Power point presentations PowerPoint Presentation

Power point presentations - PowerPoint Presentation Example PowerPoint format has limited ability to accommodate relatively large information per slide. Besides, the graphical and statistical holds marginal content, which encourages bulleting form of presentation (Doumont 67). PowerPoint is criticized for its inability to allow for faster information transfers, and bogging down of the viewers or presented following the saturation of the slides. According to Tufte (5-6) in his theory referred to as â€Å"cognitive style of PowerPoint†, he asserts that the biggest crime leveled against bulleting presentation is the ability and tendency to â€Å"dilute thoughts†. He criticized PowerPoint because bullets were profound of disorganizing speakers while encouraging generic, simplistic and superficial thinking, which in turn ‘make us stupid’. The same sentiment were echoed by Harvard Business Review, by indicating that bullet statements are incomplete as it fails to state the critical assumptions as well as leaving the relationship unspecified. PowerPoint presents data in a monolithic manner which is historically outlined in a basic linear relationship and is generally acceptable. However, given the complexity of the results, the outcomes should be determined in a more complex multi-linear relationship. PowerPoint presents limited ideas and concepts which potentially limits the smooth flow of information. Tufte proceed by pointing out that in general, all the slides used by PowerPoint have a limited rate of information transfers compared to formal talk since a normal slide can only show a maximum of forty words, which only constitute eight seconds of any reading material (Tufte 16). Though this may be a significant tool of jarring the memory and organizing talks, the content is inadequate in case of a complex budget argument, solving non-linear multifaceted issues and intricate problems. In conclusion, the adoption of cognitive style of bullet presentation in our learning institutions is a

Employee Rewards Essay Example for Free

Employee Rewards Essay Introduction The purpose of this essay is to critically examine the processes used by Scotia Learning and identify if their rewards are appropriate to those of the market. The report will begin by discussing the background of Scotia Learning and follow on to define reward management highlighting the objective and constraints within the reward strategy. We will then consider the legal framework and examine why there are variations in pay and how job evaluation can ensure equity and fairness is achieved. Finally we will discuss the concept of motivation and the implications of pay for performance within the reward strategy. The report ends with an analysis of the key issues of the topic. Scotia Learning is the case study for this essay and is one of a network of university-based study centres offering preparation for students wishing to study undergraduate and postgraduate degrees for progression into university degree courses. The company has joint venture partnerships with top universities throughout the United Kingdom, Ireland and United States of America. â€Å"Reward management is concerned with the formulation and implementation of strategies and policies that aim to reward people fairly, equitably and consistently in accordance with their value to the organisation† (Armstrong Murlis, 2007, p3). Research by Redman Wilkinson (2009) indicates that reward is an enormously complex issue and has to take account of three fundamental principles in determining systems and structures: internal equity, external equity and business strategy. In addition Thorpe Homan (2000) state that the organisation should identify what objectives and behaviours the payment system should have for example, labour market competitiveness and management skills whilst Perkins White (2009) highlight the importance of legal regulations that can put constraints on organisations, for example minimum wage (legal), collective bargaining (trade unions), and the external labour markets. Scotia Learning does not recognise a trade union however it does recognise that collective bargaining has been influential in discussing and setting pay arrangement due to internal and external rates of pay not being equal. Within the employment legislation pay has always been an area of controversy especially when one considers employee’s collective concerns (Brown et al., 2003). The introduction of The Equal Pay Act 1970 outlawing unequal pay for men and women having since evolved into equal pay for equal work and the Equal Pay (Amendment) Regulations 1983 after the UK joined the EU in 1973 (Perkins White, 2009), now gives employees a certain degree of protection in their employment relationship. To strengthen current legislation The Equality Act 2010 was introduced highlighting human rights and discriminatory factors, such as equal pay, sex discrimination, race, disability and equality (religion, sexual orientation, and age) (Equality and Human Rights Commission, 2012). In response to this Scotia Learning are aware that they have a ‘duty of care’ to all employees and comply with the Equal Opportunities Policy by ensuring the relevant training is undertaken by managers and employees ensuring everyone understands the importance of and their responsibilities under this Policy. This is also promoted in all recruitment documents, ensuring that wording of job advertisements does not discriminate against any potential applicants. As part of this legislation, employers are legally required to ensure their pay structures are not discriminatory against men and women in terms of valuing work between them in their employment and in order to defend themselves against equal pay claims, organisations must be able to prove that the jobs within their grading system are valued according to the job rather than the gender of the person doing the job. Failure to adhere to these regulations can result in a tribunal claim and if proven the organisation will have to pay all money accrued which can be backdated six years in England and five years in Scotland. In the case of (Birmingham City Council v Abdulla and others [2012] UKSC 47), the Supreme Court ruled that equal pay claims brought in the High Court more than six months after the end of the claimants employment, which would have been out of time in an employment tribunal, should not be struck out under section 2(3) of the Equal Pay Act 1970. The reasons for a claimants failure to bring a timely claim in a tribunal are not relevant in any way to the notion of convenience under section 2(3). (PLC Employment Law Weekly email). Within Scotia Learning pay and benefits are provided on the basis of objective criteria, free from discrimination taking into account the principle of equal pay for equivalent work or work of equal value. In addition we ensure transparency within the reward system is clear to all employees in that they understand how their pay is worked out and what is required from them to achieve this. Job profiles and person specifications for each new vacancy are drawn up in keeping with other jobs of a similar size and responsibility which focus on the skills, experience and qualifications that are directly relevant to the job. Armstrong Murlis (2007, p115) state that â€Å"the payment system is important as it not only conveys a signal to the employees what the organisational priorities are but also acts as a catalyst for wider organisational change† a view reiterated by Armstrong (1996) in which he proposes that the foundations of reward management are to achieve the individual and organisational behaviour that a company needs if the business goals are to be met. Therefore the term ‘employees are the key to enhanced organisational performance’ becomes relevant with links to Kessler and Purcell (1994) where they emphasise that payment systems are related to recruitment, retention and motivation of staff and that the determination of pay is not only the interaction of market forces but also employers. It is also acknowledged that variations in pay can occur for a variety of reasons and from a legal perspective it is important to understand why (Redman Wilkinson, 2009). Firstly the power scenario, in that if labour is scarce, employees will have more power and hence may be able to demand higher pay, in contrast with an over-supply of labour employers have the power and hence may be able to hold pay at lower rates (Redman Wilkinson, 2009). Secondly, it has been acknowledged that ‘the rate for the job’ should be the same for employees doing the same job but considering organisational performance is reliant on the employ ee’s effort, skills and competencies, it is not logical to assume that effort should be rewarded and pay should vary accordingly. A view shared by Redman Wilkinson (2009, p161) who advocate that â€Å"variable pay schemes (VPS) are said to hold out the promise towards the creation of internal labour market that is fairer in rewarding people as it is only ‘fair’ that rewards should have a direct link with effort†. The argument with this theory is that ‘risk adverse’ workers will be less willing to ‘gamble’ on pay related performance than a set amount of pay. Thirdly, we should also take into consideration the external market rate of pay and uneven market pressures such as differing regional or occupational rates of pay as Kessler (2007, p167) states â€Å"external equity is an organisational imperative as failure to respond the labour market changes will leave organisations at a disadvantage competitively†. Scotia Learning responds to these challenges by regularly benchmarking and studying the market rate of pay within the educational sector. Data collected i s beneficial in determining pay to ensure pay scales are in line with and competitive with similar jobs. For example, when recruiting teaching staff, the use of organisations such as SATEFL and other educational websites are particularly useful, for administration staff we would use S1jobs.com and jobseeker.gov.uk website and with management we would use agencies. However, although the aforesaid strategy is very useful, Scotia Learning is a relatively large organisation with Centres worldwide and other factors have to be taken into consideration, such as location and cost of living. In determining the value of jobs within our organisation, although we consider the external market pay rates, decisions concerning pay are done through a coherent wage and career structure internal to our organisation which ensures consistency and fairness in our reward systems. It has been reported that issues with this reward system have arisen within the banking sector resulting in Government intervention to deal with inequalities of pay setting at senior management/director level and low pay via the nati onal minimum wage. This is not an area of concern for Scotia Learning as the annual salary increase is a % rate consistent throughout the organisation and our pay structure process involves a job evaluation â€Å"a systematic process for establishing the relative worth of jobs within an organisation† Redman Wilkinson (2009, p141). In addition Scotia Learning is accredited to the British Council and British Accreditation Council and all HR policies and personnel files are properly documented and filed. Our job evaluation comprises of an analytical (i.e., jobs are broken down into individual components) broad-band pay structure with a range of factors such as knowledge and skills, problem solving, decision making and then allocating points to them. It is interesting to note that research by IRS (2007) showed that an average of 86% of organisations use this form of job evaluation. Within this broad-band pay structure we have 6 wide overlapping salary bands made up of management, HR, teaching staff , finance, student services and cleaning staff with a salary range for each bank of at least 75%. Progression up the bands will be by skills and qualifications, performance and competence enhanced through individual career development thus supplying the motivation for continuous learning. To support this, the annual performance review takes place, however it is not linked to pay or rewards and is based on the objectives of skills and competence which are linked to organisational performance. In terms of equity and fairness the rate of pay for full-time and part-time teaching staff is calculated on the same hourly rate therefore ensuring consistency and fairness within the system. It is interesting to note that research by Redman Wilkinson (2009, p139) argues that by paying an hourly rate â€Å"employers control over pace and performance is reliant on either direct supervision or the willingness of employees to engage with the task† synonymous with the argument surrounding ‘risk adverse’ workers. This point of view may be viable in organisations such as ‘call centres’ where technology enables the monitoring and regulating of work by measuring output and input and within the customer service industry where we have the ‘secret shopper’, but within the education sector autonomy is part of the job as is their professional code of ethics which includes commitment, motivation and discretionary behaviour which is contradictory to the argument by Thorpe Homan (2000) who suggest that non-financial aspects are secondary and rarely given the same prominence in the design of payment systems. Managing rewards is largely about managing employee expectations linking to their psychological contract which is concerned with pay, performance and the development of skills (Armstrong Murlis, 2007). The argument then becomes, if reactions to rewards depend on the psychological makeup, values and needs of individual, one cannot wholly rely on performance related pay schemes to enhance all employees’ performance as not everyone is motivated by money. Motivation only takes place if rewards are worthwhile to the individual and if the process is seen to be fair, therefore, it would require to be customised for every individual in the organisation (Armstrong Murlis, 2007). For example, an employee nearing the end of their career may be more interested in job satisfaction (intrinsic reward), whereas a graduate beginning their career may be more interested in training and development (extrinsic reward). For that reason it can be argued that both intrinsic rewards such as respect, recognition, job satisfaction and responsibility are just as important as extrinsic rewards such as pay rises, bonuses, training and development opportunities and benefits such as annual holidays, company sick pay and company pension. This highlights the importance of implementing an equitable and fair reward strategy in that by incorporating financial and non-financial rewards is that they can be used as a tool to enhance employee motivation resulting in improved organisational performance. Finally the importance of management skills cannot be undermined as they are a fundamental element of human resource management. The management strategy within Scotia Learning is based on autonomy, communication and high levels of trust between management and employees. Evidence to support this is the turnover rate of staff with one employee resigning over the past two years and the annual absence levels within Scotia L earning for all staff inclusive stands at 0.1% of working hours, which is the lowest in the entire organisation. Conclusion This objective of the report was to establish the processes that ensure equity and fairness in the reward systems. We have covered the legal aspects, strategies, market awareness, motivation, job evaluation and performance appraisal and it has become evident that Scotia Learning complies with all legal legislation, and displays equity and fairness within the reward systems. However there was an air of negativity surrounding performance and reward as within Scotia Learning the annual appraisal is not yet connected to pay for performance. It is possible that issues could arise if this was implemented, namely, it could seriously affect the dynamics of the office environment between a very closely-nit team of employees, managers and directors in that, how does the manager justify their decision in the event of a low reward without affecting the equilibrium of the office environment and within a unionised organisation all trade unions argue against performance linked to pay. Schemes relating pay to performance, although generating a tremendous amount of interest have very little in the way of conclusive evidence concerning their effects on performance (Redman Wilkinson, (2009). This echoes Thompson (1992) findings in which he states, â€Å"research fails to provide convincing evidence of a link between individual performance-related pay schemes and improvements in productivity†. The evidence supports that other approaches should be considered in rewarding employees, for example a one-off bonus payment which would not affect the employees’ annual salary. References Armstrong, M. (1996) Employee Reward, London: Kogan Page/IPD Armstrong, M., and Murlis, H. (2007) Reward Management. 5thedn. London: Hay Group Brown, W., Marginson, P., and Walsh, J. (2003) The management of pay as the influence of collective bargaining diminishes. In: P.K. Edwards, Industrial Relations: Theory and Practice, Oxford: Blackwell IRS (2007) Job evaluation is thriving, survey finds: Employment Review, 667 Kessler, I. (2007) Reward Choices: strategy and equity. In: Storey, J. HRM: a critical text 3rd edition, London: Thomson Learning Kessler, I., and Purcell, J. (1994) Performance Related Pay: Objectives and application, Human Resource Management Journal, Vol.2, No.3 Perkins, S. J., and White, G. (2009) Employee Reward: Alternatives, consequences and contexts, 2nd edn. London: Chartered Institute Of Personnel and Development, Redman, T., and Wilkinson, A. (2009) Contemporary Human Resource Management: Text Cases, 3rd edn. London: Prentice Hall, Thompson, M. (1992) Pay for Performance: The employers experience, Brighton, Institute of Manpower Studies Thorpe, R., and Homan, G (2000) Strategic Reward Systems, Harlow: Financial Times Williams, S., and Adam-Smith, D. (2006) Contemporary Employment Relations: A critical introduction, Oxford: University Press Equality of Human Rights Commission, available from: http://www.equalityhumanrights.com/human-rights/ date accessed 23/10/12 PLC Employment Law, available from: [emailprotected] – date accessed 26/10/12

