Promoting Healthy Habits Essay

During the last decades, the increase of obesity and eating disorders has tripled among young children. Therefore the topic of our assignment is how to promote healthy eating in children and centres. During our work term internship we noticed that the meals offered were not healthy food. The issue regarding healthy and nutrition in child care centres is important because it is very concerning that in a decade children have become very unhealthy. They prefer to eat meals that are not nutritious. As stated above in our work term we notice the food that was often given was oily and fried. As leaders in the field we have to make ECE’s and other adults more aware of how important it is for children to remain health. It is important for educators in centers to promote healthy habits in younger children because child obesity has increased by 10 percent in children ages from 2-5 and 15 percent in children ages 6-19. (Haschke, B. 2003) . Also the impact this will have if resolved is that children will be that having good nutrition will have a positive impact on the wellbeing, growth and development of children. Methodology There were two methods used to collect information for this project. The first method was to retrieve the centre’s menu to examine. We were able to obtain one menu that was used for that week. This menu included both the lunches and snacks served for that one week. After we had gotten access to a menu from the centre we used it to compare with the recommended number of food guide servings per day. The other method we used was going into the centre and conducting an observation. The purpose of the observation was to see if the centre did follow the menu and how they were promoting healthy and nutrition. On Friday October 19, 2012 we as a group both Faizah and Khoulah went to X child care center to observe what food the center serves and prepares for the children. We had arrived at the center early in the morning at 8am and left at 2:30pm. We had observed the cooking staff to see how they prepare and cook the food for the children and also to see if they were following their menu plan. Findings Analysis While analyzing the information gathered three merging themes were noticed, they were inconsistent with planned meals, the amount of unhealthy food rovided and food portions. The first thing we did was obtain the centre’s menus. When we received the menu it only displayed meal planning for that week. So to see how the centre was promoting healthy eating we got their menu to compare with Canada’s food guide. When comparing we came across that on average per week children are only given meats and alternatives 0. 4 time a day meaning it is only served twice a week (Appendix A, graph 1). While Canada’s food guide recommend meats and alternatives be recommended once a day (Appendix A). When analyzing the two together we learned the centre was providing fruits and vegetables accordance to Canada’s food guide. The centre served fruits and vegetables on average four times a day; this is also the recommended number of servings in Canada’s Food Guide. While Grain products were being served twice a day on average, when Canada’s food guide recommends 3 servings a day. During our observation of X child care we had gathered information from the center that we didn’t know. We had learned that the center wasn’t following their menu plan for that day. According to the menu during lunch time the meal provided was supposed to be fish sticks and sweet potatoes with carrots, grapes and bread butter on the side with milk. However on Friday when we went to observe children were given French fries, chicken nuggets, apples and fruit juice. The same had happened throughout the whole day. When we talked to the Chef she said they had gone over their budget and this was all that was available. This allowed us to see how inconsistent they were when implementing the meals for that day. They provide one meal while having written on the menu another. Another observation we came across was the center was deep frying the food for the children rather than using a healthier alternative for that day. For example instead of frying the chicken nuggets and French fries, the chef could have baked them. They had also not provided any vegetables or milk throughout the day with any of the meals that was given to the children. The centre’s staffs were also giving 100% juice to the children without adding water to it to lessen the amount of sugar. While exploring the centre we noticed that they did not have any posters or brochures on health and nutrition on the wall. Having this information could be beneficial for not only the centre staff but, for parents as well. In X child care we observed there being no portion control. The educators were over feeding children by giving them more food than needed. Also if a child wasn’t hungry after eating and had food left over, educators would force the child to eat all of the food so it wouldn’t go to waste. These are the information we gathered while collecting data through the observation and analyzing the menu. Limitations We only came across one big limitation when it came to our findings. The limitation is in regards to us being only able to observe for one day. Our method at first was to collect the centres menu and go in to observe for two days. When we had talked to the centre they had agreed at firs but, later on we found out that due to a special guest coming in we could only observe for a day. This only allowed us to see what they were serving for that day. On Friday October the 19th the centre did not follow the menu at all and served different meals. If we were given the opportunity to come in another day we could see if that inconsistency with the menu was only that day or not. However due to the circumstance that was not able to happen. This limited us in able to gather information in regards to what meals were given and if they did in fact follow the menu. Another limitation faced was having access to only one menu that only had planned meals for that week so we were only able to compare one weeks’ worth of planned meals with the Canadian food guide as opposed to a month. If we had access to one moth meal plan it would make our data more reliable. Evaluation Criteria for Solutions As viewed in the finding analysis when doing observations in X child care Faizah and I noticed a few problem in regards to healthy eating and the meals served. The centre was not serving the meals as written on their menu for the week and they had no posters or brochures about how to promote healthy eating and there was no Canada’s food guide. There are four criteria to evaluate the solutions upon they are cost, time, food portions, accessibility and availability. The reason for choosing these four criteria are based on the issues that were found in X child care centre and how evaluating the solutions based on these can help implement the solutions in a more effective way. One problem identified in child care X was that they served different meals opposed to what was planned because they ran out of food and their budget did not allow any room for more costs. So evaluating our solution based on cost would help see if a solution is possible with accordance to their budget. Also the reasoning behind choosing accessibility nd availability was the question what foods are available in the centre if unhealthy options are available how can you change that to offer more healthy alternatives and would they be more accessible. The criteria of time is viewed as the centre having enough time to implement these changes and based on how they cook the meals. Do they have enough time to bake or fry some of the meals. Another issue found when analyzing the information gathered was the food portions. By viewing food portions one can see how providing to much food involves loss of inventory and waste of food. By evaluating solutions based on food potions the centre will get a sense of how much to buy. Which can also benefit the budget. With these problems I have come up with solutions. The solutions are: 1. Displaying attractive, current promotional materials (e. g. posters and displays, etc) related to healthy eating. 2. Participating in professional development opportunities and activities related to healthy eating, this may include Eat right Ontario, the Eat Smart! Program. and Nutrition Month activities.   3.  Revamp menu that can be followed through with and incorporate more healthy food options that can fit in you budget without going over . When viewing the possible solutions we examined the strengths and weakness of how this can affect the child care centre by using the four criteria. When examining the first solution proposed displaying attractive, current promotional materials (e. g. posters and displays ect) related to healthy eating we came across possible benefits in implementing it. By having posters and displays will allow parents to implement health eating habits at home and continue what the centre is doing. Also having posters show how committed the centre in promoting healthy and nutrition among children . A Passionate environment allows others to learn about various nutritional ideas. Also by having a bulletin board regarding healthy and nutrition the centre can gather resources from the community such as referrals for parents that want more information on healthy eating for children. However with these benefits we came across some implications that may affect the centre wanting to create posters/ bulletin boards. The negatives that come with this solution is the cost of getting all the materials for the bulletin board such as, poster, decoration and copies of flyers/brochures. Another negative would be the amount of time it will take to create posters, receive resources from the community and decorate the display. For the second solution Participating in professional development opportunities and activities related to healthy eating the benefits were increases the knowledge and awareness of Educators for them to implement healthy eating with in the classroom, accessible and available for all. One ECE goes and reports back to centre and staff about what they learned and implementing learned material at professional developmental programs to benefit the centre. Some issues that may arise with this solution are that that the professional developmental program cost varies and the child care may not have enough staff to cover if one goes to professional developmental program. The last solution proposed for this problem is to Revamp/create a new menu for the child care centre that can be followed through with incorporating more healthy food options that fit in the budget. The benefits for this solution are that it creates a healthier environment can be revised to fit budget, parents might adapt that healthy environment at home. The negatives surrounding this solution is that it is time consuming having to look at your budget and design a new menu that has to be implemented, cost May vary at the beginning of recreating the menu.

