Transition in Early Years free essay sample

There are many issues that cause life stress to children and their families e. g. bereavement, separation /divorce, long-term illnesses. This report will employ a holistic approach, incorporating life span development, and will focus on transition within early year’s education. It will assist practitioners in supporting children and their families and will focus on the effect it has on their lives. Report Summary Transition within early years education is a major life event that a child and family go through together. Currently, educational transition is defined as the process of change that children make from one place or phase of education to overtime, Fabian and Dunlop (2002). Starting school is a huge step in a child’s life. For some it is a natural and seamless progression, for others a major upheaval, Hamilton et al (2003). Regardless of the process, this change requires children to cope with a re-organisation of their identity and status as they move from pre-school/home to becoming a school child. Fthenkis (1998, pg. 1) maintains that substantial changes such as this â€Å"†¦can induce psychological changes†. The issue for children is how they will cope with such changes and discontinuities as they start school and how they might employ strategies for dealing with such changes. Ghaye and Pascal (1998, pg. 3) state that starting school in the U. K is making â€Å"†¦a range of potentially stressful demands†. About Transition Practitioners working with this life event can work with the child and parents to minimise stress levels. Therefore, it is important for practitioners to endorse a holistic approach. The ultimate aim is to understand the child’s developmental needs within the context of the family, and to provide appropriate services that respond to these needs. Freedom in education (2007) declares Rudolf Steiner, a famous philosopher, based his own education on a holistic approach. He firmly believed in â€Å"†¦ [Educating] the whole child†. According to the EYFS (2007) every child is a â€Å"unique child and inclusive practice should be valued†. Barnes, (1991, pg. 54) is in favour of Steiner’s Education, â€Å"when the Waldorf curriculum is carried through successfully, the whole human being-head, heart and hand has truly been educated†. Practitioners can influence a child’s life span development by employing a variety of systems for inductions e. g. single visits, talks to parents in an afternoon/evening, home visit, parents staying with their child on the first few days. Another strategy would be a staggered start before or after other children have begun on the first day. (Whalley, 2001). However, it might be the individuals whom they start with, rather than the induction system that is the key factor in helping children and their parent’s . e. g. a child could start with a friend, neighbour or cousin. Margett (2002, pg. 112) found that children who commenced school with a playmate â€Å"†¦had high levels of social and academic competence and less problem behaviours than other children†. Ladd and Price (1987) professed this thought. A range of writings (Fabian Dulop, 2002 ; Dunlop Fabian, 2003) propose that the way in which transition is experienced not only creates a difference to children in the early months of a new situation but also contains a longer term impact, because the context to which they feel successful in the first transition is likely to influence subsequent experiences. Life Span Development According to Brofenbrenner, (1979) a child’s life span development could change from cradle to grave depending on environmental conditions which a child experiences (handout wk 3). For example a child may have a smooth transition from home to school but later in adolescence the transition from college to university can be effected by the Macrosystem. Thus the burden of tuition fees can inflict anxiety upon the individual (see appendix). Goleman, (1996) believed that children need to feel socially secure and emotionally ready to meet new challenges with confidence. Featherstone (2004) raises concerns about the lack of emotional support and the consequences attached to it. Featherstone believes that it can cause worry and stress leading to aggression or withdrawal, all of which have the potential to impair learning capacity. Leavers et al (1997, pg. 15) describes children with high levels of well being as feeling â€Å"†¦like fish in water†, in their educational environments with the ability to maximise their learning potential. The EYFS (2006, 37-41) places PSED at the heart of all learning areas, but thrusts a more explicit emphasis on emotional well-being. Practitioners are now expected to focus on children’s emotional health more directly, enabling children to understand and manage their feelings. This emphasis extends to working with families in the Every Child Matters Framework. Impact on Transition Letting Go Feelings of sadness and resistance are common as children prepare to leave a familiar setting/situation. Some may loose control, cry easily or revert to habits such as, thumb sucking. Practitioners can assist the child express their emotions by reading stories about children in similar situations. Practitioners need to acquire patience and compassion for the child and family. The