Analysis Of The Poem Donuts - 1943 Words

Section One Definite Meter: Donuts By Grace Messimer and Hope Walborn Donuts are the best food ever For my breakfast, lunch, and dinner Strawberry, glazed, chocolate cream filled Dunkin Donuts, Karns, and Giant Good with coffee and dipped in milk Sprinkles, powdered, doughy, and holed Jelly, angel cream, and frosted Boston creme and peanut butter Cruller, twisted, cronut, and more Cinnamon roll, maple bacon Apple fritter, sugar covered Devil’s food, long John, and bear claw I will gladly eat them all up Except jelly filled - that is gross Now I must say goodbye to you To eat donuts all by myself This poem uses iambic tetrameter. Also, assonance is present in the ends of lines 1 and 2, as well as in the ends of lines 3 and 5. It is a†¦show more content†¦The door could be interpreted as many things, as can several of the other objects mentioned in the poem. Personally, I have intended for the poem to portray a glimpse into the living world that a deceased person has, which I have hinted at in several ways (i.e. metal bars = gates of Heaven, Father = God). However, it could be interpreted in other ways as well (perhaps just a general sense of being apart from others). I have used assonance in the ends of lines 2 and 4 of each stanza to make it flow more efficiently. English Sonnet: Firelight When I was young, the firelight was bright A false comfort of being in control The flame blazed, flickered against the pure white The warm sparks and flickers made me feel whole It kept me warm throughout those many years The fire kept me away from the edge And for some time it kept me from my fears... All too soon, the flames pushed me over ledge Before I even knew it, I lost it The flame that once burned bright was now snuffed out Extinguishment, I fell into a pit Of madness to extremity - self doubt I had it once, but I have it no more Society sees it as an eyesore This poem uses end rhyme in the English/Shakespearean structure (three quatrains and a couplet). Also following the sonnet outline, each line contains exactly ten syllables. Firelight also uses ambiguity, as the fire could be seen to represent several different aspects (though I intended for it to be insanity). Freeverse: The Descent One small girl satShow MoreRelatedLogical Reasoning189930 Words   |  760 Pageslooking at alternative actions that can be taken, then considering the probable good consequences of each action and the probable bad consequences while weighing the positive and negative impact of each consequence. It’s a kind of cost-benefit analysis. Exercises 1. Columbus Day is an American holiday. Write a short essay that weighs the pros and cons and then comes to a decision about whether there should be more or less public celebration (by Americans and their institutions) on Columbus

