culture’s newfound embracement of technology has left violent material predisposed to the underdeveloped brain of a child. Movies and video games labeled as PG-13 now are beginning to resemble the content of rated R movies in a previous generation. Much of the violence is â€Å"cartoonishly sterilized and bloodless† to ensure a rating that attracts the youthful population (Bozdech). Surely, children are viewing irresponsible projections of conflicts that undermine the austerity and ramifications of sincere violence. They grow to become desensitized by violence, understanding it to be an ordinary occurrence and often the solution to a problem.Show MoreRelatedThe Middle East, And America s Imperial Ambitions1177 Words   |  5 Pagesterrorist, particularly ISIS. Considering America’s involvement in the construction of the modern Middle East, and its continued involvement in the region. This research question is significant because it interlinks post-colonial studies with contemporary security studies. This link is important because modern terrorism and the instability in the Middle East cannot be explored without reference to past Western foreign policies. Because the Western influence – in the case of this paper, the UnitedRead MoreThe Idea Of Secularization As A Concept Of Society1590 Words   |  7 PagesOver the past few decades, many theories have evolved around the idea of secularization as a concept in society. The secularization thesis refers to ‘the process by which sectors of society and culture are removed from the domination of religious institutions and symbols’. (Rosta, 2009, chapter 14) Berger was a strong component to the secularization thesis that conducted many studies and developed theories that have been countlessly cited and critiqued. He believed that, in the face of modernityRead More The Contemporary Family as More Democratic and Equal Essay examples1412 Words   |  6 PagesThe Contemporary Family as More Democratic and Equal In the course of this essay I shall be looking at the role of the family. In doing so I shall be examining various studies carried out, showing what the role of the family should be. This will include views by Willmott and Young, and contrasting ones of such authors as Ann Oakley, a feminist. The family is often looked upon as a social institution, a bond that joins individuals into families. This bond is reinforcedRead MoreThe Theory Of Personality Development Essay1646 Words   |  7 Pagesthat society would consider as appropriate. Not only that, the father of psychology wrote the theory of personality development and the theories of aggression that have help sociologists understand the contemporary humans’ social behavior, on topics such as violence and social life. So is violence [aggression] is innate in us? In this essay, I will try to answer the following questions: what is Sigmund Freud’s relevance to sociology, how can his observations and theories illuminate contemporary socialRead MoreThe Slaughter Of Humans And Contemporary Animal Slaughter1706 Words   |  7 Pagescompanion, Hà ¥kan, to procure blood for her. As he hangs his victims by their feet and slits their throats to collect the blood, Hà ¥kan’s process of obtaining human blood is clearly evocative of contemporary Western practices of animal slaughter. However, the difference between Hà ¥kan’s slaughter of humans and contemporary animal slaughter is not merely the victims’ species but is, more importantly, the space in which these acts occur. Despite meat consumption’s widespread acceptance, meat production by meansRead MoreInfluence of Media on Crime.788 Words   |  4 PagesIs Media Responsible for the Increasing Crime Rate? It is believed that the great Plato had a question similar to this, he was worried whether the violence in plays will have a negative effect on people of his land. We cannot mitigate the influence of media on the society. Some believe that it is the curse for the contemporary society, as it invigorates individuals to commit crimes. Are these people right? Read on to know the answer to this grave question. Contrary to the popular belief, mediaRead MoreExplaining the Holocaust1651 Words   |  7 Pagessentiment for centuries before Hitlers rise. In fact, one can see a continuity of antisemitism that runs from the Catholic Churchs medieval mistreatment of Jews through the Holocaust, because as Goldhagen notes, the Catholic Church as an institution remained thoroughly and publicly antisemitic, to the point that before and during the Nazi period, Catholic publications, whether written for the laity, clerics, or theologians, disseminated the contemporary antisemitic litany in ways that were oftenRead MoreStructural Violence And Welfare Provision For 100 Families Essay1348 Words   |  6 Pages The number of people experiencing hardship is on the rise due to increasing economic inequality caused by events beyond their control. These people are at the bottom of a social pyramid where power is concentrated at the top in the hands of a few politicians. In the report Urban Poverty, Structural Violence and Welfare Provision for 100 Families in Auckland, the authors use strong emotive language such as, stigmatising, discriminatory, punitive, violent, abusive, bondage, and through the use ofRead MoreIs The Deep Green Resistance?893 Words   |  4 PagesIn contemporary society, the Obama administration has been dealing with a mass amount of activists groups protesting on various political and societal problems ranging from: racism and prejudice, women’s rights, poverty and welfare, capital punishment, violence, pollution, etc. Among these activist groups, as mentioned in the introduction, is the Deep Green Resistance. According to the Deep Green Resistances’ princip les, contemporary society needs to reinstitute a new type of living style where natureRead MoreCultural Analysis of Boyz N the Hood Essay1652 Words   |  7 PagesThe Boyz Next Door Up until the early 1990s, the decay of inner-city America largely went unnoticed by the general American public. However, the rise in popularity of gangster rap and the release of such films as New Jack City and Menace II Society drew the publics’ attention toward the largely ignored urban areas. Of all the films in the genre that came out, though, one in particular stood out. Boyz N the Hood, directed by John Singleton, became widely acknowledged as the definitive film for