Essay on The Crucible: Motivations for the Trials :: Essay on The Crucible

Motivations for the Trials in The Crucible  Ã‚  Ã‚     Ã‚   In The Crucible by Arthur Miller, the madness of the Salem witch trials is explored in great detail. There are many theories as to why the witch trials came about, the most popular of which is the girls' suppressed childhoods. However, there were other factors as well, such as Abigail Williams' affair with John Proctor, the secret grudges that neighbors held against each other, and the physical and economic differences between the citizens of Salem Village. From a historical viewpoint, it is known that young girls in colonial Massachusetts were given little or no freedom to act like children. They were expected to walk straight, arms by their sides, eyes slightly downcast, and their mouths were to be shut unless otherwise asked to speak. It is not surprising that the girls would find this type of lifestyle very constricting. To rebel against it, they played pranks, such as dancing in the woods, listening to slaves' magic stories and pretending that other villagers were bewitching them. The Crucible starts after the girls in the village have been caught dancing in the woods. As one of them falls sick, rumors start to fly that there is witchcraft going on in the woods, and that the sick girl is bewitched. Once the girls talk to each other, they become more and more frightened of being accused as witches, so Abigail starts accusing others of practicing witchcraft. The other girls all join in so that the blame will not be placed on them. In the novel, Abigail starts the accusations by saying, "I go back to Jesus; I kiss his hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil!" Another girl, Betty, continues the cry with, "I saw George Jacobs with the Devil! I saw Goody Howe with the Devil!" From here on, the accusations grow and grow until the jails overflow with accused witches. It must have given them an incredible sense of power when the whole town of Salem listened to their words and believed each and every accusation. After all, children were to be seen and not heard in Puritan society, and the newfound attention was probably overwhelming. In Act Three of The Crucible, the girls were called before the judges to defend themselves against the claims that they were only acting.

L.A.?s Traffic Causes Trouble Essay -- essays research papers

Whether you’re stuck on the 405 freeway during rush hour, on the 15 freeway heading back from a long-weekend vacation, or driving through the busy streets of Hollywood, traffic on the highways and streets of Los Angeles can often be a hassle. In Dagoberto Gilb’s short story Love in L.A., first published in 1986, the troubles of traffic are experienced first hand by our main character Jake. Jake is a common fellow with a steady occupation who is merely trying to make his way to work through the busy streets of Hollywood. As he is working his way through the piled traffic, not paying complete attention to the road in front of him, Jake crashes into the back of a Toyota. In the midst of exchanging information with the driver of the Toyota, Jake finds himself attracted to the female driver, whose name is Mariana. Jake attempts several times to ask her out for some coffee or breakfast; however his persistent attempts were not successful. The two drivers continue to exchange insurance information, however Jake not having any valid insurance gives false information to Mariana, and the two of them go their separate ways. In this short story, the author demonstrates the effect of gender roles, Marxist criticism, and new criticism in his writing. Written in third person limited, this short story is a vivid portrayal of gender roles. Looking in the perspective of a gender critic, one might say that the character of Jake is very persistent. At first, Jake asks Mariana if she would like...

