The Structure And Content Of Basel Ii Accord Finance Essay - Free Essay Example

Sample details Pages: 3 Words: 751 Downloads: 5 Date added: 2017/06/26 Category Finance Essay Type Narrative essay Did you like this example? Basel II was implemented in the year 2004 by BCBS (Basel Committee on banking supervision), it was to create an international standard of banking regulations on banks capital to safeguard financial, operational and market risks. Basel II has 3 pillars Pillar 1 Minimum Capital Requirement It focuses on Credit risk Operational risk Market risk Don’t waste time! Our writers will create an original "The Structure And Content Of Basel Ii Accord Finance Essay" essay for you Create order Credit Risk Standardised Approach Standardised approach focuses on regulatory capital with key elements of the banking risk; it helps in credit risk mitigation techniques and differentiating risk weights. Capital requirement is calculated by dividing bank asset into 5 categories Corporate Sovereign Bank Retail and Equity Risk weights are determined for each risk category and is rated by borrowers credit rating Foundation internal ratings based approach Focuses on probability of loan defaults and feeds data into complex probability based formula, this helps in finding risk weight and the capital amount to be held against the loan. Advanced internal ratings based approach Estimates loss given default and other risks in prescribed formula to determine risk weight and capital charge against a loan. This was implemented in 1990 and Basel II was followed in banking industry. Operational Risk: Risk that occurs within the business due to lack of control process Pillar 2: The Supervisory Review Process Pillar 2 has two aspects. First aspect requires banks to assess their  overall  risk profile like credit concentration risk, liquidity risk, reputation and model risk. Second aspect is supervisory review processes. This analyzes overall risk and creates a higher prudential capital ratio Pillar 3: Market Discipline It requires disclosure of information on bank capital positions and risk-management processes; this is to strengthen the market. 2. Role of FSA to bank supervision The  Financial Services Authority  (FSA) is an independent non-governmental body,  and a company limited by guarantee responsible for the  financial regulation.FSA aims to provide efficient, orderly and fair financial markets to help customers achieve fair deal and to improve its business capability and effectiveness The objective of FSA includes †¢ Standard market confidence in financial system; †¢ promoting public understanding of the financial system; †¢ securing the appropriate degree of protection for consumers; and †¢ helping reduce financial crime The FSA is wholly responsible for the Treasury and to Parliament for the effective discharge of its functions. agrave; FSA is responsible for the authorisation and prudential supervision of financial services firms, including banks, building societies, investment firms, insurance companies and brokers, credit unions and friendly societies. The FSA also applies conduct of business reg ulation for the mortgage, insurance and investment mediation activities of these firms. agrave;The Board provides advice on the following matters: Policies and principles of supervision of institutions authorised under banking supervisory legislation; The development and evolution of supervisory practice; Administration of banking supervisory legislation, including advice on individual cases; -Structure, staffing and training of banking supervisors agrave;The Board and its members are free to take the initiative in raising matters within these areas and have rights of access to the Chancellor. Q3 Introduction of Basel II made change in return on regulatory capital as the calculation for regulatory capital changed. This changed the lending practices in banks, financial institutions and other insurance companies, Basel II made changes in the internal environment for all lenders; it created great risk based pricing in the loan market and creates difference in capital required between risky and safer lenders, different types of lenders such as consumer finance are safer and lenders for mortgage they become riskier. In this competitive world, due to global financial crisis has revealed that there is need for risk management and self-assessment in every process. The financial crisis has revealed the weakness in approach to risk management that was developed by Basel II. Basel II has failed to provide adequate information such as collapse in market liquidity as investor confidence was disappeared, huge losses that occurred in the market value of securities held by the bank. Mortgage backed securities were on to liquidity, the past performance on reliability of credit ratings were not credibility, due to risk in the lenders the financial crisis shows at time of severe stress the banks and other financial institutions have potential to create domino effect where safe lenders can be put to risk, because of other banks and institutions ar e at risk the counter parties are also put to risk These are the criterias which resulted in implementation of Basel III, these changes are considered by the Basel committee and the place where changes required are analysed, updated through a range of changes embodied as Basel III

The Early Phases Of A Collaborative Group - 1314 Words

Introduction to the Topic The early phases of a collaborative group must establish direction and workflow rhythm to ensure that deadlines and team accountability are present. Creating of a team charter that includes insights and agreement of the whole team is the most vital step to serve as the foundational structure for which group participants will join forces to complete assignments. A shared leadership model, rotating weekly leadership responsibilities, provides a balanced effort in maximizing team talents and distributing all modules among the entire team. Learning the ability to lead from the front in motivating teammates toward assignment objectives, as well as leading from behind in becoming a follower behind others’ leadership, provides a more holistic understanding of the team dynamic. A group set in this type of structure will provide an outlet to encourage, empower, model skill development from one participant to another throughout the team’s involvement together. Group Consensus Integrity Integrity is met with right action, consideration of speech to others, and honorable behavior as witnessed by all followers, this type of behavior reflects for others the ways that an individual can practice following in the footsteps of Christ. Retired U.S. Army Major General Robert F. Dees (2013) states, â€Å"A relevant faith informs all that we do; certainly in our place of worship and spiritual learning, but also on the playing fields of life with particular emphasisShow MoreRelatedThe Role of TQM1626 Words   |  7 Pagesand supply management is not driven by profit; the mission of the government procurement is to fulfill the government’s needs. Requirement are solicited and competed, and most of the time set aside for a specific social economic group (Small business, Veteran disables groups, etc.). Contractors/vendors must be certified to do business with the government (such as required registration in system management award). 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The orientation phase is the getting acquainted phase where early levels of trust are met. The identification phase is when the client begins to identify problems that need to be worked on within the relationship, and the nurse helps the client recognize his/her own interdependent/participation role and promotes responsibility to self. Next, in the exploitation phase the client gainsRead MoreAgile And Agile Development Methodologies1514 Words   |  7 Pagesapproach to software development which is performed in a highly collaborative manner by self-organizing teams within an effective governance framework, with just enough ceremony, that produces high quality solutions, in a cost effective and timely manner which meets the changing needs of its stakeholders [1]. The 3 key elements of Agile include the Agile Manifesto, the 12 Agile principles and Agile methodologies. 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Launching TeamPark required a carefu lly constructed four-phase approach that would ease employees into the initiative. The first phase was to create awareness among employees through training sessions, workshops, inspiration session, and a public relations campaign to promote collaborations (Srivastava etRead MoreWhy The Master Scheduling For Consider Lean Or Not Lean Essay1285 Words   |  6 Pagesneeded Pull Planning is a phase â€Å"carried out in collaboration between different teams and subcontractors† and it â€Å"ensures that the best order of tasks is determined, and thus the risk of unforeseen interference between tasks is diminished† (Koskenvesa and Koskela 104). It is means that company should bring all the staff which is subcontractors, foreman, etc. to put all into a room for pull a schedule backwards and identify any constraints. 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It is means that company should bring all the staff which is subcontractors, foreman, etc. to put all into a room for pull a schedule backwards and identify any constraints. Phase scheduling is a collaborative planning process, whereRead MoreMeaningful Social Studies Essay1514 Words   |  7 Pages4th grade classroom, covering the following contents: Location; Movement/Migration; and Individuals Groups, Institutions. In addition this paper will address the 4th grade performance objective(s) and Georgia social studies standards used in this unit. Additionally, this paper will explain and justify the use of various instructional strategies that could be used for the learning cycle and the phases of the learning cycle which can help students construct their understanding of these concepts and support

Elementary School and Middle School free essay sample

Melody Debonnel September 2012 Elementary School and Middle School Transitioning from elementary school to middle school is something we all have or had to do! Most kids cringe at the thought of making this huge step in life. For many students this transition can be a time of mixed emotions. Having been through this experience, I will compare and contrast the two, hoping that this will give you a clear picture of elementary and middle school. Elementary and middle school have distinguishable characteristics. In elementary schools, you basically have your homeroom teacher and one other teacher. The movement of students is very limited and you are mostly escorted by a teacher. Teachers are more understanding and are not as demanding because of the student’s age. Fun days are set aside as an award for students that have done what is expected of them. Most of the children are placed in classroom with the same students each year. We will write a custom essay sample on Elementary School and Middle School or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Elementary school is very important in our young student’s lives; this is where it all starts. However, middle school students are expected to execute their daily tasks without assistance. Teachers are there to direct the students in right direction; everything else is left up to the student. Middle school students have several different classes, in each class it is usually a different teacher. Students have lockers to store their books and other supplies. In middle school students are required to be more independent and serious about school. Elementary school set the pace for all other levels of schooling. Students enter elementary school learning all the basic aspects of school system and the learning process. At this stage in life most students are eager to learn and get excited to learn new things. Elementary is the main point of delivery, it introduces social skills, behavioral adjustments, and basic academic learning. Middle school prepares students for higher education. Ultimately, middle school bridges the gap between elementary and high school. It is definitely a different experience than elementary, but it prepares students for their future and encourages them to be more independent. Elementary schools and middle schools also have common qualities. They are both open Monday through Friday on the same days. Each day students eat lunch at a designated time. All students are expected to sit in desks in an appropriate manner. Teachers require students to be respectful and display good behavior at all times. Homework is given on a daily basis and class discussions are routine also. School is essentially school with minor differences. Each school level has its own pro’s and con’s, they are also very similar. They each have their own benefiting factors and they are used to their advantage. School systems up this way because it is initially what works in our culture. Elementary and middle schools are stepping stones that that help us get from one place to another in our academic life. Each level is an important standpoint for academic excellence and they should be taken seriously so that you can be an effective student/learner.