Writing and Assignment Learning Journal Free Essays

string(146) " and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college\." English 101: Critical Thinking and Writing TTH 9:30am to 10:50 am Laurence E. Musgrove Office Hours: 11am to noon and by appointment Office: N416 Office Telephone: 773 298-3241 Office E-mail: musgrove@sxu. edu General Course Description English 101: Critical Thinking and Writing (3) Application of the principles of clear thinking and effective writing to expository and argumentative essays. We will write a custom essay sample on Writing and Assignment Learning Journal or any similar topic only for you Order Now Must be passed with a grade of C or better. English 101 Learning Objectives . Understanding the values of reading, writing, and critical thinking in the University community Students should recognize the role reading, writing, and thinking play in the University, as well as the significance of such intellectual virtues as humility, courage, honesty, perseverance, hopefulness, consideration, and civility. 2. Understanding rhetoric Students should be introduced to rhetoric and understand the dramatic and situational nature of communication. Understood as the art of discovering, evaluating, and communicating knowledge in response to the ideas of others, rhetoric reminds us that writing is the means, not the end of communication, the evidence of a writer’s desire to affect a particular audience through crafted prose for a specific purpose. 3. Reading actively, critically, and responsibly Students should learn to analyze the writing of others, noting focus, arrangement, logical development, vocabulary, and style. Students should learn the difference between reading information and reading literary art. Students should also learn to acknowledge how their experiences and attitudes limit, enable, and determine their responses to texts. 4. Understanding writing as a process Students should learn writing as a process of various problem-solving tasks, including planning, discovering, drafting, revising, and editing. Students should also learn that this process is situational: different purposes and audiences for writing demand distinct writing processes and presentation formats. . Writing clearly and effectively Students should learn to see writing as an act of communication rather than solely an act of private expression. They should learn about the issues and responsibilities entailed in composing concise, vivid, and coherent prose for a general readership and specific audiences. 6. Thinking critically Students should learn critical thinking as an active, purposeful, and organized process that we use to make sense of the world. They should learn to evaluate the quality of their ideas as well as the ideas of others. 7. Understanding the formal conventions of various essay genres, paragraphs, sentences, and word usage Students should learn the basic textual conventions of academic writing, including the personal essay, expository writing, analysis, and argument, as well as understand the need to fulfill readers’ expectations about focus, organization, development, and voice in each. Students should learn the conventional forms and functions of paragraphs. Students should also develop the ability to use various sentence patterns and to edit for correctness, variety, and correct usage. 8. Developing an awareness of language Students should learn how language is a value-laden tool for discovering and communicating ideas. Students should recognize how a language-user is always a language-chooser who promotes or inhibits (consciously or not) further thinking, communication, and action. Required Texts The Bluest Eye, Toni Morrison The Hunger of Memory, Richard Rodriguez The Situe Stories, Frances Khirallah Noble Siddhartha, Herman Hesse The 17 Essential Qualities of a Team Player, John Maxwell Mini-Lessons Packet for English 101, Laurence Musgrove Poem of the Day Packet for English 101 Required Supplies 1 ? or 2 inch three-ring presentation binder with at least 9 section dividers to separate and organize portfolio ingredients. Other supplies should include a three-hole punch, stapler, computer paper, and manila folders for essay submissions. Section |Portfolio Ingredient | |1 |Resume | |1 |Initial Learning Achievements and Goals | |2 |Learning Journal Reading Responses | |3 |Essay 1 | |4 |Essay 2 | |5 |Essay 3 | |6 |Essay 4 | |7 |Midterm Exam, Self-Evaluation, and Learning Achievements and Goals | |8 |Final Exam, Self-Evaluation, and Learning Achievements and Goals | |9 |Packets and other handouts | Conferences: Several times during the term, I will cancel class meetings and schedule individual conferences so that we can discuss drafts of your essays. These conferences should last no longer than 20 minutes, and they are required. A missed conference will be equivalent to two absences. I would also encourage you to use the extra time made available by the cancelled class meetings to catch up on your reading and writing assignments. Student Athletes and Absences: Student athletes should provide instructor with schedule of classes that will be missed due to University-sanctioned events. Academic Honesty: All work composed for this class must be written exclusively for this class and be your original work. You may of course receive assistance on your writing, but submitting someone else’s work as your own or failing to acknowledge sources appropriately will be grounds for plagiarism. Violations of academic honesty will result in failure. See your Student Handbook for more on Academic Honesty. Essay Grades Essays will be graded according to the essay evaluation criteria attached. Students may revise essays once after receiving the first evaluation on their third drafts. An essay’s final grade will be an average of the last two grades it receives. For example, if an essay received a C on the third draft and an A on the fourth, the final grade for that essay would be a B. Other Effects on Final Grade Five absences will result in failure. If you must miss a class, contact a classmate to get the homework assignment for you or to turn in your work. Late work will not be accepted under any circumstances. All assignments must be submitted to receive a passing grade. No incompletes will be given. Extra Credit Options During the term, I will provide you with a number of extra credit opportunities related to attending events on and off campus that in some way relate to our course. In addition, students may earn up to 500 extra credit points for sharing with the class a song, article, or poem that relates to any course topic. Students may earn this second type of extra credit no more than four times or a limit of 2000 extra credit points. Academic Support Services for Students Personal Counseling: Counseling and Career Services offers individual counseling for a variety of issues that impact on students’ motivation to remain and succeed in college. You read "Writing and Assignment Learning Journal" in category "Learning" If you are having problems keeping up with your school work because of personal issues, these free services may be able to help you. Self-Disclosure of Disability: Services for students with disabilities are coordinated through Learning Assistance Services. Students seeking academic accommodations should contact that office to self-disclose their disability, provide appropriate and current documentation, and request accommodations. The Learning Assistance Services will forward confirmation of disability to faculty with recommended accommodations. Writing Tutors in Learning Assistance Center. The Learning Assistance Center offers tutoring in writing at no cost. Tutors will not write or edit your papers, but they will help you develop the skills you need to plan, draft, and revise your work. Computer Labs: Verify availability of all University computer labs on campus and in the dormitories. Schedules should be posted at each lab. Final Portfolio: Your grade for the course will be based entirely upon the ingredients in your portfolio. You must save all of your graded work throughout the semester and submit it in a manila file folder at the end of the term. These ingredients and their point values are listed below. INGREDIENT |POINTS POSSIBLE |POINTS EARNED |FACTOR |FACTOR |TOTAL | | | | | |TOTAL | | |Resume |100 | |X 10 |1000 | | |Learning Goals and Achievements |100 | |X 10 |1000 | | |Average of 15 Best Learning Journal |100 | |X 50 |5000 | | |Responses | | | | | | |Essay 1 |100 | |X 50 |5000 | | |Essay 2 100 | |X 50 |5000 | | |Essay 3 |100 | |X 80 |8000 | | |Essay 4 |100 | |X 80 |8000 | | |Midterm Exam |100 | |X 100 |10000 | | |Midterm Self-Evaluation |100 | |X 20 |2000 | | |Midterm Learning Achievements and |100 | |X 10 |1000 | | |Goals | | | | | | |Final Exam |100 | |X 100 |10000 | | |Final Self-Evaluation |100 | |X 20 |2000 | | |Final Learning Goals and Achievements|100 | |X 10 |1000 | | |EXTRA CREDIT | | | | | | |Total | | | |59000 | | |Divide Total by 590 | | | | | | |=Final Grade | | | | | | GRADE EQUIVALENCIES |Letter Grade |Numerical Equivalent |Grade Ranges | |A |100 |93-100 | |B |88 |84-92 | |C |78 |74-83 | |D |68 |64-73 | |F |58 |0-63 | Tentative Schedule English 101, TTH 9:30 am Musgrove Week |Tuesday |Thursday | |Week One | |8/21 | |Poem of the Day | |To Be of Use | |Class Topics | |Introductions | |Week Two |8/26 |8/28 | |Poem of the Day |Fear |I Give You Back | |Class Topics |Questions about the class; |What Happens When We Read | | |Critical thinking/writing | | | |What Happens When We Re ad survey | | |Mini-Lesson |Basic Vocabulary of Sentences |Eight Basic Sentence Strategies | |Reading Assignment |Hesse 3-11 |Hesse 13-23 | |Writing Assignment |Academic Performance Agreement due |Resume Learning achievements and goals due | |Week Three |9/2 |9/4 | |Poem of the Day |Curiosity |A Ritual to Read to Each Other | |Class Topics |Rhetoric, Rhetorical sensitivity, Critical |Writing as a process, | | |reading The Bundle of Sticks | | |What the Reader Brings |What the Reader Brings | | |Attitude |Knowledge | |Mini-Lesson |Simple Sentences; |Compound Sentences; | | |Creating Titles; |Compound Sentences with Semi-Colons | | |Conventions for Quoting and Citing Sources | | |Reading Assignment |Hesse 25-56 |Hesse 57-88 | | |Maxwell, Introduction |Maxwell, Adaptable | |Writing Assignment |Learning journal 1 due |Learning journal 2 due | | |Essay 1 Assigned | | |Week Four |9/9 |9/11 | |Poem of the Day |Drouth |When Death Comes | |Class Topics |What the Reader Brings |The World of the Text | | |Experience |Author | |Mini-Lesson |Complex Sentences; |Sentence-Combining Exercises 2 and 3 | | |Sentence-Combining Exercise 1 | | |Reading Assignment |Hesse 89-132 |Mazwell, Committed | | |Maxwell, Collaborative | | |Writing Assignment |Learning journal 3 due |Learning journal 4 due | | | |Essay 1. Due | |Week Five |9/16 |9/18 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | | |Distribute MBTI Surveys |Distribute MBTI Surveys | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 2 Due |Essay 1. 2 Due | Week Six |9/23 |9/25 | |Poem of the Day |The Summer Day |Forgiving Our Fathers; | | | |Those Winter Sundays | |Class Topics |Personality Type; |Personality Strengths; | | |The World of the Text; |The World of the Text | | |Topic |Form | |Mini-Lesson |Compound-Complex Sentences; |Sentence Unscrambling Exercises 1 and 2 | | |Sentence-Combining Exercise 4 | | |Reading Assignment |Noble, Situ e; Albert and Esne |Noble, Genevieve, The War | | |Mazwell, Communicative |Maxwell, Competent | |Writing Assignment |Learning Journal 5 due |Learning journal 6 due | | |Essay 1. due; | | | |Essay 2 assigned | | |Week Seven |9/30 |10/2 | |Poem of the Day |Washing Rice |Blackberry Eating | |Class Topics |The World of the Text |Options for Response | | |Audience |Personal, Biographical, and Creative | |Mini-Lesson |Effective Intentional Fragment; |Editing Unpunctuated Paragraph 2; | | |Editing Unpunctuated Paragraph 1 |Review of Basic Sentence Strategies | |Reading Assignment |Noble, The Table; The American Way |Noble, The Hike to Heart Rock; Sustenance | | |Maxwell, Dependable |Maxwell, Disciplined | |Writing Assignment |Learning journal 7 due |Learning journal 8 due | | | |Essay 2. 1 due | | | |Midterm Self-Evaluation Assigned | | | |Essay 3 Assigned | |Week Eight |10/7 |10/9 | |Poem of the Day | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Min i-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 1. 4 due |Essay 1. 4 due | | |Essay 2. 2 due |Essay 2. due | |Week Nine |10/14 |10/16 | |Poem of the Day | |Learning by Doing | |Class Topics |TBA |Options for Response | | | |Formal and Audience Analysis | |Mini-Lesson | |Relative Clauses | | | |Sentence-Combining Exercise 5 | |Reading Assignment |Noble, Dry Goods; Kahlil Gibran |Noble, The Honor of Her Presennce | | | |Maxwell, Enlarging | |Writing Assignment |Learning journal 9 due |Learning journal 10 due | | |Midterm Exam |Midterm Self-Evaluation and Learning Goals and | | |Essay 2. 3 due |Achievements due | Week Ten |10/21 |10/23 | |Poem of the Day |How to Like It |Early Snow | |Class Topics |Options for Response | | | |Topical, Interpretive, and Ethical | | |Mini-Lesson |Analogies |Chiasmus; | | | |Subject and Pronoun Agreement | |Reading Assignment |Morrison, 1-32 |Morrison, 33-58 | | |Maxwell, Enthusiastic |Maxwell, Intentional | |Writing Assignment |Learni ng journal 11 due |Learning journal 12 due | | | |Essay 3. due | |Week Eleven |10/28 |10/30 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 2. 4 due |Essay 2. 4 due | | |Essay 3. 2 due |Essay 3. 2 due | |Week Twelve 11/4 |11/6 | |Poem of the Day |Here |Letter Home | |Class Topics | | | |Mini-Lesson |Four Basic Modifying Phrase Strategies |Appositive Phrases | |Reading Assignment |Morrison, 59-93 |Morrison, 95-131 | | |Maxwell, Mission Conscious |Maxwell, Prepared | |Writing Assignment |Learning journal 13 due |Learning journal 14 due | | |Essay 3. due | | | |Essay 4 assigned | | |Week Thirteen |11/11 |11/13 | |Poem of the Day |Art; One Art |This is Just to Say | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with Other Resources |Checking with Ourselves | |Mini-Lesson |Participial Phrases |Absolute Phrases | |Reading Assignment |Morrison, 132-183 |Morrison, 184-216 | | |Maxwell, Relational |Maxwell, Self-Improving | |Writing Assignment |Learning journal 15 due |Learning journal 16 due | | | |Essay 4. 1 due | |Week Fourteen |11/18 11/20 | |Poem of the Day | | | |Class Topics |NO CLASS |NO CLASS | | |Conferences in N416 |Conferences in N416 | |Mini-Lesson | | | |Reading Assignment | | | |Writing Assignment |Essay 3. 4 due |Essay 3. 4 due | | |Essay 4. 2 due |Essay 4. 2 due | Week Fifteen |11/25 |11/27 | |Poem of the Day |By Heart |Advice to Writers | |Class Topics |Taking Responsibility |Taking Responsibility | | |Checking with the Text |Checking with Others | |Mini-Lesson |Adjectives Out-of-Order |Editing Unpunctuated Paragraph 3 | |Reading Assignment |Rodriguez, Middle Class Pastoral; Aria |Rodriguez, The Achievement of Desire | | |Maxwell, Selfless |Maxwell, Solution Oriented | |Writing Assignment |Learning journal 17 due |Learning journal 18 due | | |Essay 4. 3 due | | | |Final Self-Evaluation Assigned | |Week Sixteen |12/02 |12/04 | |Poem of the Day |Thesaurus |Eating Together | |Class Topics | | | |Mini-Lesson |Review of Basic Modifying Phrase Strategies |Review of Basic Sentence and Phrase Strategies | |Reading Assignment |Rodriguez, Credo |Rodriguez, Complexion | | |Maxwell, Tenacious |Maxwell, Conclusion | |Writing Assignment |Learning journal 19 due |Learning journal 20 due | |Week Seventeen |12/09 |12/11 | |FINALS WEEK | |Final Exam | | | |Final Portfolio with Final Self-Evaluation and | | | |Learning Achievements and Goals due | RESUME Name Address Telephone Email Present Educational Objective In this section, you should describe your main purpose for attending college. I plan on receiving a college degree in a health-related field so that I can go to medical school I plan on getting an MBA. I am taking a range of courses that will help me eventually choose my major. I am planning on a degree in elementary education. Highlights of Qualifications and accomplishments In this section, you should list your most significant qualifications, relevant experiences, accomplishments, and strengths that would contribute to your educational objective. During high school, I served as a volunteer at a local hospital. I was captain of our volleyball team. I was student council president in high school. I graduated with academic honors. I was an active member of the speech and drama clubs in high school. Last summer, I traveled to Europe. Employment In this section, you should list your employment history. Education In this section, you should list the high schools and colleges you’ve previously attended accompanied by the dates of attendance. Other General Interests In this section, you should list other activities of personal interest. Student Name Professor Musgrove English 101 Date Learning Achievements and Goals 1. I feel confident about my writing in the following ways for the reasons given. (a sample response: I feel confident about writing research essays because I had plenty of practice during my senior year. ) 2. I feel confident about my reading ability in the following ways for the reasons given. 3. I feel confident about my critical thinking abilities in the following ways for the reasons given. 4. I would like to improve my writing ability in the following ways for the reasons given. (a sample response: I would like to learn how to use commas correctly because my last teacher always marked my papers for commas. ) 5. I would like to improve my reading ability in the following ways for the reasons given. 6. I would like to improve my critical thinking abilities in the following ways for the reasons given. 7. I can see how these improvements would relate to my academic work and career plans in the following ways. Student’s Last Name # Student’s Name Professor Musgrove English 101 Date Version Number or Description Standard Essay Format Following Modern Language Association guidelines, this page demonstrates the standard format for essays and learning journal responses. Left, right, top, and bottom margins are set at one inch, and a header with the writer’s last name and page number is set at one-half inch from the top of every page and right-justified. The standard heading at the top left is left-justified and single-spaced. For the purposes of this course, I’ve added an extra line in the heading so that a writer can more easily keep track of the version of the essay submitted or the description of the learning journal response. After the heading, the title of the essay is centered above the body of the essay. This title does not require quotation marks or underlining, nor does it need to be bold. All of the other text is left-justified, double-spaced, and set in Arial, Times New Roman, or Courier New font no larger than size 12. The first line of each paragraph begins with a one-half inch tab, and there should be no extra spaces between paragraphs. For more information on formatting essays and research projects, see A Guide to MLA Documentation. Guidelines for Learning Journal Reading Responses In this class, your learning journal reading responses are one of the main ways you will use writing to engage, respond to, and learn from the course reading assignments. Each learning journal entry should be at the minimum three short paragraphs, one page, and typed. In these three paragraphs, you should complete the following. 1. Briefly summarize the assigned reading. This is not a detailed account of the events or argument presented, but a short overview of the story or essay. 2. Describe how you might relate your experience, someone you know, or some previous knowledge to the reading. In some cases, you may be able to easily relate some experience or another individual or prior knowledge to the reading. In other cases, this may be more difficult; if this is the case, challenge yourself to make the connection. 