Reflecting on My Professional Development Plan

Question: Describe about the Reflecting on My Professional Development Plan. Answer: Introduction In this world with cut throat competition, we can really sense that how difficult and different has been the ways to manage organizational change (Buchanan, 2011). To manage the change on the organizational environment these days has become quite crucial to attain greater sustainability in this volatile world in this globalized market. This study attempts to identify the likely drivers for change in the Higher Colleges of Technology over the next 3-5 years. Also considering the opportunity and threat related to them. Even considering the stakeholders and main areas of change and the skill set needed by the current researcher to meet higher career objectives and organizational goals (Whelan-Berry and Somerville, 2010). Drivers for change in my own employment environment over the next 3-5 years with the type of opportunity and threat they can be. In the next 3- 5 years, in the space of Higher Colleges of Technology, the main change drivers will be mostly the following: If there is a proper replacement of all the systems, thus upgrading the technology and ease, this can ensure a great amount of innovativeness. In a big college, the time for replacement will be long and thus to upgrade to higher technology and systems, a change factor in next 3 years can be that of new systems being used by upcoming batches of students which even increases the attractiveness for them. (Gilbert, Eyring and Foster, 2012) The opportunity is this case is more number of applications because the high technology point can be sold as an advantage for the prospective students coming to the campus. Another driver for negative sort of change can be the possible attrition amongst. If there is a replacement of some existing teachers or employees, then it can directly link to the demotivation in the other colleagues and even can prove to be threat for the colleges. On the other hand, the replacement of some existing employees could generate de-motivation within the current faculty group, thereby reducing the quality of the educational services. It could be a potential threat for the Higher Colleges of Technology. Areas of the organizations operating practice where the most significant changes will be required and the main stakeholders whose views will need to be taken into account during the process of change. The organization needs a lot of changes in many operational areas which can actually be beneficial. Some areas are as follows: Scenario planning is quite needed in order to work with the upgraded technology and the need of professional development in students is needed thus more focus towards it. With the improvement in critical thinking process as one of the significant change- this will help to design and implement the response along with the business portfolio. Giving staff a chance to share their personal view will help these colleges have a great academic perspective. Change management process can be a very big change which will help the organization to perform better. The main point will be developing staff and student resistance towards the change like in processes, technology- so that they dont leave the organization till the time after effects of changes are seen. Stakeholders who should be considered while these processes should be: the students, teachers, educational counsels and other bodies. Moreover these all will be the affected bodies- thus their views should be taken in account. The core skills required of the change agent and the current skills present. The management will be the main body who will be entrusted with the main responsibility for the change. Thus the fundamental skills which will be needed: Scenario planning and more professional development Critical thinking process for the business portfolio of the organization Logical Thinking for the upcoming change and repercussions Ability to foresee possible results The present skills which are there is the scenario planning. The scenario planning has been started which lays down a plan to replace existing technology with highly enable Information Communication Technology.(Konno, Nonaka, and Ogilvy, 2014) Moreover even the consequences can be seen by the organization. But the Logical Thinking and the proper time management is something the organization needs to look at. The time management is quite needed in order to make sure that the change is brought fast. Else the student will not be able to cope up. Things will be done in 3-5 year period to remedy any perceived shortcomings in my current skills profile. The things which will be done in 3- 5 years to remedy any shortcomings are as follows: No disturbances from the internal environment: With the existing skills, will make sure that the proper plan to enable the college with good technology is nicely implemented and no internal element is able to disturb this process. Retaining Employees: The employees will be given some perks in order to help in this change. This will even act as a retaining policy and employees will be completely engaged. Brochures: The brochures of colleges will be having all the new changes which we wish to have and the kind of technology which the students will be exposed to for world class education and learning experience. Conclusion To conclude this study above, we can say its very important to know that what are main change drivers which can help our organization to grow and prosper in the changing and volatile environment. Also the awareness of the skill set of the organization is quite needed because those will be the main channels with which we can bring about quick and needed change. References Buchanan, D.A. 2011 Good practice, not rocket science understanding failures to change after extreme events, Journal of Change Management, 11 (3), pp.273-288 Gilbert, C., Eyring, M. and Foster, R.N. 2012 Two routes to resilience, Harvard Business Review, 90 (20), pp.66-73 Konno, N., Nonaka, I. and Ogilvy, J. 2014 Scenario planning: the basics, World Futures, 70 (1), pp.28-43 Whelan-Berry, K.S. and Somerville, K.A. 2010 Linking change drivers and the organizational change process a review and synthesis, Journal of Change Management, 10 (2), pp.175-193

baroque art1 essays

baroque art1 essays The baroque has been called a theatrical style, one that deals in spectacle, grandeur, and dramatic contrast. Test these concepts in an essay that discusses the baroque as an expression of the Catholic Reformation, Protestant devotionalism, the Scientific Revolution, and the Age of Absolutism. Define your general statements with specific examples. The following essay will discuss the baroque period and how the Catholic Reformation, Protestant devotionalism, and the Scientific Revolution influenced it. The Baroque period generally refers to the years 1600 to1750. Classicism of the Renaissance has been replenished during the Baroque period. During the Baroque artistic period, the exploration of the fundamental components of human nature and the realm of senses and emotions were very crucial. The Baroque era was a very dynamic time that showed an abundance of radiance and color. Artists of this time were passionate and sensual. Their works were many times considered to have an overpowering emotional effect. The superficial form of light was fascinated during this period due to the thoughts of godlike sun or the truth of the Holy Spirit. The Baroque naturalism maintains the religious themes in content. The elements of perception in the Baroque art are how we perceived the natural human figures are in motion through s pace, time, and light. We present and analyze the extent of human actions and passions in all its degrees of lightness, darkness, and intensity. The scientific revolution also had a tremendous impact on art during this time. Scientists started to study the earth and its positioning in the universe. This was a time when the people started take more of an interest in astronomy and mathematical equations. During the time of the Catholic Reformation artists began to challenge all the rules that society has set for artistic design. Artist starting with Parmigianino, Tintoretto, and E ...

A Short Quiz About Emphasis

A Short Quiz About Emphasis A Short Quiz About Emphasis A Short Quiz About Emphasis By Mark Nichol In each of the following sentences, there is a deviation from one of the conventions about how to convey emphasis in writing. Identify the error, and then check below for corrected versions followed by explanations. 1. â€Å"So-called ‘notification laws’ require businesses to notify customers when certain unencrypted customer data is improperly accessed.† 2. â€Å"Thus the question is not one of quality, but of quantity.† 3. â€Å"I suppose this was the moment when I was supposed to experience a sensation of ‘being one with the universe,’ but I just wasn’t feeling it.† 4. â€Å"With a strident vigor that arrested the attention of all present, she shouted, ‘YOU JUST DON’T GET IT, DO YOU?’† 5. â€Å"After seeing this movie, I just have one thing to say: ‘I want those two hours of my life back!!!’† Answers 1. â€Å"So-called notification laws require businesses to notify customers when certain unencrypted customer data is improperly accessed.† Explanation: Quotation marks employed to highlight a word or phrase, known as scare quotes, are almost invariably unnecessary, and are redundant to the phrase so-called. (Note that in the previous sentence, I didn’t enclose the introduced slang term â€Å"scare quotes† as I explained, these quotation marks are superfluous. However, I did use quotation marks around the phrase in this parenthesis, just as I italicized so-called above and here because that’s how open phrases and words or hyphenated phrases, respectively, are styled when used as names of concepts rather than as the concepts themselves.) 2. â€Å"Thus the question is not one of quality, but of quantity.† Explanation: Italicization of key words can be appropriate but is often overused. Use your judgment to determine whether your point needs such emphasis or whether you can rely on readers to get it without special treatment of words. Usually, they will, and if you doubt it, perhaps your point needs to be expressed more clearly. 3. â€Å"I suppose this was the moment when I was supposed to experience a sensation of Being One with the Universe, but I just wasn’t feeling it.† Explanation: Using quotation marks in this case isn’t necessarily the wrong approach, and it’s appropriate if someone a guru, for instance previously used these words, but if the intent is mockery, sarcasm, or irony, it may not be effective. Using headline-style initial capital letters is the conventional approach for conveying such a tone. 4. â€Å"With a strident vigor that arrested the attention of all present, she shouted, ‘You just don’t get it, do you!’† Explanation: Except in display copy (headlines, headings, and the like), using all capital letters is an awkward distraction. Let the narrative carry the emphasis; note that in the sample sentence, thanks to the expressive description in the introductory phrase, the quotation could even get by with a question mark alone (though, because it’s a rhetorical question, the exclamation point is suitable). 5. â€Å"After seeing this movie, I just have one thing to say: ‘I want those two hours of my life back.’† Explanation: Again, let the narrative do the work. Multiple exclamation points have no place in writing, except to mimic a hormone-addled adolescent. And avoid even single exclamation points; usually, they’re extraneous, and if they’re not, they’re probably a crutch for inexpressive writing. Isn’t the deadpan tone implied by the lack of an exclamation point in the sample sentence above more effective than the impotent peevishness that an exclamation point would suggest? Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:How to Format a UK Business LetterWhat's a Male Mistress?The "Pied" in The Pied Piper