Learning organization as a view of organization that is both theoretically adequate and practically useful

Introduction Organizations thrive in an environment that is evidently dynamic perhaps because of technological sophistication coupled with the emerging need to adapt to new changes. In organizations, especially the ones that I am quite familiar with, most influential daily chores entangle incorporation of strategies that see the organization achieve its intended goals and objectives.Advertising We will write a custom critical writing sample on Learning organization as a view of organization that is both theoretically adequate and practically useful specifically for you for only $16.05 $11/page Learn More Whether official, operative or operational goals, as Barnet Reckons â€Å"organizational goals are desired states of affairs or preferred results that organizations attempt to realize† (2009, Para.1). This is perhaps subtle given that every organization exists for some preset purposes in which it must involve itself. Any other practice, be it huma n resource practices or according tasks to subordinate staff, attempts to foster realization of outcomes that are congruent with this preset purpose. This is crucial if an organization needs to succeed both in the short and in the end. Firms and organizations, consequently, attempt to come up with adaptive capabilities for them to survive. Among such adaptive strategies, include building, and developing organizations that can learn. This would perhaps be impossible upon negating the approaches of change management. The two go hand in hand. This means that one cannot discuss one fully without inferring from the other one. By appreciating the contribution of change management, as the paper unveils, integrating learning organization concepts is a view that is both theoretically and practically adequate in the realization, sustenance, and improvement of fundamental practices in an organization, all geared towards realizing the anticipated outcomes or rather organizational outputs. Learn ing organizations In almost every organization, organizational goals are ever in a continuous state of change. â€Å"Organizations must respond appropriately, by formulating new goals, as well as deciding the goals to accomplish, and in what order† (Barnet, 2009, Para.2). One of the responses is perhaps to develop a learning organization that can adapt to the new goals. Peter Senge stands out as the founding father of the learning organization, as a concept of improving and ensuring sustained improvement of organizations.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Senge (1990), learning organizations are â€Å"†¦organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learni ng to see the whole together† (p.4). The learning organization concept acquired incredible recognition in 1990 upon the publishing of his book: The Fifth Discipline. As Cors (2003) writes, â€Å"†¦that a learning organization values, and derives competitive advantage from continued learning, both individual and collective† (p.10). The perspectives of a learning organization are crucial for an organization to end up indulging in practices that are congruent with the existing dynamics in the operational environment of an organization. While instituting a learning organization, five disciplines are critical. These disciplines are â€Å"systems thinking, personal mastery, mental models, shared vision and team building† (Senge, 1990, p.2). The disciplines are, not only vital for theoretical construction of an organization likely to succeed in the future, but also for practical constructions of such organizations. Senge argues that people normally seek out to â₠¬Å"put aside their old ways of thinking (mental models), learn to be open with others (personal mastery), understand how their company truly works (systems thinking), form a plan everyone can agree on (a shared vision), and then work together to achieve that vision (team learning)† (Cors, 2003, 12). In fact, these crucial catalysts aid in the realization of the organization’s outcomes. The rationale behind learning organizations is that in times of rapid changes, it is the organizations, which possess amicable flexibility coupled with high productivity, that have better chances of withstanding harsh waves. Consequently, â€Å"†¦organizations need to discover how to tap people’s commitment and capacity to learn at all levels† (Greenfield, 1975, p.70). Engaging with an organizational environment, which gives opportunities for continuous learning, has the capacity to give rise to a working environment rich in self re-creation opportunities. This applies to both an organization and individuals.Advertising We will write a custom critical writing sample on Learning organization as a view of organization that is both theoretically adequate and practically useful specifically for you for only $16.05 $11/page Learn More Senge claims, â€Å"For a learning organization, â€Å"Survival learning† or, what is more often termed â€Å"adaptive learning†, is essential – it must be joined by â€Å"generative learning†, learning that enhances our capacity to create† (1990, p.14). Component technologies distinguish traditional organizations from learning organizations. These technologies are the five key disciplines proposed by Senge, as priory mentioned. In this regard, successful application of Senge’s five disciplines has an enormous potential in the realization of the organizational primary outcomes: being what most imperative practices that an organization targets. A justi fication of this argument is perhaps accomplishable through critical introspection of each of these disciplines. Systems thinking Systems theory perhaps forms a view of an organization pegged on the foremost learning organization’s view that does, not only present theoretical conceptualization of organizations’ success, but also a practical one. While looking at the manner of addressing the topic of management, some problems are evident. People tend to strike attempts to propose an extension of undemanding frameworks to organizational systems that are complex, and characterized by dynamics. As Argyris and Schà ¶n reckon, â€Å"we tend to focus on the parts rather than seeing the whole, and to fail to see organization as a dynamic process† (1978, p.69). Changing the manner in which people appreciate the value of organization systems has immense probabilities of prompting formulation and application of the right policies deemed vital for the excellence of an orga nization’s endeavors. Cute policies pre-bargain for the improvement and sustained operation of an organization even in the wave of economic and financial challenges. Yet such organizations attain the projected outcomes quite precisely.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When a problem emerges, managers seek out for close interventional solutions. They take interventions that only produce short-term solutions. On the other hand, if one looks at the whole problem from the system’s angle, short-term interventions produce undue long-term costs. For instance, reducing the amount of allocations to research and design may produce immediate satisfactory results helping in saving costs. However, this may severely injure the long-term dreams of the company by disdaining its endeavors for continuous re-innovation of its products and services. Consequently, its outputs end up being non-competitive as compared to those produced by other organizations. As an element of the wider concept of a learning organization, system thinking, is vital for success of an organization since â€Å"†¦with small changes building on themselves, whatever movement occurs broadens producing more movement in the same direction† (Senge, 1990, p.81). On a different ac count, institutional theories perhaps possess a chief drawback to systems theory that advocates for coming up with system maps. Scott (2004) notes that â€Å"Institutional theory considers the processes by which structures including schemas, rules, norms, and routines, become established as authoritative guidelines for social behavior† (p.23). One of the versions of the institutionalism-empirical version holds that involvement of individuals with the organizations does not alter their values (Hanson, 2001, p.23: Burch, 2007, p.7: Meyer Rowan, 2006, p.67). Instead, the constraints and the challenges imminent in the organizational structures prompt for behavior change. The values and affiliations that dictate that behavior largely remain unchanged. Learning organization concept, on the other hand, infers that exposure to changing operational environment results to change of these values. That is why the individual continuously learns to meet the emerging new need of the organi zation. As Bolman and Deal argue, â€Å"Failure to understand system dynamics can lead us into ‘cycles of blaming and self-defense: the enemy is always out there, and problems are always caused by someone else† (1997, p.27). What this means is that, by deploying system-thinking approaches in organizations, peoples can indeed change the way they analyze the organization. Personal mastery In an endeavor to foster and maintain workers’ motivation, it is crucial for organizations to learn themselves, recognizing the contribution of the human resources to the realization of the organizations’ outcomes. Peck (1990) posits, â€Å"The discipline entails developing a personal vision, holding creative tension (managing the gap between our vision and reality), recognizing structural tensions and constraints, and our own power (or lack of it) with regard to them; a commitment to truth† (p.23). Organizations are only able to learn if led and managed by people wh o can learn themselves. â€Å"Personal mastery is the discipline of continually clarifying and deepening our vision of focusing our energies developing patience and seeing the realty objectively† (Senge, 1990, p.45). Therefore, personal mastery is an essential tool for the achievement of subtle organizational outcomes especially by noting that, it not only entails the possession of overwhelming skills and competencies, but also goes beyond them. Inculcating attempts to foster motivation infers that a manager will always have something to offer that marshals and awakes dwindled workers’ morale. Enhancing employees morale translates to increased productivity of an organization and hence its outcomes. More often than not, people who are in possession of personal mastery concepts engage in a learning mode that is continuous. Additionally, such people â€Å"are acutely aware of their ignorance, their incompetence, and their growth areas†¦In addition, they are deeply s elf-confidence† (Senge, 1990, p.142). These aspects are crucial especially when it comes to awarding delegation of responsibilities as a way of fostering motivation as a vital tool for success of the organization in question. However, as Maxcy notes, â€Å"modern societies have many institutionalized rules which provide a framework for the creation and elaboration of formal organization† (2001, p.575). This argument acts to weaken the contribution of personal mastery concept in the realization of the organizational goals. This is because, instead of people being guided by their own desires of growth and act accordingly to ensure more success of organization in terms of realizing its outcomes, they end up being led by rules of bureaucratically established organizational structures. Such rules do not encourage motivation. Mental models Realization of ample organizational outcomes calls for â€Å"an acute communication both horizontally and vertically within the organizat ion† (Foster, 1999, p. 59). Without communication, all the organs of an organization cannot unify and or orient themselves into one direction- achievement of the anticipated outcomes. Ardent communication is somewhat impossible without concrete conceptualization of the organization’s strengths and weakness. In an attempt to conceptualize these weaknesses and strengths, it calls for incredible possession of the ability to build and implement mental models as guiding principles of the organization. Mental models are â€Å"‘deeply ingrained assumptions, generalizations, or even pictures and images that influence how we understand the world, and how we take action† (Senge, 1990, p.8). Before communicating and advocating for the implementation of a certain policy believed upon evaluation to contribute to the improvement and success of an organization, its re-introspection is crucial. This happens by seeking to establish generalizations that may have negative rep ercussions to the wellbeing of an organization at the end. As Sennett notes, â€Å"The discipline of mental models starts with turning the mirror inward; learning to unearth our internal pictures of the world, to bring them to the surface and hold them rigorously to scrutiny† (1998, p.91). Application of the mental models in organization and management of organizations have the capacity to unveil all the potential constraints of growth of the organization and hence its subsequent presence in the future. In fact, â€Å"If organizations are to develop a capacity to work with mental models then it will be necessary for people to learn new skills and develop new orientations, and to bear institutional changes that foster such change† (Edmondson Moingeon, 1999, p.70). Endeavors to propel an organization in the right direction call for maneuvering through persistent game playing and existing internal organizational politics, which are commonly present in traditional organiz ations. Mental models may by far aid in the discovery of these impediments, which, on the other hand, renews the organizations towards meet the growth caliber forecasted by the organization. This perhaps relies on the fact that mental models aim at â€Å"seeking to distribute business responsibly far more widely while retaining coordination and control† (Edmondson Moingeon, 1999, p.72). Building shared vision The capacity to develop and maintain a shared picture on the intended or anticipated desirable future of an organization enormously inspires organizational leadership. Shared vision can be â€Å"uplifting – and to encourage experimentation and innovation† (Finger Brand, 1999, p.21). Innovation is a subtle practice of the organization seeking to diversify its products to meet the emerging and changing needs of its clients. Encouraging all the stakeholders of an organization to work in direct congruence with the established shared vision of the organization arguably has the consequences of being potentially useful to sustain and improve practices deemed vital for excellence of an organization in both the short run and the long run. In fact, without vision, an organization has no guiding platform. According to Bolman and Deal, â€Å"When there is a genuine vision (as opposed to the all-to-familiar ‘vision statement’), people excel and learn, not because they are told to, but because they want to† (1997, p.67). Essentially