3. Ask one or two questions about what you’ve read. These questions will reveal your interest in the characters, events, topics, and craft of the assigned reading. These questions will also serve to guide our daily class discussions. To write â€Å"I don’t have any questions. † would not be an appropriate response. In addition, you should include at least one in-text citation from the reading assignment. This should be a direct quotation and include a parenthetical page reference that corresponds to the cited information. See â€Å"Conventions for Quoting and Citing Sources† on page 39 in your mini-lessons packet on how to cite and reference direct quotations correctly. As the term progresses, I will also ask you to incorporate a variety of sentence and phrase strategies in your learning journals. These reading responses are a very important contribution to your learning in this class as well because they will be the main source material for your midterm and final self-evaluation essays. They will also serve as practice for your midterm and final exams. In addition, you may submit up to four alternative responses that in some way creatively represent the main concepts or arguments in the assigned reading(s). In other words, rather than follow the guidelines above, you may submit an original poem, song lyric, PowerPoint slide, or two-dimensional drawing, painting, or collage that represents your response to the assigned reading(s). These alternative responses should also be submitted on regular 8 ? X 11 paper. These alternative responses should include the passage from the reading with corresponding page number that relates to or inspired in some way your alternative response. Writing Project #1 Narrative Essay The first major essay we will work on together in class will be a narrative essay. The other three will include an expository essay, an analysis essay, and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside school and beyond the classroom walls. Narrative essays are distinct from other forms of writing because they generally focus on a dramatic situation that the writer has personally encountered and wishes to share with someone else for a specific reason. Along the way, the writer must narrate in detail the elements of the story, including the setting (where and when the action took place), the characters (who did what to whom), and the action (what took place). The writer must also provide the reader with sensual detail (sights, sounds, smells, tastes, and other sensations) as well as the emotions, attitudes, and thoughts of the main characters, including the narrator. In other words, the writer is obligated to make the story come to life in as many ways as possible, so that the reader can see and understand what the writer experienced. Thus, for your first assignment, compose at least a three page narrative essay in response to one of the prompts below. 1. Purpose: Tell about an event that helped you understand your cultural identity. Audience: A friend, a member of your family, an important person in your cultural community, or readers of the school newspaper. What conclusions would you want your audience to draw? What response would you want them to have to your story? 2. Purpose: Tell about an event that helped you learn how to value your parent(s) or a friend. Audience: Your family, your friends, or the readers of the school newspaper. 3. Purpose: Tell about an event in the last two or three weeks that caused you to change your preconceptions about college life. What did you believe about college before this time? What do you now believe? What event and people contributed to that change? Audience: Your friends, family, seniors in high school who are planning to come to school, or readers of the school newspaper. Narrative Structure Narrative essays are similar to stories, except that the setting, characters, and events are true. Narrative essays are also similar to stories because they follow the same structure; that is, narrative essays have a chronological structure that 1. begins with an introduction of the setting and the main characters, 2. moves from one event to the next, 3. includes a conflict or climactic moment, 4. and then reaches a resolution of the conflict. Traditionally, a narrative plot or story line is represented as follows: Narrative Openings Opening 1: Give reader detailed description of the scene where the first event in story takes place. The cool autumn breeze jostled the leaves in the maple high above the dew-covered lawn. As I walked out into the yellow dawn light, a squirrel scampered across the sidewalk and wound himself up the maple. I bent to pick up the daily news, and he chattered his complaints at me. I must have interrupted his morning rounds. Suddenly, I heard the telephone ring from the house. Who could be calling so early? Opening 2: Start in media res with dialogue. Let reader hear significant dialogue from significant encounter in story. Then begin the story. â€Å"I just can’t believe this is happening to me,† Dan said. He was obviously upset. His voice sounded hoarse and strained. â€Å"What do you want me to do? I could drive over and be there in a couple of hours,† I offered. â€Å"Yes, why don’t I drive over. It won’t take me long. † â€Å"Well, uh. I don’t know. † Then there was a long silence at his end of the line. I tried to imagine what he was feeling, but I couldn’t. I hadn’t seen him or talked to him in three years. â€Å"Dan? † â€Å"Yeah, come on. I think I’ll need your help. How soon can you be here? † â€Å"Two hours. I’m on my way. I’ll leave here now. † I guess it wasn’t so odd that he called me. We were the closest friends not that long ago. Opening 3: Start in media res with description of scene. Give reader detailed description of the scene of significant event, briefly hint at event, and then begin the story. The traffic was snarled, and the air thickened with brown blowing dust and gray exhaust. The blinding sun sunk just ahead, and I dropped my visor so that I could focus on the string of red brake lights in front of me. Stop and go, stop and go. Somewhere in the distance, twisted metal, broken glass, and snapped necks stalled this three-lane, rush hour torture. I was late to meet Dan and wondered if he was feeling snarled, twisted, broken, snapped, stalled, and tortured as well. Opening 4: Relate your specific story to a familiar story. Unfortunately, we’re all too familiar with the trouble men have with women and women with men. Boy meets girl. Boy woos girl. Boy gets girl. Boy loses girl. Boy calls best friend. Same with girls. Girl meets boy. Girl woos boy. And so forth. TV sitcoms are filled with such stuff. First attractions, eventual breakups, and best friends consoling one another. Seems like we would have learned how to get out of this mess by now. But no. Writing Project #2 Expository Essay The second major essay we will work on together in class will be an expository essay. The first was a narrative essay, and the next two will include an analysis essay and an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Expository essays are distinct from other forms of writing because they generally focus on explaining a concept or process through definition, analysis, classification, or comparison/contrast. In other words, expository essays are intended to clarify a concept or process through explanation. Thus, for your second assignment, compose a three-page, typed expository essay in response to one of the prompts below. 1. Purpose: Think about a process or procedure that you know very well and perform successfully. Perhaps you are an expert in this process and could teach it in detail to someone you know. Explain this process so that someone else could perform it following your instructions. Audience: Someone who would benefit from learning this process. 2. Purpose: Taking a humorous approach, explain in a how to successfully fail at something. For example, you might describe the procedures for failing at friendship, or at studying, or at writing a college essay, or at being a dorm roommate, or being a teammate, or being a son or daughter. There may be other â€Å"procedures† you wish to explain. Audience: Readers of the school newspaper. 3. Purpose: Describe someone you know who has helped you understand how to be successful in some aspect of your life. Who is this person and what have they taught you? Audience: Readers of the school newspaper. 4. Purpose: How would you define the characteristics of â€Å"a successful person†? In other words, complete this sentence: â€Å"I believe a successful person demonstrates the qualities of †¦Ã¢â‚¬ ¦.. † Also provide examples that clarify your definition. How do these examples fit the characteristics in your definition? Audience: Readers of the school newspaper. 5. Purpose: Contrast two definitions of success. In our culture, many definitions for success compete for our attention. What do you take to be the best definition? Why is this the best? What do you take to be a flawed definition for success? Why is it flawed? Audience: Readers of the school newspaper. Organizational Strategies for Expository Essays In expository essays, writers bring clarity and detail to procedures and concepts. They usually begin by introducing a general process or idea. They then proceed paragraph by paragraph by providing specific examples and evidence to help their readers better understand the steps or qualities of these procedures and concepts. Explaining a Process Introduction Identify the process, your expertise, and why audience would benefit from learning this process Step 1 Step 2 Step 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Conclusion Describing an Influential Person Introduction Name the person, describe their relationship to you, and their general influence Description of Person First influential lesson Second influential lesson Third influential lesson †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Defining a Concept Introduction General claim about concept, and your specific definition Characteristic 1 Characteristic 2 Characteristic 3 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Conclusion Contrasting Two Ideas Introduction General claim about two ideas and the obvious differences First idea Second idea First contrasting feature of two ideas Second contrasting feature of two ideas Third contrasting feature of two ideas †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Conclusion Writing Project #3 Analysis Essay The third major essay we will work on together in class will be an analysis essay. The first essay was a narrative essay, the second was an expository essay, and the fourth essay will be an argumentative essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Analysis essays are distinct from other forms of writing because they generally focus on explaining the relationships between the whole and its parts. In the case of analysis, the writer of the essay explains how another author uses his or her craft to promote his or her larger purpose, whether it be a story, political speech, editorial, or advertisement. Instead of telling a story (as in a narrative) or explaining a process that the writer already knows (as in an expository essay), the writer in the case of an analysis focuses on examining something new. In other words, instead of focusing on knowledge â€Å"inside† the writer, the writer must focus on knowledge â€Å"outside† or beyond the writer’s previous experiences. Thus, for your third assignment, compose a four-page, typed essay in response to one of the two prompts below. 1. Purpose: Analyze Herman Hesse’s Siddhartha by providing your reader a brief biographical description of Hesse, summarizing the main action of the novel, detailing some of the main topics of the novel, describing Hesse’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the novel. Audience: Someone who has not read the novel and would find value in it. 2. Purpose: Select and analyze two stories by Frances Khirallah Noble by providing your reader a brief biographical description of Noble, summarizing the main action of the stories, detailing some of the main topics of the stories, describing Nobel’s use of literary form, and concluding with a discussion of what kind of reader(s) might best appreciate the stories. Audience: Someone who has not read the stories and would find value in them. In either case, you should provide evidence from the novel or stories to support your analysis. See information on quoting and citing sources in the mini-lesson packet. Recommended Organizational Strategy for Analysis Essay 1. Introduction: a creative introduction that draws reader’s attention 2. Brief biography of author 3. Summary of main action 4. Main topics 5. Literary form 6. Conclusion: remarks on what kind of reader(s) might best appreciate novel or stories Writing Project #4 Argumentative or Persuasive Essay The fourth and final major essay we will work on together in class will be an argumentative or persuasive essay. The first essay was a narrative essay, the second was an expository essay, and the third essay was an analysis essay. These are four of the most common types of essays because telling stories, explaining, analyzing, and persuading are the most common ways we use writing to communicate with others inside the University and beyond. Argumentative or persuasive essays are distinct from other forms of writing because writers generally focus on an issue or problem that they share with their readers and attempt to provide a specific point-of-view or solution. We might also think of this kind of essay as a problem-solving essay. Thus, for your fourth assignment, compose a three-page, typed essay in response to the prompt below. Purpose: Select a specific problem related to your experience at Saint Xavier this year. This problem may have to do with student life, housing, registration, parking, scheduling of classes, course offerings, school activities, sporting events, or student resources like the library or computer labs, but it must be a problem that you know other students have encountered as well. Audience: Compose an editorial for the student newspaper or a letter to the President of the University in which you describe the problem in detail and offer a specific solution. Recommended Organizational Strategy for Persuasive Essay 1. Introduction: discussion of values and concerns University already promotes 2. Description of problem and who it affects 3. Real and possible consequences of problem 4. Possible solutions to problem 5. Best solution to problem and why it’s best 6. Conclusion: discussion of how best solution supports values and concerns University holds Student Name__________________________________________________ Essay # ______ Version # ______ Evaluation Criteria |A |a clear aim, a strong introduction, and a houghtful conclusion | |an excellent essay |strong supporting details | | |logically developed and very well organized | | |a tone appropriate to the aim of the essay | | |stylistic maturity and confident facility with language as demonstrated by sent ence variety and appropriate | | |word choice | | |virtually free of surface and usage errors | |B |a clear aim and a strong introduction and conclusion | |a good essay |good supporting details | | |logically developed and well organized | | |a tone appropriate to the aim of the essay | | |lacks the stylistic maturity and facility with language of an A essay | | |largely free of surface and usage errors | |C |a clear aim, an introduction, and a conclusion | |an acceptable essay |adequate supporting details | | |competence in logical development and organization, although it may exhibit occasional organizational and | | |developmental weakness | | |a tone appropriate to the aim of the essay | | |basic competence in sentence variety and word choice | |a pattern of surface and usage errors | |D |lack of a clear aim, focus, or conclusion | |a poor essay |lack of sufficient support | | |supporting details may be trivial, inappropriate, logically flawed | | |flaws in organization/ development | | |inappropriate tone | | |stylistic flaws characterized by lack of sentence variety and by evidence of limited vocabulary | | |frequent usage or surface errors | |F |focus may be too general or too specific | |an unacceptable essay |lack of support | | |lack of organization | | |inappropriate tone | | |serious stylistic flaws | | |serious usage or surface errors | |No evaluation |Essays receiving no grade will | | |fail to address the topic or assignment, | | |fail to fulfill other requirements of the assignment, | | |show evidence of plagiarism, | | |or fail to be accompanied by previous drafts. | Recommendations for Revision |Recommendations for Editing | | | | | | | | | | | | | | | | | | | | | | | | | | | | Academic Performance Agreement English 101 Musgrove In order to make the requirements of this class and your responsibilities as a student as clear as possible, I’ve created this document titled â€Å"Academic Performance Agreement. â⠂¬  Please read this information carefully because it outlines the kinds of behaviors, study habits, and attitudes necessary for success in this class, as well as in the University writing community at large. If you agree to the terms and conditions set forth below, please sign your name on one of the two copies I’ve provided you. By signing and returning this agreement to me, you commit yourself to the standards of conduct and academic performance listed below. If you do not accept these standards, you should see your advisor about withdrawing from this course. 1. I understand that attendance is a requirement of the class and that 5 absences of any sort (excused or unexcused) will result in automatic failure. I also understand that if I miss class that I should contact another student, rather than the professor of the class, to discover what I’ve missed. A missed conference will be equivalent to two absences. 2. I understand that arriving late to class is inappropriate because it disrupts the class agenda and interferes with teaching and learning. I understand that the instructor will shut the door to the classroom when the class starts and that I will not attempt to enter the class after the door has been closed. 3. I understand that cell phones must be turned off before entering class. I understand if my cell phone rings during class I will be asked to leave the class. 4. I understand that this class has substantial reading and writing requirements. These requirements will demand that I manage my time carefully and schedule at least 6 hours of study time per week or 2 hours of study time for every one hour of scheduled class time. 5. I understand that purchasing the course texts and bringing the texts to class to support my discussion of the assigned readings is a requirement of the course. 6. I understand that I should be prepared each day to share my learning journal responses to the reading assignments in class. I will share these learning journals responses with other students in the class. I also understand I may not turn these journals in late. 7. I understand that I will be required to contribute to class discussions and small group work in class. In other words, I will be required to speak in class, share my ideas, and respect the ideas of others. 8. I understand that I will be composing learning journal responses, four major essays, and two self-evaluations. I also understand that any writing I submit must be my own and written exclusively for this class. 9. I understand that my writing assignments should be composed and saved on a word-processor or personal computer. I also understand that I should schedule my time and supplies carefully so that I know when I have access to a word-processor or computer and that I have adequate paper and printing supplies. 10. I understand that I will benefit from discussing my ideas and writing with my family, friends, and other students. I also understand that I can get help with my ideas How to cite Writing and Assignment Learning Journal, Essays

