The Natural Family Planning ( Safe Period ) - 1212 Words

3- Natural family planning ( safe period): Natural family planning is one of the most widely utilized means of birth control, espicially for those whom their religion or their cultural beliefs do not authorize devices or drugs for birth control. This method includes periodic abstinence, to avoid intercourse during a female s fertile period, which is around the time of ovulation. Determination of the fertile period involve the calendar method, cervical mucus method, or the symptothermal method technique. The calendar method is based on 3 hypotheses as follows: The human ovum can be fertilized only for approximately 24 hours after ovulation, spermatozoa can maintain their ability of fertilizing for only 48 hours after coitus, and ovulation usually occurs 12-16 days before the onset of the subsequent menestruation. The menses is recorded for 6 cycles to estimate the fertile period. The earliest day of the fertile period is calculated by the number of days in the shortest menstrual cycle subtracted by 18. The latest day of the fertile period is assessed by the number of days in the longest cycle subtracted by 11. * Efficacy: The failure rate in typical utilization is estimated to be approximately 25%. * Advantages: No adverse effects from hormones occur. This may be the only method acceptable to couples for cultural or religious beliefs. Immediate return to fertility occurs with termination of utilization. * Disadvantages: This is most suitable for female with standard andShow MoreRelatedPersuasive Essay On Overpopulation1535 Words   |  7 PagesAs humans developed from nomads to settlers, there was a desire to improve their lifestyle and living conditions. Having a family before and during this transitional period was not an easy task because of safety and lack of resources to support many people in a group. The scarcity of food and shelter was a daily challenge for nomads. Once people learned to farm and recycle resources in the same area, they were able to settle and maintain a large group of people. The benefits of stability and surplusRead MoreBusiness Continuity Plan For A Business1425 Words   |  6 PagesIntroduction Business Continuity Plan (BCP) is made in order to continue business operation when the business site is adversely affected by some natural calamities like flood, storm, earthquake, fire, communication failure or by some terrorist attacks and crimes. This plan explains the measures taken by the organization to recover its business operation or operation transferred to another business site. Business continuity plans are made to recover from both short term and long term disasters. PlanRead MoreThe Earth s Inadequate Supply Of Natural Resources1274 Words   |  6 PagesMallory York Environmental Science September 10, 2015 The Earth s inadequate supply of natural resources will only be able to tolerate 2 billion humans by 2100, the bad thing about that is, is that the world already feeds and supports 5.9 billion. The ideal human population, or carrying capacity, for the U.S. is projected to be 200 million, which is way fewer than the current population of the United States. This is a growing problem in not only the United States but also around our world todayRead MoreContemporary Cities Methods Of Resilience1202 Words   |  5 Pages3. Contemporary cities methods of resilience. In this section we will look at how practices of urban planning, design and management can be used to make cities more secure against the hazards of the natural environment. The effects of urbanisation and climate change are going to continue to cause more frequent and destructive challenges towards humanity, so the implementation of these methods is crucial in preventing social, economic and environmental losses. (too big to flood) These different methodsRead MoreDisaster Preparedness : An Essential Component Of Development Policies And Planning1285 Words   |  6 Pagesintegrate disaster risk reduction into sustainable development policies and planning 2. To develop and strengthen Institutions 3. Mechanisms and capacities to build resilience to hazards and to systematically incorporate risk reduction approaches into the implementation of emergency preparedness, response and recovery programs. Disaster relief: Overnight shelter stays: The Red Cross opens shelters to make sure people have a safe place to stay, a hot meal and access to other support from trained volunteersRead MoreThe Catholic Churchs View on Contraception Essay1229 Words   |  5 Pagesthat before sex there must be some responsibility and outlook on the future welfare of the unborn child. The method that Pope John Paul II was referring to is called period continence, also known as â€Å"natural family planning† (Natural Family Planing). Natural family planning is a means of birth control through sex during infertile periods. According to the Catechism of the Catholic Church, this is within the criteria of objective morality because it â€Å"respects the body of the spouses, encourages tendernessRead MoreThe Capital Budget For The Hospital Wing Renovation1366 Words   |  6 Pagesfurnishings needed for the unit will also come from the capital budget. The hospital may apply for grants or run a fundraising campaign through the hospital foun dation to assist with the costs of the project. â€Å"A fundamental concept integral to business planning is the time value of money. A dollar today is worth more than a dollar in the future† (McKay Peters, 2013, p. 107). McKay Peters go on to state that â€Å"Whatever money a project generates over time must take into account that the value of the dollarRead MorePrevention Of A Disaster Emergency1729 Words   |  7 PagesWhether the occurrence of a disaster emergency is triggered by a natural or man-made event (either by intentional, or accidental means), critical steps should be taken to evaluate and reduce the risks of public endangerment. The desire is to prevent epidemics and the spread of disease, protect against environmental hazards, prevent injuries, promote and encourage informed risk/ beneficial decision making, respond to disasters and assist communities in recovery, and assure the quality and accessibilityRead MoreRelated Literature -Rh Bill1675 Words   |à ‚  7 Pagesthat the family income and expenditures surveys conducted in 1985-2000 results say that 57.3% of families having many children are poor while only 15.7% of families having only two children are poor. This is mainly because families with bigger number of members have to spend more compared to those families with only two children. The latest data shows that poverty incidence is less than 10% for a family with one child; but it rises steadily with the number of children to 57% for a family with 9 orRead MoreTraditional Health Care System May Also Integrate Harmful998 Words   |  4 Pagespractices. Therefore educating the traditional practitioners in specific and the community in general is significant (Addis et al., 2002). Even though traditional health schemes are locally manageable and culturally pertinent, they must first be condensed safe. Most importantly, poor certification, lack of standardization, and the nonappearance of regulatory mechanisms for traditional heath care practice in many countries were seen as difficulties to be resolved (Bodeker et al., 2000). 1.3 TRADITIONAL MEDICINE

The Importance Of Autocratic And Transformational...