this helps to shift organizational management practices to a model similar to kaizen model of management. This model has been incredibly successful in Toyota Company. It has seen the company grow into what it is today. The model emphasizes for all employees, from the most senior to the subordinate level, to contribute to continuous improvement in the services they render to an organization. This continuous improvement is what results into continuous growth of an organization. The growth, consequent ly, sees an organization increase its productivity and hence a reduction in the unit costs of production. This makes the organization to be competitive. Competitiveness, on the other hand, ensures sustained presence of an organization in the market amid existing dynamics that challenge it. Team learning Team learning refers to â€Å"the process of aligning and developing the capacities of a team to create the results that its members truly desire† (Senge, 1990, p. 236). For enhancement of team learning, the prior two disciplines, personal mastery and shared vision, need enhancement. People, however, need to act coherently in order to build a learning team. â€Å"When teams learn together, not only can there be excellent results for the organization, but also members will grow more rapidly than could have occurred otherwise† (Senge, 1990, p. 237). A well-constructed organizational working team facilitates ardent communication through hierarchical structures. This commun ication relies much on dialogue. Dialogue permits room for clarification and counter arguments. Consequently, meanings transfer themselves through the entire work teams in the most efficient and effective manner. How does this help in the improvement of an organization? Hanson (2001) offers a response to this interrogative. He argues that â€Å"When dialogue is joined with systems thinking, there is the possibility of creating a language more suited for dealing with complexity†¦focusing on deep-seated structural issues and forces rather than being diverted by questions of personality and leadership style† (p.650). In fact, poor organizational communication deters attempt to orient all the workers of an organization to the preset goals and objectives of an organization. Since the goals and objectives are the guiding principles of an organization, anything that negatively affects the two also affects the practices that organizations view as vital for their sustenance and i mprovement. Significance of learning organization concept in improvement and sustenance of organization’s practices The concept of a learning organization is critical and essential for the improvement of the practices such as human resource that helps in ensuring increased motivation and improvement of workers attitudes toward the organization. Poor attitudes towards work, dwindled morale, and or internal politics within an organization are incredible impairments to the improvement of an organization and hence the sustenance of its competitive edge in the future. According to Argyris and Schà ¶n, â€Å"People can overcome these counterproductive consequences by themselves, in groups, or in the organizational cultures in which they work by examining â€Å"expert† advice in order to surface the gaps and inconsistencies† (1978, p.35). Leaders of an organization, consequently, have the noble responsibility of compelling employees to employ creative thinking consist ent with the organizational needs while attempting to handle their perceptions about the organization for which they work. This way, they can â€Å"†¦fill employees with as much intrinsic motivation and as deep sense of organizational stewardship as any company executive† (Branson, 2007, p.473). The learning organization concept merely entangles the inculcation of the practice of self-reflection and introspection of one’s actions before acting. As Benyamin Lichtenstein writes, incorporating learning organization concept in the management of organizations has the repercussions of prompting change even to the rigid traditional approaches in organizational management. He argues, â€Å"Managers and all decision-makers in science and the professions must move beyond a purely rational model of understanding to one that is transactional, open-ended, and inherently social† (Lichtenstein, 2000, p.48). Open-minded model infers that the managers incorporate all decisi ons of all stakeholders and interest groups in the activities of the organization while making subtle organizational decisions. In this context, the learning organization concept remains relevant in promotion of improvement of an organization practices. In an attempt to prove the theoretical and practical adequacy of learning organization view in providing improvement and sustenance of an organization’s foremost practices, it is crucial perhaps to consider the importance of adopting the concept of a learning organization in the organizational management practices. Learning organization and promotion of continuous improvement The concept of a learning organization has an impeccably close link between it and the performance of an organization. Deane et al. (1997) recognizes that undue gap may perhaps exist between performance and learning organization (p.23). However, their article titled Creating a Learning Project Environment presents â€Å"a model that helps managers assess and narrow these gaps to foster a continuous improvement cycle: typical of learning organizations† (Pace, 2002, p.458). Performance implies escalation of the ability of an organization to improve its realization of its outcomes in terms of quality and quantity. Quality is vital in ensuring increased competence and competitiveness of an organization. As Levine posits, â€Å"Some investigators are finding that a focus on organizational learning has immense potential to build the collaboration and continuous improvement programs that promote organizational performance† (2001, p.23). In this context, increasing performance is an essential catalyst for the improvement of an organizational practice. Consequently, learning organization, closely linked to performance, stands out as a view that is both theoretically and practically relevant on improvement and sustenance of an organization practices. Learning organization and innovation In the prior sections of this paper, innov ation stands out as essential if at all organizations have to remain competitive. In fact, Argyris and Schà ¶n (1978, p.47) and Senge (1990, p.98) have proactively advocated for the capacity of a learning organization to foster innovation. For people working in an organization to engage in innovative activities, it is paramount that they all seek the guidance of a shared vision. One of the disciplines of a learning organization fortunately happens to be the shared vision. Preskill and Torres (1999) reckon, â€Å"Ramus and Steger developed a list of supervisor behaviors that support employee’s creativity and innovation†¦using the extensive literature on organizational learning† (p.21). As a repercussion, it follows, therefore, that there exists a relationship between learning organization and innovation. It is arguable that learning organization is not just a theoretical concept, but also a practical one. Learning organization and community building Many managemen t scholars have campaigned for learning organization as a vital tool for promoting the emergence of learning communities. Glasmeier et al. notes, â€Å"†¦the learning community combines the emotional and intellectual learning needed to break through defensive routines and effective learning behavior† (1998, p.110). Breakdown of the so referred defensive behavior stands out as an essential endeavor in restructuring the old bureaucratic management techniques. The traditional approaches of the structure of organizations, on the other hand, carry remarkable blame on their capacity to foster the creation of localized groups of people within the larger working group, which feels not properly considered in the realization of the overall objectives of the organization. This is perhaps because of the inability of these traditional approaches to encourage delegation of responsibilities within an organization. According to Cors, â€Å"By combining intellectual and emotional learni ng, the learning community fosters a vision of wholeness: the ability to bring one’s whole self to the organization† (2003, p.30). Wholeness is critical in ensuring and maintaining the feeling of self-belonging. When employees feel that they are part of the organization, they tend to do anything within their capacity to ensure that the organization’s growth is positive. It is not by coincidence that learning organization significantly sound like to contribute to the creation of an â€Å"Organizational climate that fosters a fabulous formula for employees’ happiness and ownership of organizational values at once† (Glasmeier et al., 1998, p.115). Learning organization, as both a theoretical and practical approach of fostering improvement of organizational practices is critical for the growth of an organization coupled with its guaranteed sustenance. In fact, it has a value. It impeccably facilitates the recognition of the fact that technology alone so lely is not enough for the purposes of modernization of organizations. Some behavioral change is also vital. Such a change would perhaps break down the way the decision-making organ of an organization operates. For instance, a compelling example is shifting from closed-door style of management to open door or rather round the table management style. This has the effect of promoting a more communally formed organization management, which significantly quickens the decision making process (Donohue Patterson, 1999, p.241). Quick and effective decision-making process is vital for the improvement of organizational practices especially with the modern dynamic operational environment. Given that learning organization has the capacity to give raise to community building, the concept stands out as, not only theoretical, but also practical in endeavors to improve and ensure the presence of an organization in the future. Conclusion Based on the expositions made in the paper, it is evident tha t there are some views that both theoretically and practically essential especially once applied by organizations. These views, as the paper has revealed, can significantly boost the performance of any organization. Organizations operate in dynamic environments. The dynamics are instigated by changing technologies coupled with the sophisticated existing technologies. Change is, therefore, inevitable. The paper argues the integration of the learning organization concepts as one of the necessary changes that are essential for improvement and sustenance of organizations’ practices. Learning organizations are those â€Å"organizations where people continually expand their capacity to create the results they truly desire, nurturing new and expansive patterns of thinking where collective aspiration is free, and where people are continually learning to see the whole together† (Senge, 1990, p.4). The paper has attempted to prove the learning organization view as not just a the oretical concept, but also a vital practical tool that leads to improvement and sustenance of organizational practices. To achieve this, the paper has presented some essential disciplines of learning organizations. These disciplines include system thinking, building a shared vision, team learning, mental models and personal mastery. It has given some of the importance of the learning models in an attempt to provide a solid argument that the learning organization is both a practical and theoretical view that can improve an organization’s practices. In this regard, learning organization promotes innovation and performance. It facilitates community building within an organization. These are subtle tools for the improvement of organization’s practices. Reference List Argyris, C., Schà ¶n, D. (1978). Organizational learning: A theory of action perspective. Reading, Mass: Addison Wesley. Barnet, R. (2009). Organizational Goals. Web. Bolman, G., Deal, E. (1997). Reframing Organizations, Artistry, choice and leadership. San Francisco: Jossey-Bass. Branson, M. (2007) Improving leadership by nurturing moral consciousness through structured self-reflection. Journal of Educational Administration, 45(4), 471-495. Burch, P. (2007). Educational policy and practice from the perspective of institutional theory: Crafting a Wider Lens. Educational Researcher, 36(2), 84-95. Cors, R. (2003). What Is Learning Organization? Reflections on Literature and Practitioner Perspectives. Wisconsin: University of Wisconsin-Madison. Deane, R., et al. (1997). Creating a Learning Project Environment: Aligning Project Outcomes with Customer Needs. Information Systems Management. New York: SUNY Press. Donohue, J., Patterson, M. (1999). Review: Organizing thinking about organizations. Public Productivity and Management Review, 23(2), 240-246. Edmondson, A., Moingeon, B. (1999). Organizational Learning and the Learning Organization. London: Sage. Finger, M., Brand, B. (1999). Th e concept of the â€Å"learning organization† applied to the transformation of the public sector. London: Sage. Foster, W. (1999). Administrative Science, the Postmodern, and the Community: In Begley, P. Values and Educational Leadership. New York, NY: SUNY Press. Glasmeier, K. et al. (1998). The Relevance of Firm-Learning Theories to the Design and Evaluation of Manufacturing Modernization Programs. Economic Development Quarterly, 12(2), 107-124. Greenfield, B. (1975). Theory about Organization: A New Perspective and its Implication for Schools’, in M.G. Hughes (ed.), Administering Education: International Challenge. London: Althone Press. Hanson, M. (2001). Institutional Theory and Educational Change. Educational Administration Quarterly, 37(5), 637-661. Lichtenstein, B. (2000). Generative Knowledge and Self-Organized Learning. Journal of Management Inquiry, 9(1), 47-54. Maxcy, J. (2001). Educational Leadership and Management of Knowing. Journal of Educational Admini stration, 39(6), 573-588. Meyer, D., Rowan, B. (2006). Institutional analysis and the study of education, in Meyer and Rowan: the New Institutionalism in Education. New York: SUNY Press. Pace, W. (2002). The Organizational Learning Audit. Management Communication Quarterly, 15(3), 458-465. Peck, M. (1990) The Road Less Travelled. London: Arrow. Preskill, H., Torres, T. (1999). Evaluative Inquiry for Learning in Organizations. Thousand Oaks, CA: SAGE Publications. Scott, W. (2004). Institutional theory in Encyclopedia of Social Theory. Thousand Oaks, CA: Sage. Senge, P. (1990). The Fifth Discipline. New York: Doubleday. Sennett, R. (1998). The Corrosion of Character: The personal consequences of work in the new capitalism. New York: Norton. 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How does George Eliot portray the changes of the character Silas Marner Essays