separation often proves traumatic for parents in need of support and reassurance. Hamilton et al (2003, pg 16) advise practitioners to be â€Å"†¦patient and understanding†. Working With Parents and professionals Single Visits This is an essential period for practitioners to lay the foundations for successful parental involvement, (Tizard et al, 1981). Parents will feel stressed. This can reflect on the child feeling anxious if the child senses parent’s anxiety, (Learning About, 2007). Providing single visits to school will guide parents to understand what lies ahead of them and their child. Fabian and Dunlop (2002, pg 46) maintain that â€Å" nformed parents are less likely to be stressed about their child’s transition†. Transition can cause fears, concerns and mixed feeling about exactly what will happen next. Children need the opportunity to visit the setting ahead of time and practice new routines to anticipate what will be different. This is an opportunity for practitioners to provide adequate information about the setting. Practitioners can learn about the child and culture. A study by Brooker (2002) outlines how the values of home differs to school values in terms of culture e. g. play at home could differ with play at school and can cause emotional difficulties. Practitioners should build a relationship to identify different cultural beliefs, which will enable them to celebrating diversity. Margett (2002) firmly believes that, adjustments should be made in the setting for diversity. Garnat M (2000, pg. 5) cited John Dewey (1897) he suggested that practitioners â€Å"†¦must be sensitive to the values and needs of families†. Practitioners need to adapt strategies to address different types of systems to meet the needs of a range of children and families in terms of disability, cultural, linguistic, ethnic, racial and socio-economic backgrounds. Following the Childrens Act (1989) practitioners are expected to provide a service, which fosters the above. Under the Equality Act (2006) children and families are protected against discrimination, (Human Rights 2007). Talks to Parents Any form of parental involvement is taxing for working parents. Practitioners need to understand and take into account individual needs. In the ecological model put forward by Bronfenbrenner, (1979) parents working conditions in the Exosystem can effect the child’s life span development: e. g. parents may have to take time off work which can result in a loss of earning. This has an effect on providing food, clothing, transport etc. This financial strain can affect the environment in the Microsystems (see appendix). When a family is from a minority group it is important to obtain what languages are spoken at home? Prior to the visit other professionals and agencies can assist in home visits e. g. bi-lingual assistants, community workers, and social workers. Home Visits Some parents find the school environment intimidating but will be relaxed in their own home where they can be the host and attain relevant information. This will boost their confidence and shine back on their children. Practitioners should be cautious not to alienate parents with too much information. Fabian and Dunlop (2002, pg. 36) propose that â€Å"†¦induction visits that is accessible both in quality and quantity helps parents†¦gives them confidence and reduces stress†. Practitioners can arrange a staggered start for children, enabling them to begin in small groups and welcomed individually. Parents should be encouraged to stay with their child for the first few sessions. Practitioners need to make alternative arrangements for working parents. Settling In At this stage both parent and child will have some ideas of what lies ahead. However, this does not mean that they will settle comfortably without any fears or anxiety. The gruelling thought of separation can cause more strain than before. For some, the attachment has never separated and this will be the first. Erik Eriksson’s (1950) eight stages of development demonstrate a child in the first year who is well handled, nurtured, and loved develops trust and security. If handled badly then the negative side effects would result in the child feeling insecure and mistrustful. If the child can overcome the first stage successfully the possibility of resolving the next crisis will be positive. However, transition can affect the child in the third stage of Initiative versus Guilt if the first stage was not resolved successfully. Thus the child will be affected by the fear of separation (see appendix). Practitioners need to adhere to what the child and family needs are to guide them through this strenuous event. Practitioners need to inform parents that when the time comes to depart they must reassure their child that they are leaving and will be back for them later. Parents need to be aware of breaking the trust barrier. Parents need reassurance when they collect their child. Positive feedback will relieve stress, enabling tomorrow to be a brighter day. Summary This report highlighted some of the key factors that related to stress caused upon children and their families whilst going through transition. It identified the impact and illustrated the importance of working together to enhance a successful transition, taking on a holistic approach.