Throughout the world there are notable leaders. Each leader is different in their directorial approach; different leaders have different goals, abilities and techniques to achieve effectiveness. This paper will breakdown Andrew Carnegies road to becoming one of the richest and most generous individuals throughout history. This paper will validate that his autocratic and transformational leadership styles, personality and abilities are responsible for his success and legacy in the 20th century. Charles R. Morris stated What we think of as the modern American economy was the creation of four men: Andrew Carnegie, John D. Rockefeller, Jay Gould, and J. P. Morgan. They were the giants of the Gilded Age, the tycoons behind the period of riotous growth that established America as the richest, most inventive, and most productive country on the planet. They are, quite literally, the founding fathers of our economy - and, thus, of modern America (Morris, 2005). Carnegie who basically built the American Steel industry has arguably contributed more than any person to push America into the modern age. Born into an underprivileged Scottish household Carnegie impressed his family with ambition and curiosity for Andrew the more he learned the more he sought to know, and the more he knew the more he acted on what he learned. During his years as a messenger, Carnegie taught himself the art of telegraphy. This was merited to some of his fellow workers that introduced him to Col. JamesShow MoreRelatedTransactional Vs. Transformational Leadership Theory Essay1082 Words   |  5 PagesThe first set of opposing leadership theories I would like to review is transactional vs. transformational leadership. Transactional leadership is based on an exchange between leaders and followers. This type of leader establishes a reward-based system in order to incentivize workers. In transactional leadership theory managers seek to find what employees want and then incentivize them to achieve high performance through a rewards-based approach. The employee provides job performance and is rewardedRead MoreLeadership Style For 21st Century1477 Words   |  6 PagesLeadership Style for 21st Century When we analyze the success of large corporations like Ford, General Electric and International Business Machines, it is evident that they had series of leaders who were visionary and believed in empowerment of people. When we analyze tough phases of a company or companies that had a fall and ultimate demise, we clearly see a linkage between failure of company and absence of effective leadership (Canwell, Dongrie, Neveras, Stockton, 2014). The successful organizationRead MoreAnalysis of Leadership Theories958 Words   |  4 PagesLeadership Theories Analysis Leadership theories These leadership theories are grouped in trait theories, behavioral theories, contingency theories, and power and influence theories. Trait theories focus on the traits and skills that successful leaders must have. Initially, these theories state that these skills are innate, but research shows that individuals can also develop such skills and become leaders. Behavioral theories focus on other issues, like the behavior of leaders within their teamsRead MoreTransformational And Authoritarian Leadership Style1691 Words   |  7 Pages Transformational or Authoritarian Leadership Style Pamela Walsh Leadership Dr. Maureen Nixon March 9, 2015 Transformational or Authoritarian Leadership Style Over the course of several decades, the depiction of leadership has changed. What was thought to be innovative and participative or transformational tactic to leadership has replaced the classical and autocratic or authoritarian approach. The step forward that not everything old is bad and not everything new is good wasRead MoreThe Current Incidents Of Poor Leadership Within The Health Service Essay1650 Words   |  7 Pagesessay aims to define and analyse the leadership within the context of the NHS and specifically in the nursing profession. Further, this assignment will highlight some of the current incidents of poor leadership within the Health service. It will then briefly discuss some of the leadership theories whilst exploring my own leadership style along with rationale. SWOT (Strength, Weakness, Opportunity and Threats) analysis will be conducted to identify my leadership potential, which will be included inRead MoreHow Does Leadership Behavior Affect Organization Perfor mance?2475 Words   |  10 Pages How does Leadership behaviour affect organization performance? Contents †¢ Introduction †¢ What is Leadership? i) Leadership Defined ii) Leadership Described †¢ Different Styles of Leadership affecting performance i) Transformational Leadership ii) Autocratic Leadership iii) Democratic Leadership iv) Laissez-Faire †¢ Summary and Conclusion †¢ References Introduction Leadership could be the most valued commodity in business. People are becoming more captivated by the ideaRead MoreThe Path Towards The Completion Of This Dissertation9598 Words   |  39 Pages13 Assumptions 14 Definitions 14 Summary 15 Chapter Two 17 Review of the Literature 17 Introduction 17 Factors Affecting Quality of Education 18 Leadership Styles 20 Transformational leadership. 20 Laissez-faire leadership. . 21 Transactional leadership.: 22 Democratic leadership.. 23 Autocratic leadership. 24 Relationship Between Principal Leadership Style and Teacher Job Satisfaction 26 Teacher Morale 28 Summary 30 Chapter 3 31 Procedures and Methodology 31 Introduction 31 Research Paradigm 31 ResearchRead MoreEssay on Case Law Offices of Jeter1080 Words   |  5 Pagesworked from a style of collaboration and meeting to understand the needs of their employees. However, their growth left them needing someone to take over the day to day, yet important operations of the organization like human resources, and marketing. The partners decided to create a General Operations Manager. The partners hired someone who had a background as a longtime administrator from the insurance industry seeking a final career change. This person’s leadership style was autocratic which meansRead MoreLeadership As A Social Influence Process2296 Words   |  10 PagesIntroduction Leadership is considered a social influence process by which a leader seeks the voluntary participation of followers in an effort to reach an organizations goals (Budworth and Mann, 2010). Furthermore, it is also a process where one person exercises social influence over other members of the group (Budworth and Mann, 2010). Leadership is also a process that involves leaders influencing their followers towards a specific goal achievement (Budworth and Mann, 2010). The concept of leadership is extremelyRead MoreTransformational Leadership Theory : The Transformational Theory1280 Words   |  6 PagesThe transformational leadership theory was initially introduced by Burns (1978). Burns (1978) observed the characteristics of various leaders. The transformational theory is centered on the links formed amongst leaders and followers. The transformational leadership theory assumes that people will follow a leader who inspires them, and that a leader with a vision and passion can achieve gr eat things. Also, the transformational leadership theory noted that the way leaders get things done is by showing

Assessment in mathematics teaching in regards to the National Curriculum Free Essays

string(58) " and Development Agency for Schools \( TDA \) , 2010 \) \." â€Å" The subject of detecting what goes on in a schoolroom and reflecting on whether it is every bit good as it can be, improves the quality of a instructor ‘s ain instruction and their ability to portion it with others. † ( Mason, in Lee, 2006, p10 ) There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . We will write a custom essay sample on Assessment in mathematics teaching in regards to the National Curriculum or any similar topic only for you Order Now Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings. What Is Assessment and Why Is It Important Assessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible. The Class That Was Taught The category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students. The Topic Taught The subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . You read "Assessment in mathematics teaching in regards to the National Curriculum" in category "Essay examples" With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broa dfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase. The Teaching Re-cap Fractions My determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne’er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectual signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension. Ratio and Proportion The chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne’er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. † End of Topic At the terminal of the subject I decided to transport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative. General Findings Excessively Much Material A repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase. Communication and Questioning Much formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively. Expectations As mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne’er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor. Assessment Against Levels A trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree, without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction. Motivation to Learn A uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive. Decisions There have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n’t acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on. How to cite Assessment in mathematics teaching in regards to the National Curriculum, Essay examples