How does George Eliot portray the changes of the character Silas Marner Essays How does George Eliot portray the changes of the character Silas Marner Paper How does George Eliot portray the changes of the character Silas Marner Paper Essay Topic: Literature George Eliot describes Raveloe at the start of the nineteenth century through a changing world. At this time the changes in the industrial revolution were making many poor, working people leave the countryside to work in factories and live in crowded, squalid towns where small religious groups were beginning to form such as the one in Lantern Yard. There were many inequalities of society such as the high living standards of the landowners compared to the poor people in Raveloe. The first change of character is when Marner is made to move from Lantern Yard to Raveloe after being wrongly accused of stealing money from the Deacon. In Lantern yard he was highly though of and was believed to be a young man of exemplary life and ardent faith. When Marners friend, William Dane, betrays him and frames him for stealing money he is called to the church where he believes God would clear him. However he is found guilty and he was said to have despair in his soul that shaken trust in God and man, so now he begins to lose faith and trust in everyone. He is further burdened when his fianci calls the wedding off and is soon married to Marners friend William Dane. At this he moves to Raveloe. George Eliot shows the effect of this event by creating a whole new view of Marner. He looses Religion and trust, which makes him very isolated. She makes him seem like a very dark strange character by using phrases such as The little light that he possessed spread its beams so narrowly, that frustrated belief was a curtain broad enough to create for him the blackness of night. In other words its made out that Marner has nothing to look forward to because of his loss of faith. His loneliness in emphasised when he seems to find company in his money. George Eliot describes them as his seeds of desire, this makes you think that money is the most important thing in Marners life. Also he is made isolated because nothing in Raveloe is the same as Lantern Yard which also creates pity. The reader first regards Marner as being a level headed and much respected character. However when he is betrayed he shows he is very innocent and unsuspecting which shows he is too trustful, and relies too much on the teachings of God. When he moves to Raveloe the reader feels great pity for Marner. George Eliot creates this by making out that Marner has lost everything and by making him so isolated from the rest of the village, he invited no comer to step across his door-sill, and he never strolled into the village. Also the writer makes us commiserate with Marner because he loses all his respect. She creates this by making all the characters in Raveloe think that Marner is strange and also by using a group of lads that pester and torment him to show that this view runs through all the generations of Raveloe. The readers view of Marner again changes when the writer describes his money as they were like the satisfaction of a thirst to him and that his life had reduced itself to the mere functions of weaving and hoarding. It makes him seem as if he is a robot with a program. It makes him seem even stranger but again creates great empathy because he really has no life and its hard to believe that a once well regarded man had become this machine. The second incident is the arrival of Eppie. Eppie a little toddler had been walking with her mother who had passed out from being so cold and taking morphine. She was drawn to the light of Marners fire and she entered the house as Marner stood by the open door having a fit. George Eliot uses imagery of Eppies hair, being golden, looking like gold. When Marner notices her he thinks she is his gold that was stolen from him. This shows how important gold is in his life. He discovered it was a child looking much like his sister. Marner goes to the New Year party at the red house to fetch the doctor after finding the childs mother dead in the snow. Marner wants to keep the child but readers know that it is Godfrey Casss child. In this incident Silas Marner shows many new feelings such as love and importance of being which develops his character. The change in Marner that George Eliot shows is that he has started talking with people and that people in Raveloe have change there view of him and no longer regard Marner as being strange. This is shown when someone talks to him with respectful compassion. George Eliot uses the child to remind the readers of the kindness that he possessed when living in Lantern Yard and also shows a total change in Marner that his life no longer revolves around money but Eppie. This change is so drastic that it even takes Marner by surprise. I know this when he says No-no-I cant part with it. The stuttering at the beginning makes you think that he is confused, but Eppie was said to be almost a revelation. It is like another new beginning for Silas Marner. The fact that Eppie clings to Marner makes him seem like a warm, comforting character. George Eliot creates the warmth by using words to describe Marner and his actions such as soothed, perfectly quiet and wide gazing calm. Godfrey shows jealousy towards Marner but it too proud to say anything because of his conflict of regret and joy. This makes Silas Marners character seem stronger to in the readers point of view. The quote the small hand began to pull at Marners withered cheek with loving disfiguration, show as that he is like a father and rather than being a self absorbed, piteous character he is warm and strong. The strength of his character is emphasised by Godfrey being so weak in this part of the book because of all his mixed emotions. In this part of the book it seems as if Marners character is complete because for once in his life he has a reason for living that he that everyone else regards satisfactory. The reader is reminded of Silas Marners innocent side when he says Till anybody shows theyve a right to take her away from me, The mothers dead, and I reckon its got no father. George Eliot creates shock in the readers when Marner says this by using dramatic irony. This quote again shows Marners strength because he now feels he can stand up to people as from before he didnt even show signs of communication. The reader again feels sorry for Marner when he says My moneys gone, I dont know where-and this is come from I dont know where. It is as if he is still thing to make sense of everything and by comparing Eppie to money, which was the most important thing in his life, is saying that Eppie is now the most important thing in his life. Godfrey gives Marner some money to look after Eppie and states that Eppie is a Poor little thing. This shows characters in the book still feel pity for Marner because they see the child as being a burden but or Silas the child is just what he needed. The reader feels hope for Marner at this point which contradicts the other characters views because only the reader knows hoe truly important the child is to Marner and how hopeless he would be if he didnt have anything in his life still. The final incident I have chosen is in the second part of the book that is sixteen years on from part one of the book. It is when Marners gold is returned to him but is worthless compared to Eppie. Also Godfrey and Nancy (Godfreys wife) went to see Marner and broke the news that Godfrey is Eppies biological father and that he wants her to move in with him. However Eppie will not go as she sees Marner as her father which the reader gets constant reminders of as she always refers to him as daddy or father. George Eliot shows a change in Marner again, as now he is a totally fulfilled character with money and Eppie. However Marner explains to Eppie how he used to count it every night, and his soul was utterly desolate till she was sent to him. This portrays Silas as finally being an ordinary who wants and needs nothing else than Eppie. It shows he has found himself and that he has become totally dedicated to Eppie not money or religion. The writer creates great tension when Silas Marner tells Eppie how she has changed his whole life and that If you hadnt been sent to save me, I should ha gone to the grave in misery. At this Godfrey and Nancy enter Marners house. This sequence of events creates great tension because you know whats coming and you feels so sorry for Eppie and Marner who have got a nice life together which now may be turned into disaster. The tension gathers as it takes so long for Godfrey to break the news. When Godfrey announces he wants Eppie to stay with him the mood between the characters change dramatically. George Eliot creates great frustration between Silas Marner and Godfrey Cass because of the difference in class, which again creates more tension between the characters. When Godfrey says, Make her a lady; shes more fit for it than the rough life, it is like saying your no longer good enough to look after Eppie. When Eppie will not go there is a sense of relief. However when Godfrey tells his news the tension is held at a climax by the angry, shocked mood that George Eliot creates. She is keeps the tension going by using lots of commas and short sentences. George Eliot also uses lots of adjectives to describe the character feelings such as, Lively appreciation and parental fierceness. This makes the feeling more dramatic making them feel more real to the reader. She creates this mood by the actions of Eppie, Eppie had given a violent start, and turned quite pale, and also Marners actions, he answered, with an accent of bitterness. This makes all the characters uneasy with each other and creates the mood. There is great pressure and guilt on Godfrey, especially when Marner states very defensively, Why didnt you say so 16 years ago, and claim her before Id come to love her, when you might as well take the heart out of my body. It is ironic how he is accusing Marner as not being good enough to look after Eppie, when he has taken 16 years to tell her the truth. This shows another change in Marner which is that he will stand up to people even if they are a higher class when it comes down to Eppie. The quote is also another emphasis on how important Eppie is to Marner. There are again many changes in the readers view of Marner. Even in the incident there is a change of character. At first he is said to be always ill at ease when he was being spoken to by betters. However His character becomes stronger and he gains belief in himself. This is shown in the quote of the previous paragraph. Also Marner shows that he very tolerate even to Godfrey who comes across as very unfeeling, selfish and self-absorbed. This is shown when Godfrey, in effect says that Eppie would be better off at the red house. Another change in Marner is that he is always thinking in other peoples best interests, especially Eppies. This is shown when Marner says to Eppie Eppie my child, speak. I wont stand in your way. It also shows that he is very caring. The readers also regard Marner as being very respectful and respected. This is shown when he tells Eppie to Thank Mr. And Mrs. Cass, even after they nearly wrecked his life. It is shown that Marner is respected when Eppie sticks by his side, I cant leave my father. Another change is shown in the readers view of Marner when Godfrey puts pressure on Marner because he tells him he would be better off for money if Eppie went. This shows that Money no longer plays an important part in his life. When Marner tells Eppie that if she stays with him that You must make sure as you wont be sorry shows his sensitive side because he still want the best for Eppie. In incident one when Marner is set up by his best friend I think George Eliot wants us to think about the issue of trust and friendship. I also think she wants us to think how money can effect these issues. For example William was Marners best friend who had profuse amounts of Marners trust and respect. However just to get money he broke these bonds because he though money was worth more. It raises an interesting twist in the book when Marner moves to Raveloe he find that money is the most important thing in his life. Also in Incident one I think she wants to point out that there was no real judicial system and everything went to the church. Almost like god was the judge. It also shows how important religion was in those times and that it lad to injustices. In the world today it seems a strange phenomenon that people thought they could tell who was guilty, and that Marner had so much faith in God that he thought God would show the people that he was not guilty. In incident two George Eliot wants to raise the moral issue of child negligence and single motherhood in those times. She shows the desperation of single mothers in those times, again showing no judicial system and no help for people who werent involved with the church. George Eliot also shows how the whole image, appearance and actions of richer people were so important to uphold. This is shown when Godfrey walks away from his only child and his ex-wife. It is also shown when Mrs Kimble wont take Eppie, Mrs Kimble, hesitating, how-ever to take those dingy clothes into contact with her own ornament satin bodice. Also in incident two the writer wants us to show us the difference in class and how it effected the actions of those people. For example the higher class take pity on the lower class. This is shown by several offers of money to Marner. It also shows that the rich used money to get out of taking responsibilities. In incident three George Eliot wants us to think about the moral issue of class again. It seems ironic how Godfrey feels he has the right to own Eppie after Marner has been her father for sixteen years. She shows how the higher class expects respect from the lower class and the lower class seems to oblige to this expectation. This is shown in the brief quote Thank Mr. and Mrs. Cass. The fact that Marner refers to Godfrey and Nancy as Mr and Mrs shows respect. The writer also wants us to think about the importance of money in the different classes. It seems much more important to Godfrey who uses it to try and bribe Eppie to leaving Marner; this also shows how money makes people think they have power. It used to be of most importance to Marner until he found Eppie. It makes us think about the moral that money is nothing if you dont have anyone to share it with.