Employability free essay sample

This handout is intended to: 1 . Help you identify the employability skills you have developed and practiced wrought your academic study and wider university life whilst at MIMIC. 2. Provide you with a prompt list to help you identify your own examples of your skills to use on applications and your C.V.. How your academic work has given you employability skills. MUM encourages all students to become autonomous learners.This means teaching is structured to encourage you to take responsibility for your own learning I. E. C] Work independently C] Priorities CLC Manage your time efficiently C] Be self-motivating Know how to find and use resources effectively CLC Reflect on your personal development and understand the importance of intuition to develop your skills beyond university and throughout life. PDP helps with this process) You have developed and practiced skills through the teaching methods used at MILL: In Lectures: L] Listening and concentrating for extended periods C] Sorting, sifting and summarizing information C] Recording and organizing information efficiently In Classes, Seminars and Tutorials: CLC Speaking clearly and fluently C] Arguing a case in a reasoned manner 0 Making presentations [l Thinking on your feet C] Considering differing viewpoints and responding appropria tely In Essay and Report Writing:C] F-ending relevant information from a range of sources C] Identifying key issues CLC Writing clearly and to the point C] understanding complex arguments and theories Keeping an open mind 0 Thinking logically L] Structuring and developing an argument C] Critically analyzing and evaluating evidence and arguments In Project Work C] Creating and following a plan L] Maintaining motivation C] Keeping to a time schedule C] Anticipating problems In Group Work Managing your time C] Delegating 0 Taking responsibility Supporting other team members C] Understanding team dynamics and responding appropriately L]Understanding your own role, strengths and weaknesses in a team D Holding your ground Being persuasive CLC Negotiating C] Respecting and being sensitive to others Employers frequently ask for some or all of the following skills. Listed are examples Of situations where you may have used them in academic study or wider university life. Use it as a prompt list to identify your own examples to use in applications. Commercial awareness understanding the key factors that contribute to an organizations success e. G. Providing a quality product; good customer service; well-trained, motivated staff; controlling costs.Examples of evidence: C] Quantify any role you have had in raising or handling money e. G. Fundraising for an event or charity, acting as treasurer for a society. For example, l acted as treasurer for an event that raised El 000 to help support . C] Reading the business sections of the press on a regular basis Work experience in customer service CLC Raising sponsorship for any purpose from commercial organizations II In work experience, making suggestions that have improved a service or increased efficiency Dissertation any references to commercial applications or relevance. Key words for the application form:Forward thinker; risk taker; entrepreneurial; professional; strategic Teamwork working effectively with other people Examples of evidence: CLC Any situation where you work alongside others to achieve an agreed outcome e. G. Committees, events organizing, music-making (bands, choirs etc), drama, sports Just about any paid/voluntary work involves working in a team. CLC Academic group work see above 3 Key words for the application form: Supportive; facilitator; open-minded; diplomatic; tolerant; reasonable; constructive; leadership; i nfluencing; co-ordination; Commitment/motivation demonstrating a determination to be successful.Examples of evidence: C Overcoming difficulties to come to university C] using PDP effectively to improve your skills academic skills or preparing for a particular career or employment sector would be good examples to use. CLC Duke of Edinburgh: Young Enterprise: any competition successes or prizes. C] Campaigning/fundraising Training, or working on a skill, over the long term to achieve an ambition or goal e. G. Training from scratch to run a marathon. Reliable; conscientious; proactive; initiative; flexible; adaptable; determined; positive Problem solving/creativity having a can do attitude by finding lotions to problems.Examples of evidence: C Anticipating problems and resolving them through planning e. G. Project work, planning travel overseas, Resolving financial problems ? personal, or fundraising for a club, raising money to fund an activity e. G. To participate in charity work overseas. C Solving problems through negotiation or representation ? acting as student rep; resolving problems over accommodation with landlord or playmates; resolving disagreements in group work 0 Finding novel or innovative solutions to problems e. . Devising new methods of fundraising; new ideas or promoting an activity, or encouraging participation in an academic activity; ideas leading to greater efficiency in your workplace (paid or voluntary); novel ways of promoting yourself to find work placements. Key words for the application form: Achiever; practical; astute; open-minded; resilient; imaginative; reflective; initiator Communication ensuring you are understood by writing or speaking in a clear and articulate manner.