School Bulling Intervention Program by Olweus Essay

School Bulling Intervention Program by Olweus - Essay Example This makes the quasi experimental and experimental designs more difficult where randomization is not carried out, as more irrelevant interpretations are well ruled out in case the study is carried out through randomized sampling procedures. The problem of maturation in this study is taken care of by ensuring that all the participants in the study are of the same age gap. Important is that there occurs a relation between bullying and agenda these developmental changes needed to be controlled effectively if appropriate results were to be obtained. In the First Bergan Project that Olweus basis the argument on, there is however shortcomings in that some collected data in the extended selection cohorts might not be applied in evaluation of the program effects. The longitudinal design of the experiment makes it impractical to take this into account during the statistical analysis. This would make this design to have less precision in the final results and having less power as compared to u sing designs where repeated measures are incorporated. The repeataiton of data and the presence of irrelevant factors in the intervention program make this approach a sensitive one and as Olweus argues, care has to be taken in making decisions regarding the relevant and irrelevant factors in such designs. Olweus despite these challenges finds the use of extended cohorts design to be of much importance and would effectively lead to concluding on the effectiveness or ineffectiveness of a particular intervention program, besides this approach being easier to use and a natural step in evaluating the happenings in schools concerning activities related to bullying. Research design Olweus used the extended cohorts design to review and evaluate the effects of... This essay approves that to measure the effectiveness of the intervention programs, results of one of the cohorts could be analyzed critically to register the observed changes in areas that could indicate that the changes happened as a result of the intervention program. The new national initiative against bullying in Norway in 2000 that was implemented by the Olweus Group against Bullying and antisocial behavior was more enlightening concerning Olweus research design, and involved training instructors candidates that were supposed to lead in recurring staff discussion groups. The use of staff discussion groups in the Norwegian initiative was also instrumental in portraying the ideology and design of Olweus program that aimed tackling the bullying issues form all perspectives and stakeholders. That more information regarding bullying, how it could be contained and the necessary prevention mechanism implemented, makes the Olweus research design to be comprehensive, broad, more elabora te and involving the necessary parties. This repoort makes a conclusion that the effectiveness of Olweus bullying intervention program has its effectiveness from the design of the study that involved a broad integration of cohort studies and other relevant studies over the use to come up with certain hypothesis statements and findings that aided in formulation of a more effective approach. Though there are lower rates of validity threats, the study portrays how a system such as the schools could be integrated with an aim of solving a problem successfully.

IT Strategy class paper - Read case and discuss current challenges & Study

IT Strategy class paper - Read and discuss current challenges & recommendations - Case Study Example The industry gradually gave birth to other related industries like elevator services, maintenance etc (Otisline, 2). Otis Elevators always remained on top of the competition. Since the time it was founded, it managed to form and maintain its reputation as the best in the industry of elevators. The fact that it provided services along with the product made it even more popular and the quality remained credible. Owing to its reputation customers were often willing to pay premium price for Otis’ services (Otisline, 1). Otis elevators had three branches: Otis Hydraulics (for up to 6 story buildings), Otis Geared (for 24 story buildings) and Otis Gearless for higher buildings. The state-of-the-art elevators with higher capacity than usual, Otis was customers’ first choice (Otisline, 1). Otis was divided in four geographical areas: North American Operations, Latin American Operations, Pacific Area Operations and European Transcontinental Operations. North American Operation (NAO) had the most widely dispersed customer base because of the large geographical area it catered to and also because there was a variety of customers to attend. The need to develop easy communication with the customers occurred and so Otisline was formed (Otisline, 1). Otisline was the main customer service centre of Otis NAO. It was established so that customers could easily contact the company, give feedback, lodge complaints etc. This way, Otis secured its customers’ loyalty by developing easy communication. Otis was a decentralized organization but the new system it installed, Otisline, was centralized. A centralized system was launched for focusing on faster responses to callbacks. Customer’s rate quality of services according to the way they are responded by the firm and the time it takes for responding. Commercial answering services were used for non-prime-time call backs and the