Five Ways to Upsell Your Writing Services

Five Ways to Upsell Your Writing Services I’m grateful to be a freelance writer and making a living from something I love. In fact, I’m so grateful that I sometimes sell myself short and accept less pay than what my writing is worth. So how did I begin to expect and receive fair pay and even upsell my services? In her Forbes article, â€Å"How to Get Paid What You’re Worth,† Liz Ryan writes â€Å"†¦you will have to negotiate, and youll also have to say No to the wrong opportunities.† Saying â€Å"no† to some projects opens doors to better pay. Here are a few tips to help you upsell your writing. 1.  Ã‚     Emphasize relevant credentials and experience. I selectively combine both direct and indirect experiences to apply for a gig. For example, if I’m proposing a piece on Mideast refugees, I explain why my previous writing as well as my Middle East living experience qualifies me as the best writer for top pay. 2.  Ã‚     Relate your query to the publications specific need or growth potential. Your sailing expertise may seem detached from a prepper blog, but you could explain how preparing for the unexpected is an essential skill that can benefit preppers using water routes during an apocalyptic event. Craft your query to emphasize water escape preparations as a new niche topic for the publication. 3.  Ã‚     Analyze clients job description to counter-offer services that better meet the need. Twice last year I was asked Another client requested a high-level manuscript review, but then also mentioned comment balloons and line edits. I explained the difference and advised her that if she wanted detailed feedback rather than a summary, she should consider the line edit. She happily paid several hundred dollars more. 4.  Ã‚     Follow up for additional projects. Several previous clients indicated they might have additional work down the road. I politely waited a year or so, and then contacted them to follow up. Most were ready to assign new projects, while one had postponed the idea. My initiative paid off, sometimes more than once as additional projects were developed. 5.  Ã‚     Ask high and accept lower at a fair rate. Some projects have more bargaining flexibility than others. When feasible, consider taking the risk to ask a higher price, and then settle for a lesser amount that will meet your project expectations. However, keep in mind that you may risk losing the project in these situations. In fact, that happened to me recently. I refused a ghostwriting book project that was priced several thousand dollars lower than the work merited and lost the deal. No regrets! As a writer, you set the bar for acceptable pay. Don’t settle for less than you deserve and look for opportunities to upsell your services.