The Lovely Bones free essay sample

The Lovely Bones In Alice Sebold’s moving novel The Lovely Bones, Sebold explores various elements of humanity and the emotions that accompany it by crafting a story that readers can instantly connect with. She is unforgiving with the degree of how blunt and straightforward her tale starts out, as the main character Suzie Salmon is brutally raped and murdered within the very first chapter. The rest of the book examines her family and friends and how they all cope with this loss; this is all from the perspective of Suzie herself, who resides in a heaven-like state of being for the majority of the plot. Sebold conveys the idea that horrid, repulsive choices and actions can send ripples down the lives and futures of a wide range of people, and that those choices and actions can be either detrimental or constructive for those effected, depending on how each individual responds to the hardships. We will write a custom essay sample on The Lovely Bones or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She is able to effectively display this claim throughout her story by applying the use of pathos in the somber mood and themes of the plot and by exercising symbolism in the connection between certain objects, people, and events that tie the novel together. The most blatant element of The Lovely Bones that an audience first connects with is its use of pathos. Loss and grief are central to its ability to tug at readers’ heartstrings. When Suzie is raped, pathos is percolating through the pages as the reader instantly feels pity, horror, and sorrow for this little girl they’ve known for less than a chapter. Regardless of whether that reader has a daughter or not, they can still sense the innocence and vulnerability of Suzie, and connect it with a personal memory of vulnerability they have had themselves. And because the news and media relentlessly emphasizes and publicizes sexual harassment and abuse and exploit it for all it can, readers are drawn to this familiar sense of sadness and sympathy for these victims. It has become second nature for them. Also, the fact that Suzie is so young when she dies and that she was forced to leave a perfectly typical family behind to try and keep everything together helps bring to light Sebold’s claim that dreadful actions and events not only affect those directly involved, but also indirectly effect a much wider circle of people. The pathos in Suzie’s death is evident as it is what the entire story revolves around, and what affects the readers the most. Out of all of the various characters, Suzie’s death brings about the strongest reaction in her father, and he eventually ceases to function as a father and husband, allowing the grief of the memory of his daughter to consume him. The audience can put themselves in Suzie’s father’s shoes and feel the grief he feels. American readers can accomplish this quite successfully because of how Americans perceive the importance of death. The average United States citizen is isolated from most of the problems of the world, at least directly, such as war and hunger and other crises that can lead to large numbers of dead. Americans live in a bubble where very little dreadfulness takes place relative to the rest of the world; therefore, death is less commonly accepted in the U. S. , which is why American funerals are made to be such a complex and important ordeal. Suzie could be a substitute for any friend or family member to a reader, and that reader can feel the pain that he or she would feel if that friend or family member was lost forever to the darkness of death. In addition, Suzie is imprisoned in her version of heaven, unable (for the most part) to interfere or interact with her family. She is only allowed the small pleasure of watching from afar. Suzie cannot let go of her family, and her family cannot let go of her. It is a vicious cycle of melancholy and depression that is only resolved once Suzie’s fate is accepted by both her family and she herself. Not only is pathos imperative to the development of The Lovely Bones, but symbolism is essential as well. The narrative of Suzie’s view of her family after her death is filled with slight, miniscule associations that tend to lead the reader to believe that everything is connected and everything happened for a reason. For example, when Suzie first goes missing, the family’s porch light is left on so she can find her way home. This is more of an emotional safety net for her family than to actually help her home. If the light is still on, they can still aimlessly and hopelessly believe that she could still be out there and be alive. It is turned off when Suzie’s father ventures outside to try and capture his daughter’s killer, signifying that the prosecution of him would provide closure for him and his family. Readers feel compelled to empathize with this, mainly for the fact that most people have been in denial about something emotionally taxing in their lives that they refuse to accept, and the difficulty of finally letting go and accepting fate and reality for what it is. Secondly, Suzie’s mother’s choice of books symbolizes where in her life she is and how she feels about life itself. When she was young, she read college books about literature and philosophy. Yet once she had children, she turned to cooking and gardening books. After Suzie’s death, she looses touch with her family, dusts off the covers of those college books, and once again treats herself to intellectual stimulation. She is free and independent when she reads her college books, and when she does it after her daughter’s death, she reads because of the distance she creates between her and her husband and children. She wants to be young again, away from the feelings of sadness and loneliness she associates with her family, and she has an affair and leaves her family shortly thereafter. Many audience members can identify with this because they want to be young and independent as well. People aren’t usually compelled to look forward to growing up and inheriting endless responsibilities, as most people reminisce about some time in the past when they were liberated from the responsibilities of life. Lastly, the title of the book, The Lovely Bones, is in itself a symbol. Yes, it can apply to Suzie’s body and her death, but even more than that, it can symbolize how her â€Å"bones† brought her family together and created connections among them that could never be broken. She even says, â€Å"These were the lovely bones that had grown around my absence: the connections sometimes tenuous, sometimes made at great cost, but often magnificent that happened after I was gone. † This makes readers feel better about the events that occurred in the story, because the disgusting actions that occurred in the first chapter had some positive effects in the long run, and out of misery and sadness came love, compassion, happiness, and even life in the form of Suzie’s future niece. Throughout The Lovely Bones, pathos and symbolism are utilized to show the theme of the story, the grief and loss that occurs to so many people out of just one single event. Readers can identify with a great majority of Sebold’s work, because of how American society is set up and the personal experiences readers have had that are similar enough with the story, and they are able to interchange the emotions felt in both their reality and within the fictitious plot.

Things that will Help you through College Essay Example For Students

Things that will Help you through College Essay Many people believe being a college student is easy, but it is not. I was one of those people, before I started college. After starting college, I realized that it was nothing like I thought it was going to be. I had to learn how to manage my time wisely, pay attention in class, be on time to every class, do things that are hardest first, and ask for help when needed. How can I be successful, if I do not do these things? Managing my time was the hardest for me to do. I have to keep a house clean, take care of two dogs, write letters to my husband, and find time to study. We will write a custom essay on Things that will Help you through College specifically for you for only $16.38 $13.9/page Order now I decided that it was best to clean my house in the morning, and do my studying in the afternoon. I would take the dogs out in between cleaning and studying. Before getting ready for bed, I would write my letters to my husband. Having a schedule is better then trying to cram everything in at one time. Paying attention and taking notes will help me get better grades. If I do not do these things in class, I will not be able to pass. It is very important to know what to do so that I do it right the first time. For instance, I have an assignment due by Thursday. How will I know what to do on it if I was not paying attention? Many people are tardy. I have learned since I have started college that if I was to be tardy three time it counts as an absent. I have only been tardy once, and I try to be on time. After being absent so many days that affects my GPA, and I could even fail the class. I gained knowledge of the work that I have trouble with. For example, in math class we are assigned the odd problems. I would do a few of the problems that I was good at, and then do the problems that I struggled with. This is because I already know how to do the easy ones. If I had trouble with the harder ones, I could ask the teacher to explain it to me. I had to realize that I needed help, and not be afraid to ask for it. I was always afraid to ask questions in class because I did not want people to think that I was dumb, or make-fun of me. I have realized that the only dumb question is the question that is not asked. However, I have learned after being in college for almost a month that I am not the only one who needs to ask questions, or get a tutor. Getting a tutor does not mean that I am dumb it just means that I need help. Managing my time is also important. If I do not manage my time, I will not be able to accomplish all that needs to be done. Paying attention in every class is important too, because if not I will not obtain the grades needed to pass. I also try to be on time to class, because if I am not how would that look when applying for a job? Every time I am assigned a hard project, I try to work on it a little at a time and not all in one sitting. I am well-informed, since starting college that it is okay to ask for help when I need it. I need to keep all these things in mind because they will help me throughout my college career.