Impact of New Deal on Maerican Government and Society Essay

FDR’s New Deal changed the face of American government. Never before and no one since has implemented so many government programs and agencies. FDR’s New Deal helped the US get out of the Great Depression. The new deal expanded the federal government’s power like never before and was designed to help Americans who were suffering. FDRs new deal can be broken down into two categories: The first New Deal and the Second New Deal When FDR took office, he and his advisors did not have an exact plan or initial philosophy drawn up, but rather, they made it up as they went along. They were willing to do anything and everything to help bring the country out of the great depression, especially through the work of capitalism. To get his plan rolling, the first thing FDR needed to do was to restore confidence in the American people and get them on his side. He did so he went on the radio many times out of the year and told them what he was working on and what he had done that week which became known as â€Å"fireside chats. † The first thing FDR did in the first new deal was restore faith in financial institutions, and more so in capitalism. One thing FDR tries to do is have the public confident in banking system so that people would invest and could later have a healthy stock market. Immediately, he declared a bank holiday, and all banks had to close for a number of days. While the banks were closed, he sent in teams of financial investigators to determine which banks were viable and which were deemed unreliable. If deemed unviable, it could not reopen until it fixed its problems. Next, FDR created the SEC. The SEC was created to regulate the stock market, so the faulty trading that caused the crash could not occur again. The SEC also required companies who traded stock to make their financial books made public, and was ultimately designed to get people to invest in stock market again. Later, FDR created the FDIC. The FDIC was a government agency that was to ensure bank deposits as long as the bank met certain criteria. These 3 are careful steps of the gov’t working within the established system and basically put gov’t regulation in place to make sure the economy worked correctly. The second entity in the first new deal was an attempt to end the economic downturn. To do this, FDR needed to create jobs and help the economic markets. First, FDR created the NRA. The NRA set up a voluntary committee consisting of workers, business owners, and gov’t officials for every industry in the country. These committees would discuss production limits (which FDR believed overproduction was the cause of the GD), minimum prices, and wages. This did not work well because it was voluntary and businesses would usually break their part of the agreement. Next, FDR created AAA. This set up a government agency to pay farmers to produce less. FDR believed crop prices fell due to overproduction and that the AAA would solve this in two ways: 1, farmers would produce less therefore increasing crop prices and 2: by giving farmers much needed cash in return for not producing. Lastly, FDR created the TVA. This government agency created jobs by going into valleys to build hydroelectric dams that not only stop flooding, but create electricity. The AAA and TVA are considered very bold moves by the president because it allowed gov’t to interfere with private industry, and can even be argued as socialism. The last thing FDR wanted to do with the first new deal was provide direct relief to individuals. First, FDR gave states federal grants to buy food for those who needed it. Second, he created the CCC. This government agency gave men whose parents were unemployed jobs in the federal park/forest system. This program paid men around 30$ a month, of which 25$ would go to their parents, but it also clothed and fed them. This agency created jobs by having these men plant trees, build roads, trails, and bridges. Even though we did not need these things, the government was basically saying they would be the employer of last resort if the private sector was not supplying jobs. Third, FDR created FHA. This government agency was created to ensure home loans, so banks would again give out to potential home buyers. This was important because it put an influx of capital into the system. The characteristic of these three agencies was that the gov’t is beginning to say that everyone should have basic standards of living and that if they are ot there, the gov’t will be able to provide them, and even goes much further later on. After the first new deal, FDR received criticism from both from the left and the right political spectrums. Those on the right would say that the New Deal was â€Å"gov’t expansion gone crazy† and a radical departure from the past. They would also argue that it was dangerous gov’t intervention putting US on path of socialism. The Supreme Court, which was very conservative at the time, saw this as a dangerous expansion of federal government power and struck down the AAA and NRA as unconstitutional. FDR got most criticism from right from a popular radio speaker named Charles Coughlin who believed the GD/New deal was part of a Jewish conspiracy. On the left side of the spectrum, one would say that the New Deal did very little and not enough. FDR was criticized by the left primarily by Huey Long. He claimed wealthy Americans controlled all wealth and the only way to fix that was to give it back to common people. It was by far the most radical offer, and although Long was murdered, FDR believed left critique could still resonate and created the second new deal. Because of these criticisms, FDR unrolls the second new deal to answer those on the left. The second new deal had all the same goals as the first, but was much more radical. First, he created the REA. This government agency loaned to local communities that did not have electricity so that they could create their own power companies and run electricity to those who didn’t have it because private companies were only willing to supply to heavily populated areas. Here, the government is saying they will help provide a basis of living. Next, FDR created the WPA. This program was designed to put people to work since the private sector was not providing any jobs. It created construction jobs, employed painters to decorate buildings, hired actors and writers to put on play, etc. Third, FDR created the largest program of the new deal–social security. It was divided into 3 categories: retirement (which took a portion of your paycheck and saved it), unemployment (which gave you a check for the first 6 months unemployed), and money for single mothers. The characteristic of SS was that it insured basic standards of living. Lastly, FDR created the NLRB, which forever changed the ov’ts relationship with unions. It made unions legal and made it illegal to fire someone for being in a union. The new deal was the largest expansion of government in history and had three basic characteristics: new role of organized labor, government ensuring basic standards, and government intervention in the economy. However, it did not end the Great depression. Despite this, it made the great depression tolerable, restored middle class belief in capitalism, put in place a â€Å"safety system† for capitalism that essentially made capitalism work better (sec, nrwb), and we continue to live with many of these programs today.

Nfl Helmet-to-Helmet Hit Rule

Let Them Play the Game Every part of the game of football means very much to me, which is why I have a passion for the game and why I researched this topic. Helmets are one of the most important pieces of safety gear a football player can have. In October 2010, a new rule was signed off to be placed in the National Football League (NFL) rule book for the safety of NFL players. The helmet-to-helmet hit rule is as follow: using any part of the helmet to butt, spear, or ram any part of the opponent’s helmet (Azpiri). A helmet-to-helmet hit is illegal in the NFL now.The punishment for a helmet-to-helmet hit for a NFL player is being fine with a gradual increase the next times they do it and/or suspension depending on the player’s penalty history. I propose for there not to be a helmet-to-helmet hit rule. The NFL should not include the helmet-to-helmet rule, by doing so; the rule will begin by taking one of the most exciting and popular parts out of the game, hard hits. One of the reasons why I believe that is because they have safety gear on such as: helmets, shoulder pads, knee pads, and thigh pads.If they keep adding rules, pretty soon, we will be able to call it flag football without tackling. Football is a violent sport, when players sign contracts with millions of dollars attached to them; they know how violent the game has always been. Not to mention, no one has to play. If a player does not want to take a hard hit, they do not have to. I agree with Rick Cleveland when he says, â€Å"They are ruining the game we love. Football is by nature a violent sport. Nobody says you have to play. Let them play football† (Cleveland).During my research, I found many NFL players that would agree that the helmet-to-helmet rule should not be a rule. For instance, James Harrison, who plays for the Pittsburg Steelers, made a statement after a helmet-to-helmet hit on a Cleveland Brown player during a game, which read â€Å"†¦ I didn’t hit that hard, to be honest with you. When you get a guy on the ground, it’s a perfect tackle† (Harrison). As Harrison said, a tackle is a tackle, no matter where or how hard you hit them. It is to me understanding that each and every NFL football player is taught everyday to play hard and it hard. NFL players know that they are taking a massive risk of getting injured every time they step a foot on a football field, whether it be for a game or just practice. If you have the football in your possession, you should be able to take a hit anywhere on your body, even if it is on your helmet. There is no point in time where a line should be drawn. If a player makes helmet-to-helmet contact unintentionally, he should not be fined as much as if it were intentional. Helmets keep a players head safe during a game.Most NFL players still wear helmets that were made in the nineteen-nineties (Halstead). DeSean Jackson now has an anti-concussion football helmet (Chase). If helmet companies ma nufactured more anti-concussion helmets, players would be better off and the rule would definitely not need to be in play. Also, according to Halstead, in two thousand-thirteen, players will finally have price breaks from helmet companies to be able to buy newer safe helmets (Halstead). If players buy more anti-concussion helmets, they would not get injured as easy nor would the helmet-to-helmet hit rule need to take place.

Unit 2 Scenario B Essay Example | Topics and Well Written Essays - 750 words

Unit 2 Scenario B - Essay Example When the savings rate increases, there is typically less consumption, as the consumer propensity to purchase goods and services becomes less when disposable incomes decrease. The marginal propensity to consume is equal to the change in consumption divided by the change in disposable income. For example, a consumer who gets a raise at work will have a choice as to whether to spend or save. So, assume that a person earns an additional $100 per week. The marginal propensity to consume would be equal to the new consumption habits of the individual divided by the $100 increase in pay. As such, if the individual decides that 5% of their new income should be saved, the marginal propensity to consume is $5 / $100, equaling .05. The spending multiplier is calculated as follows: 1 / MPS + MPI, in which the denominator equation is the marginal propensity to spend and the marginal propensity to import. When the savings rate increases, consumption begins to rise. As such, the multiplier will continue to decrease as consumption increases. Finally, there will be significant changes in consumption due to a savings rate decrease, represented by lesser consumption when savings amounts increase. At the same time, equilibrium GDP is affected and will increase in direct proportion with a decrease in savings and an increase in consumption at the same time. Mr. Mallon, I believe that the only real concern involving a diminished savings rate will be the long-term impact on the regional economy. From an individual consumer perspective, these changes would be barely noticeable, and the only thing affected would be either an increase in consumption or decrease, based on how much the consumer saves. However, over the broader landscape, when savings drop all across the nation and consumption increases, equilibrium GDP will be affected which will cause significant

Global Warming Essay Example | Topics and Well Written Essays - 1250 words - 4

Global Warming - Essay Example Policy adoption and implementation can help contain manmade global warming. Climate change is caused by the forces of nature. Man has little or no influence on natural climate change, and they occur from time to time as the world readjusts to the forces. Leading causes of natural climate change include volcanicity and change in the energy of the sun reaching the earth. When volcanicity occurs, magma, ash, and other toxic gases are thrown into the atmosphere. The temperature rises to extreme levels due to the sweltering magma being ejected. The volcanic activities produce highly lethal gases such as Sulphur and methane. These gases become trapped in the air thus increase the temperature of the earth. The ash clouds the air and catches lots of heat. The volcanic ash and gases reflect back the sun’s rays trapping much temperature that causes global warming (Victor, 2011). Another cause of natural climate change is the change in the intensity of the sun reaching the earth. During the ice age, the sun was very instrumental in converting the mass of solid water into liquid water. The sun’s rays were weak, and water froze to ice. When the sunshine level increased, the earth became hotter, and more water liquefied, the liquid water collects to form lakes and oceans thus the land that had been buried resurfaced. Man’s activities that contribute to change in the climate include the release of greenhouse gases and clearing of vegetation such as trees. Plants play an enormous role in maintaining the worlds temperature. Plants use the carbon dioxide in the air and convert it into stored energy. When plant absorbs carbon dioxide, they release oxygen. The oxygen the combines with hydrogen to form water that precipitates as rain. Cutting down plants destabilizes the balance by increasing the level of carbon dioxide. The excess carbon dioxide becomes trapped in the air. Trapped carbon dioxide creates an insulation for

Americas defense spending Essay Example | Topics and Well Written Essays - 1250 words