Should the Raelians be accepted or rejected as a true religion Essay

Should the Raelians be accepted or rejected as a true religion - Essay Example Thus it is something that we all humans can be said to have in common. However, there is a great number of varying religions today. Some religions believe in Jesus Christ, others believe in Allah, some believe in other gods and goddesses, and some believe in philosophy. As a social institution, religion is founded by a group of individuals who develop a set of common beliefs and morals as well as practices and reverence for the same things (Breaux, 2008). But what makes a religion a religion? Breaux (2008) identified five sociological characteristics of a religion. These characteristics are very important to the organization and prolongation of the religion. The first characteristic of religion is that it is composed of group of people (Breaux, 2008). In order for a religion to develop and continue, it must be shared by a group of individual that shares common belief, norms, and must be identified as one. The second characteristic of a religion is that there must be certain beliefs t hat make up the structure of the religion and are accepted and embraced by each member of the group (Breaux, 2008). The practices of the group are very important and considered the third important characteristic of a religion (Breaux, 2008). Every religion has patterns of practices that become norms and prescribed rites become rituals (Breaux, 2008).

Marketing Intelligence 2 Essay Example | Topics and Well Written Essays - 2500 words

Marketing Intelligence 2 - Essay Example (Reuters, 2012). The objectives of this marketing plan created for Superdry are to conduct market research for the company by looking at some specific factors like customer behaviour and demand in the future and using this information to build more research on customer satisfaction. Throughout the course of this marketing plan, some key objectives will be looked at, for example marketing research techniques, the validity of market findings and situation specific information. Through this research, it is to be determined what steps Superdry needs to adopt in its marketing objectives that will help it adjust in the new market scenario. The business’s strengths are that it has a lot of appeal in the market that it caters to , however that is a small market and on the weakness side, Superdry doesn’t advertise too overtly to become a more prominent player in the market. Some specific objectives include increasing customer satisfaction, sales volume and consequently restoring the companyâ₠¬â„¢s position on the stock market. Recently, Superdry has gone through a lot of structural changes. One of the cofounders of Superdry, Karpathios, who became a partner of the company in 2004, quit this year. Superdry has also experienced falling stock prices and sales levels and shortfalls of stocks. (Baird, 2012). Further, this year Superdry partnered with Indian conglomerate, Reliance Industries. (Jogi, 2012). This move has allowed it to expand its target market and venture into a new arena. India is an expanding market and has a large and diverse population which will help Superdry expand further in the future. A SWOT analysis on Superdry would reveal numerous things. When looking at the strengths that Superdry offers, we notice the elements of quality, niche market appeal and variety. The brand has kept quality levels high while maintaining reasonable prices as compared to other brands that sell branded clothes for a niche market. (Jogi, 2012). However, there are