The Organisational Learning and the Learning Organisation Essay Example for Free

The Organisational Learning and the Learning Organisation Essay Schools are in business to promote learning; amongst both adults and pupils. But do they as organisations learn? Is it in fact possible for an organisation as a whole to learn? Even if there is evidence that individuals within organisations are learning, this does not automatically add up to collective learning: There are many cases in which organisations know less than their members. There are even cases in which the organisations cannot seem to learn what every member knows. (Argyris and Schà ¶n 2000:309) How schools learn to implement complex and multiple change successfully has always been of central concern to those interested in school improvement: making the link between organisational learning and school improvement is not a new idea. Roland Barth claims that school improvements main task is all about learning: School improvement is an effort to determine and provide, from without and within, conditions under which the adults and youngsters who inhabit schools will promote and sustain learning among themselves. (Barth 1999:45) In England especially, schools are under pressure to accommodate and manage change and are constantly dealing with public scrutiny of their effectiveness. Issues they are required to deal with include: a revised National Curriculum, performance management, revised criteria for OFSTED inspections, school self-evaluation, standards for head teachers and subject leaders, as well as the ongoing requirement to improve attainment for all pupils. All the activities that constitute learning are a fundamental contribution not just to improvement and performance, but also to an ethos and spirit of community in a school.( Stoll, 2005, 62-69)   We outline the importance of organisational learning to school improvement, and highlight the role of feedback, suggesting ways in which its role could be developed. The five questions we ask are:   1 What is organisational learning?   2 Why is it important to school improvement?   3 What are the processes that influence organisational learning?   4 What is the contribution of feedback?   5 How could its role in organisational learning be enhanced? What Is Organisational Learning? A definition of a learning organisation as it relates to education is: â€Å"A group of people pursuing common purposes (and individual purposes as well) with a collective commitment to regularly weighing the value of those purposes, modifying them when that makes sense, and continuously developing more effective and efficient ways of accomplishing those purposes.† (Leithwood and Aitken 2003:41) This definition suggests certain basic activities need to happen for organisational learning to be able to occur: the pursuit, review and modification of common aims; and opportunities to identify, articulate and design more effective, efficient ways of accomplishing these purposes. It can be easy for a school to lose sight of its primary purpose of fostering and encouraging learning, particularly in times of increased complexity and requirement to respond to external demands for improvement. As a recent participant on one of our courses put it: the core beliefs and goals about learning in my school †¦ have been forgotten in the mass of pressures we are under at the moment. School improvement research distinguishes more effective and more rapidly improving schools by the ability of practitioners to stay in touch with the schools core values, beliefs and goals and take charge of externally driven change rather than being controlled by it (Senge 1999; Rosenholtz 2000; Stoll and Fink 1999; Gray et al. 2003, 141-53). This is, in Senges words, because they are constantly enhancing their capacity to create their own future and know that it is in their hands. This mind-set is a cornerstone of effective improvement efforts. Organisational learning has been described as a dynamic and complex phenomenon best understood by considering learning processes and effects as influencing each other in a reciprocal way (Cousins 1998:220-1). Through collective inquiry, school staff and their communities engage in processing of internal or external information that challenges them to reflect on and adapt assumptions underpinning their practice. It also helps them to understand how they can influence their own destiny and create the necessary knowledge. In this sense, the basic meaning of a learning organisation is one that is continually expanding its capacity to create its future (Senge 1999:14). The Processes That Influence Organisational Learning Our own work suggests four particular processes that can crucially influence the organisational learning of schools. Where these can be deliberately and strategically developed, this facilitates the appropriate conditions and climate within which school improvement can operate. These four processes are: working actively with the context; processing, creating and using strategic knowledge; developing learning-oriented cultural norms; and systems thinking. (Leithwood, K. and Louis, 1998, 119-23) Working Actively With The Context The articulation of goals that are shared by all stakeholders in a school, including pupils, is not enough in a rapidly changing and demanding context. More than twenty years ago, Argyris and Schà ¶n (2000) argued that the key challenge is not to help an organisation become more effective at performing a stable task in the light of stable purposes, but to help an organisation restructure its purposes and redefine its task in the face of a changing environment (p. 320). To do this, schools need to connect more effectively with the world beyond them: Schools cannot shut their gates and leave the outside world on the doorstep, they can no longer pretend that their walls will keep the outside world at bay.   (Hargreaves and Fullan 1998:7) Being able to read the context is a critical skill in effective school improvement. Schools, as other systems, must have the capacity to sense, monitor and scan significant aspects of their environment (Morgan 1999:87). Intelligent schools know their survival can depend on their sensitive response and adaptation to the environment of which they are a part. This contextual intelligence has been defined as one of nine key intelligences a school needs to have (MacGilchrist et al. 2002). Working to develop and adapt school goals in the light of contextual messages is a crucial purpose for the organisational learning that schools continually need to address. (MacBeath, 1998, 311-22) Currently, insufficient notice is being paid to the limited opportunity and power schools feel they have to attend to this basic process. Indeed, the predominant emphasis on the delivery of the external reform agenda paradoxically distracts many schools from initiating their own learning and this results in a loss of both collective self-esteem and of feeling in charge of change (Learmonth and Reed 2000). Processing, Creating And Using Strategic Knowledge The importance of strategic thinking, planning and action in school improvement together constitute a particular knowledge base required for organisational learning. Louis (1998) argues that what distinguishes organisational learning processes from the notion of acquisition, storage and retrieval inherent in some definitions of individual learning, is an additional step of collective knowledge creation: Schools cannot learn until there is explicit or implicit agreement about what they know about their students, teaching and learning, and about how to change. (p. 1086) She describes three sources from which this knowledge is drawn: teachers individual knowledge about the curriculum and their own pedagogical practice; knowledge created when their practice is systematically examined; and knowledge that comes from others, advisers, colleagues, inspectors. Through a combination of dialogue and deliberation, this information is explored, interpreted and distributed among the school community creating collective knowledge and helping powerful learning systems in a school to develop. (Cousins, 2000, 305-33) The process is complex but can also increase the potential for organisational learning in a range of ways. Five assertions have recently been made about the contribution that a strategic approach can make to school improvement (Reed 2000). These are: 1 A strategic approach is underpinned by an explicit commitment to fundamental values and goals in a school.   2 A strategic approach is not just about putting a particular plan into operation. It is a way of working with different levels, goals and expectations at the same time.   3 A strategic approach involves a complex combination of skills thinking, planning, doing, analysing, judging, reflecting and giving and receiving feedback.   4 A strategic approach is more than a way of achieving coherence. It is a social process that needs to take account of how those involved are feeling and experiencing life in a school as well as supporting them in investing in their own learning.   5 A strategic approach builds knowledge and interest about what is happening as it goes along so that everyone can learn about the process and work together to achieve the agreed goals. Developing Learning-Oriented Cultural Norms Once schools have identified key aspects of their environment, they must be able to relate this information to the operating norms that guide their current behaviour. Norms are the unspoken rules for what is regarded as customary or acceptable behaviour and action within the school. They are also a window into the deeply held beliefs and values of the school: its culture (Stoll 2003). Leithwood, Jantzi and Steinbach (1998) found that school culture appeared to be the dominant influence on collective learning, more so than vision and mission, structure, strategies, and policy and resources. Rait (2003) explains: An organizations culture embodies an informal structure and normative system that influence information flow and other organizational processes. Culture may implicitly or explicitly delineate the boundaries of what is considered proper and improper action. (p. 83) Norms are critical because Life within a given culture flows smoothly only insofar as ones behaviour conforms with unwritten codes. Disrupt these norms and the ordered reality of life inevitably breaks down (Morgan 2002:139). Norms, therefore, shape reactions to internally or externally proposed or imposed improvements and, indeed, to organisational learning. Cultivating learning-oriented norms is, therefore, essential because the acceptance of changes by a school depends on the fit between the norms embedded in the changes and those within the schools own culture (Sarason 1999). Knowledge needs to have a socially constructed, shared basis for organisational learning to occur (Louis 2004). If norms of individualism and self-reliance exist, and collaboration is not valued, the necessary team learning is at risk. Similarly, schools with norms of contentment, avoidance of change, goal diffusion, top-down leadership, conformity, nostalgia, blame, congeniality rather than collegiality, and denial (Stoll and Fink 1998), are less likely to engage in organisational learning. Stoll and Fink (1999) identify ten norms that appeared to underpin the work of improving schools: shared goals; responsibility for success; collegiality; continuous improvement; lifelong learning; risk taking; support; mutual respect; openness; celebration and humour. They highlight the human and cultural dimension of change. Two of these merit further discussion for organisational learning. The first, collegiality, involves mutual sharing and assistance, an orientation towards the school as a whole. It is spontaneous, voluntary, development-oriented, unscheduled, and unpredictable. Little (1999) identifies four types of collegial relations. She views three as weaker forms: scanning and story telling, general help and assistance, and sharing. The fourth form, joint work, is most likely to lead to improvement and, we would argue, organisational learning. It covers team teaching, mentoring, action