Americas defense spending - Essay Example the portion of the United States federal budget set aside for any expenses on behalf of the Department of Defense and defense-related expenditures in general. This includes the training, salaries, and caring for all military and civilian personnel, along with maintenance of facilities and equipment, in all branches of the United States military. This expansive definition of defense spending puts the 2009 Department of Defense figure at approximately $1 trillion (Higgs). Such an expansion in the budget for defense inevitably follows as a direct consequence of military operations in Iraq and Afghanistan. These two conflicts fuel the rapidly expanding allocation of federal tax revenue into defense. The efficacy of these expenditures in bringing about meaningful or measurable benefits for the American people is subject to some debate, as well as the issue of whether to increase the already overwhelming figures related to military budgets. Convincing arguments can be made for each side, w hich makes the question of increasing defense spending difficult to resolve in simple terms. In 2009, approximately 21% of the United States federal budget, and 24% of federal tax revenues, is allocated to the Department of Defense, with an additional 10% to 17% allocated to defense spending outside of the Department of Defense. Annually, military budgets expand by approximately 9%, and have done so since 2000 (Congressional Budget Office). In this time, total Department of Defense spending adds up to 4.8% of the U.S. GDP, which is not historically high, even while the Department of Defense budget, in absolute terms, is the highest it has been in history. A roughly 1% expansion in defense spending would put that 4.8% plateau of GDP back into peak military spending seen during the climax of the Cold War immediately before the collapse of the Soviet Union. The immediate impact, or tangible result, of this expansion is unclear. Nevertheless, arguments can be made for further incremental

What is Communism Research Paper Example | Topics and Well Written Essays - 750 words

What is Communism - Research Paper Example Is Communism truly a political monster to fear? This paper will serve to help define what Communism stands for in our modern world and why certain traits of Communism seem to help nations such as China achieve a prosperous status that the other economically emerging non-communist countries find hard to achieve. First of all, it is of the utmost importance that one understands the definition of Communism as a philosophy rather than an ideology. It is a method by which society leaders hope to gain economic equality for all the members of the community by imposing certain restrictions upon the wealthy and the poor. According to Hoyt (â€Å"How Communism Works†): Simply put, communism is the idea that everyone in a given society receives equal shares of the benefits derived from labor. Communism is designed to allow the poor to rise up and attain financial and social status equal to that of the middle-class landowners. This equality is achieved once the redistribution of wealth is imposed between the upper and lower strata of society that allows the two distinct social economies to meet simply as the Middle Class. In other words, there are no poor people or rich people under a Communist regime, only people of equal economic standing. There is however, one very distinct reason or trait that allows this kind of philosophy to work in a society. There is no room for Capitalist ventures in a Communist state. Only the State is allowed to own property and thus, control the wealth from the income of the government property holdings. On other words, the State controls the wealth of the country and only the state is allowed to own and distribute the wealth amongst the citizens. This method insures that everyone who worked for that particular labor sector gets his fair share for the hard work he provided. Such a method seems to be working very well for the Chinese whose factory sector is currently booming. Under their work code, the laborers live on site and work as long as 14 hours a day. They are housed by the state and provided with food and lodging equivalent to their necessary work hours. It is a method that has proven to be quite effective in improving not only the international economic standing of their country, but the social-economic standing of their people as well. Another trait that helps Communism flourish is the fact that their social-economic structure is mainly concerned with equality and fairness. In fact, Communism is sometimes defined as a â€Å"... socio economic structure that stands for the establishment of a classless, egalitarian and stateless society. â€Å" (Prabhat â€Å"Difference Between Communism and Democracy†). This is a trait that was strongly advocated and promoted within the former Soviet Union as its classless society defined its social standing on the international world stage. Their citizens not only adhered to their Marxists principles in an almost fanatical way, but they also dressed the same both in private and in public. However, it is also important to note that the third trait of Communism is also the one trait that makes it highly feared by the Democracy ruled countries. This is the trait that vests the power over the country and its people among only a small group of people who decide the course of action for the nation and its citizens. The people's voice is not heard by the government as it is not considered central nor important in the everyday dealings of the politicians. Therefore, people are not allowed to have any elected representatives in their executive, legislative, or judicial branches of government. This is clearly seen in the method

Alone as We Grieve Essay Example | Topics and Well Written Essays - 1250 words

Alone as We Grieve - Essay Example In any case, one thing is sure; body, mind, and spirit are the essential constituents of a living person. We know that our body gets destroyed after the death. However, we do not know what happens to the soul after death. There are plenty of people who believe that soul cannot be died even after the death of a person, as it is a form of energy, which drives our body. They substantiate their arguments with the help of scientific principles. Science accepts the existence of an energy, which drives our body. But, scientific principles say that energy can neither be created, nor be destroyed. If that is true science should explain what happens to the soul (energy) after death. In short, nobody can deny the existence of life after death. Didion’s experiences and feelings after the death of her husband can be analyzed under the above context. Didion wants to be alone—especially on the night of her husband’s death—but at other times she seems surrounded by people . In the following essay, I will examine the relationship between grief as we imagine it, and grief as it really is, in Joan Didion’s After Life†. â€Å"I remember a sense of shock. I wanted to say not yet but my mouth had gone dry. I could deal with â€Å"autopsy† but the notion of â€Å"obituary† had not occurred to me† (p11). These words clearly suggest the deep attachment Didion had with her husband. It should be noted that the autopsy is normally conducted on dead bodies, which are unknown to the doctor. At the same time, the word obituary we normally use when some of beloved ones passes away. In both the cases, one may feel grief, but the grief felt in the second case is deeper than the grief felt in the first case. â€Å"Grief is different. Grief has no distance. Grief comes in waves, paroxysms, sudden apprehensions that weaken the knees, blind the eyes, and obliterate the dailiness† (p10). It is difficult to define grief in simple ter ms. Pain, helplessness and physical humiliation are some of the characteristics of grief. While pain affects both body and mind, grief affects only the mind or soul. Grief comes as waves and sudden apprehensions whereas pain affects a person continuously. All humans in this world should have experienced some kind of pain during their lifetime. Therefore, anybody can define pain in their own ways. However, it is difficult for a person who never experiences actual grief to define grief exactly. In other words, what we think about grief is actually different from what we feel because of grief. For example, it is easy for a person to give soothing words to the person who experiences grief. He may even criticize the griever for not controlling his/her grief. This is because of the differences about the perceptions of grief and the feeling of grief. Grief, when it comes, is nothing we expect it to be. It is not what I felt when my parents died. what I felt in each instance was sadness, lo neliness, regret, for time gone by, for things unsaid, for my inability to share or even in any real way to acknowledge, at the end, the pain and helplessness and physical humiliation they each endured (p.10). Death of beloved ones always generates grief in the minds of a person. However, it is not necessary that the grief generated by the death of parents is same as the grief generated by the death of husband or children. Even though a person may have only one mother and father, that mother and father may have more than one child. So, grief generated

Comparative essay for world literature Example | Topics and Well Written Essays - 1250 words

Comparative for world literature - Essay Example The play is built upon an aura of tragedy where most of the characters including the ruler Creon justify their decisions according to the prevalent as well as divine law but suffer the consequences. Antigone is adamant in providing a decent burial to her brother against the royal edict and tries to convince her sister Ismene about her decision who is reluctant to go against the royal edict. But Antigone who is betrothed to the son of Creon is adamant and goes ahead with the burial of Polyneices which is later reported. This is followed by a chain of tragedies when Antigone is sentenced to be buried alive in a cave, resulting in her death and subsequent suicides by the son of Creon, Haemon and the Queen Eurydice who cannot bear the grief. Although Creon was warned of his wrong decisions by Teiresias, a prophet who proclaimed that the denial of burial to Polyneices and the imprisonment of Antigone were against the wishes of the gods, he sticks to his decisions only to relent later. Alt hough Creon has protected the royal order he suffers as a result and finally agrees that his actions which were against the wishes of gods had resulted in his dismal fate. The second play ‘Ghosts’ by the Norwegian playwright Henrik Ibsen was originally titled ‘Gengangere’ which meant ‘the ones who return’. It highlighted the moral turpitude of those times which results in tragic circumstances for an otherwise well established family in society with the main sufferer being Mrs. Helene Alving who has to bear the adversities in life due to her philandering husband Captain Alving silently while being forced to keep up an honorable image of the family to the outside world. She tries to shield her son from the evil influence of his father, but after all her penance she discovers at the fag end that the son too suffers from a disease inherited from his

'With reference to the serious case review, critically evaluate the Essay

'With reference to the serious case review, critically evaluate the failure of services in the case of Kyra Ishaq - Essay Example This report is based on making an assessment of failure of services in the case of Khyra Ishaq. The objective of the report is to highlight missed opportunities which could have resulted in better outcome and might have helped to save the life of Khyra Ishaq. The death of Khyra Ishaq was primarily suspected to be due to the failures of local services. The doctors across different activities were not in complete control of every fact as communication was hindered, misplaced or merely not commenced seriously. Any kind of significant decisions depend on individual services. In decision making, information sharing is a significant aspect and can determine the effectiveness of service provision. A significant number of neglected incidents related to the involvement by professionals have been observed in the death case of Khyra Ishaq (Macmillan Publishers Limited, 2012). The reason for such negligence was due to failure of proper administration to reach to the right divisions, failure to follow protection procedure and failure to undertake systematic evaluations to case closure, resulting in poor knowledge and information about the condition of Khyra Ishaq (Devon County Council, 2008). Domestic mistreatment is one of the vital aspects found in the death case of Khyra Ishaq. It was estimated that in 2010, about 200,000 children living in the households of the UK were characterised by high level of domestic mistreatment and violence (Radford, 2010). These issues were prevalent in the case of Khyra Ishaq. Reviewing the case of Khyra Ishaq reveals the fact that information regarding domestic mistreatment and violence was not understood or shared by respective social agencies. The evaluation of condition of Khyra Ishaq was not satisfactorily rigour and strict. Family and environmental issues and child-rearing capability components had received slight or limited regard from every department of

Motivation Case study Essay Example | Topics and Well Written Essays - 1500 words