Development Evaluation Of A Reflective Log â€Myassignmenthelp.Com

Question: Discuss About The Development Evaluation Of A Reflective Log? Answer: Introduction Learning Experience can be termed as some interaction, program or course which occurs in either schools or classrooms or contemporary learning environments like outdoor environments (Arends 2014). An effective learning experience can create management, relevant and key educational experiences that will be of much help to the adult and postsecondary learners. A proper learning experience successfully addresses the specific challenges related to the adult learners. Being an avid learner I have identified some of the benefits of learning experience, they are; Design a purposeful journey- Learning experience helps aq student to walk in the right path. People like me who undertake different nontraditional learning courses needs to understand the journey that has been set for them. The understanding of the layout helps me to respond positively to the objectives set forth in front of me. Directly link learning goals to activities- A clearly designed learning experience can help the learners avoid the chance of engaging into monotonous and busy tasks (Boud et al. 2014). Rather it would be helpful for them to engage in different activities that are related to the course. Addressing the gaps of understanding and building upon the existing understandings- Learners who were not part of the traditional learning system have gained much of the learning knowledge based upon their experience. The main coordinator of the learning experience can easily leverage the knowledge and the experience of the learner whenever he wants to do so. Provide real world simulations- Learning experiences helps to provide real world simulations. The Experiences of such simulations helps me to acquire the experience of the practical situations and reacting to such situations promptly and efficiently. Future Needs- Learning helps us to prepare for the future and make us self efficient. It provides us with the different practical knowledges that are needed to survive in the future (Arends 2014). Life Lessons- Life lessons can help to find us the meaning of life and its purpose. It helps us to get a secure job and a good education. Learning experience helps us to be better equipped to face difficult situations. It also helps us to learn from our failures (Boud et al. 2014). Value of the Learning Experience Values are present are of specifications where there is the presence of the learning experience (Arends 2014). I have used some definitions of instructional designs and decided to explore the role of values in the learning experience. The Learning experience helps us in a number of different ways namely; Course- The course program that I was enrolled in helped me to gather a practical and real knowledge. The design of the course along with the timings and the related documents involved in the course has been of tremendous help for me to gather an expert knowledge on the same (Coulson and Harvey 2013). Program- The Learning process is very much important in my life as the programs have been helpful for me to gather the theoretical based knowledge on the different elements of the learning process (Coulson and Harvey 2013). Gaining an idea about both the theoretical and practical knowledge is an added advantage for me. Future Career- My future is one of the key factors which will determine whether I will be successful or I would fail in my upcoming endeavors. The learning process will be useful to determine the right path towards success. Life In General- The different theoretical and practical knowledge will be helping me to transform into a matured human being and will help me to face all the crisis situations in life with great strength. Transferring the Knowledge in Future Transferring the learning Knowledge into the future is one of the most arduous task for me. But I am left with little or no scope at all as because I have to fit myself in the modern competitive world and have to stand apart from the others. I have decided to apply the knowledge in the future by; Using the variety of Learning Media Keeping a focus on the relevance of what I have learnt Taking a time for self explanation Details of Learning Knowledge Learning knowledge refers to the knowledge that is acquired from the learning process and helps to change ones behavioral traits (Kassab et al. 2015). The people engaged in the learning process have to make sure that they acquire the knowledge of the skills to marketing sure that they can personalize in their own field. My own specification regarding such a case is a software engineer. I am engaged in creating and maintaining different kinds of software for multitasking purposes. After completing my boards I got myself admitted in one of the famous B-tech colleges and earned an engineering degree from there. My learning process has been quite helpful to solve different issues related to software and its complex management. Evaluation of Learning Knowledge Business research is very much useful for the learning process which I have undergone. I am successful in analyzing my strengths and weakness and can improve myself on such ground. The uses of Learning Experience are; Access to important Data Rise in positive emotions Improved problem solving skills Deeper understanding Use of Business Research in Learning Process There is lots of use of business research in my learning process, some of them are; Research helps me to identify my personal strengths and weakness It helps me to have a clear idea about the type of people that I would be facing in real world situations (Keller and Karau 2013) It is easy for the organization to perform a SWOT and PESTEL It helps us to get an idea about the targeted group of people Explanation of the Learning Process As mentioned earlier my learning process has been a backbone of my life. It has helped me to attain the best possible results in my life. It has been extremely helpful and has opened up new inroads and unknown grounds for me to explore and conquer. Theoretical, practical, mental, skills have been a result of such a learning process (Kassab et al. 2015). Conclusions The analysis of the whole reflective journal will bring forth the importance of learning process in our life. After the readers will complete reading this report they will have the idea about the different types of advantages of learning process and will create a sense of awareness for the future generation to indulge themselves in the learning process. Learning Plan Learning Plan is generally applied in different phases and in a proper manner. Some of the steps are as follows; The selection of the Target audience Planning well in advance Implementation and integration of the plan in the business Getting the confidence of the targeted group of individuals References Arends, R., 2014.Learning to teach. McGraw-Hill Higher Education. Boud, D., Cohen, R. and Sampson, J. eds., 2014.Peer learning in higher education: Learning from business-law each other. Routledge. Coulson, D. and Harvey, M., 2013. Scaffolding student reflection for experience-based learning: A framework.Teaching in Higher Education,18(4), pp.401-413. Kassab, S.E., Al-Shafei, A.I., Salem, A.H. and Otoom, S., 2015. Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.Advances in medical education and practice,6, p.27. Keller, H. and Karau, S.J., 2013. The importance of personality in students perceptions of the online learning experience.Computers in Human Behavior,29(6), pp.2494-2500. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Kolb, D.A., 2014.Experiential learning: Experience as the source of learning and development. FT press. Powell, R., Vlachopoulos, P. and Shaw, R., 2017. Development and Evaluation of a Reflective Log Assignment Designed to Enhance Postgraduate Psychology Students Learning Experience.Journal of Perspectives in Applied Academic Practice,5(3). Svinicki, M.D. and McKeachie, W.J., 2014.McKeachie's teaching tips: Strategies, research, and theory for college and university teachers. Wadsworth, Cengage Learning. Trigwell, K., Ashwin, P. and Millan, E.S., 2013. Evoked prior learning experience and approach to learning as predictors of academic achievement.British Journal of Educational Psychology,83(3), pp.363-378.