What Are the Main Perspectives in the Study of Psychology Essay Example for Free

What Are the Main Perspectives in the Study of Psychology Essay What research methods are used to study these perspectives? Every topic in psychology can be looked at in a number of different ways and various different approaches can be adopted for each topic. These approaches are known as perspectives (i. e. view) that involve certain assumptions (i. e. beliefs) about human behaviour: the way they function, which aspects of them are worthy of study and what research methods are appropriate for undertaking this study. There may be several different theories within an approach but they all share the above common assumptions. Different perspectives have different research methods. The â€Å"Gloria Tapes† of 1975 are a good example of how different perspectives are used to address the same problems in a client’s life, as they are looking at her problems from different viewpoints (http://www. metafilter. com, accessed February 2012). For the purpose of this essay, we will be looking at the five main psychological perspectives. These include the psychodynamic, cognitive, behavioural, biological and humanistic perspectives. A wide range of research methods are used in psychology. In its simplest terms, Martin Shuttleworth (2008) defines research as â€Å"In the broadest sense of the word, the definition of research includes any gathering of data, information and facts for the advancement of knowledge† Types of research methods include laboratory and field experiments, case studies, correlations, interviews, observations and questionnaires. These research methods fall into two basic categories: quantitive and qualitive. Qualitative research gathers research that is not in numerical form and is useful for studies at the individual level (i. e. client centred therapy). Quantitive research gathers data in numerical form, which can be put into categories, in order or measured in units of measurement. This type of data can be used to construct graphs and tables of raw data. Experiments typically yield quantitative data (McLeod, S. A. 2007). This essay will now go on to explain the main perspectives in more detail and what different research methods are used for each perspective. The essay will end in a conclusion based on what has been discussed. Sigmund Freud was undoubtedly the main founder of psychodynamics. In 1900 he published his paper â€Å"interpretation of dreams† (Gross, R. 2001 page 15). This marked the beginning of psychoanalytical thought. Other psychiatrists who also helped strongly with the psychodynamic movement include Carl Jung, Alfred Adler and Melanie Klein. Freud’s psychoanalysis is the original psychodynamic theory and is based on the belief that events in our childhood can have a significant impact on our behaviour as adults. He believed that people had little free will to make choices in life (opposite to humanism) and instead, our behaviour is determined by the unconscious mind and childhood experiences. Freud explained the human mind like an iceberg, with only a small amount of it being visible (Gross, R. 001 page 15). Most of our thoughts and ideas are not accessible at that moment (pre – conscious) or are totally inaccessible (unconscious). He used techniques such as free association, dream analysis and transference to unlock the subconscious. Most of our subconscious has been made up through repression, whereby threatening, traumatic or unpleasant experiences are â€Å"forgotten† and â€Å"locked away†. This is a major form of â€Å"ego defence†. Repression is closely related to resistance, interpretation of which is another key technique in psychoanalysis. Freud believed that personality is made up of three components: the id, ego and superego. The id and superego (unconscious) are in constant conflict with the ego (conscious), which tries to resolve this discord. If this conflict is not resolved, we use defence mechanisms to reduce our anxiety. Psychoanalysis attempts to help patients resolve their inner conflicts. The id also contains two instincts, eros (life and sex instinct) and thanatos (dream instinct). Thanatos has weaker energies than eros and is therefore channelled away from ourselves and into aggression towards others. One aspect of psychoanalysis is Freud’s theory of psychosexual development, which shows how early experiences affect adult personality. The most important stage is the phallic stage and during this stage boys experience the â€Å"Oedipus† complex and girls experience the â€Å"Electra complex† (Gross, R. 2001 page 15). These complexes result in children identifying with the same sex parent who enables them to learn sex appropriate behaviour and a moral code of conduct for their future life. However like lots of Freud’s work, it has been criticized for over emphasizing the importance of sexuality and under emphasizes the role and influence of social relationships. The types of research methods that are used to study the psychodynamic approach include case studies (i. . Anna O, Little Hans), experiments, hypnosis, slips of the tongue (paraplexes), projective tests (TAT, Rorschach) and dream analysis. Psychodynamic research methods are mostly unscientific and lack empirical support, in terms of analysing human behaviour. For this approach, we are more likely to see qualitative data collection (case studies) which are subjective and also unfalsifiable. The humanist approach believes this approach is too deterministic, leaving little room for personal agency although a great strength of psychodynamics is that it highlights the importance of the subconscious mind and defence mechanisms. Freud too criticizes other perspectives, especially behaviourism, as it doesn’t take into account the unconscious minds influence on behaviour (McLeod, S. A. 2007). Behavioural psychology is concerned with how outside environmental factors (stimuli) affect observable behaviour (response). It focuses on learned behaviour and how these behaviours are learned and reinforced. The underlying assumption is that psychology should be seen as scientific. Around this time Watson, who was the founder of behaviourism, became increasingly critical of introspection and was also starting to experiment on non – human animals. He believed the psychodynamic perspective was difficult to verify and was very subjective, the polar opposite of behaviourism which can be accurately measured. With his famous manifesto of 1913, Watson redefined psychology and launched the behavioural school of psychology (Gross, R. 2001 page 13). He believed people are born with a â€Å"blank slate† and that peoples (and animals) behaviour are controlled and taught from their specific environment, rather than internally (i. e. Freud, Jung). Freud completely rejects tabula rasa and believed people are born with â€Å"instincts†. Behaviourism is purely a â€Å"nurture approach† and how we are nurtured, determines behaviour. The two main processes whereby people (and animals) learn from their environment are namely classical and operant conditioning. Classical conditioning involves learning by association. The Russian psychologist, Pavlov (1897) accidentally stumbled upon this condition after originally studying digestion in dogs (McLeod, S. A. 2007). He noticed the dogs salivating whenever he came into the room, even when he wasn’t bringing them food between experiments. He believed dogs didn’t learn to salivate when they saw food. This was â€Å"hardwired† in them as an unconditioned reflex. So why were they salivating when they saw him enter the room? He came to the conclusion the dogs learnt over time to â€Å"associate† him with food. From this knowledge he conducted experiments where he successfully conditioned dogs to salivate to the sound of just a bell through the repeated association of the sound of a bell and food. This proved his theory. Operant conditioning involves learning from the consequences of behaviour. B. F.  Skinner investigated this theory with controlled experiments and showed how rats learnt and changed their behaviour from punishment, positive reinforcement and negative reinforcement with his â€Å"Skinner Box† experiments (McLeod, S. A. 2007). This and other human experiments explained some behaviour by a person’s (or animals) motive, therefore proving behaviour occurs for a reason. One other behavioural theory that should be mentioned is social learning theory. Albert Bandura (1977 page 38) states behaviour is learned from the environment through the process of observational learning (bobo doll experiment). He believed we learn indirectly, observing behaviours of others then imitating them. For a person to imitate another, the behaviour must be seen as rewarding in some way (reinforced) otherwise this wouldn’t happen. Memory is also involved in some way, and then the behaviour is carried out. Behaviourism is very scientific, using quantitative data. Its laboratory experiments and research with non-human animals is always supported by empirical data, obtained through careful, controlled observation and measurement. These measurements and data are also very accurate. There are limitations to this perspective, with regard to it being too deterministic and its experiments having low ecological value for some. Humanists also believe you cannot compare animals to humans. Behaviourism began to loosen its grip during the 1950’s and during the 1960’s, cognitive psychology started to take hold. Cognitive psychology is introspective and focuses on mental processes such as memory, thinking, problem solving, language and decision making. It has been greatly influenced by psychologists such as Piaget, Bandura and Tolman (1948). It’s a very scientific perspective, and revolves around the notion that if we want to know what makes people tick and behave in certain manners, then we need to know what processes are actually going on in their minds. Unlike behaviorism, which focuses only on observable behaviors, cognitive psychology is concerned with internal mental states. It explains behavior in terms of how the mind operates, often comparing it to a computer (Gross, R. 2001 page 21). Such internal processes include perception, memory, language and maladaptive thinking. These processes are viewed as mechanistic. Perception is the process of attaining awareness or understanding of sensory information. It comes from the Latin word â€Å"perceptio† which means receiving, collecting and action of taking possession with the mind or senses. â€Å"Memory is the means by which we draw on our past experiences in order to use this information in the present† (Sternberg, 1999). Memory is essential to all our lives. Without a memory of the past, we cannot operate in the present or think about the future. Schemas are memory knowledge packages and can be defined as â€Å"a set of linked mental representations of the world, which we use both to understand and to respond to situations† Piaget, J. (1936). Born in 1896 Piaget was the first psychologist to make a systematic study of cognitive development. Piaget called the schema the basic building block of intelligent behaviour – a way of organising knowledge. All of us use schemas in our everyday life as well as stereotyping, which are â€Å"mental short cuts†. Stereotypes are often communicated through words i. e. hairman. Another area of cognitive behaviour is social cognition which is concerned with how people think about each other and different social groups i. e. class, minorities. It is suggested people have psychological problems due to maladaptive thinking and irrational thoughts. C. B. T. challenges these thoughts and behaviours to treat such disorders i. e. Depression or Anxiety. Research methods for cognitive behaviour are mostly in the form of laboratory experiments. Case studies though are sometimes used in situations where individuals are brain damaged. It’s extremely scientific using mainly quantitive data. Skinner criticizes the cognitive approach, as he believes that only external stimulus response behaviour should be studied, as this can be scientifically measured (McLeod, S. A. 2007). One of its strengths though is that this perspective has many empirical studies to support its theories. It’s easily measured which is why it’s included in the medical model and is currently used widely in the NHS. The cognitive approach though, does not always recognize physical factors in determining behaviour. The biological perspective studies such factors. The biological perspective is a way of looking at psychological topics, by studying the physical basis for animal and human behaviour. It is one of the major perspectives in psychology, and involves such things as studying the immune system, nervous system and genetics. This field of psychology is often referred to as biopsychology or physiological psychology. This perspective has grown significantly over the past few decades, especially with advances in our ability to explore and understand the human brain and nervous system. Eysenck (1980) believes peoples personality behaviour can be explained in terms of the kind of nervous system a person inherits and has also produced evidence ( Eysenck 1967) relating to biological differences between introverts and extroverts, believing behaviour can be governed by physiology and genetics (inheritance), (Gross, R. 2001 page 616). MRI scans and PET scans also allow researchers to look at the brain in different ways and can explain behaviours in neurological terms. This can sometimes explain abnormal behaviour in people. Biological psychologists believe that schizophrenia is affected by levels of dopamine (a neurotransmitter), and a brain scan can show up these levels. Autism can also be treated by psychoactive drugs and low carbohydrate diets too (Gross, R. 2001 page 582). Those findings have also helped psychiatry and helped to relieve symptoms of mental illness through drugs. One limitation of this perspective is that Freudians would say the biological approach only treats the surface symptoms and not the underlying causes of the actual problem. This approach is very scientific, using laboratory and natural experiments for physiological studies. Brain function studies include invasive (Autopsy) and non- invasive (CAT scans) methods. Brain damaged individuals are also investigated through case studies. The biological approach has a strong counter argument against the nurture approach (behavioural) but humanists would argue against this perspective as being too deterministic. Two of the most influential theorists in humanistic psychology are Carl Rogers and Abraham Maslow (Hierarchy of Needs Model). Carl Ransom Rogers was born in 1902 in Oak Park Illinois and is the founder of â€Å"person centred† or non-directive therapy. It’s a form of talk psychotherapy and the goal of P. C. T is to develop a sense of self wherein the client can realize, how their attitudes, feelings and behaviour are being negatively affected and make an effort to find their true potential (Rogers, R C 1961 page 18). Clients are aided by the therapist to find their own solutions to their problems through self-awareness, finally leading to self-actualisation. In Rogers’s words â€Å"the organism has one basic tendency and striving – to actualise, maintain and enhance the experiencing organism (Rogers, R C 1961, 487). He believes we can help ourselves through our own free will and personal agency, to self-actualise to become a fully functioning person once again. Humanistic psychologists empower their clients rather than have â€Å"power† or â€Å"authority over them like psychoanalysts or behaviourists do. They look at human behaviour not only through the eyes of the observer, but through the eyes of the person doing the behaving. It’s based on the six core conditions needed for change. As humanists focus on the whole person (holism), they regard scientific measures (i. e. biological) inappropriate for studying behaviour, although their belief in free will is in opposition to the deterministic laws of science. The research uses qualitative data, using methods such as case studies and informal interviews. Qualitative data also gives genuine insight and more holistic information into behaviour. As we can conclude from the discussions on the various perspectives, each one focuses on their own unique conception of why humans behave as they do. Freud’s â€Å"tension reducing person†, Skinners â€Å"environmentally controlled person† and Rogers â€Å"growth motivated person† are all quite different from each other. This diversity of approaches and research methods reflect the complexity of this subject matter. However we’ve also noted some important similarities between different approaches, such as the deterministic nature of Freud’s and Skinners theories and the scientific nature of the behaviourist and biological approaches, which have no consideration for human free will. Each perspective has its own unique strengths and limitations and can even contradict each other’s theories. A scientific approach such as cognitive psychology tends to ignore the subjective (i. e. personal) experiences that people have. The humanistic approach accounts for this but largely at the expense of being non-scientific in its methods and ability to provide evidence. Each perspective though, has something of value to contribute to our understanding of ourselves and human behaviour. Without all these perspectives; our learning and understanding of human behaviour would indeed be more limited and therefore each perspective has its own unique place in psychology.

The Internet :: Web Cyberspace Technology Essays

The Internet The Internet will not start cooking your food or doing your laundry. Despite what some people may say, people are still going to have to perform the every day task of living even if they have DSL or cable modem access to the Internet. However, the Internet will help make the arduous task of living easier and more fulfilling - just like every other communication technology before it. The Internet has the potential to shape the future of the world in many ways, one of which is the preservation of past traditions, values and beliefs by way of its incredible ability for facilitating communication. After all, the Internet is all about communication. The ability to email someone on the other side of the world something so many people point to as being the awesomeness of the Internet. While certainly impressive, the quick communication can create a significant detachment that deviates from a core human requirement. In David Batstone's article "Network Democracy" (Batstone 1), he makes an im portant observation about online communities, or network as he puts it. He argues that online communities will not save everyone that shows up at the door of a community. He explains that there is a difference between "connection and belonging", which is the essence of a successful community. Belonging rather than connecting is not, however, something that will change the way that people interact. The "old world" communities of homes, shopping centers and parks have been doing this for years, decades, centuries, millennia. The foundation of successful communities is the sharing of similar beliefs, values and interests. When one converses with an upstate New Yorker that works in the city, they will find some shared interests with a Manhattan citizen that works in the city. However, there will be a fundamental difference between the two. They may even share the same professional community, their respective home communities are different. The very fact that there are separate religions, countries, states and cities are a testament that belonging rather than connecting has been around much longer than the networks of the new millennium. So why is there such a disconnect between so many citizens of the old world communities and their offline communities? Many people are born into their offline communities. We have little to no choice, for the first several years of our lives, about where we can live and to what community we will subscribe.

