Power goes to teachers students and discipline Essay Example For Students

Force goes to instructors understudies and order Essay For in any event two decades discipline has been at or close to the highest priority on the rundown of open worries about our schools.1 Nor should this unexpected us; building up the blend of premonition, judgment, and restraint that empowers (or maybe just comprises) discipline is a significant undertaking of youth. For whatever length of time that schools are places where part of a childs training happens, helping kids create order will be one of the issues that is, genuine undertakings that schools face. Be that as it may, when utilized in school-talk, discipline regularly is converted into terms of control and force, not advancement or training. Control is regularly, maybe generally, interchangeable with study hall the board. This feeling of order as-control won't appear to be abnormal to any individual who has perused Michel Foucault, particularly his Discipline and Punish.2 On his view, when we start discussing the issue of control, we are truly getting some information about the force relationships3 that exist inside schools. In particular, we ought to solicit what structure from power4 we face, for power is multi-faceted. Foucault investigates two types of intensity in detail: sovereign and disciplinary. So let us inspect one by one. As Foucault portrays in the initial segment of Discipline and Punish, sovereign force is that structure communicated in unmistakable manners through specific and recognizable people. The hubs of this type of intensity are the ruler, the sovereign, and the operators thereof. These people are obvious operators of intensity, known by others and without anyone else to be such. Sovereign force is likewise embodied by the discontinuity with which it is worked out. It evaluates charges, implements the law by demanding punishments for infringement thereof, brings armed forces up in time of war, etc. In any case, every one of these situations where sovereign force flexes is discrete; it acts in light of a specific situation and through a particular and recognizable operator or set of specialists. At the point when sovereign force works, we realize that we have been followed up on, in what ways, and by whom. The supplement to this is the understanding that the vast majority of ones life is outside the ability to control of the sovereign. It is increasingly hard to learn the exact idea of disciplinary force since one of its distinctive highlights is the quickness and delicacy with which it acts, in this manner rendering it generously less obvious than sovereign force. Quickly, we can state three contrasts: (1) sovereign force works through explicit noticeable operators; disciplinary force is diffuse in its activity, originating from all over the place and following up on everybody; (2) in light of its perceivability, sovereign force is helpless to opposition, while disciplinary force, undetectable and all-unavoidable, is hard to find, and accordingly hard to oppose; and (3) while sovereign force influences just a little bit of a people life, disciplinary force influences for all intents and purposes all parts of living, exposing everybody to the chance of observation consistently. As a matter of first importance, the disciplinary society controls not through the immediate utilization of intensity by the sovereign or his specialist, yet through a generic and undetectable look. The proficiency of disciplinary force is firmly identified with its imperceptibility contrasted and the noticeable sovereign. For disciplinary capacity to be viable, it is the subject, not the force, which must be seen. This relationship of perceivability and intangibility is complementary; for the subject to be restrained, it must be obvious, in any event conceivably, to the disciplinary look, and realize that itself will generally be; simultaneously, the look should really be imperceptible with the goal that it is powerful in any event, when it isn't really turned on a person. Its totalizing power lies definitely in its general possibility, joined with the inconceivability of undeniable nature. The subsequent preferred position picked up when the prevailing type of intensity moved from sovereign to disciplinary outcomes from the key components of its adequacy: gentility, speed, and nuance, which result in invisibility.5 This intangibility of disciplinary force makes opposition and additionally rebel against it significantly more uncertain and more troublesome than was the situation with sovereign force. This is essentially on the grounds that there is no single or obvious locus of disciplinary force against which to coordinate ones opposition; disciplinary force is basically everywhere.6 In one sense, this may appear to make obstruction simpler there are such a large number of chances to stand up to. .ua5ece038e14dd1925cc551d2d612f673 , .ua5ece038e14dd1925cc551d2d612f673 .postImageUrl , .ua5ece038e14dd1925cc551d2d612f673 .focused content zone { min-stature: 80px; position: relative; } .ua5ece038e14dd1925cc551d2d612f673 , .ua5ece038e14dd1925cc551d2d612f673:hover , .ua5ece038e14dd1925cc551d2d612f673:visited , .ua5ece038e14dd1925cc551d2d612f673:active { border:0!important; } .ua5ece038e14dd1925cc551d2d612f673 .clearfix:after { content: ; show: table; clear: both; } .ua5ece038e14dd1925cc551d2d612f673 { show: square; change: foundation shading 250ms; webkit-progress: foundation shading 250ms; width: 100%; mistiness: 1; change: murkiness 250ms; webkit-change: haziness 250ms; foundation shading: #95A5A6; } .ua5ece038e14dd1925cc551d2d612f673:active , .ua5ece038e14dd1925cc551d2d612f673:hover { darkness: 1; change: obscurity 250ms; webkit-change: darkness 250ms; foundation shading: #2C3E50; } .ua5ece038e14dd1925cc551d2d612f673 .focused content region { width: 100%; position: relative; } .u a5ece038e14dd1925cc551d2d612f673 .ctaText { outskirt base: 0 strong #fff; shading: #2980B9; text dimension: 16px; textual style weight: striking; edge: 0; cushioning: 0; text-enhancement: underline; } .ua5ece038e14dd1925cc551d2d612f673 .postTitle { shading: #FFFFFF; text dimension: 16px; textual style weight: 600; edge: 0; cushioning: 0; width: 100%; } .ua5ece038e14dd1925cc551d2d612f673 .ctaButton { foundation shading: #7F8C8D!important; shading: #2980B9; fringe: none; outskirt range: 3px; box-shadow: none; text dimension: 14px; text style weight: intense; line-tallness: 26px; moz-outskirt span: 3px; text-adjust: focus; text-beautification: none; text-shadow: none; width: 80px; min-stature: 80px; foundation: url(https://artscolumbia.org/wp-content/modules/intelly-related-posts/resources/pictures/straightforward arrow.png)no-rehash; position: supreme; right: 0; top: 0; } .ua5ece038e14dd1925cc551d2d612f673:hover .ctaButton { foundation shading: #34495E!important; } .ua5ece038e14dd1925 cc551d2d612f673 .focused content { show: table; stature: 80px; cushioning left: 18px; top: 0; } .ua5ece038e14dd1925cc551d2d612f673-content { show: table-cell; edge: 0; cushioning: 0; cushioning right: 108px; position: relative; vertical-adjust: center; width: 100%; } .ua5ece038e14dd1925cc551d2d612f673:after { content: ; show: square; clear: both; } READ: Objections to the principal definition of Kant's Cate Essay But power .