Body Language Cultural Or Universal Essays -

Body Language: Cultural Or Universal? Body language and various other nonverbal cues have long been recognized as being of great importance to the facilitation of communication. There has been a long running debate as to whether body language signals and their meanings are culturally determined or whether such cues are innate and thus universal. The nature versus nurture dichotomy inherent in this debate is false; one does not preclude the others influence. Rather researchers should seek to address the question how much of nonverbal communication is innate and how much is culturally defined? Are there any true universal nonverbal cues or just universal tendencies modified to suit cultural ideals and constraints? It is my proposal that of all forms of nonverbal communication the most universal is the communication of emotions through facial expression. Other channels of nonverbal communication are also of great importance in many cultures. However which channels are emphasized, what cues are considered acceptable and the symbolic meaning of the cues may vary from culture to culture. Ekman and Friesen (1969; and discussed in Ekman and Keltner, 1997) undertook an important cross-cultural study to determine how easily and accurately people from various literate Western and non-Western cultures could identify the appropriate emotion term to match photographs they were shown. The photographs were of Caucasian faces posed in certain facial expressions. The terms the subjects were given to choose from were happiness, surprise, disgust, contempt, anger, fear and sadness. The result was consistent evidence of agreement across all cultures examined. In order to rule out the possibility that exposure to mass-media had taught the subjects to recognize Caucasian facial expressions Ekman and Friesen undertook a similar study among a visually isolated culture in New Guinea (Ekman, 1972). A different methodology was used; people were shown the photographs of posed Caucasian facial expressions and were asked to make up a story about the person and the moments leading up to that image. From these stories Ekman and Friesen concluded that these subjects were able to identify the emotions accurately. The one exception was that there seemed to be some confusion between surprise and fear expressions. Similar research was undertaken by Heider and Rosch (reported in Ekman, 1972) with the intent of disproving Ekman and Friesen. However, the data gathered also supported Ekman and Friesens conclusions. A similar experiment (Argyle, 1975) compared the perception of the emotions of English, Italian and Japanese performers by subjects from these three countries. The results (reported in Argyle, 1975) were as follows: Both the English and Italian subjects could identify their own and each others emotions but had difficulty with the Japanese. The Japanese subjects were able to identify the emotions of the English and Italians better than those groups had been able to judge the Japanese. However the Japanese subjects had difficulty determining Japanese facial expressions. This would seem to indicate that the Japanese face does not express emotion in the same manner as those of other cultures. However, another experiment (Ekman and Keltner, 1997) demonstrated different results. American and Japanese subjects were observed while watching films designed to evoke fear and disgust. During part of this observation the subjects were videotaped while watching the film alone. It was presumed that during this time no social rules would restrict the subjects display of emotion. No difference existed between the American and the Japanese subjects in the display of emotion when alone. When watching the film with an authority figure (the researcher) present the Japanese were more likely than the Americans to hide negative emotions with a smile. Observation of children who were born deaf and blind show that they make the same emotional expressions (Ekman and Keltner, 1997). There is no way that these children could have learned this behaviour through sensory input. Similarly, a study involving sighted babies under six months of age has showed that they react with fear to negative faces (Segerstrale and Molnar, 1997). These infants were too young to have learned which faces had negative connotations. It would have to be an innate response. Although different cultures define when and where it is acceptable to display certain emotions (i.e. crying at a funeral may or may not be expected) and the stimulus that triggers a certain emotion may vary from culture to culture, the facial expression of emotions seems to be a universal. There may be an evolutionary advantage to this form of communication. When people are communicating they tend to mimic the faces one another make. It has been shown that making a face associated with an emotional