Motivation Case study - Essay Example A job that possesses higher levels of these core characteristics is higher in motivating potential. This relationship between job characteristics and employee motivation is moderated by the employee's growth-need strength. The relation between the presence of high levels of the core job characteristics and motivation on the job is stronger for individuals who have strong growth needs. The job characteristics model provides a conceptual frame work for improving the amount of motivating potential inherent in the design of the job through increasing skill variety, task identity, task significance, autonomy, and feedback from the task itself. Changing elements of the job's design to strengthen these core motivating characteristics is known as job enrichment (McKenna n.d, 199). At Disney under Iger's leadership, the employees have been given a relatively relaxed hand to perform the tasks they are good at with the top management not getting into micro-management. This allows employees to make decision based on their own judgments and requires a more complex level of skills. Hence the skill variety of the employees has been increased under Iger. The increased level of delegation that the employees enjoy along with the autonomy to perform tasks as they see fit has been one of the prime reasons for the higher motivation levels at Disney under Iger. Employees feel that their contribution to the work they perform is greater now and they are able to take their job to completion and therefore can enjoy a certain sense of ownership about it. The greater level of skill variety, task significance and task identity has led the Disney employees to experience a greater level of meaningfulness in the work they perform, as is shown by the JCM requirements in the diagram in the appendix. This was in sharp contrast to Eisner's strategy of increasing his own influence and squashing the confidence of the employees to make own decisions and hence, decreasing their perception about the contribution they make to the work. This has led to higher internal work motivation and higher quality performance as employees have been able to concentrate on the creative aspect and do what they are good at. This has ensured that even if the top management is not creative, the steady influx of creativity from the employees and people good at their work has kept the star of Disney burgeoning. 2- How can equity theory explain the difference in motivation of employees working under Eisner, as compared to having Iger as CEO Discuss. The Theory Equity Theory attempts to explain relational satisfaction in terms of perceptions of fair or unfair distributions of resources within interpersonal relationships. It asserts that employees seek to maintain equity between the inputs that they bring to a job and the outcomes that they receive from it against the perceived inputs and outcomes of others. The belief is that people value fair treatment which causes them to be motivated to keep the fairness maintained within the relationships of their co-workers