Six Little Things That Mae a Big Difference

If somebody somehow managed to ask you†¦Ã¢â‚¬ what things in life truly have a major effect in people’s lives?†Ã¢â‚¬ ¦What would you say? I wager a few people will say, well, for one, cash has a major effect. Others may state, well, family has a major effect. What's more, still others may state that instruction has a major effect. I surmise there would be the same number of various reactions as the quantity of people inquired. In this way, that on the off chance that I would ask 1000 people I may get 1000 unique things that would have a major effect in people’s lives. I invested some energy processing this inquiry over as far as I could tell, and in the wake of taking out a portion of similar reactions you and numerous others would make, similar to cash, training, family, and so on., I thought of the accompanying 6 things that have a major effect. Before I give you my rundown, let me rush to state that cash isn't on my rundown. Cash isn't something or other that have a major effect basically in light of the fact that cash has an unpretentious method of demolishing things for such a significant number of individuals. More individuals have gotten a great deal of cash just to, after a brief time, become so connected to their cash that others become old and insignificant to them. Instruction in like manner has made a few people carry on like extremists and egocentric, smarty pants individuals who instead of empower individuals drive individuals away. In this way, training isn't on my rundown. Nor is family on my rundown, since family, while urgently critical to us, is that default thing that everybody has and needs†¦family is consistently there having any kind of effect in our lives! It is those seemingly insignificant details that have such a major effect. What's more, regular we have various chances to rehearse those seemingly insignificant details with enough capacity to impact people’s lives. At the point when these easily overlooked details are polished they produce great outcomes for you! Indeed, here’s my rundown of the things that have a major effect in your life: 1. State â€Å"Masha Danki,† †¦Ã¢â‚¬ Thank You!† Would you trust it, such a little thing, yet when utilized has an amazing and significant impact on everybody around you! Appreciation is a ground-breaking power that can change the person who says it; and it changes the person who gets it. Appreciation from the heart, communicated submissively, recuperates as it acclaims. Next time your trash specialist from Serlimar stops by to get your trash, look at him without flinching and state â€Å"Thank you for taking my trash away,† and watch what occurs! I ensure that your trash assortment administration from that point on will out of nowhere become the best on your whole road! We have to quit underestimating things and begin being thankful and discernibly offer thanks regular. It is one of those easily overlooked details that have durable positive repercussions! A demeanor of appreciation and of saying â€Å"Thanks† can transform yourself for the better for ever and it can change the lives of those to whom you express it. 2. Be Kind and give Grace: Listen to that old woman disclose to her long story as you endeavor to rush out the store with your food supplies. It might mean being somewhat late for your next stop, yet your thoughtfulness in simply tuning in to that senior resident will give you a more prominent feeling of network, empathy and thankfulness for other people; and it will altogether quiet YOU down when you're feeling focused and rushed. Someone said†¦Ã¢â‚¬ Kindness extends, and it occupies the space with altruism and cooperation.† So, the second seemingly insignificant detail that has a gigantic effect is being caring, that’s a state of the brain. Also, giving grace is a state of the brain put into real practice! 3. Listen Attentively: God favored us with two ears and one mouth, and we should utilize them in that extent. Listening causes you to show up all the more beguiling, as well, so there's a reward. We have two ears with which to tune in. Two, and not one, since we are relied upon to listen well. One mouth, since we should talk less. At the point when you listen mindfully you’ll be astonished how well you interface with the other individual. The other individual will make the most of your essence and feel thrilled with your consideration. There is enchantment in acceptable tuning in, the enchantment of comprehension, of network, of affinity and positive attitude.