Mechanical Engineering Essay

Mechanical engineering is a discipline of engineering that applies the principles of engineering, physics and materials science for analysis, design, manufacturing, and maintenance of mechanical systems. It is the branch of engineering that involves the production and usage of heat and mechanical power for the design, production, and operation of machines and tools.[1] It is one of the oldest and broadest engineering disciplines. The engineering field requires an understanding of core concepts including mechanics, kinematics, thermodynamics, materials science, structural analysis, and electricity. Mechanical engineers use these core principles along with tools like computer-aided engineering, and product lifecycle management to design and analyze manufacturing plants, industrial equipment and machinery, heating and cooling systems, transport systems, aircraft, watercraft, robotics, medical devices, weapons, and others. Mechanical engineering emerged as a field during the industrial revolution in Europe in the 18th century; however, its development can be traced back several thousand years around the world. Mechanical engineering science emerged in the 19th century as a result of developments in the field of physics. The field has continually evolved to incorporate advancements in technology, and mechanical engineers today are pursuing developments in such fields as composites, mechatronics, and nanotechnology. Mechanical engineering overlaps with aerospace engineering, metallurgical engineering, civil engineering, electrical engineering, petroleum engineering, manufacturing engineering, chemical engineering, and other engineering disciplines to varying amounts. Mechanical engineers may also work in the field of Biomedical engineering, specifically with biomechanics, transport phenomena, biomechatronics, bionanotechnology and modeling of biological systems, like soft tissue mechanics. Mechanical engineering finds its application in the archives of various ancient and medieval societies throughout mankind. In ancient Greece, the works of Archimedes (287 BC–212 BC) deeply influenced mechanics in the Western tradition and Heron of Alexandria (c. 10–70 AD) created the first steam engine.[2] In China, Zhang Heng (78–139 AD) improved a water clock and invented a seismometer, and Ma Jun (200–265 AD) invented a chariot with differential gears. The medieval  Chinese horologist and engineer Su Song (1020–1101 AD) incorporated an escapement mechanism into his astronomical clock tower two centuries before any escapement can be found in clocks of medieval Europe, as well as the world’s first known endless power-transmitting chain drive. During the years from 7th to 15th century, the era called the Islamic Golden Age, there were remarkable contributions from Muslim inventors in the field of mechanical technology. Al-Jazari, who was one of them, wrote his famous Book of Knowledge of Ingenious Mechanical Devices in 1206, and presented many mechanical designs. He is also considered to be the inventor of such mechanical devices which now form the very basic of mechanisms, such as the crankshaft and camshaft. Important breakthroughs in the foundations of mechanical engineering occurred in England during the 17th century when Sir Isaac Newton both formulated the three Newton’s Laws of Motion and developed Calculus, the mathematical basis of physics. Newton was reluctant to publish his methods and laws for years, but he was finally persuaded to do so by his colleagues, such as Sir Edmund Halley, much to the benefit of all mankind. Gottfried Wilhelm Leibniz is also credited with creating Calculus during the same time frame. During the early 19th century in England, Germany and Scotland, the development of machine tools led mechanical engineering to develop as a separate field within engineering, providing manufacturing machines and the engines to power them.[5] The first British professional society of mechanical engineers was formed in 1847 Institution of Mechanical Engineers, thirty years after the civil engineers formed the first such professional society Institution of Civil Engineers.[6] On the European continent, Johann von Zimmermann (1820–1901) founded the first factory for grinding machines in Chemnitz, Germany in 1848. In the United States, the American Society of Mechanical Engineers (ASME) was formed in 1880, becoming the third such professional engineering society, after the American Society of Civil Engineers (1852) and the American Institute of Mining Engineers (1871).[7] The first schools in the United  States to offer an engineering education were the United States Military Academy in 1817, an institution now known as Norwich University in 1819, and Rensselaer Polytechnic Institute in 1825. Education in mechanical engineering has historically been based on a strong foundation in mathematics and science. Education Degrees in mechanical engineering are offered at universities worldwide. In Brazil, Ireland, Philippines, Pakistan, China, Greece, Turkey, North America, South Asia, India, Dominican Republic and the United Kingdom, mechanical engineering programs typically take four to five years of study and result in a Bachelor of Engineering (B.Eng), Bachelor of Science (B.Sc), Bachelor of Science Engineering (B.ScEng), Bachelor of Technology (B.Tech), or Bachelor of Applied Science (B.A.Sc) degree, in or with emphasis in mechanical engineering. In Spain, Portugal and most of South America, where neither BSc nor BTech programs have been adopted, the formal name for the degree is â€Å"Mechanical Engineer†, and the course work is based on five or six years of training. In Italy the course work is based on five years of training, but in order to qualify as an Engineer you have to pass a state exam at the end of the course. In Greece, the coursework is based on a five year curriculum and the requirement of a ‘Diploma’ Thesis, which upon completion a ‘Diploma’ is awarded rather than a B.Sc. In Australia, mechanical engineering degrees are awarded as Bachelor of Engineering (Mechanical) or similar nomenclature[9] although there are an increasing number of specialisations. The degree takes four years of full-time study to achieve. To ensure quality in engineering degrees, Engineers Australia accredits engineering degrees awarded by Australian universities in accordance with the global Washington Accord. Before the degree can be awarded, the student must complete at least 3 months of on the job work experience in an engineering firm. Similar systems are also present in South Africa and are overseen by the Engineering Council of South Africa (ECSA). In the United States, most undergraduate mechanical engineering programs are  accredited by the Accreditation Board for Engineering and Technology (ABET) to ensure similar course requirements and standards among universities. The ABET web site lists 302 accredited mechanical engineering programs as of 11 March 2014.[10] Mechanical engineering programs in Canada are accredited by the Canadian Engineering Accreditation Board (CEAB),[11] and most other countries offering engineering degrees have similar accreditation societies. Some mechanical engineers go on to pursue a postgraduate degree such as a Master of Engineering, Master of Technology, Master of Science, Master of Engineering Management (MEng.Mgt or MEM), a Doctor of Philosophy in engineering (EngD, PhD) or an engineer’s degree. The master’s and engineer’s degrees may or may not include research. The Doctor of Philosophy includes a significant research component and is often viewed as the entry point to academia.[12] The Engineer’s degree exists at a few institutions at an intermediate level between the master’s degree and the doctorate.

Edward Scissorhands Essay Example

Edward Scissorhands Essay Example Edward Scissorhands Essay Edward Scissorhands Essay The following results have been obtained from primary research, questionnaires, interviews and observation. The results have been based on the culture, generations and the four different parenting styles. Filipino Culture: |Parenting Style |Number of Participants | |Authoritarian Parenting |10 | |Authoritative Parenting |9 | |Permissive Parenting |1 | |Uninvolved Parenting |0 | [pic] According to this graph, it shows the most common parenting styles in the Philippines are Authoritarian and Authoritative, where Authoritative have been overtaken by the Authoritarian Parenting by just one participant difference. This graph shows that some Filipino parents have also undertaken the role of Permissive Parenting, however, proves that it isnâ„ ¢t as commonly used as the other parenting styles. |Parenting Style |Number of Participants | |Authoritarian Parenting |12 | |Authoritative Parenting |7 | |Permissive Parenting |1 | |Uninvolved Parenting |0 | Indian Culture: [pic] According to this graph, it shows the most common parenting style in India is the Authoritarian. The Authoritarian Parenting style leads with 5 participantsâ„ ¢ difference with the Authoritative. Unlike the results in the Filipino culture, this clearly shows the majorityâ„ ¢s choice of parenting style â€Å" Authoritarian. However, it also relates to the Filipino culture for the Indian culture also shows some use of the Permissive Parenting style though isnâ„ ¢t commonly used. Australian Culture: |Parenting Style |Number of Participants | |Authoritarian Parenting |2 | |Authoritative Parenting |15 | |Permissive Parenting |2 | |Uninvolved Parenting |1 | [pic] According to this graph, it shows that the most common parenting style in Australia is Authoritative Parenting. In comparison with the other graphs, the results are clearly revealed through the 13 participantsâ„ ¢ difference between the Authoritative and the Authoritarian Parenting. Another difference between the results from Australia and the other cultures is that the Australian culture also takes on the roles of Permissive Parenting and Uninvolved Parenting despite the fact that it isnâ„ ¢t as commonly used. These following graphs and results are categorised as the parenting styles, comparing the three cultures as well as the different generations to show the similarities and differences between them. Authoritarian Parenting: [pic] According to this graph, it shows the use of the Authoritarian Parenting throughout the different generations. It clearly shows that from the Baby Boomers generation this parenting style have been decreasing in numbers all the way through to the Generation Z. In relation to the cultures however, surprising results came out as the Australian culture only used this parenting style during Generation Z and Generation Y. As for the Filipino culture, it shows that they have decreased from the Baby Boomers up to Generation Z. As for the Indian culture, in comparison to the Filipino culture, have also decreased in numbers however, the Indian culture have been recorded as the culture which have undertaken the role of Authoritarian Parenting style as most common during Generation X and the Baby Boomers Generation. Authoritative Parenting: [pic] According to this graph, it shows that the Authoritative Parenting style is more used with Generation Z and slowly decreases all the way through to the Baby Boomers Generation. Therefore, this shows that in the past, the Authoritative Parenting style wasnâ„ ¢t as common as it is today. In relation to the cultures, the Filipino culture has used this parenting style more on Generation Z and Y as compared to Generation X and the Baby Boomers. In the Indian culture, from Generation Z to Generation X, the numbers have stayed steady where it then decreases by 1 at the Baby Boomers Generation. The Australian culture however, dominates the Generation Z, Generation Y and Baby Boomers, with using the Authoritative Parenting style as the most common. Surprisingly, research has revealed that during the Generation X, Australian culture showed no usage of the Authoritative Parenting Style. Permissive Parenting: [pic] According to this graph, the use of Permissive Parenting Style isnâ„ ¢t as common as the Authoritative and the Authoritarian. These results donâ„ ¢t really show any patterns. In the Indian culture, there were two participants which have been recorded as Permissive both from the Generation Z. As for the Filipino culture, it was only recorded from the Generation Y where only 1 was noted. However, in the Australian culture, it showed that both in Generation Y and the Baby Boomers, they both used this parenting style as evident with the 2 participants from each generation. Uninvolved Parenting: [pic] According to this graph, it shows proves the uncommonness of the parenting style â€Å" Uninvolved Parenting. With the only record noted, was from the Generation Y from the Australian culture. The remaining Generations and cultures all received a zero for the undertaking of the Uninvolved Parenting role. As a result, these graphs have shown the different parenting styles in which the cultures â€Å" Filipinos, Indians and Australians have undertaken. It also shows the variation and change in trends between the different generations â€Å" Generation Z, Generation Y, Generation X and the Baby Boomers. As for the secondary research results, the following statistics have been obtained based on the parenting styles.