The Past, Present, and Future of Automated Scoring Essay Example for Free

The Past, Present, and Future of Automated Scoring Essay â€Å"No sensible decision can be made any longer without taking into account not only the world as it is, but the world as it will be †¦Ã¢â‚¬  – Isaac Asimov (5) Introduction Although some realities of the classroom remain constant –they wouldn’t exist without the presence, whether actual or virtual, of students and teachers –the technology age is changing not only the way that we teach, but also how students learn. While the implications of this affect all disciplines, it is acutely evident in the teaching of writing. In the last twenty years, we have seen a rapid change in how we read, write, and process text. Compositionist Carl Whithaus maintains that â€Å"†¦ writing is becoming an increasingly multimodal and multimedia activity† (xxvi). It is no surprise then, that there are currently 100 million blogs in existence worldwide and 171 billion email messages sent daily (Olson 23), and the trend toward digitally-based writing is also moving into the classroom. The typical student today writes â€Å"almost exclusively on a computer, typically one equipped with automated tools to help them spell, check grammar, and even choose the right words† (Cavanaugh 10). Furthermore, CCC notes that â€Å"[i]ncreasingly, classes and programs in writing require that students compose digitally† (785). Given the effect of technology on writing and the current culture of high stakes testing ushered in by the mandates of the No Child Left Behind Act of 2001, a seemingly natural product of the combination of the two is computer-based assessment of writing. An idea still in its infancy, the process of technological change in combination with federal testing mandates has resulted in several states incorporating â€Å"computer-based testing into their writing assessments, †¦ not only because of students’ widespread familiarity with computers, but also because of the demands of college and the workplace, where word-processing skills are a must† (Cavanaugh 10). Although it makes sense to have students accustomed to composing on computer write in the same mode for high-stakes tests, does it make sense to score their writing by computer as well? This is a controversial question that has both supporters and detractors. Supporters like Stan Jones, Indiana’s Commissioner of Higher Education, believe that computerized essay grading is inevitable (Hurwitz n.p.), while detractors, primarily pedagogues, assert that such assessment defies what we know about writing and its assessment, because â€Å"[r]egardless of the medium †¦ all writing is social; accordingly, response to and evaluation of writing are human activities† (CCC 786). Even so, the reality is that the law requires testing nationwide, and in all probability that mandate is not going to change anytime soon. With NCLB up for revision this year, even politicians like Sen. Edward Kennedy of Massachusetts agree that standards are a good idea and that testing is one way to ensure that they are met. At some point, we need to pull away from all-or-none polarization and create a new paradigm. The sooner we realize that â€Å"†¦ computer technology will subsume assessment technology in some way† (Penrod 157), the sooner we will be able to address how we, as teachers of writing, can use technology effectively for assessment. In the past, Brian Huot notes that teachers’ responses have been reactionary, â€Å"cobbled together at the last minute in response to an outside call †¦ † (150). Teachers need to be proactive in addressing â€Å"†¦ technological convergence in the composition classroom, [because if we dont], others can will impose certain technologies on our teaching† (Penrod 156). Instead of passively leaving the development of assessment software solely to programmers, teachers need to be actively involved with the process in order to ensure the application of sound pedagogy in its creation and application. This essay will argue that automated essay scoring (AES) is an inevitability that provides many more positive possibilities than negative ones. While the research presented here spans K-16 education, this essay will primarily address its application in secondary environments, primarily focusing on high school juniors, a group currently consisting of approximately 4 million students in the United States, because this group represents the targeted population for secondary school high stakes testing in this country (U.S. Census Bureau). It will first present a brief history of AES, then explore the current state of AES, and finally consider the implications of AES for writing instruction and assessment in the future. A Brief History of Computers and Assessment The first time standardized objective testing in writing occurred was in 1916 at the University of Missouri as part of a Carnegie Foundation sponsored study (Savage 284). As the 20th century continued, these tests began to grow in popularity because of their efficiency and perceived reliability, and are the cornerstone of what Kathleen Blake Yancey describes as the â€Å"first wave† of writing assessment (484). To articulate the progression of composition assessment, Kathleen Blake Yancey identifies three distinct, yet overlapping, waves (483). The first wave, occurring approximately from 1950-1970, primarily focused on using objective (multiple choice) tests to assess writing simply because, as she quotes Michael Williams, they were the best response that could be â€Å"†¦ tied to testing theory, to institutional need, to cost, and ultimately to efficiency† (Yancey 489). During Yancey’s first wave of composition assessment, another wave was forming in the parallel universe of computer software design, where developers began to address the possibilities of not only programming computers to mimic the process of human reading, but † †¦ to emulate the value judgments that human readers make when they read student writing in the context of large scale assessment† (Herrington and Moran 482). Herrington and Moran identify The Analysis of Essays by Computer, a 1968 book by Ellis Page and Dieter Paulus, as one of the first composition studies books to address AES. Their goal was to â€Å"evaluate student writing as reliably as human readers, †¦ [and] they attempted to identify computer-measurable text features that would correlate with the kinds of intrinsic features †¦that are the basis for human judgments †¦, [settling on] thirty quantifiable features, †¦ [which included] essay length in words, average word length, amount and kind of punctuation, number of common words, and number of spelling errors† (Herrington and Moran 482). In their study, they found a high enough statistical correlation, .71, to support the use of the computer to score student writing. The authors note that the response of the composition community in 1968 to Page and Paulus’s book was one of indignation and uproar. In 2007, not much has changed in terms of the composition community’s position regarding computer-based assessment of student writing. To many, it is something that is an unknown, mystifying Orwellian entity waiting in the shadows for the perfect moment to jump out and usurp teachers’ autonomy in the classroom. Nancy Patterson describes computerized writing assessment as â€Å"a horror story that may come sooner than we realize† (56). Furthermore, P.L. Thomas offers the following question and response: â€Å"How can a computer determine accuracy, originality, valuable elaboration, empty language, language maturity, and a long list of similar qualities that are central to assessing writing? Computers can’t. WE must ensure that the human element remains the dominant factor in the assessing of student writing† (29). Herrington and Moran make the issue a central one in the teaching of writing and have â€Å"†¦ serious concerns about the potential effects of machine reading of student writing on our teaching, on our students’ learning, and therefore on the profession of English† (495). Finally, CCC definitively writes, â€Å"We oppose the use of machine-scored writing in the assessment of writing† (789). While the argument against AES is clear here, the responses appear to be based on a lack of understanding of the technology and an unwillingness to change. Instead of taking a reactionary position, it might be more constructive for teachers to assume the inevitability of computerized assessment technology – it is not going away — and to use that assumption as the basis for taking a proactive role in its implementation. The Current Culture of High-Stakes Testing At any given time in the United States, there are approximately 16 million 15-18 year-olds, the majority of whom receive a high school education (U.S. Census). Even when factoring in a maximum of 10 percent (1.6 million) who may drop out or otherwise not receive a diploma, there is a significant amount of students, 14-15 million, who are attending high school. The majority of these students are members of the public school system and as such must be tested annually according to NCLB, though the most significant focus group for high-stakes testing is 11th grade students. Currently in Michigan, 95% of any given public high school’s junior population must sit for the MME, Michigan Merit Exam, in order for the school to qualify for AYP, Adequate Yearly Progress[1]. Interestingly, those students do not all have to pass currently, though by 2014 the government mandates a 100% passing rate, a number that most admit is an impossibility and will probably be addressed as the NCLB Act is up for review this year. In the past, as part of the previous 11th grade examination, the MEAP, Michigan Educational Assessment Program, required students to complete an essay response, which was assessed by a variety of people, mostly college students and retired teachers, for a minimal amount of money, usually in the $7.50 – $10.00 per hour range. As a side note, neighboring Ohio sends its writing test to North Carolina to be scored by workers receiving $9.50 per hour (Patterson 57), a wage that fast food employees make in some states. Because of this, it was consistently difficult for the state to assess these writings in a short period of time, causing huge delays in distributing the results of the exams back to the school districts, posing a huge problem as schools could not use the testing information in order to address educational shortfalls of their students or programs in a timely manner, one of the purposes behind getting prompt feedback. This year (2007), as a result of increased graduation requirements and testing mandates driven by NCLB, the Michigan Department of Education began administering a new examination to 11th graders, the MME, an ACT fueled assessment, as ACT was awarded the testing contract. The MME is comprised of several sections and required most high schools to administer it over a period of 2-3 days. Day one consists of the ACT + Writing, a 3.5 hour test that includes an argumentative essay. Days two/three (depending on district implementation), consist of the ACT WorkKeys, a basic work skills test of math and English, further mathematics testing (to address curricular content not covered by the ACT + Writing), and a social studies test, which incorporates another essay that the state combines with the argumentative essay in the ACT + Writing in order to determine an overall writing score. Miraculously, under the auspices of ACT, students received their ACT + Writing scores in the mail approximately three weeks after testing, unlike the MEAP, where some schools did not receive test scores for six months. In 2005, a MEAP official admitted that the cost of scoring the writing assessment was forcing the state to go another route (Patterson 57), and now it has. So how is this related to automated essay scoring? My hypothesis is that as states are required to test writing as part of NCLB, there is going to be a lack of qualified people to be able to read and assess student essays and determine results within a reasonable amount of time to purposefully inform necessary curricular and instructional change, which is supposed to be the point of testing in the first place. Four million plus essays to evaluate each year (sometimes more if more writing is required, like Michigan requiring two essays) on a national level is a huge amount. Michigan Virtual University’s Jamey Fitzpatrick says, â€Å"Let’s face it. It’s a very labor-intensive task to sit down and read essays† (Stover n.p.). Furthermore, it only makes sense that instead of states working on their own test management, they will contract state-wide testing to larger testing agencies, like Michigan and Illinois have with ACT, to reduce costs and improve efficien cy. Because of the move to contract ACT, my guess is that we are moving in the direction of having all of these writings scored by computer. In email correspondence that I had with Harry Barfoot at Vantage Learning in early 2007, a company that creates and markets AES software, said, â€Å"Ed Roeber has been to visit us and he is the high stakes assessment guru in Michigan, and who was part of the MEAP 11th grade becoming an ACT test, which [Vantage] will end up being part of under the covers of ACT.