Fall 2012 Admission Notes COLUMBIA UNIVERSITY - SIPA Admissions Blog

Fall 2012 Admission Notes COLUMBIA UNIVERSITY - SIPA Admissions Blog If you are a prospective student you might have noticed a trend in the blog posts over the past few months.   For the most part blog posts in the late spring and summer are directed at those that have applied and received admission to the program.   Much of the blog content will still be geared in this direction throughout the summer, however information regarding the application process is going to start becoming more prevalent, especially near the end of the summer. There never is really a slow time in our office, we are always busy and much of the summer is spent preparing for the next admission season.   The summer tasks we are engaged in include making updates to our application, getting our computer systems set up, and planning our recruitment schedule.   Here are just a few notes on the application process for fall 2012 admission. First, SIPA no longer offers spring admission.   If you are interested in applying to SIPA you must submit an application for fall consideration.   The application deadline for fall admission will be January 5th, 2012 and the application will open on September 1st, 2011. Spring admission involved some complications that did not result in the most satisfying student experience so the Admissions Committee made the decision to do away with spring admission. Second, I will be posting announcements regarding the application over the summer.   For example, the Admissions Committee is discussing changes to the personal statement questions and when we have decided on what questions to ask, I will post an update on the blog. Third, representatives of SIPA will be engaging in both domestic and international travel in the fall.   When the travel schedule firms up I will post updates here as well. Fourth, when summer wraps up and students return from their internships, we will feature a number of entries written by students that should provide great insight into the professional development aspect of SIPA. All this and more will be sprinkled in over the summer and early fall so stay tuned.   On a final note and as mentioned above, we hope to have our new application live on September 1st.   If you wish to get an idea of the requirements, click here for a recap of the process last year.   We will be changing a few things but for the most part the process will remain similar.

Different Models of Change Management - Free Essay Example

Sample details Pages: 9 Words: 2711 Downloads: 3 Date added: 2017/06/26 Category Management Essay Type Critical essay Did you like this example? Introduction This paper provides a critical discussion of the different models of change management with a focus on the models proposed by Kurt Lewin (1958), John Kotter (1995) and the McKinsey 7S model (1982) developed by Tom Peters and Robert Waterman. Understanding Change Given the wide diversity in the nature and type of change experienced by individuals and organisations, no single definition of change exists. However, there is a general consensus that change is a constant feature of organisational life (Bamford and Daniel, 2005), and that it is constantly increasing in terms of its frequency, magnitude and unpredictability (Burnes, 2009). Jones (2007) defined organisational change as the way in which organisations move from one state to another to increase their effectiveness, and Greenan (2003) stated that it involves a re-distribution of power, information and skills. Similarly, Saif et al (2013) assert that effective change management is essential for organisational development and ultimately survival, and yet studies have shown that around 60% of change initiatives fail (CIPD, 2015) Signià ¯Ã‚ ¬Ã‚ cant work has been done to characterise the nature of change, the forces that drive it and the processes through which it can be achieved, and this has resulted in a number of models and theories that claim to capture change (Saif et al, 2013). All approaches, however, are dependent to some extent on the wider strategic and environmental context in which an organisation operates. According to Pettigrew et al (1992) this context is the why and when of change and takes account of the external context such as the current political, economic and social environment, and also the internal contextual factors such as organisational culture, structure and capabilities. Don’t waste time! Our writers will create an original "Different Models of Change Management" essay for you Create order Lewins 3 Step Change Model One of the most widely recognised of these change models was provided by Kurt Lewin (1958) who became the pioneer of planned change with the introduction of his three-step change model in the 1950s. The steps in this model include: unfreezing- where the current equilibrium is destabilised to allow any old behaviours to be discarded and the desired new behaviours to be adopted; moving where individuals are supported to move from less acceptable to more acceptable behaviours through different change initiatives; and re-freezing where the new behaviours become embedded in every-day practice to allow stability at a new equilibrium as shown in Figure 1: Figure 1 Lewins 3-Step Change Model Source: Carpenter, Bauer and Erdogen, 2009 According to Cameron and Green (2009), Lewins model provides a useful tool for those considering organisational change, particularly when used in conjunction with his force field analysis technique which provides a focus for management teams to debate the resisting and driving forces for change. They claim that through using this model, a team can quickly move on to identifying the next steps in the change process. However, Lewins model has attracted major criticism in that it assumes that organisations operate within a stable environment, it is a top-down approach, and fails to give consideration to issues around organisational power and politics (Burnes, 2004). In addition, its linear approach has been found to be too inflexible in certain scenarios such as in times of instability and uncertainty in the external and internal environment (Bamford and Forrester, 2003). In addition, it has been claimed that such a model is only relevant to incremental and isolated change projects which therefore makes it unable to tackle transformational change (Dawson, 1994). Kotters 8 Step Model Lewins model has been adapted and re-created in many different forms (McWhinney, 1992). In particular, the work of John Kotter (1995) can easily be mapped against Lewins model (Higgs and Rowand, 2005), but instead provides a more practical eight-step approach to change management (Todnem By, 2005). Kotter initially developed his change model by observing for-profit businesses, but it is claimed that it has applicability to public and third sector organisations also (Nitta et al, 2009). Kotters model was based upon his observations of the main mistakes made in