Uniform Policy should be abolished in Asian High Schools

Uniform Policy should be abolished in Asian High Schools Introduction It is universally accepted that schools are the most appropriate venues from where knowledge and skills can be imparted to students. Policy makers and educators all over the world try to come up with the best form of education for the school-aged citizens. In the Asian high schools, educators make use of policies that are aimed at promoting the best outcome from students. One of the policies widely applied by high schools in South Korea, China, and Japan is mandatory school uniforms.[1]Advertising We will write a custom essay sample on Uniform Policy should be abolished in Asian High Schools specifically for you for only $16.05 $11/page Learn More Proponents of this policy argue that it leads to the best educational outcomes by students. However, this view is not unanimous and opponents of the policy asset that students should have the freedom to wear regular clothes. This paper will set out to argue that the school uniform policy in Asian high schools should be abolished since the policy prevents students from having individuality. The paper will demonstrate that the uniform policy is unjustifiable since in one of its core aspiration, which is to enhance discipline among students. Why the Uniform Policy should be Abolished By being forced to dress in a certain way, school uniforms limit a students individuality. The school uniform promotes conformity as all senses of individuality in the student are blurred when they are forced to wear similar outfits. Han declares that the uniform policy ends up covering the differences that exist in the school setting.[2] The school uniform policy ignores the reality that we live in a diverse world where people have different tastes and preferences. This diversity is informed by the cultural background and individual experiences of the individual. When students are allowed to wear unique clothes, they have the avenue to express their unique individuality and celebrate the differences th at exist amongst themselves. One argument made by proponents of school uniforms is that it equalizes students and ensures that there is no distinction among students.[3] By wearing uniforms, there is no opportunity for class or social distinction since wealthier students and poorer students are all forced to dress in the same way.[4] However, the fact is that differences exist among individuals in society. Instead of looking for ways to suppress these differences, schools should promote good relationships among students of varying cultural and socio-economic backgrounds. Some researchers argue that by suppressing the individuality of the student, the uniform policy prevents the society from addressing issues such as inequality and stereotyping. The conformity promoted by the uniform policy has a negative impact on student creativity. When students are allowed to wear their normal home clothes, they have an opportunity to demonstrate their creativity. Schools that do not have a manda tory uniform policy also convey a spirit of innovation and originality.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In such an environment, students are inspired to exercise their creativity. Creativity is necessary for the future prosperity of the society since it leads to new inventions and innovations. As institutions that nurture skills and promote the development of talents in students, schools are supposed to promote creativity. By encouraging uniformity, the school uniform policy extinguishes the flame of creativity in students making them less productive members of the society. School uniforms also decrease the independence of students since educators encourage individuals to act in a similar fashion. Nemoto declares that uniforms have a negative effect on the development of students independent spirit.[5] The uniform policy therefore discourages a culture of innovation among th e students. The school uniform policy violates the rights of the student since they are denied their freedom of choice and expression. Even through students are not fully self-reliant citizens, they are entitled to some basic rights in society. One of these rights is the freedom of expression, which articulates the right of the student to express himself to the public as long as it is in an appropriate manner. Studies indicate that most students, especially from urban areas, have a poor perception of school uniforms. However, they are still obligated to wear the uniforms since it is mandatory school policy. The uniform policy is therefore perceived by many as an infringement on their freedoms. In most cases, students in Asian high schools are unable to demonstrate against the perceived injustice against them. As such, school uniforms promote compliancy even when those in authority are trampling upon the rights of the individual. Opponents of the school uniform policy assert that it leads to the formation of students who are unlikely to value the ideals of freedom of expression. In the Asian countries, students are displeased with the imposition of the uniform policy. However, they have to wear their uniforms and there is little public opposition to the policy. Greater priority is placed on respect and obedience to the authorities. Amita suggests that school uniforms encourage a subservient attitude by the student.[6] This attitude is carried forward into the society where students will continue to demonstrate great obedience to the authorities even when they feel that their rights are being infringed upon Arguments in Support of Uniform Policy and Refutations Advocates of the school uniform policy in Asian high schools argue that uniforms eliminate competition among students as each student has the same outfit.Advertising We will write a custom essay sample on Uniform Policy should be abolished in Asian High Schools specifically for you for only $16. 05 $11/page Learn More They further contend that wearing a school uniform decreases non-academic distractions since students will not waste time wearing flashing clothes to impress their peers. These assertions are supported by research findings by Firmin and Smith, which demonstrate that competition exists among high school students and many students wear particular clothes for the express reason of showing off to their friends.[7] Teachers and parents are of the opinion that uniforms can eliminate teasing and competition among peers. While mitigating competition and teasing in high schools is a noble endeavor, uniforms may not be the solution to this problem. Studies demonstrate that uniforms are unlikely to alter negative interactions among students at school.[8] Even when in uniform, students still engage in deleterious acts such as teasing and bullying. Competition is still rife with students looking for new avenues to show off to their peers. In Japan, some stu dents decorate their clothes or wear bright accessories to differentiate themselves from others. The competition elimination role that school uniforms supposedly play is therefore not realized in the Asian high schools. School uniform policy supporters believe that school uniforms encourage good behavior and conformity by students. In most cases, teachers promote the enforcement of uniform policy since they believe that if students are allowed to show individuality or originality in appearance, they are more likely to be rebellious against teachers or school rules.[9] The psychological development of high school students increases the likelihood that they will engage in rebellious behavior. Research indicates that there are instances where mandatory a school uniform policy leads to the reduction in problem behaviors among the students.[10] However, the relationship between implementing a mandatory school uniform policy and bad behavior mitigation is not always straightforward. Most studies that show an inverse relationship between school uniforms and the number of students problem behaviors fail to consider the numerous school safety initiatives that have an impact on student behavior. If these external factors are considered, it will be observed that school uniforms do not lead to a reduction in the frequency of students problem behaviors. Educators are tempted to use the uniform policy as an easy way to control students problem behavior and create a safe school environment. However, research indicates that the uniform policy by itself does not fulfill these roles. In addition to this, there is evidence suggesting that imposing school uniforms on students might actually exacerbate the situation of problematic behavior.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In some Asian countries such as South Korea and Japan where teachers enforce the uniform policy strictly, incidents of rebellion are higher. Some students engage in bad behavior as a protest and deliberately break school rules or commit other misdeeds. Research by Rockquemore and Brunsma actually demonstrates that students who wore uniforms had worse behavior problems than all other students.[11] Supporters of school uniforms in Asian schools declare that uniforms prevent delinquent behavior by students outside the school setting. These advocates reveal that by forcing students to wear students, they are easily identifiable in the public and they are unlikely to engage in delinquent acts. Empirical tests confirm that uniforms may be effective in decreasing delinquent behavior such as vandalism, theft, and burglary since the person is easily identifiable as a student.[12] However, this preventative role only applies to students who are not motivated to engage in antisocial behavior i n the first place. Research indicates that students who are motivated to engage will still find ways to carry out offenses even if they are forced to wear uniforms. Students can carry a change of clothing in a bag and therefore be free of their uniforms before getting home. They can then engage in delinquent behavior without anyone noticing that they are students. Research by Rockquemore and Brunsma indicated that uniforms had no effects of the behavior of students and they did not promote positive behavior[13]. Instead, any positive behavior was the result of social relations and values held by the students. Advocate of school uniforms policy in high schools state that school uniforms improve the academic outcomes of students. This claim gives great weight to imposition of school uniforms among Asian schools since every stakeholder in the educational sector wants to see students achieve the best educational results. Some research findings on the impact of school uniforms on test sc ores suggest that there is a positive correlation between the two.[14] According to a research conducted by Bodine, students from schools were a uniform policy was implemented demonstrated better academic performance than students from schools where no uniforms were used.[15] The idea that school uniforms increase academic performance has been refuted by further research. Kerry and Brunsma contend that the claims that uniforms increase student achievement are not supported by research findings.[16] Furthermore, research findings demonstrate that academic outcomes of students are determined by multiple factors including; student capability, teacher competence, school administrative policies, and student socio-economic status.[17] It would therefore be very misguided to attribute good performance to the school uniform policy. Any attempt by educators in Asian high schools to utilize school uniforms to deliver high academic performance is bound to fail. Discussion The high school unifo rm policy is widely promoted by educators and policy makers in Asian countries. This overwhelming support for a uniform policy is prompted by perceived positive outcomes attributed to implementing such a policy.[18] The expansive implementation of the school uniform policy in high schools in Japan, South Korea, and China is not based on evidence from empirical studies on the positive outcomes from this policy. Research findings overwhelming show that there are limited positive results achieved by implementing the uniform policy in high schools. Students who wear uniforms do not demonstrate stronger pro-school attitudes or better behavior than their peers who do not wear uniforms. Conclusion This paper set out to argue that the school uniform policy should be abolished in Asian high schools. It began by highlighting that the uniform policy is enforced out of the perceived advantages to be gained by having students in uniform outfit. The paper has demonstrated that the uniform policy leads to negative outcomes by preventing individuality and creativity among students. The policy also infringe on the freedom of expression that should be enjoyed by the students. The best society is one where citizens enjoy certain freedoms and are able to confront the authority when their freedoms are violated. From the arguments presented in this paper, it is clear that the uniform policy does not promote the development of such a society. From the evidence presented in this paper, it is clear that the positive perception toward school uniforms is based on faulty assumptions. In reality, school uniforms do not have positive effects on the learning outcomes and behavior of students, or school climate in Asian high schools. The uniform policy should therefore be abolished in Asian high schools in order to avoid the numerous demerits attributed to them and therefore guarantee a better future for the students. Bibliography Bodine, Anne. â€Å"School Uniforms, Academic Achievement, a nd Uses of Research.† Journal of Educational Research 97, no.2 (2003): 67-71. Brunsma, David. The School Uniform Movement and What It Tells Us About American Education: A Symbolic Crusade. NY: RL Education, 2004. Brunsma, David and Rockquemore Kerry. â€Å"Statistics, Sound Bites, and School Uniforms: A Reply to Bodine.† Journal of Educational Research 97, no.2 (2003): 72-77. Firmin, Michael and Smith Suzanne. â€Å"School Uniforms: A Qualitative Analysis of Aims and Accomplishments at Two Christian Schools.† Journal of Research on Christian Education 15, no.2 (2006): 143-168. Gentile, Elisabetta and Imberman Scott. â€Å"Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior.† Journal of Educational Research 103, no.1 (2010): 17-31. Gupta, Amita. Going to school in South Asia. Boston: Greenwood Publishing Group, 2007. Han, Seunghee. â€Å"A Mandatory Uniform Policy in Urban Schools: Findings from the School Survey on Crime and Safety: 2003-04.† International Journal of Education Policy and Leadership 5, no. 8 (2010): 1-13. Ishtiaq, Ahmed. The Politics of Religion in South and Southeast Asia. NY: Taylor Francis, 2011. Nault, Derrick. â€Å"The State and Uniform Policy.† Asia Journal of Global Studies 3, no. 1 (2003): 40-49. Nemoto, Yasuhiro. The Japanese Education System. NY: Universal-Publishers, 1999. Rockquemore, Kerry and Brunsma David. â€Å"Effects of student uniforms on attendance, behavior problems, substance use, and academic achievement.† The Journal of Educational Research 92, no. 1 (1998): 53-62. Seth, Micheal. Education fever: society, politics, and the pursuit of schooling in South Korea. Hawaii: University of Hawaii Press, 2002. Footnotes Yasuhiro Nemoto, The Japanese Education System (NY: Universal-Publishers, 1999), 75. Han Seunghee, â€Å"A Mandatory Uniform Policy in Urban Schools: Findings from the School Survey on Crime and Safety: 2003-04,† Internatio nal Journal of Education Policy and Leadership 5, no. 8 (2010): 3. Ahmed Ishtiaq, The Politics of Religion in South and Southeast Asia (NY: Taylor Francis, 2011), 34. Micheal Seth, Education fever: society, politics, and the pursuit of schooling in South Korea (Hawaii: University of Hawaii Press, 2002), 35. Yasuhiro, 74. Amita Gupta, Going to school in South Asia (Boston: Greenwood Publishing Group, 2007), 32. Michael Firmin and Suzanne Smith, â€Å"School Uniforms: A Qualitative Analysis of Aims and Accomplishments at Two Christian Schools,† Journal of Research on Christian Education 15, no.2 (2006): 165. David Brunsma, The School Uniform Movement and What It Tells Us About American Education: A Symbolic Crusade (NY: RL Education, 2004), 35. Nemoto, 74. Han, 9. Kerry Rockquemore and David Brunsma, â€Å"Effects of student uniforms on attendance, behavior problems, substance use, and academic achievement,† The Journal of Educational Research 92, no. 1 (1998): 58. Davi d, 40. Kerry and David, 58. Elisabetta Gentile and Scott Imberman, â€Å"Dressed for Success? The Effect of School Uniforms on Student Achievement and Behavior.† Journal of Educational Research 103, no.1 (2010): 18. Anne Bodine, â€Å"School Uniforms, Academic Achievement, and Uses of Research,† Journal of Educational Research 97, no.2 (2003): 67. Kerry and David, 58 David Brunsma and Kerry Rockquemore, â€Å"Statistics, Sound Bites, and School Uniforms: A Reply to Bodine,† Journal of Educational Research 97, no.2 (2003): 72. Derrick Nault, â€Å"The State and Uniform Policy,† Asia Journal of Global Studies 3, no. 1 (2003): 42.