Airline Crisis Communication

Airline crisis communication is very important in saving the reputation of an airline company. The purpose of this presentation is to evaluate the reason why some airline loss their reputations and then make successful strategies in an airline crisis communication In this presentation, the definition of airline crisis communication will be given from two aspects, the aspect of practical way and the knowledge of the scholars.Then an example of an unsuccessful case about NYMPH is chosen to scribe the measures they did after a crisis case happened and the analysis of the negative effects and loss following it will be described in details. After that, the problem of this case will be evaluated and reasons will be explained. Finally, four best strategies based on crisis communication theory and successful examples will be introduced to assist airline take successful strategies in the future.Then it comes to the conclusion that best strategies are effective in a crisis communication. Key w ords: Crisis communication: the perception of an unpredictable event that threatens important expectancies of stakeholders and can seriously impact an organization's performance and generate negative outcomes. Reputation: the opinion that people have about an airline someone or something because if what has happened in the past.

Cause-Effect

A couple of weeks ago, my grandmother passed away. I was at my lowest point in my life. I was extremely sad and depressed. However, I knew I could always rely on Salsa. I would call her In the middle of the night and she was there to pick up my phone calls. When I needed someone to express my emotions to, she was there. She always encouraged me to look on the bright side of things. She always ensured me that better days were going to come because death is a part of life that we simply have to deal with. She helped me cope and deal with the loss of my grandmother.We loud do activities such as working out and cooking together to keep my mind off the death of my grandmother. Salsa comforted me by having a shoulder to cry on when I didn't have anyone else. She was the only person that could understand my feelings and what I was going through. Salsa also supported me emotionally. There were times when I had difficulties in school and I felt like giving up. However, she encouraged me keep pushing harder to accomplish my goals. She helped me understand that there are going to be struggles that we face In this world but we cannot give up and run from our problems.She supported me by Glenn me great advice and pushing me to do my best with my academics. Her words of encouragement boosted my self-esteem to accomplish my goals. I am extremely grateful to have someone like Salsa in my life. She has always been there for me when others did not understand. She is honestly one of the sweetest people I have met in my life. Salsa helps me stay grounded and humble. She supports me emotionally by always being there for me in times of difficulty, making me laugh when I am sad and encouraging me to try my best with everything.Her physically and emotional support has helped me get through the most hardest times In life. I know I can always count on her to cheer me up. By Handmaiden Cheddar Suffix Abdul Caked Two years ago, I met a beautiful young girl name Salsa. I met her at a famil y Salsa. I would call her in the middle of the night and she was there to pick up my that we face in this world but we cannot give up and run from our problems. She supported me by giving me great advice and pushing me to do my best with my times in life. I know I can always count on her to cheer me up.

Flannery O essays

Flannery O essays Flannery was born on March 25, 1925 daughter of Edward F. and Regina L. OConnor in Savannah Georgia. Her parents only child she grew up in their Catholic home in Savannah until she was twelve (Baumgaertner 5). At age twelve her family moved from Savannah to Milledgeville, the town where her mothers father had been mayor for a number of years. In Milledgeville she attended Peabody High School and after graduation enrolled in the Georgia State College for Women (Whitt 6). These schools were both only a few blocks from Flannerys childhood home in the antebellum Cline House (McKenzie 38). After graduating from Georgia State College for women in 1945 with an A.B., OConnor furthered her education by attending the University of Iowa. Her first short story The Geranium was published at age 21 while attending school in Iowa (Liukkonen). After receiving her Master of Fine Arts in Literature from the University of Iowa, OConnor moved her life to New York. While in New York, OConnor was able to publish her first Novel, Wise Blood. The first four chapters appeared in various magazines in 1948 and 1949. In 1952 the entire book was published. In 1978, long after OConnors death a screenplay was written from this work (Liukkonen). Wise Blood was not exactly the work some people were expecting to come from OConnor. A cousin of OConnor sent the book to local clergy members prior to reading it and once she read it she felt necessary to send apologies to the same people (Starr). Wise Blood dealt with a distraught soldier returning from the army and creating a Church without Christ (Liukkonen). It is very common for a story written by OConnor to have a plot centered on religion. As noted by Liukkonen, OConnors second novel, The Violent Bear it Away (1960), had a related subject matter. The reasons a writer chooses a particular style of...

Copernicium or Ununbium Facts - Cn or Element 112

Copernicium or Ununbium Facts - Cn or Element 112 Copernicium or UnunbiumBasic Facts Atomic Number: 112 Symbol: Cn Atomic Weight: [277] Discovery: Hofmann, Ninov et al. GSI-Germany 1996 Electron Configuration: [Rn] 5f14 6d10 7s2 Name Origin: Named for Nicolaus Copernicus, who proposed the heliocentric solar system. The discoverers of copernicum wanted the elements name to honor a famous scientist who did not get much recognition during his own liferime. Also, Hofmann and his team wished to honor the importance of nuclear chemistry to other scientific fields, such as astrophysics. Properties: The chemistry of copernicum is expected to be similar to that of the elements zinc, cadmium, and mercury. In contrast to the lighter elements, element 112 decays after a fraction of a thousandth of a second by emitting alpha particles to first become an isotope of element 110 with atomic mass 273, and then an isotope of hassium with atomic mass 269. The decay chain has been followed for three more alpha-decays to fermium. Sources: Element 112 was produced by fusing (melting together) a zinc atom with a lead atom. The zinc atom was accelerated to high energies by a heavy ion accelerator and directed onto a lead target. Element Classification: Transition Metal References: Los Alamos National Laboratory (2001), Crescent Chemical Company (2001), Langes Handbook of Chemistry (1952), CRC Handbook of Chemistry Physics (18th Ed.) Periodic Table of the Elements

Surviving Employees after Job Termination Essay

Surviving Employees after Job Termination - Essay Example People's jobs are their livelihood, their sense of meaning, or, at the very least, a great way to occupy eight hours a day. The company needs to understand the ramifications of a workforce that has lost its job security, and should take special measures to make the process as painless as possible. Companies can be pro-active when faced with layoffs and help the surviving employees overcome low productivity, low morale, health problems, and an uncertain future. When an employee encounters the first rumors of an impending downsizing, their world is filled with uncertainty. The employee immediately loses the capacity to weigh the outcome of their actions, and creates questions about their future role with the company, opportunity for future advancement, and whether or not they will be ultimately fired (Paulsen et al., 2005, p.465). The situation where the workforce is notified by rumors presents an unwelcome situation for everyone involved. According to Cascio and Wynn (2004), "many employment downsizing efforts fail to involve employees in any decisions either about the process or the desired outcome. As a result, employees feel powerless and helpless, and there is massive uncertainty in the organization" (p.427). While manager or employee input may be able to smooth the process, they may see the decision as inevitable and be reluctant or unwilling to offer any input. This places the company in a position to act impersonally with aloofness and distance. It is in this scenario that the ill-advised e-mail used by Radio Shack becomes the corporate culture. Avoiding the pitfalls of the workforce being notified of looming terminations by rumor requires the company to be pro-active in their communication on the issue. To avert problems, either perceived or real, personal communication with the workforce needs to take place well in advance of the termination date (Brockner, 1992, p.11). Employees should be notified of the company's plans in an environment that generates trust. There is a risk that the period between alerting the workforce of the downsizing and the date of termination can be marred by a work slowdown or even sabotage. A meeting, or series of meetings at different levels, can be used to justify the reasons for the layoffs and assure the employees that it is a last resort alternative (Brockner, 1992, p.10). The corporate culture will also have a marked effect on this initial phase. A company that has practiced "honest, consistent, and regular communication efforts from the highest levels of executives on down" will be less pr one to the negative effects of rumors and speculation (Cascio & Wynn, 2004, p.427). Good communication before, during, and after the layoffs is essential to the effective management of downsizing. One of the biggest effects that downsizing has is the impact it has on the perception of job security among the survivors. In many cases, downsizing takes place in an environment where a company is struggling to make a profit and job security is already at a minimum. Job insecurity can affect an employee's productivity, creativity, innovation, decision making, and personal health (Probst, Stewart, Gruys, & Tierney, 2004; Alam, Robinson, & Pacher, 2006; Kivimki, Vahtera, Pentti, & Ferrie, 2000). In addition, the stress of job insecurity spills over into