research, peer coaching, planning and mutual observation and feedback. These activities create greater interdependence, collective commitment, shared responsibility, and, perhaps most important, greater readiness to participate in the difficult business of review and critiques (Fullan and Hargreaves 2000, xii). The second norm, risk taking, is also critical for organisational learning. Time for experimentation, trial and error and handling failure are essential parts of learning. They symbolise a willingness to try something different, to consider new approaches, and to move into uncharted territory. The other norms support, mutual respect, openness, and celebration and humour set the important climate that enables risk taking to occur without danger. School improvement depends on the use of different mental maps of a school and the creative pursuit of understanding how the whole (the system) and the constituent parts (the subsystems) are relating to each other. Organisational learning occurs where the interdependency of parts and whole, systems and subsystems can be enhanced to enable collective activity to be more effective and satisfying for everyone involved. Systems thinking has been described as a discipline for seeing wholes (Senge 1999:68). It is a framework for seeing interrelationships rather than linear cause-effect chains, for seeing patterns and processes of change rather than a static snapshot. The capacity to see patterns and discern connections between seemingly unconnected events emerges as a key feature of organisational learning from both our experience and the literature: A systems approach at least helps an investigator understand that the problem is to discover the underlying connections and interdependencies (Vaill 1999:108). It is also a crucial tool for improvement efforts, a basis for taking charge of change and feeling more in control. Systems thinking enables a school to analyse more deeply the causal factors that underlie their concerns and difficulties especially where linear deductions of causality fail to get at the root issues. In short, it means it is more important to focus on circles of influence rather than straight lines (Senge 1999). We now take up this point in relation to the role of feedback. One way we have come to understand the contribution of feedback to organisational learning is to take as a starting point Senges (1999) definition of feedback. He uses the discourse of learning and feedback described as loops. Feedback as it used here, is different to positive feedback meaning making encouraging remarks or negative feedback meaning potential bad news. It is a broader concept, meaning any reciprocal flow of influence (p. 75) encompassing the notion that every influence is both cause and effect. Indeed, Senge argues that the practice of systems thinking and organisational learning starts with understanding feedback. We want to present a view of feedback as an organisational process that itself can be learned about and used as well as having the other, more dialogue-based functions that feedback can have in the school community. OConnor and McDermott (2002) describe feedback as thinking in circles; hence the notion of feedback loops: the consequences of our actions coming back to us and so influencing what happens next. This concept of feedback challenges immediately any notion that organisational learning can be achieved by either linear or mechanistic means: it needs processing and use of information. Feedback, then, in this sense is the return of information to influence the next step (OConnor and McDermott 2002:26). Two basic types of feedback loop have been identified. The first is reinforcing feedback. This describes a situation where change continues to change and grow: a response to something happening makes it happen more frequently. An example from school life could be a response to a high number of exclusions. (Goldstein, 2000, 313-15) The school puts in place a procedure for sanctions and rewards, and this results in further exclusions. The feedback from this situation, then, suggests that the procedure for sanctions and rewards itself needs tightening up which, again, unexpectedly causes more exclusions to occur. The second is balancing feedback, which reduces change and restores balance. A balancing feedback loop is where the response to something happening makes it happen less (Johnstone 2004:12-13). An example would be a primary school that on analysing its KS1 results finds that the poor quality of spelling is contributing to low attainment. A plan implemented across the Key Stage for addressing spelling more systematically with pupils and their parents enhances their capability, reduces their errors and significantly raises attainment. Schools as systems are experiencing feedback loops in this way all the time, and to the extent that they are aware of and working with reinforcing and balancing loops, and are learning how to manage them, they will be in the process of genuinely becoming a learning organisation. (Anderson, 2003, 235-58) Currently, a focus on the analysis of attainment data and making causal links to practice in the classroom can provide good examples of use of feedback. Significant connections are being made from one part of the school (the data) to another (the learning and teaching programme), and in the process organisational learning can occur. Morgan (2002) and others have reminded us of a key element in organisational learning processes which may influence the direction a reinforcing cycle takes towards growth or decline. Organisations may display adaptive learning which solves problems at an operational level: they scan the environment, compare against the operating targets, and initiate appropriate action. In so doing, they show the ability to detect and correct deviations from the norm. Many organisations are quite proficient at this including bureaucratic, fragmented organisations where employees are not encouraged to think for themselves and interest in what the organisation is doing is marginal. However, single loop learning may keep an organisation focused on the wrong goals and prevent success in a changing environment. Effective organisations require double loop learning in which the crucial extra ingredient is to question whether the operating targets are relevant and whether the norms are appropriate. (Chaston,   2001, 139-51) This is generative learning which solves fundamental problems in a creative way and facilitates survival in periods of change. Morgan suggests that when people are unable or not prepared to challenge underlying assumptions, The existence of single-loop learning systems, especially when used as controls over employees, may prevent double-loop learning from occurring (2002:90). The capacity in a school to reflect on its own learning while it is using the information provided by feedback is crucial. Ertmer and Newby (1999, 1-24) outline the characteristics of an expert learner, which include the capacity to regulate ones own learning, to self-monitor. It is possible to see that this capacity in a school, to use and reflect on feedback processes, is a key capability in a learning organisation. The following example illustrates the value of questioning while using feedback. A school joined one of our school improvement projects with the view that a group of Key Stage 2 pupils were, in the staffs description, restless and lacking concentration in their lessons because they had poor listening skills. It was to be the focus for their project. These were not pupils with any obvious learning difficulties. The teachers stated clearly that they wanted to improve the listening skills of these pupils. We cautioned them not to jump to conclusions before they had carried out a careful systemic audit and analysis of the context in which this problem was manifesting itself. (Fiol, 2002, 803-13) They reluctantly agreed. What emerged from the audit was a very different kind of causal picture. The process of gathering information showed that this group were actually very good listeners in settings that sufficiently caught their attention and enabled them to access the curriculum in ways that made sense to them. Through examining the wider system that the pupils were part of, it seemed that this group of pupils were signalling through their lack of engagement that schemes of work and teaching processes were inadequately differentiated for them. (Huber, 2000, 88-115)   Improving this practice was the focus of a very successful project in the school. The teachers learnt to look at their whole situation in a more sophisticated way instead of jumping too quickly to conclusions based in their minds on a linear and more simplistic model of the relationship between learning, teaching and achievement. The situation these teachers found themselves in is a very good example of reinforcing feedback. The more the pupils had a learning diet that did not meet their needs, the more they did not listen. When the school gave them a more carefully designed programme of activities the listening skills of the pupils were shown to be perfectly satisfactory. The balancing feedback process had produced the results that they wanted and staff had learnt a great deal about those pupils, their needs and most importantly about the impact of their teaching.( Kim, 2003, 37-50) It has been claimed that school improvement is an inquiry not a formula and that the successful structure for school improvement will have the nature of a clinical science, where communities of educators treat their best ideas as stepping stones to better ones (Joyce et al. 2003:2). The Making Belfast Work, Raising School Standards (MBW RSS) initiative can be seen as exemplifying such a process. Individual schools involved in the initiative engaged in self-evaluation and review as an integral part of the initiative. (Learmonth, 1998, 78-85) The fourteen schools also worked together during the three years on the project sharing experiences and approaches, creating a wider learning community outside the individual school. The LEAs engagement in the process was threefold; manager, participant and an evaluator of the change process. (Mumford, 2000, 24-31) The external evaluation, however, provided the LEA with an objective framework within which to consider organisational learning at a range of levels. Managing educational change and the resultant organisational learning is [a] multivariate business that requires us to think of and address more than one factor at a time. While theory and practice of successful educational change do make sense, and do point to clear guidelines for action, it is always the case that particular actions in particular situations require integrating the more general knowledge of change with detailed knowledge of the politics, personalities and history peculiar to the setting in question. (Fullan 2000: xii) In evaluating the MBW RSS initiative it is important to acknowledge the context of civil unrest which for over a generation has been an everyday fact of life for people living in the city. Recent political initiatives to move forward the peace process have been welcomed by all who are concerned about the quality of life in Belfast although uncertainty about the future remains evident. The term feedback, in education, is perhaps most commonly used in classroom and school contexts. (Sadler, 2003, 877-909)   It can, however, be used across the education system to promote organisational and institutional learning. We focus on the role of the external evaluation as a method of providing feedback to   †¢ increase understanding of the various impacts of an educational improvement initiative; improve awareness of the processes of implementation at school and LEA level; and provide the basis for analysis of planning, implementation of future initiatives, enhancing the capacity of the LEA to evaluate its own organisational learning with regard to future initiatives involving clusters or individual schools. The extent to which an organisation can learn from feedback from an outside evaluation depends on a number of factors. The very act of commissioning shows a willingness to be scrutinised