After Blenheim by Robert Southey and Drummer Hodge by Thomas Hardy Essay Example

After Blenheim by Robert Southey and Drummer Hodge by Thomas Hardy Essay Example After Blenheim by Robert Southey and Drummer Hodge by Thomas Hardy Paper After Blenheim by Robert Southey and Drummer Hodge by Thomas Hardy Paper Essay Topic: Burial Rites Poetry Thomas Hardy Poems After Blenheim is a poem written by Robert Southey in 1798. It is about an old man named Kasper. Kasper is telling his grandchildren, Peterkin and Wilhelmine, about the Battle of Blenheim (1704) during the Franco Prussian War. It was written to give an anti-war message because of the situation between England and France. Hardy wrote Drummer Hodge in 1899 during the Boer War. It is about a young drummer boy who is in an unknown place. It was written to give Hardys point of view on the war between England and the Boers. The story was chosen to give a message of war and experience for young men. Hardy wrote it because he believed it was strange that a young boy should leave his home in Wessex to enter the war and end his life dead in Africa, a country that he knows nothing of and is forever lost. After Blenheim is a very suitable title telling the reader that the poem is about the Battle of Blenheim. It begins in a narrative form, at Old Kaspers farm. It starts oddly with a description of a warm evening. The discovery of a skull leads to his grandchildren asking him about the war. Kasper recalls how his father lived in Blenheim and how his dwelling was burnt down and with his wife and child he fled. The poem goes on to describe children dying. This was to give the disgusting picture of what war is really like. However, Kasper doesnt sound surprised by this and only thinks that its natural, in a war, that lives are sacrificed for a famous victory. Then Kasper explains the image of the aftermath. Bodies here lay rotting in the sun gives a picture of mounds of dead bodies piled together. The reader notices his story on Blenheim progresses poorer until the Duke and Price Eugene are mentioned. But, one may notice that when Wilhelmine says it was a very wicked thing Kasper hesitates but can only reply with Nay ay. This may be interpreted as Kasper having doubts on what the government and propaganda has taught him. The rhyme scheme in After Blenheim is ABCBDD. This gives the war poem a very childish, nursery-rhyme effect and is insistent. The rhythm of the poem assists this view. Because it gives it more support as a childrens poem. Drummer Hodge is a title telling the reader that the poem is based on one boy from a war. However, one doesnt notice at first, that it is very sarcastic; that Hodge is a derogatory name given to uncomplicated people from the countryside, by city folk. The story is based upon a young drummer boy sent into the Boer War. Hes just died and the poem begins with a scene of hundreds of bodies being thrown into a heap, with no funeral or procession. It is considered very heartbreaking that the boy has died lost, in an unknown place. Unfamiliar people and sounds surround him and foreign constellations mark the stars that signify the boys resting place although they are unknown stars to him. The second verse describes how he was born in Wessex and died in a strange place. The poem then goes on to tell the reader about the boys burial spot means his body will grow with a Southern tree although he was born with a Northern breast and brain. And the ending of the poem explains how he is eternally where he doesnt belong. The ending is considered very ironic because he will forever be with outlandish scenery. It is also very ironic that the drummer boy was killed although it is only the soldiers jobs to kill, the young boy doesnt kill others. Although the rhyme scheme is very similar to that of After Blenheim, this poem has a different effect. This is possibly because it has a more advanced vocabulary and is not for the faint of heart. After Blenheim and Drummer Hodge have some similarities, which make them good poems to compare. Firstly, they are both about war and both convey the poets feelings on war as useless and un-resolving. Also, both poets seem to feel sorry for the boys and men that died in the war because Hardy writes bluntly, how the boy is uncoffined just as found. I think Southey uses an underlying theme of wars pointlessness and how it cost lives although no one ever knew why. The rhythm and rhyme of the two poems are fairly similar and can both be considered based upon the average nursery rhyme. The tones of both are very depressing because, in After Blenheim he talks about mother then and new-born baby died. Both poets begin the poems peacefully. Drummer Hodge begins with the burial of a boy. This is sad, but peaceful. After Blenheim starts with the grandfather resting after working. Hardy and Southeys poems are very different in many ways. Drummer Hodge was written at the time of the war however, After Blenheim was written long after the Battle of Blenheim. Also, Hardys poem is about South Africa, but After Blenheim is about England. The two poems are based on very diverse people. After Blenheim is concerning an old man but Drummer Hodge relates to a young boy. Hardys poem is mature and isnt for the faint of heart, but the other poem is much more childish and simple. After Blenheim is a story of someone who lived through the war and is therefore less depressing than Drummer Hodge, which is about a boy who died during the Boer War. Also, Drummer Hodge makes the reader sympathize with the boy, but After Blenheim makes you pity Kasper and feel sorry for the civilians who died. Overall, After Blenheim can be taken as a childrens poem because of the rhyming and rhythm. However, I think that those who truly read into the poem, between the lines, discover the underlying theme. Therefore, it is rather complicated and may be approached as a childrens poem, but is for older readers. Drummer Hodge is definitely not for younger individuals because it is very detailed and is more sophisticated with vocabulary more advanced, and including Afrikaans. I think both poets put across their views on war very clearly and very well.

Effects of pollution Assignment Example | Topics and Well Written Essays - 1500 words

Effects of pollution - Assignment Example This essay discusses the effects of specific pollution with regard to human health, land, water, and land. Pollution is one of the aspects that have a detrimental effect on human health. This occurs in various ways. For instance, over the years, agriculture has experienced major technological developments in order to enhance food production. To a considerable extent this has also resulted in improvement in the standards of health and safety for those individuals working in agriculture. This is through their enhanced awareness of personal protection and awareness of hazards. However, there remains much to be done in order to improve the health status of individuals and prevent injuries that are related to agriculture. This is because agriculture continues to expose individuals to long term health risks. The modern farming practices contribute to respiratory illness and exposures. These expose individuals to several acute and chronic respiratory diseases. Mostly, people in agriculture are exposed to organic dusts, toxic gases, and biaerosols. Similarly, exposure to inorganic dusts from soil components that have silicates results in nodules and macules. Additionally, exposure to pesticides results in differernt adverse effects on humans. For instance, reproductive effects include miscarriages and preterm delivery, as well as infertility among women that are highly exposed. Furthermore, various studies show that the modern farming practices are a cause of hearing loss among the individuals exposed. Notably, the current farming practices include high levels of noise from vacuum pumps and tractors, among other machineries that exceed the standard noise levels by OSHA (Schenker, M. & Kirkhorn, 2011). Apart from modern farming practices, municipal service also does have a negative impact on human health. Municipal waste is the waste that is generated from homes, schools, small businesses, and shops. This waste is collected by local authorities,

East Asian Women Essay Example | Topics and Well Written Essays - 750 words

East Asian Women - Essay Example Women in the rural areas spend the entire day taking care of the family. A married woman has a lot of duties and responsibilities towards her children and her husband, that she must fulfill in order to be respected both by the husband and the society. The woman is supposed to baby-sit the children, cook food for the family, clean the house and serve the in-laws. However, a growing population of the domestic women is searching for and indulging in such activities that can enable them to make some money. A vast majority of women are not given the permission to go out and work in the offices. In addition to that, women are themselves not educated enough to be able to work in the offices. Although they are very fine managers within the limitations of their responsibility in the home, yet they are not educated upon the vast body of knowledge about management and/or science whose knowledge is the fundamental prerequisite to enter the workforce. The reason they lack this knowledge is again men. Men don’t allow their daughters to go to school. However, the same is not true for sons. â€Å"Families are far less likely to educate girls than boys and far more likely to pull them out of school either to help out at home or from fear of violence† (Dasgupta, Roy, and Chattopadhyay 2006, 151). ... Since they are not allowed to move out of the home to do the work, a vast majority of the East Asian women start working remaining within their homes. While working, women make sure that they are dressed very modestly and as per the dictations of their religion and the norms, values and culture of their society. Women in the East Asia are expected to cover their full bodies as well as their heads. That is why, women in the East Asia cover their heads with dupattas and chadars as visible in the image shown. The dupattas and chadars also provide them with protection against the scorching heat of the sun. They join such occupations that only require skill and experience rather than education. Such occupations include but are not limited to weaving, sewing, making handicrafts, designing clothes, making jewelry, weaving carpets and doing the beadwork. One of the most fundamental reasons why such East Asian countries as Iran, India and Pakistan have a unique and rich culture is the fact th at the people, and particularly the women are very hard-working. While the men are out all day long to harvest in the fields or do the labor work, the women spend the time weaving clothes and making patterns that are the signature cultural attractions for the visitors and tourists. In fact, the richness of culture of the East Asian countries can fundamentally be attributed to the women. The image below depicts a Rajasthani woman that is making designs upon a clay pot. From the design, it can be inferred that the woman is quite skilled in her work and has years of experience of making these designs. This image speaks a thousand words about the lifestyle and culture of women in the East Asia. There are numerous cultural, religious and political factors that have made