organisations which were seeking to transform themselves and he proposed eight key steps to success (see Figure 2): Figure 2 Kotters 8 Step Model Source: Adapted from: Department for Children, Schools and Families, 2009 Within Kotters model, the different steps are: Step 1: Increase Urgency: according to Bond (2007) this first step is important in generating the activation energy to start the process of change. External pressures can help to achieve this sense of urgency such as legislative forces or threat of new competition. Kotter (1998) claimed that failure to adequately complete this step is one of the most frequent causes of failure overall. Step 2: Build the Guiding Team: with the sufficient power and influence to lead the change (Appelbaum et al, 2012). Step 3: Get the Right Vision: that clearly articulates what the change is, why it is needed and how it will be achieved. Step 4: Communicate Buy In: by telling all key stakeholders in a range of different ways the what, why and how of the change, so that they understand and support the change initiative. Step 5: Empower Action: by facilitating individuals to support the change. Successful change usually requires sufficient resources to support and empower the process (Fernandez and Rainey, 2006). Step 6: Create Short Term Wins: and giving recognition for the work done. Short-term wins provide visible evidence that the change is worth it and justified. Acknowledging these successes builds morale and momentum whilst also gaining crucial buy-in (Gupta, 2011). Step 7: Dont Let Up: consolidate the gains achieved and create further momentum by developing people as change agents (Appelbaum et al, 2012). Step 8: Make it Stick: and anchor the change within the culture of the organisation. According to Fernandez and Rainey (2006), for change to be enduring, members of the organisation must incorporate the new practices into their daily routine. Kotters model is generally considered to provide a practical and logical approach to managing change, and has been found to have a high level of appeal amongst managers with it still being used extensively today (Cameron and Green, 2009). However, despite this it has been criticised for a number of reasons. One of the key criticisms is that there is a lack of follow through and that it peaks too early (Cameron and Green, 2004). Other critics suggest that this approach is based on an often unfounded assumption that individuals will resist change (Kelman, 2005), and that where resistance does occur, there is insufficient explanation of the reasons why (King and Anderson, 2002). In addition, Sidorko (2008) argues that Kotter makes no concessions to the fact that his model is ordered sequentially and that all steps must be followed. He claims that from his study of organisational change and the use of the model, there is often a need to build multiple guiding coalitions on multiple occ asions which is something that Kotter fails to acknowledge. Both Lewins and Kotters models focus specifically on planned change and it is this factor that is the target of most criticism. It is claimed that their models are inadequate in a range of circumstances, particularly where the given change is just one of a multiplicity of changes happening within the organisation (Carnall, 2007). Similarly, other critics argue that change cannot be viewed as a linear sequence which can be applied to processes that are in reality messy and untidy (Buchanan and Storey, 1997). McKinsey 7S The McKinsey 7S Model was developed in the early 1980s by Tom Peters and Robert Waterman. It is differentiated from other change theories as instead of proposing steps that must be taken in a particular order, the framework looks at the separate elements and how well they work and interact with each other). The 7S in the model describes the seven variables, termed levers which form the framework (Peters and Waterman, 1982), as shown in Figure 3: Figure 3 The McKinsey 7S Model Source: Jurevicius, 2013 In Figure 3, it can be seen that the seven S variables include: Strategy: which is the plan that is formulated to sustain competitive advantage Structure: which is the way the organisation is structured and its reporting mechanisms Systems: are the daily activities employees undertake to get the job done Shared Values: are the organisations core values that are demonstrated in the corporate culture Style: refers to the leadership style adopted Staff: are the employees Skills: the skills and competencies of the individual employees. Shared Values are located in the centre of the model, to highlight that these are central to the development of all the other critical components, and the seven interdependent factors which are categorised as either hard or soft elements. The hard elements are easier to identify and can be directly influenced including strategy, structure and systems. The soft elements are much less tangible and are more influenced by organisational culture. One of the benefits of the model is that is can be used to understand how the different organisational elements are interconnected and so how a change in one area can impact on the others. To be effective, an organisation must have a high degree of internal alignment amongst all of the seven Ss each must be consistent with and reinforce the others (Saif et al, 2013). In addition, according to Rasiel and Friga (2002), the benefits of the McKinsey 7S model include the fact that it provides a diagnostic tool for managers to identify areas that are ineffective and combines the rational and hard elements of organisations alongside the softer, more emotional elements. Criticisms of the McKinsey 7S model, however, claim that it does not offer any guidance on how to proceed once any areas of non-alignment have been identified (Grant, 2008). In addition, Bhatti (2011) argues that the model fails to take account of the importance of resources. Without additional resources such as finance, information, technology, and the time, any change initiative cannot be effectively implemented (Higgins, 2005). Discussion According to Sidorko (2008) all of these change models have a role to play in supporting organisational change, but advises that they must be implemented cautiously and complemented with effective leadership. He claims that without such leadership, the models are merely a strict prescription for change that may not fit the organisations needs and which may result in more harm than good. He claims that instead of applying such change models prescriptively, they should instead be used selectively and adaptively to accommodate the culture and environment of the organisation. This view is supported by Graetz and Smith (2010) who claim that in practice, it may be useful to account for contextual variables and adapt chosen change models accordingly. MacBryde et al (2014) claim that change models such as those examined in this paper, are too abstract for practical application, and are generalised to the extent