and a desire to learn from an experience. In the MBW RSS there was a climate within both the LEA and schools which suggested that they could effect change and raise standards. Participants were willing to ask difficult questions and challenge practice. A high degree of co-operation among participants and an honest willingness to talk about strengths and weaknesses were important prerequisites for organisational learning. (Prange, 2003, 23-43) However, many school improvement initiatives have fallen short of their stated objectives because managers have tried to change too much, too quickly. If learning is to take place there must be a tacit understanding that this will not happen for all participants at the same time. Finally there was an acceptance by participants that if this initiative was not going to be just another one of many, which would have little impact beyond set funding, plans and systems had to be put in place which would sustain learning. (Nicolini, 2003, 727-47) LEAs are charged with the duty of managing and monitoring school improvement in their schools. There are many ways in which an LEA might approach this function. Areas for improvement could be identified in Educational Development Plan (EDPs) and targeted through programmes for continual professional development (CDP). Perhaps the most common mechanism used to stimulate school improvement by an LEA is the formulation and management of school improvement initiatives. (Gray,   2002, 27-34) The recent implementation of national initiatives in England (e.g. the National Literacy and Strategy and Numeracy Hour in primary schools) has not stopped LEAs from continuing to develop locally targeted projects aimed at raising school standards. Most recently, inspection has been one route by which the performance of school improvement initiatives has been monitored (the programme began in January 1998). The Office of Standards in Education (OFSTED) underlines the important contribution an LEA can make in delivering school improvement by calling its framework for LEA inspection LEA support for school improvement, picking out school improvement as an LEAs key function (OFSTED 2003:6). However, the Chief Inspector of schools in his annual report (1998/2003) claimed that some LEAs gave ineffective support to schools and could spawn a plethora of ineffective and often unwelcome initiatives which, more often than not, waste money and confuse and irritate schools (p. 20). The extent to which OFSTED can give detailed feedback on initiatives, sufficient to ensure organisational learning, is limited because inspections use a national framework and thus do not focus on the aims of different LEA initiatives. An alternative to inspection would be to use outside consultants to evaluate a specific programme. If an LEA is to make use of an evaluation to improve its services, the evaluators feedback can identify areas in which the LEA can learn and should indicate how that learning can be transferred to other initiatives. In evaluating the Making Belfast Work Raising Schools Standards initiative, the ISEIC team were specifically asked to investigate the impact of the overall project and to identify the factors which facilitated improvements and any barriers to success. The BELB, which has a history of innovative projects, wished to consider the implications of the evaluation with a mind to examining other school improvement projects and its part within these. The idea for the initiative stemmed from thinking in the Department of Education: Northern Ireland (DENI) which approached Making Belfast Work as funders. The initiative intended to help schools address significant disadvantage and under-achievement among their pupils. The project was intended to target a small number of secondary schools and their main contributory primary schools. Additional funding of  £3m, over a three-year period was to be allocated. We cannot report on all aspects of the evaluation covered in the main evaluation report (Sammons et al. 1998; Taggart and Sammons 2003) but will focus on ways in which the evaluations final report was able to feed back key learning points to the LEA, relevant to its management of future school improvement initiatives and the extent to which the initiative had an impact in term of its stated aims. The feedback was couched in terms that were intended to enable BELBs personnel to engage with their own learning and thus better understand their crucial role in initiating and managing initiatives. By doing this, the evaluators sought to help the Board improve its capacity to learn and thus enrich the service it offered to schools in the crucial area of raising school standards. Outsiders offering schools critical friendship as a basis for dialogue can be invaluable to developing organisational learning capacity. Schools need an external perspective to observe what is not immediately apparent to those working on the inside. These individuals and groups can watch and listen, ask thought-provoking questions about formal and informal data that help those in schools sort out their thinking, make sound decisions and determine appropriate strategies. This relationship, however, is more likely to work when it is based on trust and support, where critical friends bring an open mind and a commitment to mutual exchange, rather than their own vested interests. Consequently, when the feedback critical friends convey contains difficult messages, these are more likely to be heard and taken on board. A longer-term outcome of effective critical friendship appears to be the ability to help a school become its own critical friend. References    Anderson, V. Skinner, D. (2003). Organisational learning in practice: How do small businesses learn to operate internationally? Human Resource Development International, 2(3), 235-258. Argyris, C. and Schà ¶n, D. A. (2000) Organizational Learning: a theory of action perspective, Reading MA: Addison-Wesley.   309-20 Barth, R. (1999) Improving Schools from Within: teachers, parents and principals can make the difference, San Francisco: Jossey-Bass.   44-46 Chaston, I., Badger, B., Sadler-Smith, E. (2001). Organisational learning: An empirical assessment of process in small U.K. manufacturing firms. Journal of Small Business Management, 39(2), 139-151. Cousins, J. B. (1998) Intellectual roots of organizational learning, in K. Leithwood and K. S. Louis (eds) Organizational Learning in Schools, Lisse: Swets and Zeitlinger.   220-21   Cousins, J. B. and Leithwood, K. (2000) Enhancing knowledge utilization as a strategy for school improvement, Knowledge: Creation, Diffusion, Utilization 14: 3, 305-333. Ertmer P. A. and Newby T. J. (1999) The expert learner: strategic, self regulated and reflective, Instructional Science 24: 1, 1-24. Fiol, C.M. Lyles, M.A. (2002). Organisational learning. Academy of Management Review, 10(4), 803-813.   Fullan, M. and Hargreaves, A. (2000) Whats Worth Fighting for in Your School?, Buckingham: Open University Press.   p.xii   Goldstein H. (2000) Editorial: statistical information and the measurement of education outcomes, Journal of the Royal Statistical Society A 155:3, 313-315. Gray, C. Gonsalves, E. (2002). Organisational learning and entrepreneurial strategy. International Journal of Entrepreneurship and Innovation, 3(1), 27-34. Gray, J., Hopkins, D., Reynolds, D., Wilcox, B., Farrell, S. and Jesson, D. (2003) Improving Schools: performance and potential, Buckingham: Open University Press.   141-53   Hargreaves, A. and Fullan, M. (1998) Whats Worth Fighting for in Education?, Buckingham: Open University Press.   p.7 Huber, G.P. (2000). Organisational learning: The contributing processes and the literatures. Organisation Science, 2(1), 88-115.   Johnstone, C. (2004) The Lens of Deep Ecology, London: IDEE. Kim, D.H. (2003). The link between individual and organisational learning. Sloan Management Review, Fall, 37-50.   Learmonth, J. and Lowers, K. (1998) A trouble shooter calls: the role of the independent consultant, in L. Stoll and K. Myers (eds) No Quick Fixes: perspectives on schools in difficulty, London: Falmer Press.   78-85   Learmonth, J. and Reed, J. (2000) Revitalising Teachers Accountability: learning about learning as a renewed focus for school improvement, paper presented at the Thirteenth International Congress for School Effectiveness and Improvement, Hong Kong, January.   Leithwood, K. and Aitken, R. (2003) Making Schools Smarter, Thousand Oaks CA: Corwin.   Leithwood, K. and Louis, K.S. (eds) (1998) Organizational Learning in Schools, Lisse: Swets and Zeitlinger.   119-23   Leithwood, K., Jantzi, D. and Steinbach, R. (1998) Leadership and other conditions which foster organizational learning in schools, in K. Leithwood and K. S. Louis (eds) Organizational Learning in Schools, Lisse: Swets and Zeitlinger.   Little, J. W. (1999) The persistence of privacy: autonomy and initiative in teachers professional relations, Teachers College Record 91:4, 509-536.   Louis, K. S. (2004) Beyond managed change, School Effectiveness and School Improvement 5:1, 2-25.   Louis, K. S. (1998) Reconnecting knowledge utilization and school improvement, in A. Hargreaves, A. Lieberman, M. Fullan and D. Hopkins (eds) International Handbook of Educational Change. Part 2, Dordrecht: Kluwer.   MacBeath, J. (1998) I didnt know he was ill: the role and value of the critical friend, in L. Stoll and K. Myers (eds) No Quick Fixes: perspectives on schools in difficulty London: Falmer Press.   311-22   MacGilchrist, B., Myers, K. and Reed, J. (2002) The Intelligent School, London: Paul Chapman. Morgan, G. (1999) Images of Organizations, Newbury Park, CA: Sage.   Morgan, G. (2002) Images of Organization (2nd edn), London: Sage. Mumford, A. (2000). Individual and organisational learningthe pursuit of change. Industrial and Commercial Training, 23(6), 24-31. Nicolini, D. Mesnar, M.B. (2003). The social construction of organisational learning: Conceptual and practical issues in the field. Human Relations, 48(7), 727-747.   OConnor, J. and McDermott, I. (2002) The Art of Systems Thinking, London: Thorsons. Prange, C. (2003). Organisational learningDesperately seeking theory? In M. Easterby-Smith, J. Burgoyne, L. Araujo (Eds), Organizational learning and the learning organization (pp. 23-43). London: Sage Publications.   Rait, E. (2003) Against the current: organizational learning in schools, in S. B. Bacharach and B. Mundell (eds) Images of Schools: structures and roles in organizational behavior, London: Sage.   Reed J. E. (2000) Strategic thinking in the Malawi school support system project, unpublished materials developed for Ministry of Education, Malawi.   Rosenholtz, S. J. (2000) Teachers Workplace: the social organization of schools, New York: Longman Sadler-Smith, E., Chaston, I., Spicer, D.E (2003). Organisational learning in smaller firms: An empirical perspective. In M. Easterby-Smith, L. Araujo, J. Burgoyne (Eds), Proceedings of the 3rd International Organisational Learning Conference (pp. 877-909). Department of Management Learning, Lancaster University.   Sarason, S. B. (1999) Revisiting The Culture of the School and the Problem of Change, New York: Teachers College Press.   Senge, P. M. (1999) The Fifth Discipline: the art and practice of the learning organisation, London: Century Business.   Stoll, L. (2003) School culture: black hole or fertile garden for improvement, in J. Prosser (ed.) School Culture, London: Paul Chapman.   Stoll, L. A. and Fink, D. (1999) Changing Our Schools: linking school effectiveness and school improvement, Buckingham: Open University Press.   Stoll, L. and Fink, D. (1998) The cruising school: the unidentified ineffective school, in L. Stoll and K. Myers (eds) No Quick Fixes: perspectives on schools in difficulty, London: Falmer Press.   Stoll, L., MacBeath, J., Smith, I. and Robertson, P. (2005) The change equation: capacity for improvement, in improving school effectiveness, in J. MacBeath and P. Mortimore (eds) Improving School Effectiveness, Buckingham: Open University Press. 62-69   Vaill, P. B. (1999) Learning As a Way of Being: strategies for survival in a world of permanent white water, San Francisco: Jossey-Bass.