To Build A Fire - Significance Of The Words Dying And Death Essays

To Build a Fire - Significance of the Words Dying and Death The significance of the words "dying and death" in Jack London's 1910 novel, "To Build a Fire" continuously expresses the man's dwindling warmth and bad luck in his journey along the Yukon trail to meet "the boys" at camp. London associates dying with the man's diminishing ability to stay warm in the frigid Alaskan climate. The main characters predicament slowly worsens one level at a time finally resulting in death. The narrator informs the reader "the man" lacks personal experience travelling in the Yukon terrain. The old-timer warned the man about the harsh realities of the Klondike. The confident main character thinks of the old-timer at Sulphur Creek as "womanish." Along the trail, "the man" falls into a hidden spring and attempts to build a fire to dry his socks and warm himself. With his wet feet quickly growing numb, he realizes he has only one chance to successfully build a fire or face the harsh realities of the Yukon at one-hundred nine degrees below freezing. Falling snow from a tree blots out the fire and the character realizes "he had just heard his own sentence of death." Jack London introduces death to the reader in this scene. The man realizes "a second fire must be built without fail." The man's mind begins to run wild with thoughts of insecurity and death when the second fire fails. He recollects the story of a man who kills a steer to stay warm and envisions himself killing his dog and crawling into the carcass to warm up so he can build a fire to save himself. London writes, "a certain fear of death, dull and oppressive, came to him." As the man slowly freezes, he realizes he is in serious trouble and can no longer make excuses for himself. Acknowledging he "would never get to the camp and would soon be stiff and dead," he tries to clear this morbid thought from his mind by running down the trail in a last ditch effort to pump blood through his extremities. The climax of the story describes "the man" picturing "his body completely frozen on the trail." He falls into the snow thinking, "he is bound to freeze anyway and freezing was not as bad as people thought. There were a lot worse ways to die." The man drowsed off into "the most comfortable and satisfying sleep he had ever known." The dog looked on creeping closer, filling his nostrils with the "scent of death." London's portrayal of the man does not initially give the reader the theme of dying, but slowly develops the theme as the story develops. The story doesn't mention death until the last several pages. The main character changes from an enthusiastic pionee r to a sad and desperate man. The conclusion of the story portrays the man accepting his fate and understands the old-timer at Sulphur Creek had been right; "no man must travel alone in the Klondike after fifty below." Typically, short stories written in the early 1900's often conclude the story with a death or tragedy. London's story is no exception. This story follows the pattern by illustrating events leading up to and including death. Thesis Statement- The significance of the words "dying and death" in Jack London's 1910 novel, "To Build a Fire" continuously expresses the man's dwindling warmth and bad luck in his journey along the Yukon trail to meet "the boys" at camp.

Bureaucracy

Bureaucracy Introduction The concept of bureaucracy stems from the administrative organization of different groups of people in an organization. Many governmental and non-governmental institutions have used bureaucracy to carry out their functions. Nowadays, many people see bureaucracies as inefficient, but history has proved that the concept can effectively instill compatibility in organizational functions.Advertising We will write a custom essay sample on Bureaucracy specifically for you for only $16.05 $11/page Learn More This paper analyzes the concept of bureaucracy through the works of two authors – Weber and Ritzer. In detail, this paper analyzes the essential characteristics of bureaucratic organizations, according to Weber, and the application of Weber’s concept in Ritzer’s Mcdonalization concept. This paper also compares the concept of bureaucracy to the works of two more authors, Kafka and Melville. Their works suffice to understand disco ntents with bureaucracy, as noted by Weber and Ritzer. Lastly, according to the philosophies of Weber and Freud, this paper describes the psychosocial forces that uphold bureaucratic organizations. Characteristics of Bureaucratic Organizations According to Weber Weber said that bureaucratic organizations should be hierarchical, managed by organizational rules, organized by functional specialty, have an unfocused or in-focused vision, purposely impersonal, and demonstrate employment by technical qualification. Indeed, Weber acknowledges that a centralized planning structure controls bureaucratic organizations, through the control of lower levels of administration by higher levels of administration. While explaining the concept of management by rule, Weber said that, lower authorities should respect decisions made by higher authorities. Similarly, according to Weber, bureaucratic organizations should treat all employees and customers equally (according to the concept of purposely impe rsonal). Lastly, Weber says that bureaucratic organizations should demonstrate that technical qualifications outline the overarching principle behind employee recruitments. McDonalization according to Ritzer Ritzer introduced the concept of McDonalization to show the similarity of bureaucratic organizations with fast food restaurants. Some observers say that Macdonalization is similar to the concept of rationalization, where traditional thoughts transition into rational modes of thoughts.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is also a key concept in the philosophy of scientific management. To the critics of McDdonalization, this philosophy is undesirable because it â€Å"kills† humanity. In other words, the concept of bureaucracy emphasizes more on efficiency at the expense of human attributes. This principle is one among five other principles proposed by Rit zer to outline the concept of Mcdonalization. Indeed, Ritzer says there are five main principles of the concept of Mcdonalization and they include efficiency, calculability, predictability, control, and culture. The concept of bureaucracy, as proposed by Weber, is similar to Mcdonalization because bureaucracy focuses on quantity as opposed to quality. For example, while focusing on the concept of efficiency (as outlined in Mcdonalization) in a restaurant context; we can see that the concept of McDonalization aims to make hungry people â€Å"full†, within the shortest time, and not their experiences while eating. This process aims at improving efficiency within the organization and increasing a company’s profit margin (quantity over quality). The Mcdonalization concept also emphasizes on quantifiable aspects of a product, as opposed to the aesthetic aspects of a product. For instance, in fast food restaurants, Mcdonalization implies the preference of â€Å"sales† over â€Å"taste†. Furthermore, in such bureaucratic organizations, managers would assess workers, based on how fast they work, not the quality of their work. Stated differently, bureaucracy pays little regard to the quality of work and the welfare of the workers. Instead, it proposes a mechanical perspective of workers as a factor of production, as opposed to human beings. This is the main reason bureaucracy outlines the work of employees as routine, repetitive and predictable. Generally, Ritzer borrows Weber’s concept of bureaucracy by saying, bureaucracies dehumanize organizations, the same way fast food restaurants do (Mcdonalization). With such concepts in play, a rational thought that generates through a narrow scope of understanding can lead to irrational and undesirable outcomes.Advertising We will write a custom essay sample on Bureaucracy specifically for you for only $16.05 $11/page Learn More Therefore, Ritzer says that the concep t of bureaucracy and Mcdonalization are similar because they both dehumanize organizations and their employees. In other words, Mcdonalization and bureaucracies do not treat people as human beings, but rather, as sources of money. Discontents with Bureaucracy, According to Kafka and Melville In a narrative depicting the life of Gregor (an office worker), Kafka and Melville, introduce an interesting understanding of the discontents of bureaucracy, as proposed by Weber. Gregor lost his job when a disastrous misfortune happened in his life. Through Gregor’s misfortune, Kafka and Melville highlight the struggles of the workplace. For example, for relying on Gregor as the breadwinner, his family and friends experienced significant difficulties in sustaining their lives when Gregor lost his job. Gregor’s misfortune highlights the discontent of bureaucracy because Gregor replaced his life with his work. He spent most of his time in the office, away from his family. Certainly, the pathos witnessed through Kafka and Melville’s story depicts the tragedy of a man who devoted most of his time to work, such that, when he lost his job, he felt like he lost his life. This tragedy represents Ritzer’s story when he said that bureaucracy dehumanizes the society. Indeed, even through Gregor’s story, bureaucracy surfaces as a replacement for human lives, and instead of seeing employees as people, bureaucracy sees them as factors of production. Employees therefore â€Å"lose their lives† by conforming to bureaucratic principles and fail to enjoy the essence of humanity. Psychosocial Forces That Bind Bureaucratic Organizations Together The psychosocial forces that bind bureaucratic organizations center on the forces that keep different groups together in the workplace. However, different groups in the workplace need to be cohesive and work for a specific purpose, as proposed by bureaucratic principles. Through this understanding, it is cruc ial to introduce the concept of libidinal ties, which uphold group cohesion. Similarly, through the group cohesion, an organization’s vision and objective may easily suffice. In this analysis, it is easy to question why group ties exist, and why they exist for the intended period.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More To answer this question, Feud says that authority and legitimacy of the leader is the main binding factor. Bureaucracies therefore strengthen these organizational ties by prompting employees to accept a higher authority as the legitimate binding factor in an organization. The above example contrasts with other groups that do not have a leader, or a center of authority. Freud provides an example in the article titled, Two Artificial Groups: the Church and the Army, where he says that an external authority, and not necessarily an authority within the organization, holds certain groups together. For example, external forces hold churches together. In fact, occasionally, an unseen force (say, God) may prevent the disintegration of such groups. Bureaucratic organizations however differ from such groups because an internal force of authority, say managers, holds them together. The legitimacy of authority (as wielded by an individual) is therefore a critical psychosocial factor that binds bureaucratic organizations together, and upholds employee unity. The absence of this legitimacy may cause disunity in the organization because people may fall victim to the absence of a binding authority. Bureaucracy affirms the importance of a point of power (authority) as the main source of legitimacy of an organization’s activity. Therefore, often, people in bureaucratic organizations find solace at this point of authority as their unifying factor. The legitimization of this force is the main psychosocial force that binds bureaucratic organizations together. Conclusion After weighing the findings of this paper, bureaucracy stands out as an important organizational tool. However, limitations that center on the technical application and mechanization of labor characterize its application. This attribute manifests through the Mcdonalization concept, which highlights how bureaucracy tramples humanistic factors for the benefit of efficiency, calculability, predictability, contr ol, and culture. These factors drive the concept of Mcdonalization. Kafka and Melville also share the same views because they narrate how bureaucracy substitutes human lives for work. To both authors, bureaucracy presents an inhuman understanding of employees, and the role they play in the workplace. Nonetheless, after evaluating the operations of bureaucratic organizations, and the philosophies as proposed by Weber and Ritzer, we see that psychosocial forces uphold bureaucratic organizations. Weber and Freud acknowledge the role played by legitimization and libitidal ties as the main psychosocial forces that uphold bureaucracy in the workplace. Through these forces, bureaucracies are able to coordinate the work of different employees, thereby establishing group cohesion in the workplace. The legitimization of a central point of power (that controls these groups) outlines the main forces surrounding the work of such groups. Broadly, Weber, Ritzer and Feud highlight the main strength s and weaknesses of bureaucracies, plus the implications of these weaknesses in an organization.