where they are at risk of missing the actual detail of what is happening. A further criticism of change management models in general, is that there is a lack of evaluation built into the process and yet critics claim that such evaluation is key to successful and sustainable change (Moran and Brightman, 2000). Conclusion In conclusion, this paper has provided a critical discussion of some of the most commonly cited change management models. It is evident that all three have been considered to have some practical benefit in terms of aiding the process of change in organisations and our understanding of it, and across all three models, it is clear that there is a high level of commonality amongst them. However they have all been subjected to criticism due to their abstract nature. It has been argued that they oversimplify the process of change, lack evaluation, and do not take sufficient account of the often turbulent business context and environment in which organisational change occurs. In addition, it is clear that no matter how robust the change model, it will be ineffectual unless complemented by effective leadership. It has been proposed that given this, change models such as those provided by Lewin, Kotter and the McKinsey 7S, should be used as a guide rather than a panacea, and applied flexibly to best match the culture and environment of the organisation and the nature of the change itself. References Appelbaum, S.H., Habashy, S., Malo, J.L. and Shafiq, H. (2012) Back to the future: revisiting Kotters 1996 change model, Journal of Management Development, Vol. 31 (8), pp. 764-782. Bamford, D. and Daniel, S. (2005) A Case Study of Change Management Effectiveness within the NHS, Journal of Change Management, Vol. 5 (4), pp. 391-406. Bamford, D.R. and Forrester, P.L. (2003) Managing planned and emergent change within an operations management environment, International Journal of Operations and Production Management, Vol. 23 (5), pp. 546 564. Bhatti, O.K. (2011) Strategy Implementation: An Alternative Choice of 8Ss, Annals of Management Research, Vol. 1 (2), pp. 52-59. Bond, M.A. (2007) Workplace chemistry: promoting diversity through organizational change, New England: University Press of New England. Buchanan, D. A. and Storey, J. (1997). Role-taking and role-switching in organizational change: the four pluralities. In McLoughlin, I. and Harris, M. (Eds), Innovation , Organizational Change and Technology. London: International Thompson. Burnes, B. (2009) Managing Change. 5th edn. Edinburgh: Pearson Education Limited. Burnes, B. (2004) Kurt Lewin and the Planned Approach to Change: A Re-appraisal, Journal of Management Studies, Vol. 41 (6), pp. 977-1002. Cameron, E. and Green, M. (2004) Making Sense of change management: a complete guide to the models, tools techniques of organizational change, London: Kogan Page Publishers. Carnall, C. A. (2007) Managing Change in Organizations. Essex: Person Education. Carpenter, M., Bauer, T. and Erdogen, B (2009) Principles of Management, Flat World Knowledge available at: Available at: https://www.web-books.com/eLibrary/NC/B0/B58/047MB58.html CIPD. (2015). Change Management, Chartered Institute of Personnel and Development. Available at: https://www.cipd.co.uk/hr-resources/factsheets/change-management.aspx [accessed 22 May 2015]. Dawson, P. (1994) Organizational Change: A Processual Approach. Paul Chapman Publishing: London. Day, G. and Leggat, S. (2015) Leading and managing health services, Melbourne: Cambridge University Press. Department for Children, Schools and Families. (2009) Change Management Models. Available at: https://www.dcsf.gov.uk/everychildmatters/strategy/deliveringservices/servicedirectories/models/changemanagementmodels/ Fernandez, S. and Rainey, H. G. (2006) Managing Successful Organisational Change in the Public Sector, Public Administration Review, Vol. 66 (2), pp.168-176. Grant, P. (2008) The productive ward round: a critical analysis of organisational change, The International Journal of Clinical Leadership, Vol.16 (4), pp. 193-201. Graetz, F. and Smith, A.C.T. (2010), Managing organizational change: a philosophies of change approach, Journal of Change Management, Vol. 10 (2), pp. 135-154. Greenan, N. (2003) Organisational change, technology, employment and skills: an empirical study of French manufacturing, Cambridge Journal of Economics, Vol. 27 (2), pp. 287-316. Gupta, P. (2011) Leading Innovation Change The Kotter Way, International Journal of Innovation Science, Vol. 3 (3), pp. 141-149. Higgs, M. and Rowland, D. (2005) All Changes Great and Small: Exploring Approaches to Change and its Leadership, Journal of Change Management, Vol. 5 (2), pp.121-151. Higgins. J.M. (2005) The Eight Ss of Successful Strategy Execution, Journal of Change Management, Vol. 5 (1), pp. 3-13. Jones, G.R. (2007) Organisational Theory, Design, and Change, New Jersey: Pearson Prentice Hall. Jurevicius, O. (2013) McKinsey 7s Model. Available at: https://www.strategicmanagementinsight.com/tools/mckinsey-7s-model-framework.html Kelman, S. (2005) Unleashing change: A study of organizational renewal in government, Washington, DC: Brookings Institution Press. King, M. and Anderson, N. (2002) Managing Innovation and Change, Sydney: Thomson. Kotter, J.P. (1995) Leading Change: Why Transformation Effort s Fail, Harvard Business Review, March-April, pp. 59-67. Kotter, J.P. (1998) Winning at Change, Leader to Leader, Vol.10, pp.27-33. Lewin, K. (1958) Group decisions and social change. In Swanson, G.E., Newcomb, T.M. and Nartley, E.L. (Eds), Readings in Social Psychology, Holt, Rhinehart and Winston, New York, NY. MacBryde, J., Paton, S., Bayliss, M. and Grant, N. (2014) Transformation in the defence sector: The critical role of performance measurement, Management Accounting Research, Vol. 25 (2), pp. 157-172. McWhinney, W. (1992) Paths of change, Newbury Park: Sage. Moran, J. and Brightman, B. (2000), Leading organisational change, Journal of Workplace Learning, Vol. 12 (2), pp. 66-74. Nitta, K.A., Wrobel, S.L., Howard, J.Y. and Jimmerson-Eddings, E. (2009) Leading Change of a School District Reorganization, Public Performance and Management Review, Vol.32 (3), pp. 463-488. Peters, T. and Waterman, R. H. (1982). In search of excellence. New York, NY: Harper and Rowe. Pettigrew, A.,Ferlie, E. McKee, L. (1992). Shaping strategic change: making change in large organizations, the case of the National Health Service. London: Sage. Rasiel, E.M. and Friga, P.N. (2002) The McKinsey Mind, US: McGraw-Hill. Saif, N., Razzaq, N., Rehman, S.U., Javed, A. and Ahmad, B. (2013) The concept of change management in todays business world, Information and Knowledge Management, Vol. 3 (6), pp. 28-33. Sidorko, P.E. (2008), Transforming library and higher education support services: can change models help?, Library Management, Vol. 29 (4/5), pp. 307-318. Todnem By, R. (2005) Organisational Change Management: A Critical Review, Journal of Change Management, Vol. 5 (4), pp. 369-380.