† This indicates the inevitability of AES as part of high-stakes testing. In spite of the fact that there are no states that rely on computer assessment of writing yet, â€Å"†¦ state education officials are looking at the potential of this technology to limit the need for costly human scorers – and reduce the time needed to grade tests and get them back in the hands of classroom teachers† (Stover n.p.). Because we live in an age where the budget axe frequently cuts funding to public education, it is in the interest of states to save money any way they can, and â€Å"[s]tates stand to save millions o f dollars by adopting computerized writing assessment† (Patterson 56). Although AES is not a reality yet, every indication is that we are moving toward it as a solution to the cost and efficiency issues of standardized testing. Herrington and Moran observe that â€Å"[p]ressures for common assessments across state public K-12 systems and higher education – both for placement and for proficiency testing – make attractive a machine that promises to assess the writing of large numbers of students in a fast and reliable way† (481). To date, one of the two readers (the other is still human) for the GMAT is e-Rater, an AES software program, and some universities are using Vantage’s WritePlacerPlus software in order to place first year university students (Herrington and Moran 480). However, one of the largest obstacles in bringing AES to K-12 is one of access. In order for students’ writing to be assessed electronically, it must be inputted electronically, meaning that every student will have to compose their essays via comp uter. Sean Cavanagh’s article of two months ago maintains that ACT has already suggested delivering computers to districts who do not have sufficient technology in order to accommodate technology differences (10). As of last month, March 2007, Indiana is the only state that relies on computer scoring of 11th grade essays for the state-mandated English examination (Stover n.p.) for 80 percent of their 60,000 11th graders (Associated Press), though their Assistant Superintendent for Assessment, Research, and Information, West Bruce, says that the state’s computer software assigns a confidence rating to each essay, where low confidence essays are referred to a human scorer (Stover n.p.). In addition, in 2005 West Virginia began using an AES program to grade 44,000 middle and high school writing samples from the state’s writing assessment (Stover n.p.). At present, only ten percent of states â€Å"†¦currently incorporate computers into their writing assessments, and two more [are] piloting such exams† (Cavanagh 10). As technology becomes more accessible for all public education students, the possibilities for not only computer-based assessment but also AES become very real. Automated Essay Scoring Weighing the technological possibilities against logistical considerations, however, when might we expect to see full-scale implementation of AES? Semire Dikli, a Ph.D. candidate from Florida State University, writes that â€Å"†¦for practical reasons the transition of large-scale writing assessment from paper to computer delivery will be a gradual one† (2). Similarly, Russell and Haney â€Å"†¦ suspect that it will be some years before schools generally †¦ develop the capacity to administer wide-ranging assessments via computer† (16 of 20). The natural extension of this, then, is that AES cannot happen on a large-scale until we are able to provide conditions that allow each student to compose essays via computer with Internet access to upload files. At issue as well is the reliability of the company contracted to do the assessing. A March 24, 2007 Steven Carter article in The Oregonian reports that access issues resulted in the state of Oregon canceling its contract with Vantage and signing a long-term contract with American Institutes for Research, the long-standing company that does NAEP testing. Even though the state tests only reading, science, and math this way (not writing), it nevertheless indicates that reliable access is an ongoing issue that must be resolved. Presently, there are four commercially available AES systems: Project Essay Grade (Measurement, Inc.), Intelligent Essay Assessor (Pearson), Intellimetric (Vantage), and e-Rater (ETS) (Dikli 5). All of these incorporate the same process in the software, where â€Å"First, the developers identify relevant text features that can be extracted by computer (e.g., the similarity of the words used in an essay to the words used in high-scoring essays, the average word length, the frequency of grammatical errors, the number of words in the response). Next, they create a program to extract those features. Third, they combine the extracted features to form a score. And finally, they evaluate the machine scores empirically,†(Dikli 5). At issue with the programming, however, is that â€Å"[t]he weighting of text features derived by an automated scoring system may not be the same as the one that would result from the judgments of writing experts† (Dikli 6). There is still a significant difference between â€Å"statistically optimal approaches† to measurement and scientific or educational approaches to measurement, where the aspects of writing that students need to focus on to improve their scores â€Å"are not the ones that writing experts most value† (Dikli 6). This is the tension that Diane Penrod addresses in Composition in Convergence that was mentioned earlier, in which she recommends that teachers and compositionists become proactive by getting involved in the creation of the software instead of leaving it exclusively to programmers. And this makes sense. Currently, there are 50-60 features of writing that can be extracted from text, but current programs only use about 8-12 of the most predictive features of writing to determine scores (Powers et. al. 413). Moreover, Thomas writes that â€Å"[c]omposition experts must determine what students learn about writing; if that is left to the programmers and the testing experts, we have failed† (29). If compositionists and teachers can enmesh themselves in the creation of software, working with programmers, then the product would likely be one that is more palatable and suitable based on what we know good writing is. While the aura of mystery behind the creation of AES software is of concern to educators, it could be easily addressed by education and involvement. CCC reasons that â€Å"†¦ since we can not know the criteria by which the computer scores the writing, we can not know whether particular kinds of bias may have been built into the scoring† (4 89). It stands to reason, then, that if we take an active role in the development of the software, we will have more control over issues such as bias. Another point of contention with moving toward computer-based writing and assessment is the concern that high-stakes testing will result in students having a narrow view of good writing, particularly those moving to the college level, where writing skill is expected to be more comprehensive than a prompt-based five-paragraph essay written in 30 minutes. Grand Valley State University’s Nancy Patterson opposes computer scoring of high stakes testing, saying that no computer can evaluate subtle or creative styles of writing nor can they judge the quality of an essay’s intellectual content (Stover n.p.). She also writes that â€Å"†¦standardized writing assessment is already having an adverse effect on the teaching of writing, luring many teachers into more formulaic approaches and an over-emphasis on surface features† (Patterson 57). Again, education is key here, specifically teacher education. Yes, we live in a culture of high-stakes testing, and students must be prepared to write successfully for this genre. But, test-writing is just that, a genre, and should be taught as such – just not to the detriment of the rest of a writing program – something that the authors of Writing of Demand assert when they write: â€Å"We believe it is possible to integrate writing on demand into a plan for teaching based on best practices† (5). AES is not an attack on best practices, but a tool for cost-effective and efficient scoring. Even though Thomas warns against â€Å"the demands of standards and high stakes testing† becoming the entire writing program, we still must realize that computers for composition and assessment can have positive results, and â€Å"[m]any of the roadblocks to more effective writing instruction – the paper load, the time involved in writing instruction and assessmen t, the need to address surface features individually – can be lessened by using computer programs† (29). In addition to pedagogical concerns, skeptics of AES are leery of the companies themselves, particularly the aggressive marketing tactics that are used, particularly those that teachers perceive to be threats not only to their autonomy, but their jobs. To begin, companies aggressively market because we live in a capitalist society and they are out to make money. But, to cite Penrod, â€Å"both computers and assessment are by-products of capitalist thinking applied to education, in that the two reflect speed and efficiency in textual production† (157). This is no different than the first standardized testing experiments by the Carnegie Foundation at the beginning of the 20th Century, and it is definitely nothing new. Furthermore, Herrington and Moran admit that â€Å"computer power has increased exponentially, text- and content- analysis programs have become more plausible as replacements for human readers, and our administrators are now the targets of heavy marketing from com panies that offer to read and evaluate student writing quickly and cheaply† (480). In addition they see a threat in companies marketing programs that â€Å"define the task of reading, evaluating, and responding to student writing not as a complex, demanding, and rewarding aspect of our teaching, but as a ‘burden’ that should be lifted from our shoulders† (480). In response to their first concern, teachers becoming involved in the process of creating assessment software will help to define the task the computers perform. Also, teachers will always read, evaluate, and respond, but probably differently. Not all writing is for high-stakes testing. Secondly, and maybe I’m alone in this (but I think not), but I’d love to have the tedious task of assessing student writing lifted from my plate, especially on sunny weekends when I’m stuck inside for most of the daylight hours assessing student work. To be a dedicated writing teacher does not necessarily involve martyrdom, and if some of the tedious work is removed, it can give us mor e time to actually teach writing. Imagine that! The Future of Automated Essay Scoring On March 14th, 2007, an article appeared in Education Week that says that beginning in 2011, the National Association for Educational Progress will begin conducting the testing of writing for 8th and 12th grade students by having the students compose on computers, a decision unanimously approved as part of their new writing assessment framework. This new assessment will require students to write two 30-minute essays and evaluate students’ ability to write to persuade, to explain, and to convey experience, typically tasks deemed necessary both in school and in the workplace (Olson 23). Currently, NAEP testing is assessed by AIR (mentioned above), and will no doubt incorporate AES for assessing these writings. In response, Kathleen Blake Yancey, Florida State University professor and president-elect of NCTE, said the framework â€Å"Provides for a more rhetorical view of writing, where purpose and audience are at the center of writing tasks,† while also requiring students to write at the keyboard, providing â€Å"a direct link to the kind of composing writers do in college and in the workplace, thus bringing assessment in line with lifelong composing practices† (Olson 23). We are on the cusp of a new era. With the excitement of new possibilities, though, we must remember, as P.L. Thomas reminds us, that while â€Å"technology can be a wonderful thing, it has never been and never will be a panacea† (29). At the same time, we must also discard our tendency to avoid change and embrace the overwhelming possibilities of incorporating computers and technology with writing instruction. Thomas also says that â€Å"[w]riting teachers need to see the inevitability of computer-assisted writing instruction and assessment as a great opportunity. We should work to see that this influx of technology can help increase the time students spend actually composing in our classrooms and increase the amount of writing students produce† (29). Moreover, we must consider that the methods used to program AES software are not very different than the rubrics that classroom teachers use in holistic scoring, something Penrod identifies as having â€Å"numerous subsets and criteria that do indeed divide the students’ work into pieces† (93). I argue that our time is better spent working within the system to ensure that its inevitable changes reflect sound pedagogy, because the trend that we’re seeing is not substantially differently from previous ones. The issue is in how we choose to address it. Instead of eschewing change, we should embrace it and make the most of its possibilities.