Sociolinguistics Essays

Sociolinguistics Essays Sociolinguistics Essay Sociolinguistics Essay The book discuses topics on sociolinguistics such as differences in language, language diversity, code-switching, prototype, speech, anthropological linguistics, linguistic and social disparity, gender difference and educational inferences of sociolinguistics. This second edition added up new segment on civility and courtesy, accommodation and samples. He also opened out the discussion about sex differences, association between language and thought and speech. As discussed in his first edition, language variety, speech as a social interaction and its quantitative study keep on.This is a very intriguing book. Hudson makes several statements but conflict with what he wants to articulate. For example, on page 11, he says â€Å"no two speakers have the same language, because no two speakers have the same experience of language† (Hudson, 1996)and â€Å"Effectively, the ‘socio-‘of ‘sociolinguistics is redundant.† This is somewhat in c lash with his conventional conception about language, assortment, dialect and speech communities in his second chapter. He disputes the subsistence of them and can’t be used as a theoretical constructs.In some topics, the association of the topics is not intact but rather same topics can be found anywhere within the book. The author seems to â€Å"beat around the bush† where ideas are circling back on itself. The author argue the work of both Labov and Chomsky without clear explanations about what he is trying to say and what he want reader to understand. His arguments about variance of his idea against Labov and Chomsky are incomprehensible arguments. Specifically, his explanations about the section on quantitative study of speech are very poor. In addition, the graphs being used are poorly labeled or unlabeled. In explaining the authors ideas, there’s no precision and exactness. In page 16, For instance, he says â€Å"As for morphology, this is left out altog ether, which again makes for ease of learning†¦.† (Hudson, 1996) .A reader can’t grasp how morphology has been left out altogether. There are so many explanations in the book without clear thoughts and sometimes careless.The significant role of the book can be taken seriously in the first two chapters of the seven chapters. For example, he makes significant arguments about varieties of language. He says, in pages 23-24,   that language should be taken into account as â€Å"a phenomenon including all languages of the world and then stresses that there is variety among languages is difficult to hunt down (Hudson, 1996). However, he concludes that varieties are not present. Rather, aspects of language may vary. People have different ways on how they use their language. People have different items on how they utter their language. Every people have a â€Å"part of the set† in the items they have in their language.In chapters three through six, he makes a sign ificant notion of several concepts of sociolinguistics. According to Hudson, sociolinguistics deals with the study of language in relation with the society. I find very interesting in chapter three – Language, culture and thought. Specifically, his arguments about prototypes and sexism in the language system are very good which I found to be attractive. It can give details about indistinct boundaries of concepts where critical feature cannot. Language maintenance and alterations are very difficult to analyze. However, due to Hudson’s prototype theory which asserts that it is the groundwork for Fishman’s speech domain concept, the evaluation and investigation of language preservation and modification becomes is being facilitated.Chapter Four, â€Å"Speech as Social Interaction,† is difficult to analyze the ideas presented. Topics under the subject lack thorough discussion on the recent studies on speech acts, speech events and dialogue analysis.I was attra cted oh how the author could encourage the accuracy of his work by using some statistical methods such as sampling, structured interview and by using variables. Researches conducted by the author add to the reliability of the authors ideas. The concept about sampling is not discussed thoroughly in the book even it does not appear. However, sampling can be implicitly understood in the book. Chapter 5, a quantitative study of speech, where discusses selection of â€Å"different types of housing and a range of social status†¦.† (Hudson, 2007, p.60) can be used to implicitly understand sampling, a selection process of different units from a population, called the sample, to make an inference from the whole population. In other words, it is a process of determining characteristics or parameters of the whole population by selecting a suitable representative part of it (Mugo, 2004).In addition, I found interested on how the author used structured interview for he could make con clusions from a certain research. From the book, I know that this kind of interview, where an evaluator asks same questions to every interviewee offering them the identical responses, is very efficient in data gathering (ERIC/AE Staff, 2007). He emphasizes that structured interview â€Å"have used fewer than a hundred speakers and increasing the number of speakers tends to be counterproductive the analytical (Hudson, 2007, p. 160).The use of the quantitative variable by the author helps to capture the thought about quantitative difference. Linguistic variable refers to â€Å"a set of related dialect forms all of which mean the same thing and which correlate with some social grouping in the speech community† (Britain, 2005).Although the book is used a course text, it must have suggested reading, projects or suggestions for additional information for readers to know. Also, the bibliography and index is poor in construction.The book, first, is a very good example resource for people who want to have background about sociolinguistics, the language with a society and the society with a language. However, I would like to stress some main points. Since the focus of the is mainly on theoretical aspects, it is not best recommended for those who want to take practical research. This could be a great resource about sociolinguistics if it will provide readers the clear and thorough understanding about the subject matter. Another, I like on how the author organized his ideas by making conclusions after a certain topic. The conclusion allows me to check the accuracy of his idea. Also, it gave me the importance of each topic discussed.