The Barbie Unapologetic Hashtag Used For Promote Sports...

Nataly Rivera Professor Baralt WGSS 101 June 13, 2016 #Unapologetic The advertisement I chose was the Barbie unapologetic hashtag used to promote the Sports Illustrated cover featuring Barbie. The campaign featuring Barbie was seen as empowering to young girls but it still brought controversy. Barbie is seen sporting an iPad and knee-high dress which I believe exemplifies female oppression. Women have been treated as objects for most of their lives because often times we do not see it and it seems normal. Most people overlook the smallest details and if they open their eyes, they could truly understand the purpose of any advertisement displayed in magazines or in commercials. Advertisement executives have always used the female body to sell their products when it is not even related to product. Mattel is trying to do for Barbie what Sports Illustrated has sought to do which is leave behind attitudes of attractive women in bathing suits and compare Barbie to popular women who were once on the issues and were celebrated for their accomplishments as ent repreneurs and career women. The campaign is centered on the 50th anniversary edition of the issue where Barbie represents a doll version of the magazine’s wearing a new version of her white and black striped swimsuit she wore in 1959. Hashtag â€Å"unapologetic† was the theme of the campaign which was used to keep up with the popular internet just as Dove used the selfie as a marketing brand. Barbie has always sparked up controversy

Social Worker Field Free Essays

Name: Monique Headley Course/Section: BEHS453 6980 Project #1 Paper Social Work is a profession for those with a strong desire to help improve people’s lives. Social workers assist people by helping them cope with and solve problems they may have in their daily lives, such as family and personal problems and dealing with relationships. Social workers assist can be child, family, and school social workers. We will write a custom essay sample on Social Worker Field or any similar topic only for you Order Now They all provide social services and assistance to improve the social and psychological functioning of children and families. Some social workers specialize with child protective services, adoption agencies, or foster care. In this particular situation, I interviewed a friend of mine’s social worker Ms. Ayunda. A social worker serves as the link between the child and families. She addressed problems such as the child misbehavior, family problems, parent drug problem, family abuse, etc. Ms. Ayunda has been a social worker for 6 years. She has worked as a Social Worker for Child and Family Services Agency in Washington, DC. Her duties include, working a 40 hour week and some weekends meeting with clients, attending meetings, and coordinating services to help assist with the child or family. Ms. Ayunda is a family social worker. She provides social services and assistance to families. She keeps a record and history of all family updates, concerns, interests, and conflicts. If any abuse or neglect is present, she reports it to child protective services, and from there a resolution happens. Sometimes a child will be placed with a foster home, foster care, or adoption agency depending on their home situation. It has to be hard as a social worker to deal with people’s behavior, children feelings, and emotions. You must have to emotionally be strong and ready to handle anything in this career field. The academic training that prepared Ms. Ayunda for her Social Worker career was first receiving a bachelor’s degree in Social Work. Then she received her master’s degree in social work after 2 years where she concentrated on her chosen field. That helped her develop the skills required to perform clinical assessments, manage large caseloads, take on supervisory roles, and a way on how to explore things upon a client’s need. Ms. Ayunda then got her license in DC MD, which is a requirement for social work practice and the use of professional titles. Also, Ms. Ayunda stressed that as a social worker you have to be strong, responsible, willing to work independently, and able to communicate well with your clients and colleagues. Right now I am pursuing my BA degree in Psychology. My interest is Social Worker now and I will defiantly look into this. The reason why Ms. Ayunda became a social worker is because she wants to make a positive impact on someone’s life. She is furthering a cause that she is passionate about and she wants to help countless others overcome comparable obstacles. There are so many stories and situations she witnessed of children being abused and neglected in their homes or parents struggling and can’t afford to take care of their child. She even runs into families who parent(s) are on drugs. To make a change and to be that person to make that change is an honor. The challenges that she has faced were when she had to take action and have CPT take children from their home because their parents were on drugs, neglected their child, abused them, or another serious issue. Few parents spoke harsh words to her and acted very violent. Even the child will not speak to her because they felt as though it was her fault they were taken away or they didn’t want to get in trouble by their parent. The child will be crying for their parents and it is just a situation that you never want to happen because you don’t want to break up a home or separate a child from their parent. As far as balancing your work with your life responsibilities beyond work Ms. Ayunda just recognize her boundaries and separate her professional and personal lives. That has to be so hard to see and witness a child’s pain and their parent’s pain. I really felt for