History and Heritage

History and Heritage The Importance of the Past Human beings inhabit a very unpredictable world. The human environment is a product of the interaction between millions of forces. In order to chart their course through an unpredictable world, human individuals and societies need some sort of guide to determine what possible consequence they take face, upon taking a certain step. The study of the past is therefore important because it is an important factor in determining present and future conduct (Lowenthal, 1998).Advertising We will write a custom report sample on History and Heritage specifically for you for only $16.05 $11/page Learn More Another aspect of the past is its role in determining the self-image of a human individual or society. Societies cite the real or imagined beliefs and actions of their real or imagined ancestors as evidence that they are a brave, generous and just people, similarly stories about the history of rival societies are told to show them in a bad l ight as compared to one’s own society (Lowenthal, 1998). History is also a tool used to establish the validity of the current beliefs or ideas held by an individual, society or section of a society and the invalidity of the ideas and beliefs held by their ideological enemies (Lowenthal, 1998). The Reason for Disagreement in the Views and Interpretations of the Past Because the past is used as a tool to determine the present and future course of a society, it’s self image and the validity of its beliefs. It becomes a device in the hands of people who wish to chart a particular course for their society, present a particular self-image of the society and establish the validity of certain beliefs (Lowenthal, 1998). An example of this can be seen in the Enola Gay exhibit controversy at the Smithsonian Institution. The historians at the Smithsonian were came up with what they thought was an objective position on the bombing of Hiroshima and Nagasaki. The exhibit depicted the horrible destruction caused by the bombing however the establishment view that the bombing of two Japanese cities was necessary in order to force the Japanese government to surrender unconditionally, was presented in the exhibit (Bird Sherwin, 1995). Other historians objected to the exhibit on the grounds that it adopted an essentially nationalist position justifying American atrocities, tried to minimize the depiction of horrible destruction and the immense loss of civilian life caused by the bombing and suppressed other facts which would reflect badly on the United States (Bird Sherwin, 1995). However, according to politicians espousing a hyper nationalistic and militaristic agenda, the exhibit was an exercise in anti-Americanism. These politicians were outraged that the museum would exhibit something that would show even the slightest criticism of the United States or the military forces of the United States. Such an exhibit might convince the population to oppose their politi cal agenda (Trescott, 1995).Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The exhibit was also opposed by World War II veterans. They believed firmly that their side in the World War II had been purely good while their enemies were purely evil. They believed that any action undertaken by their side against the enemy was justified. The veterans also belonged to a generation in which it was not considered offensive to assert that the lives of American soldiers were worth more than those of Japanese civilians (Ringle, 1994). Suggestions that the United States may not have been purely a force of good and may have performed actions comparable to the barbarities committed by the German and Japanese enemies caused an explosive emotional reaction in the veterans. In contrast to the veterans and the nationalistic politicians, the historians belonged to an era in which intellectuals adopted distast e for American militarism following defeat in the Vietnam War. They also possessed a wider view of the world and enough knowledge of history to know that patriotism and nationalism are often rhetorical devices used disingenuously by rulers whose actions are often motivated purely by self-interest. Instead of believing, as the politicians and the veterans did, that the United States was a purely benevolent power, they recognized that the United States has often caused immense destruction in other countries (Ringle, 1994). The controversy over the Kennewick Man was another example of an historical issue which caused passionate disagreement between ideologically opposed partisans. To the leader of the Umatillas tribe, the Kennewick Man was evidence that their tribe had always lived in the Washington area and that the scientific belief that they had crossed over to the Americas from Northern Asia was not true (Geranion, 1997). The Difference between ‘Heritage History’ and O bjective Studies of the Past In the past, history was primarily written for the purpose of inducing internal solidarity and enhancing the well being of a particular nation. The writing of histories was part of the nation-building efforts of states. Histories were a selection of facts and myths designed to give a positive image to a particular nation and to vilify its enemies. The history books written in earlier centuries were often commissioned by kings and emperors for the expressed purpose of glorifying their ancestors and providing ideological support for their rule. The purpose of history was to encourage an existing population and to secure its future. History was a socially constructed narrative that Lowenthal terms ‘Heritage History’ (Lowenthal, 1998). Gradually historians have tried to increase the objectivity of history and to distinguish it from ‘heritage history’. History and heritage differ in their purposes. The purpose of history is to explor e and explain the past, recognizing its complexities and unknown aspects (Lowenthal, 1998).Advertising We will write a custom report sample on History and Heritage specifically for you for only $16.05 $11/page Learn More The purpose of heritage on the other hand, is to simplify the past and to come up with an interpretation of the past that may be useful in the achievement of present purposes. According to Lowenthal, the public is only interested in heritage, if narrative espoused by ‘heritage history’ departs from the facts known through objective history; it only bothers some intellectuals (Lowenthal, 1998). History and heritage also differ in the methodology employed to come up with a narrative. History depends on the use of the scientific method and the use of objective criteria to judge historical sources. Objective methodologies employed by historians in order to judge sources may include textual criticism, fingerprint matching, DNA testi ng, and carbon dating etc. Heritage pre-selects those historical sources which can be used to establish a particular narrative, regardless of their authenticity, and dismisses all other sources. Source criticism and other objective methodologies may be employed in the composition of heritage history, but only for the purpose of abandoning inconvenient sources (Lowenthal, 1998). According to Lowenthal, heritage and history are separate but linked phenomenon. Historians attempt to be impartial however it may be impossible for a historical researcher to be utterly unbiased. Therefore, it is possible that historians may come up with a narrative that includes elements of heritage, despite having an intention to come up with an authentic and impartial history. References Bird, K., Sherwin, M. (1995, July 31). Enola Gay Exhibit: The Historians Letter To The Smithsonian. Retrieved from doug-long.com: doug-long.com/letter.htm Geranion, N. (1997, September 21). The Kennewick Man crisis Arche ologists and Indians clash over a 9,300-year-old skull that could rewrite New World history. The Toronto Star . Lowenthal, D. (1998). The Heritage Crusade and the Spoils of History. Cambridge: Cambridge University Press.Advertising Looking for report on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ringle, K. (1994, September 26). At Ground Zero; 2 Views of History Collide Over Smithsonian A-Bomb Exhibit. The Washington Post , p. a.01. Trescott, J. (1995, May 19). Senator Warns Smithsonian on Controversies. The Washington Post , p. D.06.