Impact Of Theories Relating To Risk Social Work Essay

Impact Of Theories Relating To Risk Social Work Essay To what extent do theories relating to risk inform our understanding of an aspect or aspects of contemporary social work? I am going to briefly discuss the meanings of risk. Whilst I am aware that there are many theories of risk, I have identified three main themes and will be exploring these in relation to contemporary social work, the themes of governmentality, cultural theory and risk society. Present day social work is concerned with matters of vulnerability and risk (Kemshall et al, 1997), (Dalrymple and Burke, 2006), (Parton, 1996), (Titterton, 2005), (Hothersall and Mass-Lowit, 2010). Media coverage of serious case reviews regarding the deaths of children have led to an onslaught of criticism into social work practice. In looking for definitions to define risk, I found several meanings. Traditionally risk was defined neutrally as a chance or likelihood a behaviour or event will occur (Lishman, 2002: 154), (Munro, 2002:64), for example the possibility of a gain as well as a loss. Kemshall (2002) discusses the uses of risk to insurance and a mathematical probability approach to risk. In postmodern society, risk is now attributed to the terms of danger or hazard (Lupton, 1999 a: 12). The concept of Governmentality was developed by the French philosopher Michel Foucault in the later years of his life between the late 1970s and his death in 1984. His concept provides an understanding of power, not just in terms of the power of the state from a top-down approach, but in the more subtle forms of power exercised through a network of institutions, practices, procedures and techniques which act to regulate social conduct (Joseph 2010:225). Power is noticeable in a positive way through the production of knowledge and discourses that are internalised by individuals, guiding the behaviour of populations and leading to more efficient forms of social control. Parton (1994) cited in Pease (2002) writes how individuals permit government at a distance through being encouraged and supported to exercise freedom and choice. Because power is de-centred individuals play a role in their own self-governance. Criticisms of Foucault argue that he fails to recognise that power is not equal to all. It can also be argued that he lacks reference to the exercise of power in relation to race, age, gender and class, especially how accessible power is between different social groups. Cooper (1994: 450) argues about the character of the technologies of power regarding racist and gendered discourses being used. It was argued that Foucault was not attentive to how people respond to discourses in their daily lives (Lupton: 1999 b: 102). Critics also believed that Foucault lacked awareness in the power institutions had over individuals and that individuals behaviour in society was down to following rules of conventions (Hoy: 1986:151). Feminist critics such as Hartstock (1990:171-172) believe Foucaults understanding of power diminishes individuals to objects of power than individuals able to resist. Foucaults work on defining the relations and mechanisms of power like governmentality can support social workers to think about their position of power within the structures (that maintain the oppression of service users) in their work. Empowerment uses social science to solve social problems and is a social justice discourse in social work. It allows social workers to redistribute power and knowledge in their practice, whilst challenging and combating injustice and oppression. Empowerment develops capacities of individuals, whilst emphasising individual responsibility. Pease (2002:137) argues that there is an assumption that power is something that can be given and empowering someone is to confer. Therefore as Braye and Preston-Shoot (2003:100) discuss, empowerment is about oppressed people taking the power and demanding to be heard. Because knowledge is central to understanding power within society, in order to empower service users there must be a reallocation of knowledge, an ins urrection of subjugated knowledge as indicated by Foucault (1977). Listening to service users and allowing them to have more control over seeking solutions to their problems or identifying their needs within the wider social context, is another example of empowerment. We belong to many social groups, some by choice and some because they are forced upon us. Within these groups, some have more or less power over others. Social workers need to be aware of difference and diversity and develop a greater sense of self awareness about the risks of labelling, stereotyping and holding subjective beliefs. The term Risk Society describes a society that is exposed to harm as a result of human activity. German sociologist Ulrich Beck (1992) first used the term, although British sociologist Anthony Giddens has also written on the same subject matter. Both authors argue humans have always been subjected to risk, e.g. natural disasters but these are seen as being caused by non-human forces. Modern society is now exposed to risks such as terrorism, chemical pollution and nuclear power. Giddens (1999) defines these as external and manufactured risks, external being risks arising from nature (e.g. flooding) and manufactured risks being the result of human activity, e.g. developments in science and technology. As humans are responsible for manufactured risks, both Beck and Giddens argue that societies can assess the level of risk being produced in a reflexive way that can alter the planned activity itself. People are now more wary of what professionals tell us, which is different to the view of the older generation. We are more critical of professionals and more likely to question them They believe there is an increase in reflexivity (the idea that society can adapt to new risks) as a response to risk and uncertainty in postmodern soci ety, but Beck (1992:21) relates this to more risks and hazards being produced, where Giddens (1999:3) believes in human subjectivity being more sensitive to risk. Criticisms of risk society question the level of risk in postmodern society. Turner (1994: 180) questions whether life has become more risky in the present day, than how it affected individuals in the past. Ungar, cited in Goode and Ben-Yehuda (2009: 82) argues that the threats of today infuse fear as well as, not instead of the past fears. Culture, race and gender do not feature in both Beck and Giddens writings and it could be argued that it would be difficult for an individual to be reflexive regarding conflicts of this nature. Joffe (1999) argues that there had been a failure to recognise emotion in respect to how people cope with living in a risk society. Delanty (1999:171) draws from the criticisms by Lash, arguing that Beck and Giddens do not recognise the cultural dimension of reflexivity, due to disregarding collective agency such as the community in favour of individualism. Social work has changed from a concern with need to one of risk (Kemshall, 2002). The media perception of social workers failing in their duty to prevent the deaths of children or protect the public from individuals known to be mentally ill, has led to more bureaucratic solutions, through legislation, procedures and guidelines (Ferguson, 2004). Blame is allocated due to the emphasis in risk (Douglas, 1992). The regulation of risk replaces need as a focal point and reasoning for social work intervention. Lishman (2007: 164) writes how working with risk will always remain a risky business, but with the assistance of sound methods and defensible decision-making it can be well managed. Titterton (2005:50) argues there is no such thing as a risk free option: all options hold potential risks. Lishman explains further that in the climate of the blame culture, risk assessments need to be of a standard that contain defensible decisions that can hold up in cases where there has been a risk failure (2007:157). There is the danger that in using risk assessments to check availability for a service, there is the potential for the social worker to be distanced from the service user. Involving the service user to do their own risk assessments and explain what they believe are the risks is a form of empowerment, which places them at the centre of the process. Clutton et al (2006: 18) links the involvement of the service user to empowerment, Risk assessment may be empowering if it allows the service user to take an informed decision on future action. Social workers have to be able to asses the predicted outcomes of a potential risk to a service user but this is not always easy. Differing interpretations of a situation due to the cultural and social background of people and groups can make understanding risk and risk management difficult in decision making (Reed et al, 2004:149). Service users have started to make choices in how they interact with social services e.g. self-referral. In order to make plans about their lives, social workers need to interact with families in new ways that recognise their disadvantage and oppression in society. It could be asked if service users really have choice or do they have options within choice? Harris and White (2009:100) consider choice to be a key element of the governments modernisation agenda and are established in services such as direct payments and choice of hospital. Labelling of service users in assessments as disturbed, at risk, in need, describes behaviour from a value perspective (Dalrymple and Burke, 2006). Slovic (1999) writes how risk assessments are coloured by subjective judgements of the social worker at every stage of the assessment process. Hall et al (2006:23) argues however that categorisation of service users in reports, meetings and in the court is an expectation of social workers as a practical and professional duty to provide assessments and provide a course of action or services. The notion of Culture Theory developed by Mary Douglas (1966, 1798) and Douglas and Wildavsky (1982) has been influential in looking at perspectives on risk. Cultural theory aims to explain how personality and cultural traits influence risk perceptions and why different people and social groups fear different risks. Douglas argues the relation of risk to politics and its link to accountability responsibility and blame (Lupton, 1999:39). Douglas and Wildavsky (1982) introduced the grid/group concept to explain how cultural proportions can compare society. It defines how people can be divided into four types that predict how they react to different types of hazards- Individualist, Egalitarian, Hierarchists and Fatalist. Thompson et al (1990:5) explain group as referring to how much the individual is integrated into enclosed units and grid to how much a persons life is restricted as a cause of exterior compulsory instructions. Douglass theory is not without criticism. Lupton (1999:7) questions the medias contributory role to the risk knowledge of their audience. It can be argued that you cannot foresee how anyone will behave in response to a particular circumstance and that cultural theory is opaque, not taking into account the complexities of modern society (Rayner, 1992, Boholm, 1996). Tansey and O Riordan (1999) argue the theory is deterministic and takes no account of the free will of individuals. Ostrander (1992) makes a prominent argument, suggesting that cultural theory should apply to social environments in order to distinguish social systems as a whole. It could also be argued that as Douglas does not explain how risk perceptions regarding to individuals and organisations change over time, her theory could be seen as static (Bellaby (1990). Gross and Rayner (1985:18) argue that Douglas fails to explain, what economic inducements or deprivations dispose persons to change their social position. Accountability means being answerable to others for the quality and efficiency of ones efforts. Social workers are accountable to service users, the community, their department and their supervisors. They must be able to explain what it is they do, how it is done and that their work meets professional standards for competence. Mishra (1984), cited in Wilson et al, (2008:39) writes how there is a reduction in professional autonomy and control due to accountability and structural demands being placed on agencies. Social workers, through fear of miscalculating a situation can undertake cautious and defensive practice which falls short of considering the implications, risks and benefits to the service user of the decisions made and measures taken. Bamford (1990) writes how social workers must develop a system of accountability which does not lose sight of the needs of the clients and their support systems. O Hanlon, cited in Parton and O Byrne (2000: 88), separates blame from accountability in that accountability features responsibility, is empowering and promotes self agency. Blame does not invite co-operation, is alienating and closes down possibilities. An example of the links between risk and blame is the case of baby Peter, who was killed by his mothers partner and was the subject of a multiple amount of media attention, proportioning blame on the social workers in his care. The description of harm and danger portrayed by the media, the government and organisational responses to complaints and legal action, resulting in a blame culture is a consequence of risk aversion employed by some social workers (Furedi, 2002). This could leave social workers feeling the need to protect themselves and hesitant, leading to passing the blame onto other people. Webb, (2006:70) links blame culture to risk avoidance being the main priority, resulting in tighter measures of accountability and trans parency being involved. Kemshall (2002: 94) suggests blame serves to strengthen accountability, but also subtly to control information flow and usage and to reinforce loyalty and solidarity with particular viewpoints on risk. Responsibility of the social worker is linked to accountability. These are sustained in codes of practice, the law and daily verbal exchanges. Hall et al (2006: 16) describes how professionals are mindful of their interactions, should their speech causes their conduct to be accountable. Parton and OByrne (2000: 183) discuss the ethics of responsibility in which service users are able to talk freely about themselves, their situation and the best way to solve their problems. Social workers are supporting service users to take responsibility for their own actions, which replaces concepts of cause and determination Howe (1986), cited in Parton (1996:88). The responsibility of the social worker is to the well-being of service users, but there are times when they work in situations that are conflicting. Dominelli (2009:11) offers one explanation of this in a care-control dilemma, when there is a need to balance the determination of the service user with harm. The social workers responsibil ity to the wider society and adherence to the law mean that at times the well-being of the service users may not take priority. In conclusion we have considered the impact of risk in the field of social work. In doing so we have identified three main theories, that of Govermentality, Risk Society and Culture Theory. We have analysed the impact of social work on these theories. Govermentality Theory helps us to understand power and the production of knowledge that enables individuals to govern themselves. Empowerment, as discussed previously enables service users to gain control over decisions that affect their lives. Risk Society Theory helps us to understand how communities are organised in its response to risk. This has been discussed in relation to social work in the media and the bureaucratic defensive practices that have developed as a result of extensive coverage of high profile service failings. Culture Theory seeks to explain how the social context in which we operate affects our responses to risk. As considered earlier, accountability is a means for social workers to explain their actions and the rea soning behind them, blame culture leads to social workers feeling apprehensive and self-preserving of their role. The social worker also has responsibility to the service users, but also to the wider society. Word count 2563