Ms. Ayunda at that moment when she mentioned the challenges she faced. In one case a mother was on drugs, had bi-polar, and was schizophrenic. The mother had a 9 year old son and the case opened when she had an episode walking with her son on the highway into traffic and saying that she was going to kill herself. Someone reported other things to Child Protective Services that the mother neglects the child and he stays out real late at time. The mother did have drugs in her system when tested. For the fact that the mother was using illegal drugs and had a psychological sickness made her even worst. The 9 year old mother was not herself when she did drugs or didn’t take her medication. When you are on drugs you tend to abuse your child and when they interviewed the boy he did mention that his mother abused him. It was not the form of punishment abuse, but she would hit him obsessively to a point he will have marks on him. The boy even came to school with a black eye the next day he got suspended from school. When he got suspended he was scared to go home. They put the boy in counseling and some days he would not speak to the counselors scared he will get in trouble by his mother if he does. There were many more episodes that occurred and the child had to be taken from Child Protective Services. Family violence is an act by a member of a family or household against another member of the family or household that is intended to result in physical harm, bodily injury, assault, or sexual assault, or that is a threat that reasonably places the member in fear of imminent physical harm or bodily injury (Gosselin, 2010, pp. 31). Child abuse and child neglect is defined as any recent act or failure to act on the part of a parent or caretaker, which results in death, serious physical or emotional harm, sexual abuse, or exploitation, or an act or failure to act, which presents an imminent risk of serious harm (Gosselin, 2010, pp. 93-94). A child that is being physically abused behavior indicators is withdrawal, aggressiveness, frightens of parents, afraid to go home, reports of injury by parents (Module 3). In Ms. Ayunda case the child was abused by his mother and hurtful things were said to him as well. Emotional abuse plays a role in the mother and 9 year old boy’s case. Emotional abuse includes excessive, aggressive, or unreasonable parental behavior that places demands on a child to perform beyond his or her capabilities (Module 3). The signs of emotional abuse are uncommunicative behavior, unreasonable fearful or suspicious, lack of interest in social contacts, or evasiveness (Gosselin, 2010). I think that a lot of hurt is said to a child when their parents are using drugs and also are bi-polar/schizophrenic because they are not themselves. The mother’s background explains a lot. My friend was abused by her son’s father and she was raped by her uncle when she was in her young teens. Her mother’s mother was schizophrenic, so that was a genetic psychological behavior that passed to her. A lot of times when you do not get counseling and you are raped at a young age it can really mess you up. Some people turn to drugs because they think that drug’s heals them, makes them feel better, and forget their problems. Really they need to receive psychological help or counseling. It looks like the boy’s mother went through a lot and as she got older she got worst. Now, her son is receiving counseling and I think that is good because the things his mother done to him, around him, and him being taken away from his family really can affect him. After reading the Modules and Textbook I came across that the boy was being neglected by his mother. Neglect is defined as failure or refusal to provide care or services for your child when there is an obligation to do so (Gosselin, 2010). Neglect is one of the primary types of family violence in the textbook. When you leave a young child unsupervised or unattended that can be considered as neglect and many people do not look at it like that (Gosselin, 2010). Module 3 describes three types of neglect and how child neglect is the failure to provide for the child’s basic needs. In this case the mother was doing self-neglect. The mother was refusing to take her medications for her psychological behavior and using drugs in her household which makes it an unsafe living condition because she could flip out on her child, go crazy, or not be herself. She is unable to pay her bills or manage her finances due to her addiction. Personally, I have learned a lot from the interview and from the readings. I think that the readings related to the case situation that the social worker mentioned. Child protective services were involved in this case. I think that they made the right decision into getting the 9 year old boy into their custody. If he stayed with his mother any longer he would not have got counseling, psychological help, and he would be pretty messed up. Some young children show behavioral issues or act out when they go through family or household problems. As a social worker it must be hard to get involved in situations and cases like those. References Gosselin, D. (2010). An Introduction to the Crimes of Family Abuse. History of Violence in the Family, 4, 31-56. Gosselin, D. (2010). An Introduction to the Crimes of Family Abuse. Child Abuse, 4, 85-112. Module 3 Commentary: Domestic Violence: Children, the Youngest Victims. How to cite Social Worker Field, Papers

Lord Of Flies Essay Example For Students