Harmonization and Financial Reporting Coursework

Harmonization and Financial Reporting - Coursework Example That seemed far from a sure thing last spring, w. hen the Financial Accounting Standards Board (FASB) solicited comments on the AICPA's new "comprehensive "model f business reporting" and so endowed it with a faint whiff f reality. The timing seemed right. At the Securities and Exchange Commission (SEC), commissioner Steven M.H. Wallman was already lending tacit support to the concept by publishing articles and hosting conferences on his own ideas for an expanded system that would include improved disclosure f intangible assets. Meanwhile, SEC chairman Arthur Levitt had just successfully lobbied the Financial Accounting Foundation (FAF) to give one f the seats held by the Financial Executives Institute (FEI) to a public-sector trustee. The FAF oversees FASB, f course, and what small voice preparers had in directing the views f FASB was further diminished. Finally, many preparers had concluded that FASB, as demonstrated by the onslaught f new standards it had issued in recent years, w as hardly worried about complaints that financial executives were overburdened. And yet, like a baseball team that has just captured a wild-card ticket to the playoffs, the preparer community appears to have enjoyed a turn f luck. After reviewing the AICPA's arguments for a new reporting model and listening to comments from users and preparers f financial statements, both in written and oral testimony, FASB chairman Dennis Beresford has concluded that, for now anyway, it's just too much. "While it is dangerous to generalize about such letters and meetings," Beresford says, "my feeling is that most f our constituents aren't interested in wholesale changes to our current financial reporting system." And FASB, it seems, is not interested in tackling any major overhaul f the status quo. "My prediction," says Beresford, "is that FASB is going to be quite cautious about expanding its role beyond traditional financial statement matters." The Complicating Factors FASB has good reasons for tabling the issue. For one thing, Beresford's second five-year term expires in June, and many observers think the Board will be reluctant to take on any major new projects until a new chairman is installed. In addition, FASB's current agenda is jam-packed with such projects as derivatives disclosure, segment reporting, and comprehensive income. While FASB agreed to review the future f financial reporting as part f its first strategic plan, adopted last April, so far it has been reluctant to for-realize the creation f a new financial reporting model as a working project. And whatever decision is made about the future f reporting has to be made with an eye toward possible U.S. acceptance f new international accounting standards--which isn't expected for at least several more years. All in all, this is not what the AICPA had in mind when its Special Committee on Financial Reporting, chaired by Edmund Jenkins, issued its voluminous report a little over two years ago. The committee said then that current financial statements were no longer providing users with the information they needed to make smart credit and investment decisions, and were

Critically analyse the claim of labour process theory Essay

Critically analyse the claim of labour process theory - Essay Example The project makes an analysis of the theory in depth and the views of researchers and practitioners regarding the fundamental and inherent conflicts of interests between employers and employees at the workplace. In this context, the key elements of local management systems and controls are analyzed and the way they impact on different sections of the working class which hold skills and expertise which are not reproducible through machines or unskilled labor (O’Doherty & Willmott, 2002, p.2). Labor Process Theory The Labor Process Theory considers how individuals work, which people control their work activities, skills which they use for working and the way they are paid for their services. According to the views of Braverman, who was an industrial worker for a long part of his life in America, management steals the skills of workers in capitalist societies. In this was they act in the way of reducing the pleasurable character of work and the power that workers possess. They al so reduce the wages of skilled workers to the level of wages of unskilled workers and at the same time increase the exertion on them too. The radical writers have been critical of the pluralist preoccupation with regards to the regulation of conflicts. They have focused more on how conflicts were contained and controlled, while the pluralists tried to divert attention towards the more fundamental issues of why conflicts generated at the workplace. In this regard, Hyman (1979) have believed that the existing structure of control and ownership in the industry were inevitable sources of conflict were dismissed as being external to the context of industrial relations. The radicals believed that undue emphasis was provided to the employers, trade unions and other institutions for coping with such conflicts and for identifying process which could be incorporated for maintaining industrial stability. Greater attention towards power is the main notion of radical writers as compared to the p luralist thoughts. This is not surprising as the pluralists have emphasized more on the resolution of conflicts and procedural reforms. On the other hand radicals see the power imbalance within society and also at the workplace being central to the characteristic of employment relations. At the workplace people who have ownership of the means of production enjoys power superiority over those who sell their labor in return of wages. This is highly demonstrated through the substantial inequality in the distribution of rewards at the workplace. Also the limitations of labor in the market is reinforced through the creation of social norms, beliefs and values which sustain the prevailing power distribution within the industry and inhibit the growth of political consciousness of the working class. Critical Analysis of the Labor Process Theory The Labor Process Theory is opened to broad sociological debates associated with the action structure dualism. While the orthodox school of thought tends to reassert the economic and structuralist features of Marxism, the deconstructionist or anti-realist position abandons the analysis which has been conventionally been oriented towards polarities of agencies and structures. Researchers have thrown insight into offering of instructive ways of understanding how subjectivity is implicated in the reproduction and accomplishment of the capitalist employment relati

How to make a new friends Essay Example | Topics and Well Written Essays - 750 words

How to make a new friends - Essay Example Getting more out of the current relationship and meeting entirely new people can go a long way because many people find it uneasy to access potential new friends. According to â€Å"Better Health Channel† meeting new friends requires an individual to have lots of potential friends around them and make effort to know and understand them on a daily basis (Web). Pulling out of day-to-day routine is essential in meeting new friends especially by participating in hobbies or communities where one can naturally meet new people. Getting involved in people-oriented activities may help in knowing new people sharing many things in common as yours. Meeting someone new for the first time initially requires that you talk to them about common things such as weather, hobby, politics or a sporting event (Rubin Web). Initiating small talk naturally may help in giving a good impression to the person who will in turn be free to share with you because you are approachable. There must be a consistent style of contacting the person even after the first impression because meeting afterwards strengthens the relationship and enables the two becoming more close to each other. Another best way of maintaining a closer relationship is constant communication through cell phone and social networking although face to face is the sure way to improve relationship into a new friend. According to Rubin, inviting potential friends to do something together or hanging out and doing something outside of the situation you met may is an important experience in strengthening the relationship (Web). Although most people may find it a little hesitant to invite people out because it is a little scary at first and because of risk of rejection, it is not as bad as asking someone out on a date; it is much simpler. It also depends mostly on how you met since some people may be invited out fairly while others may be waited for a while, for example a month before

Critically analyse the claim of labour process theory Essay

Critically analyse the claim of labour process theory - Essay Example The project makes an analysis of the theory in depth and the views of researchers and practitioners regarding the fundamental and inherent conflicts of interests between employers and employees at the workplace. In this context, the key elements of local management systems and controls are analyzed and the way they impact on different sections of the working class which hold skills and expertise which are not reproducible through machines or unskilled labor (O’Doherty & Willmott, 2002, p.2). Labor Process Theory The Labor Process Theory considers how individuals work, which people control their work activities, skills which they use for working and the way they are paid for their services. According to the views of Braverman, who was an industrial worker for a long part of his life in America, management steals the skills of workers in capitalist societies. In this was they act in the way of reducing the pleasurable character of work and the power that workers possess. They al so reduce the wages of skilled workers to the level of wages of unskilled workers and at the same time increase the exertion on them too. The radical writers have been critical of the pluralist preoccupation with regards to the regulation of conflicts. They have focused more on how conflicts were contained and controlled, while the pluralists tried to divert attention towards the more fundamental issues of why conflicts generated at the workplace. In this regard, Hyman (1979) have believed that the existing structure of control and ownership in the industry were inevitable sources of conflict were dismissed as being external to the context of industrial relations. The radicals believed that undue emphasis was provided to the employers, trade unions and other institutions for coping with such conflicts and for identifying process which could be incorporated for maintaining industrial stability. Greater attention towards power is the main notion of radical writers as compared to the p luralist thoughts. This is not surprising as the pluralists have emphasized more on the resolution of conflicts and procedural reforms. On the other hand radicals see the power imbalance within society and also at the workplace being central to the characteristic of employment relations. At the workplace people who have ownership of the means of production enjoys power superiority over those who sell their labor in return of wages. This is highly demonstrated through the substantial inequality in the distribution of rewards at the workplace. Also the limitations of labor in the market is reinforced through the creation of social norms, beliefs and values which sustain the prevailing power distribution within the industry and inhibit the growth of political consciousness of the working class. Critical Analysis of the Labor Process Theory The Labor Process Theory is opened to broad sociological debates associated with the action structure dualism. While the orthodox school of thought tends to reassert the economic and structuralist features of Marxism, the deconstructionist or anti-realist position abandons the analysis which has been conventionally been oriented towards polarities of agencies and structures. Researchers have thrown insight into offering of instructive ways of understanding how subjectivity is implicated in the reproduction and accomplishment of the capitalist employment relati