15 Positions and Their Variations

15 Positions and Their Variations 15 Positions and Their Variations 15 Positions and Their Variations By Mark Nichol Position, as a verb meaning â€Å"set† or â€Å"place† and as a noun referring to the attitude or location in which something is set or placed, is derived from the Latin verb ponere, as are a number of terms using that word as a base to form new meanings revealed more or less transparently by their prefixes. A list of these verbs and nouns, as well as a few related adjectives, plus simple definitions and their literal meanings for each word, are included here. appose: put near (â€Å"set near†) apposite: appropriate, well placed (â€Å"set near†) apposition: noun or noun phrases with the same meaning set adjacent to each other, or that relationship; also, proximity, or the deposition of layers (â€Å"something set near†) compose: create (â€Å"set with†) composer: a creator (â€Å"one who sets with†) composite: made of different parts (â€Å"set with†) composition: a creation (â€Å"something set with†) decompose: disintegrate (â€Å"removing something from being set with†) decomposition: disintegration (â€Å"something removed from being set with†) depose and deposit: put down (â€Å"remove from being set†) deposit and deposition: something put down (â€Å"something removed from being set†) dispose: put away (â€Å"set away†) disposal and disposition: the act of putting something away; disposition also refers to an attitude, mood, or tendency (â€Å"something set away†) expose: show (â€Å"set out†) exposition: something shown (â€Å"something set out†) expository: shown (set out†) impose: place pressure on someone (â€Å"set on†) imposition: pressure placed on someone (â€Å"something set on†) interpose: interrupt or place between (â€Å"set between†) interposition: interruption or placement between (â€Å"something set between†) juxtapose: place together for comparison (â€Å"set beside†) juxtaposition: placement together for comparison (â€Å"something set beside†) oppose: disagree (â€Å"set against†) opposite: against (â€Å"set against†) opposition: disagreement (â€Å"something set against†) presuppose: assume or require something is true, exists, or will happen (â€Å"set on before†) presupposition: an assumption that something is true, exists, or will happen (â€Å"something set on before†) propose and proposition: suggest (â€Å"set forth†) proposal and proposition: a suggestion (â€Å"something set forth†) superimpose: place on top of something else (â€Å"set over†) superimposition: something placed on top of something else (â€Å"something set over†) superpose: same as superimpose, but with an additional sense of placing geometric figures congruently atop each other suppose: assume (â€Å"set under†) supposition: assumption (â€Å"something set under†) suppository: medicine placed in the rectum or vagina (â€Å"something set under†) transpose: move away (â€Å"set across†) transposition: movement away (â€Å"something set across†) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:60 Synonyms for â€Å"Walk†Does "Mr" Take a Period?How to Treat Names of Groups and Organizations

Five pillars in islam Essay Example | Topics and Well Written Essays - 1250 words

Five pillars in islam - Essay Example To be a true Muslim, it is must to obey and act according to the five pillars of Islam, as mentioned in the Holy Quran revealed upon the last Prophet of God (Allah) Muhammad. Prophet Muhammad preached an integrated universal plan directed to all mankind, in which authority on earth is devolved to mankind with the creation at their disposal to utilise.They are given the tools of learning (inspiration or revelation) and the general guidelines to be used in order to stay on the right course, as well as the freedom to choose. Prophet Muhammad preached by presenting his own life as an example to follow and did nothing beyond the doings of an average Muslim. Holy Quran and Sunnah (teachings of Holy Prophet) in this context is the best example of what he did by setting his own example in this world.Prophet Muhammad's preaching revolves around the central theme that after death every body will be raised at the Day of Judgement and all will be judged by God based on their conduct in this life. No doubt it was Prophet Muhammad's inspirations, which put mankind on a new footing by stressing the use of empirical observations and the use of reason and reflection as the guiding tools for seeking the way of God. The five pillars necessary to be practiced by a Muslim are none other than:1.Shahadat (Kalma Tauheed) – The belief of one and only God; 2. Salat (Prayers) – prayers performed five times a day at regular intervals i.e., dawn, noon, afternoon, sunset and night; (Pasquine, March 2002) 3. Siyaam (Fasting) 4. Zakat (Charity) - Charity tax for the poor and disadvantaged; 5. Hajj (pilgrimage) - Obligatory for a Muslim to perform at least once in his lifetime. Shahadat - Tauheed (Confession of one God) In the midst of that milieu which was followed by the then superstitious beliefs, and had been cross-fertilized by all sorts of ideas, right in the centre of the Arabian Peninsula, separated but not isolated, Prophet Muhammad came preaching that there is only One God for all creation, Allah (an assimilated form of Al-ilaah, the god), with no other gods besides Him, accessible to all, with no priesthood as an intermediary, no original sin and no ethnic, tribal or racial overtones. In the Quran we find God addressing human beings in general or the believers, but never 'the Arabs' or 'men' in contradistinction to 'women'. (Hamdiyyah, 2000, p. 26) 'Shahadat' in the form of 'Kalma Tauheed' is the belief that must be declared and uttered by every Muslim, which means that he has acknowledged by his heart and soul that there is no God except "Allah" and Prophet Muhammad is His most beloved and last Prophet. This doctrine is the foremost principle for being a Muslim after which a Muslim follows other doctrines. The oneness of Allah prevents a Muslim from getting into other confusions and diversification which is the cause of uniting the Muslims all over the globe to a single main believe, i.e., Allah is the creator of the universe and all the things within ranging from nature to life. Prophet Muhammad is the last messenger for whom Allah has created the whole universe and He is the one to whom we are onus to worship and none other. Salat (Prayer) The second main pillar of Islam is Salat (Prayer), which is, in fact, one of the earliest and most constantly urged elements of Prophet Muhammad's message. "The word used 'Salat' refers to Arabic word where it refers precisely to liturgical prayer, a public worship of God in the form of audibly uttered words". (Peters, 1994, p. 164) Quran says, Prophet Muhammad advises the Muslims "Do not be loud in your prayer nor speak it softly (as if in secret), but find a way between" (Quran 17: 110) It is the second basic pillar which makes it compulsory for a Muslim to practice his daily five times prayer which is accompanied by particular gestures and postures, as laid down in the teachings of Prophet Muham

Effects of International Trade Barriers Essay Example | Topics and Well Written Essays - 1500 words

Effects of International Trade Barriers - Essay Example This essay critically discusses why the government continues to impose barriers to trade and are frequently engaged in a trade dispute. In the past decades, the opening of the markets has boosted economic and trade growth worldwide. However, the trade barriers have remained a key obstacle to the access of markets. Researchers have pointed out that the potential benefit of reducing the obstacle is significant. Countries engage in international trade for various reasons. First, international trade increases the choice of goods for the domestic consumers. It also allows the domestic market to export their goods. Trade barriers refer to the measures that the public authorities or the governments introduce so as to restrict or prevent overseas investment or trade. The measures of the restriction need to be taken in the form of a particular decision or legislation. The measures that are imposed may take the form of current practice. When countries are important or exported from one country to another, they have to be accompanied by the correct documentation adoption of free international trade may result in the collapse of the domestic markets. There is a need to protect the domestic market to ensure that there is the sustainability of the domestic industries and encourage the innovation of ideas in the different countries. The trade barriers will reduce the trade disputes that may come up as a result of the poor working condition. The tariffs enable the government to increase revenues as imports enter the domestic market.

The voltage in will change Essay Example for Free

The voltage in will change Essay Aim: I am going to carry out an investigation to find how the resistance of Resistor 1 affects the output voltage of a potential divider circuit There are several different factors that can affect the voltage out, when the resistance of Resistor 1 is changed. List of key factors 1. Voltage in 2. Voltage out 3. Resistor 1 I have chosen resistor 1 because, it is an advanced experiment, and will give me much to investigate/analyse and so I shall choose this variable. And I will be able to see just how the resistance affects the Voltage out (Vout. ) 4. Resistor 2 5. Resistor 1 and 2 6. Length of the wire 7. Type of wire. 8. Ammeter (The equipment used to measure the voltage) 9. Voltmeter 10. Digital multi-meter 11. Material of wire 12. Cross section of wire These factors if not controlled can affect the experiment and give me false data. The other factors must be controlled to make sure that I am measuring the affects of the correct (input variable) that I have chosen, (in this case the resistance of resistor 1. ) These factors are known as the control variables and they give you something to compare your results with, (and make your experiment repeatable, as you will have kept the conditions for your experiment the same. ) The output variable is the variable that will change due to the input variable in this case the Voltage out. (The other factors are mainly kept the same for accuracy. ) In my experiment I will be using a potential divider circuit (A circuit diagram of two fixed resistors in series. They can be used to split the voltage of a circuit) to find out how changing the resistance of Resistor 1 affects the total output voltage of a potential divider circuit. I will take all possible variables into consideration and I will try to make this experiment one which will create reliable and as accurate results. The experiment will be carried out in the school science lab where I will record the results and then conclude my experiment to prove whether my hypothesis correct or false. I predict that, when the resistance for Resistor 1 is increased the voltage out (Vout) will decrease. I know this because, the more atoms and electrons there are in a wire, the harder it is for the electrons (the current) to get past the atoms (the resistance) and around the circuit to the positive end. Diagram of an atom The nucleus of an atom consists of neutrons (neutral) and protons (positively charged), which are in a fixed stationary position. The electrons (negatively charged) on the outer shells however can move freely at high speeds. What is current? A metal wire is made of metal atoms; most metal atoms have one or two electrons in their outer energy level. When there is no conducted electricity present, the electrons will and can move freely in any direction. (Diagram of a metal compound, electrons moving freely, purple: electrons. Green: atoms) Delocalised electrons are spread across more than one atom. Electrons in materials are usually bound to one atom. Atoms are held together by the interactions of the charges on different atoms. In some cases, electrons can be shared between atoms, and are then called delocalised. The electrons will randomly move around the whole molecule structure and we end up with a regular lattice of metal atoms in a â€Å"sea of negatively charged electrons. † When electricity is introduced however the negatively charged electrons will instantly begin to move through the wire in the same direction (towards the positively charged end) this is an electric current, a current is the flow of charge in a wire or the movement of the negatively charged electrons through the wire. The electrons move like this because of the voltage (energy/ power) which â€Å"pushes† the current around the circuit. The energy is transferred from the power pack to the electrons that will equally share and give out the energy to each component in the circuit. By the time the electron has reached the end of the circuit it will have lost all the energy it will have in gained at the start (energy will be lost through components and resistance. ) Resistance is the opposition that the electrons will experience while flowing through the wire. An electron travelling through the wires encounters resistance. An electron does not travel in a direct route; instead it adopts a zigzag path due to the countless collisions with the atoms in the conducting material. When electrons move against the resistance, friction is generated. The friction produced by electrons flowing against the resistance will cause the wire to heat. (The hotter the wire, the higher the resistance. ) Resistance depends on the material, cross section and length. Resistance limits the amount of current flowing through the circuit for a given voltage of the power supply. For a circuit to work there must be no breaks, if there is a break then everything stops. An electric charge must also go all the way round the circuit. When a wire heats up they will act differently and a blockage will be made. This is a sign of Resistance. I have chosen to keep the voltage at 12 volts as this is the highest number of volts possible on the power pack. Using a higher voltage In, means that I will get higher results for Vout. I will also be able to record them in numbers that are easy to handle and work with, and a more significant range. Even though I have chosen my voltage to stay at stay 12 volts due to the power packs being not completely accurate, the voltage In will, change because I will be purposefully changing the resistance of the circuit. Everything in a circuit is not mutually exclusive; when one factor is changed every other factor will also change, as they are all interlinked and dependent on each other. As I know that the Voltage In will change, I will make sure that every time I test the resistance of the circuit I will also check the voltage of the circuit and record the result for that down too.