HRM Essay Example | Topics and Well Written Essays - 1500 words

HRM - Essay Example Strategy and HR In the case of introducing UniCall, Unibank was headed towards the right direction strategically. New entrants under established brands with innovative service are already in the market bringing with them the convenience of banking. If Unibank will not introduce Unicall, it will eventually fade into obsolescence that will undermine the bank’s existence. In short, Unicall was a business imperative to keep the business relevant in the market. What the HR was lacking is preparation for change or Change Management when it restructured itself in introducing Unicall. Change management Change is inevitable especially in a business setting. Factors like the external and internal environment precipitates the need for change and the organization has to respond to remain viable and competitive as a business entity. According to Murthy in his book Change Management, change is â€Å"to make or become different, give or begin to have a different form, dissatisfaction with o ld and belief in the new† (2007: 7). There are two factors that bring about change, the external and internal environment. ... But implementing and managing change is not easy. In the case of Unicall just like in any other oganisation, people who are accustomed to their old ways are often hesitant to change. In fact, the biggest obstacle is change is often the internal factor that comprises 81 % of the time compared to the external factors that is only 19% of the time (Murthy, 2007: 19). The labour union and employees may have resented the closing of many small local branches but the biggest impact of this change was in the performance of Unicall employees which was beset by many problems due to the new work arrangement that the spin off has brought. Such, people are a major focus in implementing change management which Unibank should have prepared before fully introducing Unicall. People are the major focus of organizational change because â€Å"it is the people who will ultimately cause the change to be a success or a failure. The implications of change on individuals are important without which we can ne ver really hope to manage large scale change effectively† (Murthy, 2007: 23). Resourcing (HR planning; recruitment; selection and flexibility) Unibank did the right thing in HR planning when it attempted to redeploy existing employees when possible, but also needed to recruit new staff to work in the national call centre. It was also mindful of the relatively high unemployment rates in the West Midlands that UniBank decided to locate UniCall just outside Birmingham. Unibank was conscious enough to realize that employees will be dislocated with the closure of many small local branches that it attempted to redeploy them to avoid economic dislocation among its