M3A1-Conflict Essay Example | Topics and Well Written Essays - 750 words

M3A1-Conflict - Essay Example The results indicate that I have a 76 percentile score in openness to new experience. In this case, it means that 76 percent of people in my comparison sample will score less than me in openness to new experience. I believe this score is accurate since I am creative and curious in trying out new ideas. I can readily challenge conventional things since I like reading challenging materials and implementing new ways of tackling problems. I am capable of thriving well in an organizational setting that requires flexibility especially during changes such as implementation of new working policies, rules and procedures (McCrae, 2002). As a conflict manager, I believe I will be more adaptable to change and build relationships in the organization in order to avoid further interpersonal conflicts (Burger, 2010). Accordingly, my open-mindedness will allow me to seek more information on the sources of conflict and offer feedback on how to handle conflict in the organization (John, Robins & Pervin , 2010). From experience, I have learned new skills of interacting with peers in discussions and handling challenges. I also handled a task conflict involving high employee turnover in the organization. ... I agree with this high score because I am well-organized and self-disciplined. I am deliberate in my actions, careful and goal oriented. I have a high need of achievement and I always strive in attaining such success in the most effective and efficient manner. I plan my work carefully and I have high regard to my work expectations. From my past experience, I have been able to succeed in several responsibilities due to proper planning and time management. As a conflict manager, I will be capable of ensuring that subordinates adhere to their tasks, work schedules and organizational beliefs in order to avoid task conflict in the organization (John, Robins & Pervin, 2010). From experience, I have handled conflicts dealing with absentees and lateness in work. I was able to guide the affected employees on how to have a sense of high achievement and plan their time properly in order to avoid lateness. From the self-assessment, I scored 93 percentile in extraversion dimension of my personali ty. This means that 93 percent of people in my comparison sample or group will score less than me in this personality dimension. I agree with the results since I am talkative, outgoing and comfortable while interacting with new people. I usually start conversations and strive to establish meaningful conversations with strangers. I usually attain personal social satisfaction while interacting with my peers. For instance, sometimes I try emphasizing certain elements of a conversation through use of wide gestures during thrilling activities like group work discussions. As a conflict manager, I believe that I will positive and active in handling conflicts concerning differences in perceptions and ineffective interpersonal relationships between subordinates (McCrae, 2002). This

Historical Research Essay Example for Free

Historical Research Essay Soccer is regarded as the most popular sport in today’s world and has been estimated to be played by more than 40 million people. Considering such high popularity, the epidemiology of soccer injury is needed to be historically researched in an extensive way. In numerous European nations, physical injuries received from this game take around 40% of total sports related trauma ( Hawkins, Hulse, Wilkinson, Hodson, Gibson, 2001). Using the non-parametric statistics, historical research must be conducted by recording the intense injuries and the symptoms in professional soccer players by studying the frequency of occurrence and injury rate during sports and practices. MATERIALS AND METHOD Professional soccer players of any team, while playing in their league, has to be studied on daily basis for past few years when they are engaged in their preseason time July to August and game season September to May . Other important data that is also required may include the age, experience statistical distribution and anthropometric attributes of each player. During the game activities in past years, the record of personal consultations may also be available where players registered any injury received in ongoing games or practices that resulted in missing the upcoming game or practice session. The external risk elements, the active causes, the attributes, the anatomical points, and the event, whether it is practice session or actual game, of the muscular or skeletal traumas will provide crucial statistics. Any physical incident occurred during actual game or practice session that keeps a player to continue his game or practice session is called as injury. Injuries are categorized into three grades depending upon their severity: Minor injury: It keeps the player absent from games or practices for not more than one week. Moderate injury: It keeps the player absent from game or practices for one week to one month Major injury: It keeps player absent from game or practices for more than one month. In many previous studies, the same categorization has been done ( Hawkins, Hulse, Wilkinson, Hodson Gibson, 2001). Injury rate is measured as injuries occurred in each thousand hours of playing; this involves both practicing and actual game Note that in historical research it would be recommended to exclude the goalkeepers as various similar research studies showed they incur different rates of injuries. RESULTS By recording a total of 100 injuries we can discover the percentage of injuries occurred during the actual game and during practice sessions. The intensity of injuries that results in absence from the game or practice can also be measured. The findings will show the rate of mild injuries, moderate injuries and major injuries as well. The anatomic point and the kind of injuries must be a focus in historical research. Studied cases may involve injuries on Spine, thorax, back, lumbar spine, Pelvis, femur, knee, tibia, ankle, foot, shoulder, elbow, wrist, and hand injuries. Previous studies had showed that in lower extremity injuries, the knees and ankles are the most injured joints of the soccer players ( Hawkins, Hulse, Wilkinson, Hodson Gibson, 2001). Ankle injuries are reported to be occurred about 16 ­Ã‚ ­Ã¢â‚¬â€œ31 % of the all, whereas knee injuries are almost 14–34%. There is a dramatic need of more historical research within the ankle and knee injuries to investigate percentages in youth and adult players having mixed skill levels ( Peterson, Junge, Chomiak, Graf-Baumann Dvorak, 2000).