Lord Of The Rings :: essays research papers

In The Hobbit the danger and the excitement reach a peak when the forces of good seem about to be overcome by the forces of evil. In The Lord of the Rings, Tolkien builds to two simultaneous peaks. One occurs at the point when Sauron's forces sweep down on the small army led by Aragorn at the gates of Mordor. The other occurs inside Mordor, as Frodo struggles with Gollum on the edge of the Crack of Doom, where the Ring is to be destroyed. Both the war and the quest reach their resolution in the same instant, when the Ring is destroyed and with it, Sauron's power. The fourth and final part of each story serves to wind things down. The hero returns home, looking forward to comfort. He finds instead that his home is threatened. But he has grown through his experiences and is able to regain what is his. Of course, there are many important differences between the two works. The Hobbit follows the story through Bilbo's eyes and tells of events in a chronological sequence. In other words, you hear about things as they happen, rather than jumping ahead to future events, or flashing back to something that happened in the past. When Tolkien departs from this chronological sequence in The Hobbit, he carefully guides you through the jump in time: "Now if you wish, like the dwarves, to hear news of Smaug, you must go back again to the evening when he smashed the door and flew off in a rage, two days before." The story line of The Lord of the Rings, on the other hand, is much more complicated. The Lord of the Rings is a trilogy, consisting of three volumes (Parts One to Three) divided into six sections (Books I through VI). The novel jumps back and forth in time, following the stories of several characters. The various story lines finally converge near the end when all the characters are reunited as Aragorn is crowned king of Gondor. Tolkien uses these shifts in viewpoint to good effect, often ending his scenes as cliff- hangers, slowly building the tension to its climax. But trying to follow the different story lines as he jumps back and forth from one to the other can be very difficult. Tolkien doesn't guide you through them as he did in The Hobbit. But he does give clues to help you put the pieces in

Framework for Praxis Essay

Medical advancement and practices have changed healthcare over the years. As the healthcare system changes so does the role of a nurse. As the elderly population in the United States grows the demand for primary care also increases but the use of Nurse Practitioners is estimated to reduce the shortage of primary care services (Schiff, 2012).This paper will provide an overview of the benefit of a framework for praxis for an Adult Primary Care Nurse Practitioner (APCNP) and examine how the framework helps in the development of nursing knowledge. The writer will give an overview of the role of an APCNP and how this role can help enrich the overall healthcare system. The paper will explore ideological, theoretical, and ethical components that guides and contribute to the growth of an APCNP framework for praxis. The paper will finally examine a case study of the use of the framework for praxis in a clinical setting. Overview of Praxis Praxis is defined in numerous ways for different disciplines, for the nursing profession it is defined as the combination of practice and theory (Kilpatrick, 2008). Many healthcare practitioners see knowledge acquired through clinical practice (praxis) as subjective and not real knowledge because theory is always linked with scholarly achievement, as such it is difficult in present day nursing practice to recognize the importance of praxis (Penney & Warelow, 1999) According to Chinn and Kramer (2011) praxis may arise out of a single person or a group. Praxis arising at an individual level is based a person identifying and pondering on an issue that controls one’s capabilities and understandings, then taking the responsibility in changing the issue for themselves and others affected (Chinn & Kramer, 2011). A significant intent of praxis is the incorporating of theory and practice that helps in the acknowledgment and valuing different types of knowledge (Kilpatrick, 2008). Chinn and Kramer (2011) states â€Å"nursing praxis values and labels those clinical experiences by bringing together the worlds of nursing practice and theory through the use of reflection and action† (p. 83). It is believed nursing praxis helps in knowledge development. â€Å"With each turn of reflection and action at least four ideals are used as a  benchmark for determining the worth of emancipatory knowledge, these are sustainability, social justice empowerment and demystification† (Chinn & Kramer, 2011, p. 84). Nursing praxis is important to an APCNP’s practice; it creates opportunity for change by influencing personal nursing theory and the development of nursing knowledge through self-reflection. Self-reflection helps challenge the APCNPs personal and professional standards. Praxis may also help advance the role of the APCNP by reducing the disparities between clinical practice and concepts (Chinn & Kramer, 2011). Incorporating theoretical, ethical and philosophical beliefs of the APCNP will help provide a framework for praxis. Overview of the role of an Adult Primary Care Nurse Practitioner (APCNP) An Adult Primary Care Nurse Practitioner (APCNP) is a primary care provider and is at the forefront of providing healthcare to the public. Certain standards must be attained before one can become an APCNP; these include graduate education with a concentration in an APCNP program and certification through examination. Duties of an APCNP include patient education, performing physical assessments, diagnosing and prescribing medications (Hamric, Hanson, Tracy, & O’Grady, 2014). APCNP may practice in private clinics, acute care facilities, long-term care facilities or public health departments (Fitzpatrick & Emerson, 2011). As the elderly population in the United States grows the demand for primary care also increases, as such the use of an APCNP is estimated to reduce the shortage of primary care services (Schiff, 2012).The expanded use of APCNPs increases the ability to increase access to health care, especially in the commonly underserved areas (Schiff, 2012). Ideological Influences Liberation theory by Paulo Freire, a Brazilian educator establishes a technique of teaching literacy for underprivileged adults based on dialogue (Sanford, 2000). The Liberation theory is chosen as the philosophical basis for practice because it’s centered on patient education and building trust between the nurse and patient through dialogue .The use of liberation theory and the theory of self-efficacy by Bandura will help the APCNP in the promotion of health education. According to Cody (2011), health is described as an attitude that reflects accepting responsibility for self in developing purpose in life (p. 377). Health is currently viewed much more than the absence of disease. According to Bandura (1989), the theory of self- efficacy is based on self-confidence and is a good indicator for motivation to make behavioral changes. Self-efficacy theory is based on the mastery of skills, modeling of skills especially by others and social persuasion of others to help create the belief that the patient is capable of mastering skills. Health literacy in the overall healthcare system is vital; it improves patient satisfaction, decrease patient concerns, increase compliance to care, creates patient autonomy and increases overall quality of life. Utilizing theories provide the APCNP with the opportunity to effectively educate; to enable the patient to understand their current health conditions in order to be able to make suitable healthcare decisions. As an APCNP it is necessary to explore ways to effectively educate patients because patient education is a vital part of continuum of health (DeMarco, Nystrom, & Salvatore, 2011). Theoretical Influences Theory development is the fundamental step for expansion of nursing knowledge. The theory of goal attainment by Imogene King addresses the phenomena, patient education. The theory was first presented in the 1960s by Imogene King (King, 1997). The basics of Kings Theory encourage nurse patient communication; the nurse helps the patient set goals and work together with the patient to attain the goals (King, 1997). The theory focuses on patient education, through interpersonal relationship with nurses and patients; allowing the patient to acquire knowledge or develop skills to help achieve goals. The theory encourages dialogue between the patient and nurse and this process opens the possibilities for participants to present problems, to seriously reflect and to identify solutions not previously realized. Essential attributes of the theory that influences patient education includes the necessity to make all health information accessible to the patient. Due to the importance of disease pr evention patient education is vital; as such the APCNP should determine the best possible theory to help achieve desired outcomes through patient education. Ethical Influences According to Cody (2011), people should be afforded the opportunity to be  treated with dignity by having their values respected without judgment by others (p. 168). An APCNP providing patient health education can be faced with ethical dilemmas (Pavilish, Brown-Saltzman, Hersh, Shirk, & Rounkle, 2011). Ethical knowledge is required in nursing to guide practice because care outcomes depend on the nurse’s ethical and moral perception (Chinn & Kramer, 2011). Ethics help by identifying principles and create basics that help maintain human rights, and ethical values (Hamric et al., 2011). The changing healthcare system and patient care delivery systems have increased the complexity of ethical issues (Hamric et al., 2011). According to the American Nurses Association (ANA) (2001), the code of ethics provides an outline nurses can use in making ethical decisions when performing their duties to the public, to members of the health team, and to the nursing profession. Ethical principles include autonomy, beneficence (bring about positive good), fidelity (trustworthy), and veracity (honesty) (ANA, 2001). As ethical agents and patient advocates, we know patient education includes written materials, but it’s also known that most written material available is above reading levels of the overall public. It is vital as an APCNP to take into account your responsibility to the ethical element of autonomy or fidelity in relation to patient education. Patient education is sometimes directed toward supporting patients to make decisions about signing consents. It is the responsibility of the health care professional who is educating the patient to confirm that the patient has enough understanding about the consequences of the diagnosis, test or procedure that they are consenting to. In order not to violate the principle of autonomy, veracity and beneficence, the primary ethical step for healthcare providers would be to learn more about the patient’s literacy level and then assess to get appropriate educational materials suitable for the patient. In order to provide the most comprehensive educational material to patients and not infringe on ethical principles, providers need to consider the importance of using appropriate written materials at patient’s readability level. The combination of the APCNP’s ideology, theoretical and ethical framework helps provide a framework for praxis. This also gives nurses the opportunity to help impact changes to the health of the community by concentrating on the quality of life of the community. As an APCNP creating a practice that  promotes health literacy, empowerment, acceptance and equality is important. This can be done through the use of patient centered care model that helps in promoting effective patient education. With the use of liberation theory and theory of goal attainment the healthcare provider will be able to better assess patient and provide health education tailored for each patient. Ethical theories have to be examined and integrated throughout the patient education process to ensure patient services provided meets specific needs. Case Study Mr. Bick is a 50 year old with hypertension who comes to the clinic for a follow up appointment after a stroke. During his appointment the nurse establishes a relationship by having a dialogue with patient; inquiring about patients overall life, through the dialogue the patient is able to share personal struggles with medication compliance due to work schedule. The nurse is able to educate patient on how to effectively take all medications without interfering with the patient’s work schedule .The patient sets a goal to reduce BP, the nurse guides the patient with different methods on reaching his goal, including diet modification and increasing activity level. The case study utilizes the liberation theory to educate by building trust between the nurse and patient through dialogue. In the case study, it is noted that the patient’s self-efficacy made the patient more receptive to the health education offered by the nurse. The patient learnt different options for medication adherence without interference in his work schedule. The theory of goal attainment was also utilized; the patient set a goal and the nurse helped by educating the patient on different options to achieve his goal. Conclusion APCNPs are considered as nurses who are equipped with the clinical and management skills necessary to meet the key roles in transforming healthcare. Nursing obligation to patient education is entwined into many theoretical frameworks. The intent of the framework for praxis is to place the practice of patient education in a position where significant relations can be made between experiences of everyday practice, clinical research and scholarly inquiry. References American Nurses Association (ANA), (2001), Code of ethics for nurses, American NursesAssociation, Washington, D.C. Retrieved from http://www.nursingworld.org /Main MenuCategories/EthicsStandards/CodeofEthicsfornurses /code-of-ethics.pdf Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735. Chinn, P. L., & Kramer, M. K. (2011). Integrated theory and knowledge development. (8th ed.). St Louis: Mosby Elsevier. DeMarco, J., Nystrom, M., & Salvatore, K. (2011). The importance of patient education throughout the continuum of health care. Journal of Consumer Health on the Internet, 15(1), 22-31. doi: 10.1080/15398285.2011.547069. Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). Advanced practice nursing: An integrative approach. St. Louis, MO: Elsevier. Kilpatrick, K (2008), Praxis and the role development of acute care nurse practitioner. Nursing Inquiry; 15(2), 116-126. King, I. (1997). King’s theory of goal attainment in practice. Nursing Science Quarterly 10(4), 180-185. Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Rounkle, A. (2011). Nursing priorities, actions, and regrets for ethical situations in clinical practice. Journal of Nursing Scholarship, 43(4), 385-95. doi:10.1111/j.1547-5069.2011. Penney, W & Warelow J. (1999) Understanding the prattle of praxis. Nursing Inquiry 6, 259-268 Sanford, R. C. (2000). Caring through relation and dialogue: A nursing perspective for patient education. Advance Nursing Science; 22(3), 1-15 Schiff, M (2012). The role of nurse practitioners in meeting increasing demand for primary care: National Governors Association. Retrieved from http:// www.nga.org/cms/home/news-room/news-releases/page_2012/col2-content/nurse-practitioners-have-potenti.html