Development News Essay Example | Topics and Well Written Essays - 1000 words

Development News - Essay Example However, in the arena of development news there exists a deep North-South schism. Hence, the concept of development news needs to be understood and defined in a historical context. Since years, it has been evinced by the editorial authorities governing the Western media that they do not have any model editorial policies and per se they do not issue any policy directives to their correspondents (Aggarwala 180). However, any type of media is eventually aimed at a particular reader pool, and the Western media being primarily consumed by the Western readers, it would not be wrong to believe that the Western scribe cover and shape a news story, even if it originates from the underdeveloped or developing world, keeping the Western readers in mind (Aggarwala 180). Hence, any discussion or attempt aimed at understanding the concept of development news must subscribe to the ambit of the incumbent North-South divide. Ideally speaking, development news is the news that tends to cover developmen t issues affiliated to macro or macro origins, which reports, assesses and examines the impact of varied development activities and programs with regards to domestic and national development objectives and needs, the parities that exist as to how a development program is envisaged and its pragmatic outcomes, and the variance between its net impact on human welfare and what a government claims to be its achievements (Cottle 107). Yet, going by the fact that in its conceptualization and treatment, the development news does not much differ from the regular news, hence, it is open to accruing different interpretations at local and international level (Cottle 107). As already said that development news in its treatment and conceptualization does not differ much from the mainstream news, hence as is practically evident from the mainstream news, the development news can certainly evince a marked ideological and political tilt, depending on the geo-political origins of the scribes and publi shing institutions covering a development news story. Also, a natural premise flowing out from such credentials of the concept of development news is that it is always subject to a normatively influenced interpretation and criticism (Cottle 108). Generally speaking, in the past, and particularly in the contemporary age open to new media, there exist wide imbalances between the flows of information in varied parts of the world. So development news by its very nature will always stand to be a controversial concept in journalism, going by the shifting academic and political stances pertaining to the notions of ‘development’ (Cottle 108). Hence, the local and global biases that the journalists associated with the coverage of mainstream new, could also infiltrate and seep in into the coverage of development news. Once this fact is accepted that the mainstream scribes and the journalists that cover the development news are almost open to very similar biases, opinions, temptat ions and tilts, it will be apt to agree that there exist varied types of development news journalism. In journalistic context, development news pertains to investigative reporting with its focus on the international and national projects and programs initiated in the developing nations and their influence on the quality of life and socio-economic well being of the masses (Aggarwala 181). Hence, like mainstream journalism, development journalism is subject to very similar ethical and professional ideals and constraints. Development journalists like mainstream journalists need to be unbiased, factual and rational in the coverage of development news. However, this pertains to an ideal scenario. In a practical context, quite like mainstream journalism, many development journ

Interest groups and Political parties Essay Example | Topics and Well Written Essays - 500 words

Interest groups and Political parties - Essay Example Common good can be referred to as the goodness of an event or a phenomenon that is shared by all communities of a given society. Thus, keeping in view the roles played by interest groups and political parties, it can be stated that both the groups are conducive in working towards common good of a particular society and those elements which make up that society. However, this statement holds certain pre conditions, i.e. the interest groups are not self centered and political parties do not strive for gaining power only over all others. In other words, it is the intent behind the formation of these groups which comes into play and is considered extremely important. Motives, actions and desires yield goodness as long as the driving force behind them remains noble. Same is the case with interest groups and political parties. The reason of stating that the two set of groups are conducive in attaining or working towards the common good is that these groups provide a platform to the general public around through which people can raise their voices, share their opinions, take part in decision making process, highlight their concerns and problems and reach such decisions which are acceptable and beneficial for all. In this regard, work of Rousseau holds a special place. According to him, people should be "sovereign" and the government should only be there to implement laws. He believed that laws shall be enacted by direct democracy, which followed that each person should directly be involved in law making through a platform.