The Cranes :: Literary Analysis, Peter Meinke

â€Å"The Cranes† by Peter Meinke appears to be a simple love story about an old couple reminiscing about their life, but with a closer look the story reveals a darker component of love. The story follows an old couple’s stop at the Gulf to watch some birds. While they are watching the birds they spot two whooping cranes. Throughout their conversation and observation of the birds Meinke reveals details that the couples and the cranes share in common. Thus, the pair of whooping cranes viewed by the couple in story symbolizes both their rarity, eternal love, and their last moments together. The couple in the story is a couple that has been together a long time and persevered through life together. When they first see the whooping cranes the husband says â€Å"they are rare, not many left† (196). This is the point in the story where the first connection between the couple and the cranes are made. The rarity of the cranes symbolizes the rarity of the couple’s relationship. Although they have started developing anomalies in their health, with the husband he â€Å"can’t smoke, can’t drink martinis, no coffee, no candy† (197)  ¬Ã¢â‚¬â€they are still able to laugh with each other and appreciate nature’s beauty. Their relationship is a true oddity; filled with lasting love. However this lasting love for whooping cranes has caused some problems for the species. The whooping cranes are â€Å"almost extinct†; this reveals a problem of the couple. The rare love that they have is almost extinct as well. The wife worries about her children because the â€Å"kids never write† (197). This reveals the communication gap between the two generations, as well as the different values between the generations. These different values are a factor into the extinction of true love. Another similarity between the whooping cranes and the couple is true, lasting love. The whooping cranes â€Å"mate for life and live a long time† (197), which is a rare trait in the animal kingdom. The commitment the cranes have with each other mirrors the couples commitment to each other; having remained with each other through all those years. Even with hardships in the relationships, they endured and stayed together while some couples may have given up on the relationship. Although their love has endured through many years, it has come to an end in the story. All throughout the story the couple is reminiscing about their life and while they are there are some odd details that are strewn throughout. The Cranes :: Literary Analysis, Peter Meinke â€Å"The Cranes† by Peter Meinke appears to be a simple love story about an old couple reminiscing about their life, but with a closer look the story reveals a darker component of love. The story follows an old couple’s stop at the Gulf to watch some birds. While they are watching the birds they spot two whooping cranes. Throughout their conversation and observation of the birds Meinke reveals details that the couples and the cranes share in common. Thus, the pair of whooping cranes viewed by the couple in story symbolizes both their rarity, eternal love, and their last moments together. The couple in the story is a couple that has been together a long time and persevered through life together. When they first see the whooping cranes the husband says â€Å"they are rare, not many left† (196). This is the point in the story where the first connection between the couple and the cranes are made. The rarity of the cranes symbolizes the rarity of the couple’s relationship. Although they have started developing anomalies in their health, with the husband he â€Å"can’t smoke, can’t drink martinis, no coffee, no candy† (197)  ¬Ã¢â‚¬â€they are still able to laugh with each other and appreciate nature’s beauty. Their relationship is a true oddity; filled with lasting love. However this lasting love for whooping cranes has caused some problems for the species. The whooping cranes are â€Å"almost extinct†; this reveals a problem of the couple. The rare love that they have is almost extinct as well. The wife worries about her children because the â€Å"kids never write† (197). This reveals the communication gap between the two generations, as well as the different values between the generations. These different values are a factor into the extinction of true love. Another similarity between the whooping cranes and the couple is true, lasting love. The whooping cranes â€Å"mate for life and live a long time† (197), which is a rare trait in the animal kingdom. The commitment the cranes have with each other mirrors the couples commitment to each other; having remained with each other through all those years. Even with hardships in the relationships, they endured and stayed together while some couples may have given up on the relationship. Although their love has endured through many years, it has come to an end in the story. All throughout the story the couple is reminiscing about their life and while they are there are some odd details that are strewn throughout.