The Currently Undergoing Change In Business Commerce Essay

The Currently Undergoing Change In Business Commerce Essay All organizations that are currently undergoing some kind of change.  Many of these programs on the changes resulting from management practices, such as culture change, business process engineering, empowerment and quality of the whole.  Other initiatives, the changes are dependent on the needs of the organization to reposition the face of changing competitive conditions.   A good example is the ongoing process of change at Marks Spencer.  Strategic Change The term is usually reserved for such initiatives.  These transitions are often related radicals in the organization, which includes strategy, structure, systems, processes and culture.  Success in implementing strategic change in organizations is poor.  Many simply do not understand that the implementation (which is actually turning plans into reality), and not the wording that is difficult.  To the strategic objective becomes a reality, it is necessary to change the way people behave in organizations. This will require more restructuring and new systems.   Background of change   Faster pace of change is the starting point.  Sure, companies live in times of change, indeed, more turbulent age than ever.  But what was true for many years.  What happened to that last, managers realized that without changes in not only miss opportunities, can kill or paralyze society.  Even if an organization indulges in finally change may be too late to prevent continual arthritis of the company.   Marks Spencer has been horribly damaged, not only by his lawyer about the size of its reserves, but by managing cattle demonstrated that corresponds to unravel.  M S, after serving what turned out to be a strong reflection of heavy blows of its reputation and profits fell by a few weak sales.   The worst thing is that Suns statistics were accompanied by anecdotal evidence bad choice of clothing for women, lack of resources, attractive shops which confirmed that the problems were not resolved.  M S knew that he needed the conversion to a retailer who fleet feet, a magnet for vendors and managers, and a dynamic leader in the field of fashion.  But M S was never one of those three things.   During the long reign of dominance Rick Greenbury, the consolidated unnecessary functions from the past: from top to bottom, slowly and deeply conservative.   Description of changes in the organization   The process of change can be difficult,  may be slow and painful.  People by nature do not like change.  Companies naturally do not like change.  The question is whether we want to drive the implementation of strategic changes in our business, how much pain we are ready to commit to adopting means for change?   We must first ask the reasons for changes in the business environment?  There are four modes of changes that may occur in any company and be seen as the primary cause. The theory of change management   Managing change in the tradition of organizational development, considers the organization of social systems, and therefore relates to humanistic element in conjunction with the mechanics of the organization.  The aim is to improve the efficiency and prosperity by facilitating the organization of the development process so that eventually the organization is able to solve their problems and adjust if necessary. Therefore, in order to implement effective change, the scientist-physician must be able to adapt and apply appropriate rules to the current situation.   Familiar models for inclusion in our theories in use were selected for their usefulness, adaptation and integration of members of the organization.  They are listed below.   Planned changes to the model of Lewin (1951)   These changes in the oldest and most fundamental are that Lewins change model.  It consists of three stages: melting, movement and refreezing.  The publication is to reduce the peacekeeping forces of organizational behaviour.  The movement involves moving behaviour of the organization and re-freezing is to stabilize the new state.  Lewins saw a change in behaviour of sources in the organization.  These forces are trying to maintain the standard and those who fought for change.   Model of action research   The classical model of action research focuses on the planned changes as an iterative process in which a preliminary examination on the organization is a way for future research and future needs.  Search in the initial phase is estimated to guide research.   The model focuses on the massive data collection and identification prior to any action taking place and a careful evaluation later.  Emphasis is placed on the organization and work with your doctor to change all stages of the process.   Business model is based on the most current research approach to planned change and is often considered synonymous with the IP (Cummings and Worley, 2005)   Kotter Model   According to Kotter, the plans should be established to develop appropriate stages, achievable and measurable changes, while engaging, enable and facilitate the participation of people as quickly and as openly as possible (Kotter, 1995, p. 2-3).   Changes must be realistic, achievable and measurable (Kotter, 1995, p. 6).  These aspects are particularly relevant to management and changes in individual groups.  Prior to the organizational changes, the organization must determine what it wants to achieve with this change, why and how he knows that change is achieved.  It is the address that is affected by this change and how they will react.  Finally, how changes in the organization are able to achieve alone and what aspects of the changes he needs a specialist or outside help to achieve.   Intervention   Our diagnosis, offer interventions to deal with errors or problems and help Marks and Spencer in competition with other organizations.  This list, which is not exhaustive credits towards a cultural change, but taking into account the wider context, which is defined at the beginning of the quantitative changes in corporate strategy are required.  Therefore, the intervention process, which includes culture change, would be best suited for this case.   Transformational change   Transformational change is a relatively new organizational change.  Is concerned about radical change and is essentially change the way the organization is perceived both internally and externally and how it works.   This type of change would be particularly relevant to the case of Marks and Spencer, as it must radically change the way you operate in a competitive environment.   Culture change   The concept of organizational culture has brought a lot of research and culture, many models have been developed to define measure and observe the culture.  However, little consensus about the nature of culture or to understand.  Nevertheless, culture has become a very important part of the organization and activities covering a culture change have increased sharply.   Schein (1990), Millward (2005) model of culture is one of the most commonly used, consists of four layers at different levels of consciousness.  In the centre of the basic assumptions (unconscious, reactions uncontested guide), values (this is important) and norms (how to behave), and finally, artefacts (observable behaviours and procedures).   This metaphor of culture cannot hope to capture all the elements of organizational culture, it is a useful tool in the study.   Need for change To understand how organizations respond to the need for change, we must examine the organizational processes and management, organization transformation through additions, deletions or changes to the resource base leads to the attainment of these processes of change.  We need to know not only what the organization which markets will come, how fast they grow, but how they do it.   Factors that determine the need for strategic change   Organizations usually in response to changes in the external environment, as well as the development of competitive advantages in the organization.  External environmental factors, including:   Social factors Such as changes in demographics and purchasing habits of consumers. Legal factors Legal pressures that force organizations to comply with the law changes, for example, in response to environmental legislation.   Economic factors Relate to the booms and declines in economic activity in general, changes in interest rates, inflation, etc.   Political factors These are related to wider policy changes for example the government to take a particular line of the privatization / role of government in society.   Technological factors Technological aspects of technological advances such as developing new methods based on point of sale by the company.   In addition to these factors, he slept a significant impact on the organization, making competition.   Slept analysis is an analysis of the major changes in the environment of the organization.  This is sometimes called environmental scanning.  Managing change is a key aspect of how the organization responds to changes in an appropriate manner.   Todays managers believe that in the future, organizations need more leaders who can use the talents of the organization in achieving its objectives, the development of a culture that believes change as an opportunity rather than a threat, regularly invent the organization, effectively  planning and implementing change.  To succeed in this environment, managers have to do the right things in the existing well-defined procedures and limitations.  Predictable and stable environment reduces the need to mobilize the organizations capacity, flexibility, creativity and innovation.   The environment has changed radically, and successful organizations and their managers   should behave differently.  Managers in todays environment are needed to  transformation of the organization, to develop good relationships with internal and external  stakeholders, run horizontally and vertically, and not the entire culture lines  enable employees and the development of networks and alliances. Stakeholders in developing a strategy change   Stakeholders are those who have direct interest in the organization and may be beneficial, and harmful to the organization if not properly treated if a policy is adopted in order to keep the company and they should also participate in company affairs and decision making.  The system is planned in this direction in which we can pass our message to all actors in society and be in the best interest of the latter.  Some of it is also relevant for people who do not want to change or resist change.  The behaviour of these people also consider. Resistance to change Responses to organizational change initiatives are no different.  In the beginning there is a small proportion of the early adopters those who want to participate, because I just changed a breakthrough that will lead to better conditions.  Most of the people affected by the initiative of the changes will be far less enthusiastic than the early adopters, but over time they will eventually accept and adjust to it.  Finally, the group will not be very resilient, many of whom will never adapt to the changes in place.  This range of behaviour results from a normal distribution.  It is a natural phenomenon intuitively understood by most managers of change.  Unfortunately, though perhaps unconsciously, to understand the phenomenon, these managers often do not use this knowledge to better organize an effective change.   The aim is to adopt the first to develop their support and consciously use their influence to speed up the most reluctant to change.  It is important to understand that they do not reflect the impact of hierarchical position.  Leaders are natural leaders and respected functional experts who are well connected.  They are nodes in the social, business, politics and communications networks, and their sphere of influence goes beyond the scope of their parent organization.  While these influential illustrate its support for the changes, they are a marketing tool more powerful than any message issued by the office of managing change.   Strategies should be performed on the leaders of high or medium, the goal is to transform them into the first users, and use its influence over the end of the interest or commitment.  For those who cannot be pulled forward or to the small force, aims to accelerate the speed of their adaptation to help them better understand and prepare for the consequences of change.   It is also focusing on people who are able to adapt, but because of its unique combination of knowledge, skills or abilities, but a significant contribution.   Some people will be unwilling or unable to adapt to change.  They are already able to demonstrate their acceptance and respect for a change, otherwise, may suffer the consequences clear.  Include initiatives that will affect change, how it will affect them and what their reactions might be important for the success of the strategy changes.   When an organization brings new things about people, there will be problems. Participation, involvement and open, early, full communication are important factors.   How to tell change to people The workshops are very useful process to develop a common understanding, methods, principles, methods, systems, ideas, etc.   Surveys are useful to repair the damage and lack of trust among employees if you allow people to fill them out anonymously, and provided that publish and implement the findings.  You cannot force change individuals and teams must have the right to seek their own solutions and responses, the facilitation and management support, tolerance and compassion for managers and executives.  Management style and leadership behaviour are more important than intelligence and the political process.  Employees must have confidence in the organization.   A leader must listen to and work with these ideas, or change can be very painful, and soon will be lost in the process.   You may also find that the main problem is the resistance of the people and defence of someone who is in the organization, what you do.  After this challenge, you can begin to compare what is happening with what the organization intends to do (mission, values, goals, priorities, targets, key performance indicators, process measures), as people feel things (marketing, maintenance workers, morale and attitudes  ) as well as customers and suppliers feel too much (in fact, go out and find clients and former clients in particular).   Follow the protocol is very difficult you have properly with people and explain who you are and what you do.  Be polite.  Respect the people more than usual; because they are sensitive, it is understandable.   The framework for change management at Marks Spencer   Marks Spencer has been under pressure to change the external economic factors and not yet answered correctly.  It is for this reason that the approach proposed amendment is necessary to initiate and implement change is being driven by the management of physician (s).   Using current models and theories of change management in the organization development, proposed a framework for planned changes that could be used by Marks Spencer.   Context of Changing   First, in the context of the situation to be addressed in order to develop appropriate methods of change.  This can be done in three dimensions:   The volume changes   à ¢Ã¢â€š ¬Ã‚ ¢ Incremental change to solve specific problems such as lack of communication and low customer satisfaction   à ¢Ã¢â€š ¬Ã‚ ¢ Quantum amendment to change the basic functioning of organizations, including the structure and culture   Degree of organization   à ¢Ã¢â€š ¬Ã‚ ¢ Over-organized where policies are too rigid for effective action due to poor communication, conflict avoidance, etc.   à ¢Ã¢â€š ¬Ã‚ ¢ Sub-structured where there is too little regulation for the effective operation due to lack of direction and coordination structure.   Domestic vs International   à ¢Ã¢â€š ¬Ã‚ ¢ Cultural differences, especially between Eastern and Western societies, for example, Asian countries tend to be hierarchical and North America deal with individuality.  It can be difficult to implement change, which encourages openness among employees when it is not viewed positively.   In the case of Marks and Spencer, the magnitude of change is that major changes in the quantum of culture, structure and strategy must be addressed.  They will be included in the applied intervention.  They are also highly organized society with the management system now that he is honoured to be part of the overall problem.  Although the system successfully in the past, is steeped in ancient culture and able to adapt to a redesigned image of Marks Spencer.  Therefore, the process of change at Marks Spencer will focus on softening of the structure.  General review, Marks Spencer, will be treated as a citizen of the operation of this case, since closed down its operations in Europe and North America sold its franchise stores in Hong Kong.   The model change is composed of seven steps to help developers to the key issues of transformation.  Activities focus on people, leadership, trust, vision, empowerment, celebration and institutionalization.  Despite the emerging linear stages can occur simultaneously.  Effective communication is the mortar.  There must be open and honest communication in every step of the process, and communication needs to combine these steps together.  Nothing can destroy the effort to change sooner or permanently, that poor communication.   Here are the steps for effective transition.   Assessment and solve human problems   Contractor changes need to invest time and effort to understand the problems of people does not appear in place of those who suffered, and then practice the golden rule of treating others as they would be treated.   Exercise strong leadership in the organization   Without strong leadership, positive change will not.  Leadership can no longer be the domain of a few organizations all the staff responsible should do what it takes to achieve organizational goals.  This is especially true when change must occur.  Many must step in and assume leadership.  Spreading leadership and decision-making responsibilities, inspires and motivates everyone to play a role in implementing the changes.   Building trust in the leadership   Confidence is simply the belief that it would suffer if threatened.  Obviously, the level of mutual trust between labour and management or between supervisors and subordinates affects the health of the organization.   Clearly articulate the vision to all   If you want to change, please explain the reason and purpose of fundamental change. People cannot have a real idea of where the organization is or what problems it faces. You have to tell them.  They need to understand the purpose for the desired result.  Be prepared to answer these questions: What is the problem?  Who said that?  What happens if you do not change?   Creating an helpful environment Organizations can do everything possible to prepare the ground for change in response to the concerns of people in order to demonstrate strong leadership, building trust, formulating a vision all, that is, but to create an environment to enable success.   Honest answer is that you can get almost as much as you want to manage anything else of a turbulent, messy, chaotic nature, it is not really manage it, talk with her.  It is a question of leadership is one of management skills.   The first thing to do is jump in. You cannot do something outside.   A clear sense of mission or purpose is essential.  A simple mission, the better.   Building a team that can work hard and one of them is the team leader. Pick people with relevant skills and high energy levels.  Youll need two.   Set flexible priorities.  You must have the ability to drop what youre doing and tend to something more important.   Treat everything as a temporary measure.   Ask for volunteers.  You will be surprised that arises.  You will be pleasantly surprised what you can do.   Find a good boss or team leader and stay in his way.   Conclusion   In concluding this report, we can say that effective reforms introduced to the strategy are to maximize the huge returns if these changes are well managed.   In this report, and Spencer takes on the characters thinking and different models are also discussed to show the strategic shift from Marks Spencer, which is a leading company in the UK, but suffered from some activities for that has to change, and finally models Kotter and Lewins,  a representative of the role of stakeholders that their existence in the affairs of the company is very necessary to be able to join in their decisions and At last appropriate model is also developed, which will provide guidance for better performance. Dont Do Change for the Sake of Change Do Change to Enhance Organizational Performance