Vietnam and Iraq Wars Essay Example | Topics and Well Written Essays - 1000 words

Vietnam and Iraq Wars - Essay Example The invasion of Iraq was started in an attempt to stop the rise of international terrorism, which started after the attacks of September eleventh, in the year 2001. The invasion was started on the grounds of allegations that there was cooperation and coordination between Saddam Hussein and Al Qaeda. This paper seeks to analyze the two invasions, which were carried out by the American forces in the lights of broad and diverse academic resources. Furthermore, this paper will seek to compare and contrast between the things, which the American soldiers carried with them in Vietnam to the things, which they carried in Iraq. The US was embroiled in the Vietnam conflict during the 1960s and 1970s. Vietnam had been partitioned into North and South after the French withdrawal. North Vietnam had begun to sponsor a communist insurgency in the South (Barbier, 34). This was considered to be a threat to US interests which feared a domino affect that would result in communist revolutions in neighboring countries. The United States deployed its military forces in Vietnam. It used classical counter insurgency tactics like sweep and search operations, resettlement of hostile villages, torture of suspected insurgents, air strikes against North Vietnamese forces, and assassination campaigns against communist collaborators. However the North Vietnamese continued to fight back by creating a large pain threshold. They were able to absorb heavy casualties and sustain a war of attrition against the United States. By 1973, the US had retreated from Vietnam by signing a negotiated settlement with North Vietnam. The United S tates retreat from Vietnam was considered to be a major military setback. It would spawn decades of reluctance inside the US to commit ground troops into any major conflict. Iraq War The Iraq War was launched in the year 2003 with the specific purpose of overthrowing the regime of Saddam Hussein. US forces quickly overthrew the regime within twenty one days but were embroiled in a guerilla conflict with local insurgents. The US has deployed massive numbers of troops in order to achieve its military objectives. It has formed collaborative relationships with local Iraqi forces in order to tame the insurgency. US forces in the year 2007 launched a massive troop surge which was an attempt to pacify the county. The key strategy was to conduct a section by section sweep of suspected insurgent areas. US forces would ensure a permanent presence by establishing checkpoints and outposts. The surge has relatively pacified Iraq with a number of insurgent groups joining the US led allied government (Barbier, 45). Standard Issue Weapons and Equipment US forces in Vietnam were not adequately trained to handle guerilla warfare. The US military doctrine considered guerillas as mere nuisances during conflict zones. The average US soldier was a draftee who had been pushed into the Vietnamese jungle for a couple of months. However the Kenney Administration deployed Special Forces in order to fight the guerilla threat. US Special Forces were involved in pacification campaigns that involved searching and destroying guerilla positions. The UH-1 (Huey) helicopter was extensively applied for such missions (Barbier, 32). US troops in Vietnam carried M-16 rifles which enabled rapid fire against concentrated

Advantages and Disadvantages to Kraft Foods Case Study

Advantages and Disadvantages to Kraft Foods - Case Study Example Therefore, if Kraft Foods starts producing healthier products, it will establish positive relationships with different stakeholders. The move will also depict that the company is committed to corporate social responsibility (Lussier 2008, p. 223). On the other hand, the company is likely to lose some of its customers because the new versions of chocolate will have a different taste. Notably, the esteemed customers of the company have been consuming its products because of their unique taste. However, lowering the calorific value of the chocolate versions will alter the product taste. Many customers may not like the new taste. The company will also incur new costs in production. Worth noting is the fact that the company will need to source ingredients that will be used in the production of lower-calorie chocolates. In addition, the company will need to spend on advertising and promotion strategies in order to introduce the new versions into the market. In my opinion, the UK government is likely to introduce legislation that will require taxation of high-fat food products like chocolate. Since the government has experienced the financial burden resulting from medical costs associated with the high morbidity cases resulting from obesity, it is likely to take new measures. The government is also concerned about the health of children and adolescents who are more affected by high-fat food products such as chocolate bars. Therefore, there are higher chances that the government will intervene (Lussier 2008, p. 223). Denmark repealed its fat-tax law after the realization that it contributed to increased consumer prices for the high-fat products. The tax did not motivate companies to produce healthier products. On the contrary, the tax law increased consumer prices, and the consumers had to bear the financial burden.

The impacts of Social Media on UK Consumers Brand Perceptions and Essay

The impacts of Social Media on UK Consumers Brand Perceptions and Purchase Decisions - Essay Example This research will begin with the statement that organizations are facing the intense challenge in the globalized era regarding profitability, sustainability and growth. Customers buying behaviors will get the effect of the product features, marketing policies and medium of a market. In the current study, an in-depth analysis of impacts of social media among the UK consumers regarding brand perceptions and purchase decisions is recorded. Contemporary marketing strategies are converting their domain towards the online atmosphere. An online perspective of marketing has increased potential reach of the customers with advertising messages. Organisations are able to explore the market in a more commercial manner. Online medium of advertising evolved development of the communication strategies. In developed countries like the UK and USA people are increasing use of social networks for making social connections. Social media is developing the communication aspects of the UK based consumers and firms. In the current study, a retail industry of the UK is used to contrast the impacts of social media on retail customer’s brand perceptions and purchase decisions. British people are having various retail firm options like â€Å"Big Four† firms like Tesco, ASDA, Sainsbury, and Morrison, apart from those retailers like LIDL, ALDI, and Walmart. This research will be aimed to investigate the potential effects of social media marketing strategies on consumer behavior. Retail market of the UK is facing an intense challenge of the competition from different organizations. In the retail market, Mainly, these small-sized firms are limiting the scope of the profitability and growth of other firms. Increased competition in the market is seeking for well-established strategies for growth and sustainability. The current study will create a link among the different type of the social media advertising strategies to create brand awareness and favorable buying decision making from the retail customers. Social media is increasing popularity among the different ages and demographical areas. Social media is one of the majorly used advertising and promotion medium for the organizations.