Keeping the Good Ones

Training employees will lead to increased productivity and better outcomes. Therefore, it is necessary to treat team members as people first and as employees second. It will motivate their engagement in work and interest in outcomes. Actually, staff training will inspire employees and provide them with necessary practical tools in order to keep the good people the company already has. The core principles of successful management are:To offer yourself (director, senior manager) as a person firstly and director secondlyTo offer time with a regular take 10 check-inTo offer motivation and appreciationIt is known that companies spend lots of capital investments in tomorrow’s leaders without paying attention to today’s employees. It is suggested that money is the main reason of departures. Nevertheless, it is not. Money plays important part, though this part is minor compared with other factors. Motivation based only on material awards is insufficient, although lack of money is also a de-motivator.So, there is not need to throw money after employee who is unhappy, because it will create an unhappy employee who is better off financially. It is necessary to outline that variety of factors exist to motivate employees. Therefore, motivation should be intrinsic. There is not single method to motivate all the employees at once. Motivation depends on each employee. Directors should understand these principles, if they want to develop leaders. Otherwise, directors will serve only corporate ambitions of leading competitors.The first key is to build a better culture. If a company wants to retain its employees in whom it has invested capital, time and relationships, it has, firstly, to provide improvements of corporate structure. It s required to look at corporate hierarchy culture – vertical or horizontal. Vertical structure results in decreased communication, less employees’ empowerment and general decrease in commitment, whereas horizontal structu re does the opposite meaning it aims at decreasing friction and power struggles between employees and senior management.Horizontal structure tends to ensure higher visibility and accountability. The next step is to improve employee commitment and communication mechanism. It is important to remember that to improve the quality of employees’ life means to ensure better commitment and performance of the company.The second key is to empower employees. Actually, empowerment is a matter of discussion, though often this concept is misunderstood. It is proved that empowered employees are able to make quicker decisions, they are more confident in their abilities, etc. Thus, empowerment increases employee’s satisfaction and decreases corporate costs related to remediation work.Motivated employees are willingly engaged in innovations and problem-solving processes. The main benefit of empowerment is that it generates loyalty among employees. Therefore, empowered employees realize that their contribution is valued and they are respected.Finally, the third key is to improve relationship skills. It means that relationships within corporate culture may either make or break the company’s performance. Relationship and communication skills are vital component of corporate culture. The company’s managers and directors should display corporate personality traits such as sense of humor, family values, empathy, genuineness to motivate employees follow their example. People should be valued more then outcomes.Further, chief executives should be readily accessible and easily approached. It goes without saying that the better relationship skills among employees and directors, the better the corporate culture. Effective communication is playing nowadays one of the most important roles in organizations and companies, because it is the only source of mutual understanding among employees and customers, directors and suppliers, etc.ReferencesKeeping the Good Ones . (2001). Retrieved March 11, 2007, from http://mpcfilms.com

How Effective Were the Methods of the Wspu in Gaining...

How effective were the methods of the WSPU in their struggle for women’s voting rights The Women’s Social and Political union was founded by Mrs Emmeline Pankhurst, in her family home in Manchester, on the 10th of October 1903. Mrs Pankhurst and her husband Richard were members of the Independent Labour Party and had been since 1893. Emmeline and her eldest daughter Christabel became the leaders of the organization. The WSPU was the most notorious of all the suffrage movements; splitting from the National Union of Women’s Suffrage Societies after becoming disheartened by the groups lack of success in gaining votes for women. The WSPU used militant tactics to try and help gain women the vote adopting the slogan Deeds not Words; the†¦show more content†¦Emmeline and Christabel officially resigned from the ILP. In 1908 Herbert Asquith, replaced Cambell Bannerman as prime minister, Asquith was against women’s suffrage. This change caused the WSPU to intensify their militant methods they broke windows and threw stones. Mrs Fawcett, who had once praised the movement for the advancements it made to the suffrage cause, condemned these violent methods. Causing the WSPU to become further alienated. In 1909 as the arrests for these and such offence increased the WSPU campaigners who were imprisoned began to go on hunger strike, after a few months the prisons began force-feeding the women. This was a very dangerous process involving a 4 ft. long tube being forced down the woman’s throat. In 1910 the WSPU together with NUWSS persuaded the government to set up a conciliation committee and introduce a bill for women’s suffrage. Mrs Pankhurst called off all militant action, hoping this bill would finally bring an end to the struggle and give women the vote. The bill passed its second reading on the 12th of July, despite some opposition from Liberal Party MPs. The bill however progressed no further, Asquith declared there was no more time to spend on the bill and suspended parliament until November. On the 18th of November the WSPU called off the truce, over 400 women went to the House of Commons to protest. ThisShow MoreRelatedNegative Impacts Of The Suffrage Movement1657 Words   |  7 Pages Violence is a disease, a disease that corrupts all who use it regardless of the cause. In Britain during the early twentieth century, women were seen as inferior to men and were denied the civil right to vote. Thus, inspiring the Suffrage Movement. The militant action employed by the Suffragettes, however, to achieve the vote for women was self-defeating to the campaign, hindering the success and achievement of the Franchise Act in 1918. As though the violence raised awareness to the Cause. TheRead MoreThe Women s Suffrage Movement1343 Words   |  6 Pages(NUWSS), known as the Suffragists, along with the Women’s Social and Political Union (WSPU), known as the Suffragettes. The violence of the WSPU is often the only aspect of the cause remembered, however, for every suffragette, there were a dozen non-militant suffragists and as such the movement was less violent than what was portrayed in the media at the time and how it is portrayed now, however the actions of the WSPU hel ped further the Women’s Suffrage Movement (WSM) more and therefore, to a greaterRead More Womens Suffrage Essay3961 Words   |  16 Pagescomposed faà §ade. A delicate disposition with a distain for all things violent and vulgar. However, by this point in time, an increasing number of women were becoming ever more frustrated with their suppressed position in society. Women eventually went to extreme, militant measures to gain rights, especially to gain women the right to vote. 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However other factors also played a significant role in stimulating change such as the work of individuals and rivalry between the political parties themselves. The role of popular pressure in bringing about improved representation and greater democracy in Britain was both extensive and diverse. The movements involved the working and middle class and the methods used varied fromRead MoreWomens Failure to Gain the Vote Between 1900-1914 Essay8468 Words   |  34 PagesWomens Failure to Gain the Vote Between 1900-1914 There are many reasons why women failed to gain the right to vote between 1900 and 1914, these different reasons did not just appear overnight some were had been institutionalised into the very core of British society over a great length of time. The other reasons were public responses to, the then, recent actions of the groups looking to gain the vote for women. For the purpose of this coursework I will separate these