Comparison Of Kotter Lewin And Positive Models Management Essay

Comparison Of Kotter Lewin And Positive Models Management Essay Change is good, changes in the market, change requests and client technology for supporting activities changer, but change is not always in control of the organization (Vroom, 1993). Research shows that it is important to manage proactively monitor and seek changes to succeed and to gain a competitive advantage. Management must communicate the need for change and to highlight the crisis situation that may develop while avoiding the change. Effective communication should be used to promote or market the new proposed changes while at the same time, demonstrate the shortcomings of old system. Users resist change because they fear the unknown, but effective communication at the beginning of the project can contribute to reduce this fear. It was noted that communication efforts must be verbal and active (Kotter, 1995). Management must be seen to actively support the process of change so that it can get the full support of the active population. Actually change not only to be managed, but must also be marketed. Once the change has been implemented, the change management process must constantly reviewer change and it strengthen. In this paper we will see how the three models play important role in change process for any organization. Kotters Eight Steps Model John Kotter who teaches in Harvard Business School has made it his business to study both success and failure in change initiatives in business. The most general lesson to be learned from the more successful cases is that the change process goes through a series of phases that, in total, usually require a considerable length of time. Skipping steps creates only the illusion of speed and never produces satisfactory results and making critical mistakes in any on the phases can have a devastating impact, slowing momentum and negating hard-won gains. Kotter summarizes the eight phases as follows. (Kotter, 1997) 1) Establish a Sense of Urgency Talking about change usually begins with some people noticing vulnerability in the organization. The threat of losing ground in some sort of spark these people to action, and in turn, they try to communicate this sense of urgency to others. Congregations, it generally is loss of financial struggles or turnover in key volunteer members and leaders. Kotter noted that more than half business that he observed were never able to create enough emergency measures. Without motivation, helping people and effort goes nowhereà ¢Ã¢â€š ¬Ã‚ ¦. Frameworks underestimate hard how there may be people to drive their comfort zones. In most of the successfully cases, the leadership group facilitate a frank discussion of potentially unpleasant facts: topic of the new competition, flat earnings, decrease in market share or other relevant indicators. It is useful to use outside people (by example, to get consultants, unchurched, people of other faiths, regional or national staff people) who can share the w holesale image from a different angle and help to expand awareness of your members. When relatively high levels of emergency? Kotter suggests that it is when 75% of your leadership believes honestly that business as usual is no longer an acceptable plan. (Kotter, 1997) 2) Form a Powerful Guiding Coalition Often change efforts start with only one or two people should continually grow to include more who believe that the changes are necessary. The necessity of this phase is to gather a relatively large initial core of believers. This initial group must be powerful enough in terms of the roles they hold in the Church, the reputation they have skills that they bring and the relationships they have. Regardless of the size of your organization, the Director coalition for the purposes of change to have 3-5 people leading the effort. This group, in turn, can lead others on board with new ideas. The construction of this coalition their sense of urgency sense of what is happening and what is needed is crucial. Involving respected leaders key areas of your church this coalition pay dividends much later. (Kotter, 1997) 3) Create a Vision Successful transformation is based on a picture of the future that is relatively easy to communicate and appealed to clients, shareholders and employees. Vision help clarify the direction in which an organization must pass. The functions of vision in several ways: it helps spark motivation, it helps to keep all projects and changes aligned, it provides a filter to assess how the Organization and provides a rationale that changes in the Organization should weather. A useful general rule: If you cannot communicate the vision to someone in five minutes or less and get a response which means understanding and interest, you have not yet finished with this phase of the transformation process. (Kotter, 1997) 4) Communicate that Vision Kotter suggests that leadership to estimate how many communications vision is needed and then multiply this effort by a factor of ten. Do not restrict it to a congregation meeting, a sermon by the Minister or by a couple of mailings to members. Leaders must be considered walk the talk another form of communication if people are going to collect important effort. Actions with words are powerful communicators new ways. The bottom line is that a transformation effort will fail unless that most members understand, appreciate, engage, and try to make the effort to occur. The principle is simple: use each existing communication channel and an opportunity. (Kotter, 1997) 5) Empower Others to Act on the Vision This involves several different actions. To allow people to the Church to start living on new ways and to changes in their fields of intervention. Allocate budget money for the new initiative. Carve out time on the agenda of the session to talk about. Change how your church is organized for the people where the effort must be. Free people key existing responsibilities so that they can concentrate on the new effort. In short, remove any obstacle, there may be to obtain a change. Nothing is more frustrating that believing in change, but then do not have the time, money, help or support needed to affect it. You cannot get rid of all obstacles, but those great needs to be dealt with. (Kotter, 1997) 6) Plan for and Create Short-Term Wins Given that the actual processing takes time, the loss of momentum and the appearance of disappointment are real factors. Most people wont on a long walk to change unless they begin to see requiring evidence that their efforts are paying off. Successful transformation leaders actively plan and short-term gains that will be able to see and celebrate. It proves the Church that their efforts are working and adds to the motivation to keep efforts. When it becomes clear that major changes would take some time, emergency levels can drop. Commitments to produce short-term wins help keep emergency level up and detailed analytical thinking who can clarify or revise the visions of the force. (Kotter, 1997) 7) Consolidate Improvements and Keep the Momentum for Change Moving As Kotter warns, do not declare victory too early. Until changes sink deep into culture Church, a process that could take five to ten years new approaches are fragile and subject to regression. Yet once a premature victory declaration kills momentum, which allows powerful forces to return to tradition. Leaders of successful efforts use sense of victory as motivation to delve more deeply into their organization: to explore changes in the culture database, to expose relationships of body systems that need adjustment, move people is committed to new ways in the leading roles. The leaders of change must go in the process of belief that their efforts will take years. (Kotter, 1997) 8) Institutionalize the New Approaches Ultimately, change sticks when it becomes the ways do us things here, when it infiltrates into the bloodstream of the organization. Until the new behaviors are rooted in shared values and social standards, they are subject to degradation as soon as the pressure for change is deleted. Two factors are especially important for this. People first of all, a conscious attempt to show how new approaches, behaviours and attitudes have contributed in improving the lives of the Church. People must be helped to establish links between effort and result. The second is to ensure that the next generation of leaders congregations believe in new ways. (Kotter, 1997) Lewin Model Kurt lewin proposed a three-stage theory of change commonly referred to as unfreeze, change, freeze (or refreeze). (Mind Tools, 2007; Syque, 2007). Stage 1 Unfreeze This step is prepared for change. It consists in a point to understand that change is necessary and prepare to move away from our current comfort zone. Free and reasoned that the change is all about weighing pro and con and decide if the more pro that the con to take any action. This is the basis of what Kurt Lewin calls the force field analysis database. Analysis of the field strength is a fantasy to say that there are many different factors (force) for and against change we need to know (analysis). If the drivers of change outweigh the factors change, we change. If not, then there is low motivation change and if we pushed to change, we are likely to get Crabby and dig in our heels. This first step Thaw is to move ourselves, a Department or entire company to the motivation for the change. (Mind Tools, 2007; Syque, 2007) Step 2 Change Kurt Lewin, that change is not an event, but rather a process. This process is called the transition. Transition is the internal movement or the trip that we do in response to a change. As with role models and allowing people to develop their own solutions also help to make the changes. It also really helps keep communicating a clear desired changes and benefits to persons picture where they lead so that they lose. (Mind Tools, 2007; Syque, 2007). Step 3 Freezing (or Refreezing) As the name suggests this stage is about establishing stability once, the changes have been made. The changes are accepted and become the new norm. People form new relationships and become comfortable with their routines. As its name implies this stage is to establish stability once, the changes have been made. The changes are accepted and become the new standard. People in the form of new relationships and becoming comfortable with their routines. (Mind Tools, 2007; Syque, 2007). Positivist Model: This model consists of five stages Initiate the Inquiry, Inquire into the Best Practices, Discover Themes, Envision a Preferred Future, and, Design and Deliver Ways to Create the Future. This model is quite similar the above two models in many ways. It talks about initiating an inquisitive enquiry as to why, what, when and how things have to be reshuffled or changed which is central for every change effort to effect positively. At the second stage, the model proposes to enquire only the best practices and eliminate the redundant ones to narrow down the scope of the change towards a particular area. Through subsequent stages, this model encourages to devise the vision for what is expected from a change which can then be used to formulate operational strategies accordingly. However, it does not talk about anchoring the new change into a companys culture. By doing so, it keeps the door open for continuous improvements and change. Also, accountability and continuous communication are missing in this model. (Cummings and Worley, 2008) Advantages and Disadvantage of Three Models Kotters Model As the above two edit templates, Kotter eight step change model has many drawbacks and benefits. The advantages are that it is the step by step, which is easy to follow model. Another is that it does not focus on change itself, but rather the acceptance and the preparation of this change, which makes it an easy transition. Focuses on the buy-in of employees as the focus for success. May be communicated among all steps and adapts well in traditional hierarchies. Downside is that you cannot ignore the steps or change process fails completely. As with the other two models change still takes time with it too. (Kotter, 1996) à ¢Ã¢â€š ¬Ã‚ ¢The linearity of the model can lead to wrong assumptions. à ¢Ã¢â€š ¬Ã‚ ¢Once process has begun, it is difficult to change the direction. à ¢Ã¢â€š ¬Ã‚ ¢The model is clearly downward; it gives no margin of co-creation or other forms of real participation. à ¢Ã¢â€š ¬Ã‚ ¢Can lead to deep employee frustration if the stages of grief and individual needs are not taken into account. (Kotter, 1996) Lewins Model Although the theory of the Lewin has proved useful to understand changes in relatively stable conditions, the nature continues and the dynamics of change in todays business world, it makes more sense to implement a process for freezing modified behaviour, part of the procession takes the view that the change is a complex process and dynamics, which should not be solidified or treated as a series of linear events, in the heart of the development of an approach to the procession is the need to integrate analysis of change management policy. (Cummings, 1997) Have many pointed out that the planned approach Lewin is too simplistic and mechanistic for a world where the organizational changes is a continuous process open to all (Dawson, 1994; Garvin, 1993; Kanter et al., 1992). The Lewin work is relevant to progressive and isolated projects and is not able to integrate the radical change, transformation (Dawson, 1994; Dunphy and Stace, 1992). Lewin is accused of ignoring the role of power and politics in organizations and wildlife continues to a large part of organizational life. Lewin is seen as advocating a top-down approach on change management and do not take into account situations requiring changes from bottom to top (Dawson, 1994).. He clearly recognized that pressure for change has many neighbourhoods, managers and leaders, and seeking to provide an approach that could accommodate this. Therefore, rather than supporting Lewin has seen change of behaviour as a process from top to bottom, it would be more accurate to say that recognize d that might be initiated the high, low or medium, but it could not be successful without the active participation, willing Lewin and equal for all. Positivist Model The main advantage is that this is a simple and easily understood model for change; the model is done through steps; this is an efficient model that is used today (Mind Tools, 2007; Syque, 2007). The main disadvantage of this model is that it is timely, but you must consider that it is timely for any change to take place. Another disadvantage is that at the envision the preferred future, many people are worried that another change is coming, so they are in change shock (Syque, 2007). This change shock causes employees to not be as efficient or effective in their jobs (Syque, 2007). Similarities between the Three Models All three models Kotters change model, model change of Lewin and positive role model describe the phases through which the change occurs in organizations. All three approaches focus on the application of the knowledge of behavioural science, involve the members of the organization in the process of change, to varying degrees and acknowledge that any interaction between the consultant and an organization is an intervention that might affect the organization. However, model change of Lewin differs from the other two in that it focuses on the overall process of planned change, rather than on specific organizational development activities. In Kotters and Lewin both discusses about how difficult it is to get the people from the comfort zone for the change to happen. In both of the models they use different set of calculation to know whether there is any need of change to take place in the organization. In all three models it starts to identify the problem at the beginning and starts to rectify and implement the change. In Positive and Kotters model the vision for change is declared and works accordingly towards it and it can be done by allotting work to each employees. Conclusion With the recent crises many organizations are willing for change to cope up with market. So surviving in the market is the key for the organizations so they are wiling for change but its the employee or the people who are working in are against it because of fear that what this change might ask them to do. But its the people only who are willing for change like the senior managers. So with different people opinion some with positive and some with negative changes are happening. Important change has increased substantially in the organizations for the past two decades as a result of strong macroeconomic forces. Whenever human communities are forced to adapt to the changing conditions, the pain is always present. Some errors during the processing of a common organization are: (1) leave too complacent, (2) do not create a sufficiently powerful Director coalition, (3) underestimate the power of the vision (4) to communicate the vision of a factor of 10 x-100 x, (5) permits obstacles to b lock the new vision of failing (6) to create some victories in the short term (7) giving victory too soon, (8) neglect anchored firmly in the corporate culture change. These errors amplify a globally competitive rapid movement. These errors can be mitigated and perhaps avoid. The key is to understand why organizations resist changes and the process in several steps to achieve, and how leadership is critical for driving the process in a socially healthy way. You have to work hard to change an organization successfully. When you plan carefully and build the proper foundation, implementing change can be much easier, and youll improve the chances of success. If youre too impatient, and if you expect too many results too soon, your plans for change are more likely to fail. Time for the change to happen depends from organization to organization and the approach they take. They take different steps or models for the change to prosper. So many models available for the organization to play with like the ones discussed above Kotters, Lewins, and Positivist Models. So with these many models changed many organization futures some models worked some didnt. The three phases of Lewin for the management of change, organizational development theory and macro change theories are useful for managers to understand the dynamics of change. It is also important for managers to know how to overcome resistance to change, including education and communication, involvement and participation, negotiation and agreement, manipulation and co-option and use of stress. Lewins model is very rational, goal and plan oriented. It doesnt take into account personal factors that can affect change. Conversely, social cognitive theory proposes that behavioral change is affected by environmental influences, personal factors, and attributes of the behavior itself. Lewins model makes rational sense, but the Social Cognitive Theory because it takes into account both external and internal environmental conditions. The positive role model is a simple model that can be used to guide the principles that underlie effective interventions for change, the individual levels and groups. Should redraft fundamental issues (e.g., how can determine what level of involvement is appropriate for this person?), accept that change is likely to be a phenomenon of development instead of a single decision point (for example, it may take several iterations of the cycle, according to the great how change is for the persons involved) and recognizing that the emotional elements (hope and trust) are inextricably interrelated with the behaviour (qualified practice) and cognitive elements (information, beliefs, attitudes and new objectives). Positive change cycle also suggests that we need to rethink what really are the components of effective career interventions and take concrete steps which testify of change of these critical components. Ultimately, our goal is to help people develop self-managed adaptability to chang e. We must find ways to better measure each of the components of positive change, hope and courage; changes in attitudes and relevant skills and confidence to apply skills; and ability to generate new goals for a self) and also show the cumulative impact of positive change cycle. If we can, we are much more on the road to help create interventions that promote long-term changes and to demonstrate our role in the promotion of this change. I think that Kotters Model is the best choice because it is a simple model. I also feel this way because it fully prepares the employees of the company before the vision is even created, which means that the actual transition will be much easier in the long run. There are fewer disadvantages to this model than others. Overall it is the best fit for most companies because substantial change is needed for the divisions because its history. This will also help ease the transition because the division has quite a history compared to the rest of the company, so people are not as set in the ways, as they would be if the division had been around longer.  Create a sense of urgency, recruit powerful change leaders, build a vision and effectively communicate it, remove obstacles, create quick wins, and build on your momentum. If you do these things, you can help make the change part of your organizational culture. Thats when you can declare a true victory, then sit back and enjoy the change that you envisioned so long ago. There are further errors that make people, but these eight are greatest. In fact, even successful change efforts are messy, and full of surprises. But just as a relatively simple vision is necessary in order to guide people through a major change, therefore a vision of the change process can reduce the error rate. And fewer errors can make the difference between success and failure. I have observed many attempts of the metric system conversion in many organizations for many years and I think that John P. Kotters first change provides a reference for the leaders of the conversion to metric to consider as they plan upgrade conversion to metric.