change management: Resistance

change management: Resistance Chapter 2 A Review of the Literature 2.1. Introduction This part will focus on how to overcome resistance to change. We will discuss theories on resistance to change and any other theory related to change management. The notion of change is something that we are facing everyday in our life; it is therefore the only constant. Change process can take gradual, rapid or radical form. Society is made up of human beings as well as inanimate organisms are subject to change over time. Environment is the only factor that is subject to and the only thing that does not change is the change itself. Change always affects employees in the organisation, therefore it is important to manage it successfully in order to avoid a failure of change or resistance to change. The change concept was studied by Authors like: Lewin, Trist, Hardy, Nieto and more. Nieto (2006) highlighted that a good definition of change is where the refreezing stage of Lewins model is no longer an option because nowadays change is faster in the twenty first century, there is no need to refreeze or you will be left behind by the competition. 2.2. A Review of the Literature If we conduct a survey we will find out that many employees have a negative attitude, behaviour and perceptions towards change. Employees feel more insecure about their jobs, status and also the fear of doing more work. Very often, the impacts of change on employees in the organisation are negative. There are fears, stress, frustration and resistance of change. Therefore most employees tend to resist to the change and change is always first resisted than accepted or seeing as an opportunity for improvement. Change, as death and taxes cannot be avoid, is it necessary bad? Even though uncomfortable and embarrassing, change can also be positive. The marriage, the birth of a child and a promotion are examples of change, very often we are happy and therefore it can be easily accepted rather than the negatives one like the divorce and the death. Good or bad, any change that happens whether to a person or inside an organisation requires adaptation and management. Nothing is unchangeable, even organizations are required to change. It is important to know understand why people resist change, to support those who cannot cope with change by motivating and coaching them and also handling the problems that change brings. Organisations are dynamic entities. They are changing all the time as they develop their operations and outputs in the pursuit of efficiency and effectiveness. The management of change is concerned with how change is effected in organizations and the principles and processes are essentially the same whether applied to the resign of the working practices of one section or the re-specification of the whole organisation and management structure According to Balogun et al (1999) change management is fast becoming one of the most talked about topics in management circles. Discussions about organizational change often focus on how important it is for organizations or individual managers to possess a capacity in this area. Likewise, business school courses on strategic change stress that change competence is fast becoming a key promotion differentiator within a managers toolbox. 2.3. Change management According to Ventris (2004), change management is all about inspirational leadership, detailed planning and rigorous, comprehensive implementation. A successful change management programme can be helpful to establish a continuous change in the organisation. But the most important thing is to make people realizing the value of change. Once people and have good experience about change management, and recognize the need for almost continuous change. As William Shakespeare said Things must change or cease. This sentence illustrates what has been said before about the Constance of change. Organisational change is a modification to employee attitudes, expectations, and skills (Robertson, Roberts, and Porras, 1993), it can also be a deliberate introduction of new ways of thinking, acting and operating ( Shalk, Campbell and Freese, 1998). The general aim of organizational change is an adaptation to the environment ( Barr, Stimpert and Huff, 1992; Leava and Barry, 2000) or an improvement in performance (Boeker, 1997; Keck and Tushman, 1993) This definition shows the importance of culture on change management, for the management to be able to implement these changes successfully, they will require changing the organizational culture which is not something easy to accomplish. Therefore by change employees attitudes, expectation and kills as suggested by many authors it will be necessary to make sure they adapt to the new environment and improve their performance which will also improve the organisational performance. Organisational change involves moving from the known to the unknown. Because the future is not certain and may affect employees performance, worth, and coping abilities, people inside the organisation do not want change unless they are forced to do so. It will be therefore important to create readiness for change. Implementing change in an organisation involves moving from the existing organisation state to the desired future state. (Cummings and Worley 2005) Change is omnipresent in society, and can occur in many forms. It is not a new phenomenon. Many Authors have developed a model of change process as it was argued by Moorhead and Griffin (2004) cited by McKenna (2006), that an alternative model of lewins process model will be the continuous change process model, which incorporates facets of the Lewin model. It is considered more realistic because it studies the change in an organisation from the top and recognizes that change is continuous. It is not good enough for an organisation to change; it must try to anticipate it as well by being proactive. This would require the planning of organisational change as part of the organisational strategy. According to McLagan ( 2003), managing changes as they emerge is not enough nowadays. As the number and complexity of changes increasing, it is time to plan and rethink about the structure of the organisation. It is time to accept the change in our life and move along with it, avoid doing business as usual or staying in the status quo. It is time to look at how the organisation is running its daily activities so that it is not a case of constantly trying to override the usual organisational processes. Such approach requires a structural and mental regesign of the organisation. The author emphasizes that change should not be managed during a period of crises or when strategies shift. It is a continuous challenge and condition in organisational life. A successful change management depends on how ready is the organisation to change its culture that is the attitude and the behaviour of members of the organisation. It is pointless to have only a part the employees who agree to the proposed changes. The aim of the executives is to ensure that all employees in the organisation are accepting the desired changes. The biggest motivator is to see other people embrace change management and witness the successful implementation of the companys vision. 2.3.1 The importance of change Change will always be there and will not disappear. Technology, civilizations and creative thought will keep their ever- accelerating drive onwards. It could be argued that change has almost become a continuous routine. (Luecke, 2003) Change management plays a significant role in any organisation since the task of handling change is not an easy one. Managing change in this case, mean making change in a planned way. Changes involve more challenge and life without challenge can become boring, therefore it is important to notice any small change because it will create an impact inside the organisation. The speed of change has increased significantly. Managers and the organisations they work for will be judged by their ability to manage change successfully. Unfortunately, for the managers of the early twenty-first century their ability to cope with complex change situations will be judged over ever decreasing time scales. Change is important because it enables to business managers to be more effective as a leader and sponsor of change. Knowing the importance of change will also enable you to prevent and manage resistance to change, decrease the cost, avoid unnecessary turnover and increase the probability that your business changes produce the desired results.( Hiatt, J and Creasey, 2003) As change is essential in an organisation, it is crucial to continue to improve and sustaining the change. The results about the organisational leaderships ability to continue and sustain performance improvement will be observed after a long period of time. Schein (2004 and Kotler (1995, 1996) have suggested that change is only Sustainable, when the organisational culture will match the new ways of thinking. These new ways of thinking must reflect the new behaviors and approaches that Become institutionalized. Change is important in any organisation and it contributes to its success, but the people perceive it in a different way, some employees might resist the change in a passive way or in the opposite way. 2.4. Types of change Change is inevitable in an organisation. Different types of change require different strategy strategies to implement the change successfully. According to Dessler(2004) there are four types of change which are: strategic change, technological change, structural change and people/Behavioural/Cultural change. Strategic change could be one option. For example, a company can face declining profits and decide to adopt this kind of change. This type of changes are usually triggered outside the company. External threats or challenges, such as deregulation, intensified global competition, and dramatic technological innovation like the internet generally make organisation to embark on companywide, strategic change. Strategic changes are often required for survival. For example researchers discovered that implementing strategic change did not necessary lead to success, but companies which did not change failed to survive. Another types of strategic changes will the one implemented during a crisis period, these types of change are highly risky. Technological change is the second basic approach of Desslers type of change. It means bringing change in the way the company is creating and marketing its products or services. Here, for example, the owner of a small farm might want to improve the productivity by buying new machines, training employees to use the new machines and also modifying the relationship between employees and their physical environment. Structural change is all about modifying the organisational structure or it is about how to reorganize. Structural change means changing one or several aspects of the companys organisation structures.