Lord Of Flies Essay The film, released in 1963, is the tale of a group of upscale Britishschoolchildren who are being flown out of London to the supposed safety of theSouth Pacific before war erupts. Their airplane crashes and the lads are left tofend for themselves on a remote island. The storyline takes the boys frominnocence to savagery. The film did not receive rave reviews from critics. The film version takes away some of the creative imagination that comes fromreading the story, but its images are as shocking as one might imagine little boys turned into violent savages(Webster, Apollo Guide). The reviewscould be in part from the inexperience of the actors. The little boys werealmost all non-actors whose parents volunteered them for the job out of respectfor the book (Webster, Apollo Guide). However, Peter Brook did an excellentjob of depicting the possible outcome of the situation with which the childrenare faced. This film shows human nature in its truest form. Society is facedwith people who are vulnerable to others, those who are capable of making theright decisions, and some who feel the need to violate the rules. Piggy,portrayed by Hugh Edwards, is the most vulnerable character. At the beginning,he makes the mistake of divulging his nickname. Piggy seems to be intelligentand sensible, but lacking the confidence in himself to put it to use. Jackbelittles Piggy throughout the film. He continuously calls him Fatty andat one point slaps him in the face, which causes his glasses to break. Piggysonly hope is the friendship of Ralph, who betrayed him at the beginning, only toeventually become his best friend. Piggy never succumbed to the savagery of theothers. In his last words, What is it better to be, a bunch of savages likeyou are, or sensible like Ralph is, he proves that it is possible for someoneto remain themselves and not succumb to the pressures of others. Piggy is thesymbol of rationality and adult society. Ralph is the character who always triedthe orderly approach. Throughout the film, he tried to care for the others andbe the leader that the younger children needed. However, Ralphs leadership isdoomed from the start. Jacks resentment of losing the election is evidence ofthe upcoming trouble that Ralph will face. He seems to notice signs of rebellionafter the first pig roast. When the plane flew over and the fire was out, hisencount er with Jack signaled the breakup of the group. Ralphs last appeal atcivility came after Jack took the conch away from Piggy and Ralph said, Youare breaking the rules. The rules are the only thing we got! Ralph continuedthroughout the film to stand by Piggy and the younger children. Even after mostof the children left his group, Ralph still had respect for their well being. Jack is the antagonist of the film. From the beginning, he is upset about losingthe election and resents anyone who did not vote for him. He continues to act asif he is in charge. He continually belittles the other children and leads theolder boys towards savagery. Jack eventually splits the group and forms his owntribe. They paint themselves like savages and begin to chant and havewarlike dances. Jack seems to become more violent as his power increases AfterSimon was killed, he defended the slaying by telling the others that it was thebeast disguised as Simon. Jack seemed to have turned into a dictator toward theend of the film. He is shown having the smaller children whipped; his crueltyeventually led to the murderous search for Ralph. This film shows the viewerseveral different personalities, all of which are in our society. It shows thevariety of people who are forced to live in the same world. Goldings novelis the sort of fable that could shock only those who believe in the onwa rdnessof civilization, as some still did in those days. At the time of its publication(1954), attempts were made to find political messages in it, but today it seemsmore like a sad prophecy of what is happening in neighborhoods ruled by drugs. .ub4c177a7d1a59da31da607d11dd500ca , .ub4c177a7d1a59da31da607d11dd500ca .postImageUrl , .ub4c177a7d1a59da31da607d11dd500ca .centered-text-area { min-height: 80px; position: relative; } .ub4c177a7d1a59da31da607d11dd500ca , .ub4c177a7d1a59da31da607d11dd500ca:hover , .ub4c177a7d1a59da31da607d11dd500ca:visited , .ub4c177a7d1a59da31da607d11dd500ca:active { border:0!important; } .ub4c177a7d1a59da31da607d11dd500ca .clearfix:after { content: ""; display: table; clear: both; } .ub4c177a7d1a59da31da607d11dd500ca { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub4c177a7d1a59da31da607d11dd500ca:active , .ub4c177a7d1a59da31da607d11dd500ca:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub4c177a7d1a59da31da607d11dd500ca .centered-text-area { width: 100%; position: relative ; } .ub4c177a7d1a59da31da607d11dd500ca .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub4c177a7d1a59da31da607d11dd500ca .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub4c177a7d1a59da31da607d11dd500ca .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub4c177a7d1a59da31da607d11dd500ca:hover .ctaButton { background-color: #34495E!important; } .ub4c177a7d1a59da31da607d11dd500ca .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub4c177a7d1a59da31da607d11dd500ca .ub4c177a7d1a59da31da607d11dd500ca-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub4c177a7d1a59da31da607d11dd500ca:after { content: ""; display: block; clear: both; } READ: Parts and Functions of Macromedia Flash EssayWhat week goes by without another story of a Ralph gunned down by a Jack?(Ebert, Chicago Sun Times). It opens the eyes of the viewer for the necessity oflaws and the need for their enforcement. It would be a sad time when the Jacksof the world could overpower the Ralphs. BibliographyWebster, Brian. Apollo Guide Review Available: (WWW) http://apolloguide.com/mov_print.asp?CID=1984Ebert, Roger. Chicago Sun-Times Available: (WWW) http://www.suntimes.com/ebert/ebert_reviews/1990/03/536630.htmlLord of the Flies. Director Peter Brook. Continental Distributing, 1963Cinema and Television