( Here, for example, GEs new CEO, Jeffrey Immelt, recently reorganized his firms huge GE Capital division. He broke it into four divisions, with their four managers reporting directly to him rather than to the former GE Capital head) Structural change can also be applied by downsizing, recruiting or replacing. Or managers can change the firms infrastructure by changing its policies, procedures, and rules. People/Behavioural/Cultural change This is the last approach; strategic, technical and structural changes invariably trigger various changes in the behavioural side of the firm, including the employees attitudes, values, and skills to the job. This type of change is very difficult to manage because it is related to people and people always resist change, culture is hard to change. Some Authors have also discussed about other types of change. According to the punctuated equilibrium paradigm, incremental change is associated with those periods when the industry is in equilibrium, and the focus is doing things better through a process of continuous tinkering, adaptation and modification. Nadler and Tushman (1995) argue that incremental changes are not always about small changes. They can be large in terms of both the resources needed and the impact on people. A key point of this type of change is that is builds on what has already been accomplished and focuses on the continuous improvement. According to the gradualist paradigm incremental change can be cumulative and, over time, can lead to an organisation transforming its deep structures and reinventing itself. Transformational change is another type of change and it occurs during periods of instability. This kind of change can be referred to be revolutionary, but most writers- for example Tichy and Devenna (1986), Kotter (1999) and Burke and Litwin (1992) use the term transformational change. It involves a break with the past, a step function change rather than an extrapolation of past patterns of change and development. It is applied on new relationships and dynamics within the industry that may undermine core competencies, and try to know the very purpose of the organisation. This king of change involves doing things in a different way or doing different things. Transformational change is change which cannot be handled within the existing paradigm and the organisational routines; it entails a change in the taken-for-granted assumptions and the way of doing things around here. Nadler and Tushman have summarized the work of Tushman and colleagues, and the studies suggest that continuous incremental and discontinuous transformational change are faced by most companies but that: ââ€" ª This pattern of change keep on coming with some degree of regularity ââ€" ª Patterns change across sectors (e.g. periods of discontinuity may follow a thirty-year cycle in mini computers) ââ€" ª in almost all industries the rate of change is increasing and the time between periods of discontinuity is decreasing. The Authors also suggest that this holds true whether the focus is episodic or continuous change, and they propose that the ideal company in both cases would look like the successful self-organising firms that have been studied by Brown and Eisenhardt in the computer industry. There are three main categories of organisations that may not experience periods of discontinuous change; the self-organising and continuous changing learning organisation, companies that operate in the niche markets and last organisations that are able to continue functioning without transformating themselves. Weick and Quinn (1999) and Gersick (1991) Combining the incremental change and the transformational change which have been discussed so far- the extent to which change involves incremental adjustment or transformational change- provides a useful typology of organisational change (see Figure xxx). Nadler et al. (1995) also identify four types of change: Tuning is a type of change that occurs when there is no rush to change. It involves looking for better alternatives of achieving and defending the strategic vision. Here, for example, improving policies, methods, procedures; introducing new technologies; redesigning processes cost or developing people with required competencies. Adaptation is an incremental and adaptive response to a pressing external demand for change. It might involve responding to a successful new marketing strategy adopted by a competitor or to a change depending on the availability of the resource. Re-orientation involves a re-definition of the enterprise. It is introduced in anticipation of future opportunities or issues. The aim is to ensure that the firm will be aligned and successful in the future. Re-creation is a reactive change that leads to the transformation of the organisation or the restructuring through the fast and simultaneous change of all its basic elements. The Authors state that it inevitably involves a break down and destruction of some elements of the system. 2.5. Change process theory This theory as formulated by Lewin (1948) called force field analysis states that change can be divided into three stages namely; unfreezing phase when people realize that the old ways of doing things is no longer an option due to crisis, threats or opportunities; changing phase when people look for new way of doing things and select a promising approach; refreezing phase when people implement new approach as it becomes established. The problem for many organisations is not that they need to change, but that they do not see the need for change. This is especially true for organisations which have been successful in the past and cannot see why they should change what they see as a winning formula that everyone has become safe and comfortable with. By looking at the position of leadership towards change, the theorist states that leader can achieve change by either of the following two actions: to approach it by increasing the driving forces towards change through increase in incentives, use of position power to force change or to approach a change by reducing the restraining forces that create resistance to change, e.g. reducing fear of failure or economic loss, co-opt or remove opponents. Or using dual approach, which is a combination of the two approaches. Considerable research in the process of change management has been conducted in the work of Lewin, his model focused on changing the behaviour of groups, involves actions beginning in phases over time. The unfreezing stage according to Schein (2004) is about improving motivation and getting ready for the change, the changing stage is when the change is implemented, and the refreezing stage involves reinforcing and integrating the change. One of a popular model in the business literature about the change process has been developed by Kotters (1995, 1996) into an eight-step process for leading change management: (1) the first step is about establishing a sense of urgency, (2) forming a guiding coalition, (3) creating a vision, (4) communicating that vision, (5) empowering individuals to act and removing obstacles, (6) creating short-term wins, (7) consolidating improvements and creating more change, and lastly (8) institutionalizing new approaches. 2.6. The impact of change on organisational members The theory of reaction to change process describes how people in organisations react to an imposed change, is founded upon the typical sequence of peoples reaction to sudden traumatic events like death of loved ones, marriage collapse or natural disaster. The four stages of reaction pattern, which also happen during organisational change are: denial- deny the change is necessary; anger- get angry and look for someone to blame; mourning- stop denying that change is inevitable, acknowledge the loss and mourn it; adaptation- accept the need to change and go on with ones life. There is a related opinion regarding the effect of experiencing a repeated traumatic change has on different people. One effect of such repeated change is to leave people less resilient and more vulnerable to adverse effect from subsequent change. Another effect of repeated traumatic event can inoculate and leave them better prepared to change again without such an intense or prolonged period or adjustment. Repeated change can make some people more resilient and others less resilient. It is over thirty-five years since Toffer has published his book on Future Shock in which he discussed three aspects of change and assumed about the impact it will have on people. Toffer (1970) suggests that future shock is similar to culture shock, but with a crucial difference- there is no going back. If people find it hard to adapt to a new culture there is often an alternative to go back to the old culture, however this option is not possible with future shock. For example, if emigrants fail to settle in a new country it may be possible for them to return home. The management of change poses many challenges for managers. Burnes (2005) observes that: Managing and changing organisations appears to be getting more rather less difficult, and more rather than less important. Given the quickly changing environment in which firms operate, there is a small doubt that the capacity to manage change successfully needs to be a core competence for organisations. 2.7. The benefits for change According to Bradley (2006), changes must be well designed and managed in order to generate benefits which the author refers to benefits not generated, but removed from budgets. One realization can be made by a team effort; achieving benefits and agreed targets needs team effort. The author defines benefit as something that can be related to a cost reduction or increase revenue. A better definition of a benefit is an outcome of change which is perceived as positive by stakeholder. Changes consume resources, cost money, and need managing. Benefits are the outcomes, which cannot be directly made to happen and have no direct cost. The benefits of change can be also well explained by elaborating the following characteristics of an effective change management team which has been developed by Kotter(1996) as follows: The team member must share a keen sense of discomfort with the inertia They should be in substantial agreement on a vision for the future The team should include people who represent diverse points of view They must have a good reputation in the firm They must be willing to demonstrate public support for the change The team must commit to being involved for the long-haul Enough of the key players in the organisation must actively support the change to legitimize the process 2.8. Theories of change 2.8.1 Lewins three step model of change Lewin ( has worked on assessing the extent to which organisational change might be resisted by members of the organisation as we saw earlier when considering force field analysis in the change process. In addition, his work on group dynamics has resulted in what is known as Lewins three step model, which is usually used in change programmes. Introducing a programme of change into an organisation tends to arouse expectations in those involved; thus a subsequent failure to come up with the goods can lead to a state worse than it was before the innovation, because of these hopes and expectations not being realized. Thus Lewin considered that attention should not simply be made on the change itself, but should address what happens both before and after. The process of change should be implemented into three steps according to Lewin (1951) which are: Unfreezinf, changing and refreezing. The first step is unfreezing, where the motivation for change in the workforce is created. It is important to move the organisation away from its current position. This step is often not taking into consideration and is related with dividing old patterns of behaviour. People must be given reasons about the change and a good communication should be created before the implementation of change. To unfreeze the resistance to change, managers must increase the tension and dissatisfaction with the present, and improve the desirability and feasibility of the alternative. This stage takes more time because people have to change attitudes and behaviour. People do not like change because they are comfortable with old habits and it is important to consult them, let them know adopt the project as their own. To avoid resistance to change, we must encourage the staff, discuss and explain them the reasons for change. Once employees are aware, and have accepted the need for change, we can now move to the second stage. Changing is the second step where we have to identify the new behaviour, process or procedure and also encouraging individuals to adopt the new behaviour. It involves the development of new responses by the personel, based on the new information being made available to them and moving towards the new culture as necessary to fit strategic requirements of the organisation. At this stage it is important to make sure that there is a successful implementation of change, we also monitor the change and find out how people are feeling about their team. Refreezing is the final stage and we need to reinforce the changes made and stabilize the new culture in order to avoid people to go back to their old habits. At this stage, motivating employees by incentives will occur in the form of praise or reward for adapting to the new culture. The process as a whole is achieved through leadership, communication, education and training. In the twenty-first century it will be difficult to implement the refreezing stage, the term refreezing need a critical evaluation. The slush model was introduced by Nieto (2006), where he stated that changes in technology, employees, tasks and structure are more frequent. Organisations should have a flexible structure as having employee who is always been learning. The motivation of employees by using incentives will be a good idea. Refreezing is no longer an option because in this century, the change is moving faster than before, there is no need to refreeze otherwise you will be left behind by your competitors. Lewins model has been developed by edgar Schein through the integration of the latters perception of the response to change involving seven stages. This is known as the three conditions change model. See figurexxxx!!!!!!!! 2.8.2 Interrelationship of change The interrelationship of change or Trist model was developed by Trist (1981), this model helps to understand the interconnection of activities that influence change in organisations. It is important for the HR to understand because the model can be applies to our attention on the influence that changes in a firms activities can have on employees. For example a change of technology would lead to training people, changing task and the structure of the organisation, all elements are interconnected that means one element affects the others. Reid and Barrington (2000), argues the sociotechnical model suggests that management should learn how to understand and cope to changing relationships between people, tasks, technology and structure. It is therefore helpful to review the kinds of internal changes which have occurred in the organisation and to what extent to appropriate HR initiatives have been put in place to prepare employees to cope with the new technology but neglected to invest sufficiently in staff training, it is likely to be as effective as planned. Deciding what to change is very important for the organisation, it means any change should be planned effectively. The managers change programme can aim to alter one of the four basic things: the firms strategy, technology, structure and people/behaviour/culture. For example an organisation can change its strategy when the profit is declining. Technological change is a second basic approach and it means changing the way the firm innovates and markets its products or services. Structural change means changing one or more aspects of the companys organisation structure. Reorganizing is a familiar organisational change technique in todays fast-changing times. Dessler (2004) 2.9. Resistance to change Change can create uncertainty and therefore lead to personal insecurity. Therefore, we are not surprised to notice resistance to change within organisations. An organizational change, such as being promoted, is mostly accepted, simply because it is perceived to have obvious advantages. But not all changes fit into this category. Where changes create confusion and uncertainty, then resistance is likely to take place; the resistance is not to change as such- rather it is to the personal loss (or possibility of personal loss) that people believe will accompany the change (Burke, 1982). 2.9.1 Reasons for resistance (1) Perceived negative outcomes Employees are resisting to the change most of time because they perceive it as a negative outcome. According to Manfred (1995) change is creating a multitude of fears, of the unknown, of loss of freedom, of loss of status or position, of loss of authority and responsibility, and loss of good working conditions and money. This can be summarised as being in the comfort zone. People do not like change; they like staying in the same position and keep on doing the same old things. Once any change is introduced it will automatically create a resistance because it does not allow them to be in a comfort zone. Before undertaking any change management exercise, managers must identify where the changes will occur in the organisation and also anticipate how the change will affect employees in their job. After an economic assessment of the proposed change, managers will highlight the nature of the changes that need to be made for the benefits to be realized. (Berry 2002) (2) Fear of more work By introducing new changes it creates the fear of more work and less performance by employees, there is fear that additional work will be required at the same level of compensation. Change mostly involves additional work, change of culture and responsibility. We can also face some changes on the working hours, possible relocation, working condition, technology and more. As people fear of additional work, we will notice that people always resist change; Strebel (1996) argues that resistance to change is based on the disturbance of an employers implied pact with the company. This pack is formed of cultural values, job description and social dimensions. (3) Misunderstanding and lack of trust This is a situation when the people affected do not understand the real reasons and benefits of the change and mistrust the management who are introducing the change. They often do not believe what the management says and believe that they have secret ulterior motives. This may be because the management can access too many information than the people affected. This situation is commun in any organisation which have been organised traditionally on antagonistic industrial relations lines and have developed an us and them culture. Nowadays, most organisations try to engender a harmonious spirit which sees everyone as having a common interest, but for organisations which have a long history of conflict this is not something which is easily changed. The lack of trust is due to imaginary hidden implications; we can also list other elements that caused the resistance of change like: belief that change is not necessary or feasible, economic threat, relative high cost, fear of personal failure, loss of status and power and lastly threat to values and ideals. Kotter and Schlesinger (1979) (4) Lack of communication Communication is the exchange of information in an organisation. For organisations to work effectively, it is vital that information be communicated to those who need