Organisational Development Assignment

I POL POYTECHNIC OF NAMIBIA Harold Pupkewitz Graduate School of Business ASSIGNMENT COVER SHEET ————————————————- HP-GSB STAMP Assignments must be submitted in hard copy to:- The Secretary HP-GSB Reception Tel 061 207-2850 Date Received: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Time Received: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ————————————————- I declare that this assignment is our own work. I further declare that where material has been used from other sources, whether by paraphrasing or by direct quotation, it has been fully acknowledged and referenced.I have retained a copy of this assignment for my records. ————————————————- Student’s Signature†¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦ (Signed below) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Date: 28 September 2012 SURNAME &| Mr. Anton Scheun | †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ | FIRST NAME:| | | STUDENT NUMBER:| | | COURSE TITLE:| Masters in Leadership and Change Management| | MODULE TITLE| ODOrganisational Development| | MODULE FACILITATOR:| Dr. S. Pillay| | ASSIGNMENT DUE DATE:| 10 October 2012| | This is to certify that the assignment is the work of the student, Mr A. Scheun and where sources were consulted; reference was made to them under he reference table. ii Mr. ANTON SCHEUN 9328548 ORGANISATIONAL DEVELOPMENT ASSIGNMENT iii EXECUTIVE SUMMARY 1. Learning Organisation A Learning Organisation is organisations or enterprises that continuously needs to learn and renew themselves. This indeed has many advantages for both the individual and organisation in that continuous transferring of knowledge and changing of behaviours takes place. The best way to implement such intervention, to become a learning or ganisation, is to link it to the Strategic, Tactical, Operational and Individual Plans of staff members in the organisation.This will ensure integration and everyone contributing to the achievement of the goals and objectives of the enterprise. By so doing, members and the organisation become learning organisations, because this create dialogue, debate, problem solving skills, communication, buy-in and a win-win combination to all parties. 2. Performance Management System The purpose of Performance Management systems for organisations is to measure the achievement and performance of both individuals and the organisation as a whole. The PSN has already implemented a PMS at Offices, Ministries, Agencies and Regional Councils.A Performance Management System can only â€Å"survive† if all staff members are committed, trained and have the culture to effectively implement such a system. The advantages are enormous of which individual as well as organisational goals are met at the e nd of the day. The effective implementation of a PMS for the OPM will indeed contribute to effective and efficient customer needs and satisfaction levels. 3. Total Quality Management Total Quality Management is an area which has been neglected in the past by the Public Service of Namibia (PSN).As an example, all secretaries, institutional workers, drivers and courier’s individual performance plans are integrated and aligned to the Strategic Plan of the OPM for the support and attainment of corporate functions. 2. 2. 4 Team Learning; Team learning involves relevant thinking skills that enable groups of people to develop intelligence and an ability that is greater than the sum of individual members’ talents. As an example, team meetings are conducted during Annual Management Strategic formulation and development sessions by all team unit members.This indeed creates team learning, because all ideas, inputs and strategies being formulated are considered and the best are in corporated in respective plans. By so doing, all team members are buy-in and all sub-units contribute to the achievement of the overall goal and objectives of the OPM. 2. 2. 5 Systems Thinking: Systems thinking involve a way of thinking about, and a language for describing and understanding forces and interrelationships that shape the behaviour of systems.It helps managers and employees alike to see how to change systems more effectively and to act more in tune with the larger processes of the natural and economic world. For example, all unit members of the OPM were involved with the formulation and /or review of their business re-engineering processes. These business processes, such as the recruitment process, were amended to consider and improve time, manpower needs, costs and approval authorities in order to improve, integrate and streamline such processes to the betterment of the OPM.Through this process, policies, structure and budgets were identified for further amendment and alignment to the organisations systems and strategic plans. System thinking also involves the identification of appropriate systems that should be upgraded, such as an appropriate Human Resources Information Management System in order to accommodate personal particulars, performance appraisals, rewards and salary increments to mention a few. 4 3. The under-mentioned interventions are recommended for the Permanent Secretary (PS) of the Office of the Prime Minister (OPM): 3. That the OPM’s Strategic Plan be amended to incorporate a goal: â€Å"Creating a Learning Organisation by 2015†, and objectives with strategies or initiatives, as spelled out below, be included. 3. 2 That the following strategies/interventions be considered: (a) That all management cadre and managers/supervisors be included in the review of the Annual Management Plan of the OPM on a yearly basis. This will allow for buy-in, developing of intellectual stimulating, argumentation and strategy formulatio n for the respective tactical, operational and individual plans of the units. b) That the same team retreat to review, amend and/or formulate all business re-engineering processes of the OPM. This will allow for team building, building a sense of commitment system thinking and creating mental models based on reflecting of where the units are and where they want to be in terms of business processes. (c) That a Training needs assessment be conducted by the training components in order to identify competency, skills and behavioural deficiencies. This will enable the OPM to identify and ectify these deficiencies and also to build capacity in the OPM and Public Service of Namibia. (PSN) (d) That staff members be identified and trained as mentors and coaches to affect mentorship programmes in the OPM and to become coaches in their respective units. This will enable transfer of knowledge, skills and change in behaviours of staff. Further that mentors and coaching will contribute to persona l mastery of individual needs and objectives with OPM’s objectives. e) That units should developed in-service –training programmes in areas of identified deficiencies, such as policy formulation, disciplinary procedures, recruitment and placement, etc. This will contribute to capacity building and attention to day-to-day deficiencies in the work place. It will allow for cross cultural and unit team building and problem solving issues. (f) That the training budget be utilised to accommodate for short courses and leadership/ management development for individuals, teams and the broader organisation.This will indeed contribute a link between individual and organisational goal achievement, capacity building, inputs, innovation and team learning. (g) That as part of career development, managers be transferred, every five years to new posts. Further, that job rotation and job enlargement is implemented in job descriptions to stretch the work and employee capacities for devel opment of prospective staff members to higher posts as part of the succession plan of the OPM. 5 (h) That a Bursary Scheme be created to allow staff members to study in identified fields where capacity is needed in the OPM.This will assist the OPM in skills shortages and to develop capacity of staff and the organisation. (i) That focus groups, tasks teams and committees be created as a stimulus for ideas, problem solving, creating of new innovations in the fields of disaster management, employment creation and measures to retention staff members at the OPM. (j) That a more generative learning approach be adopted by the OPM, whereby staff has the opportunity to take risks, make mistakes, reflect on their decisions they had taken and change their behaviours accordingly. 3. 3. Conclusion:The OPM, as well as any organisation are facing constant challenges in the creation of themselves to become a learning organisation. The creation of a learning organisation is not a short term strategy and cannot be done overnight, but should rather be long-termed focused and be part of any strategic plan of a given enterprise. In its guest to become a learning organisation, the Public Service of Namibia and the OPM are facing the problem to be used as a springboard to obtain relevant experience and qualifications, where after staff members resign to look for greener pastures.The organisational interventions that were recommended will definitely assist the OPM to become a more effective learning organisation in the near future. 1. 2 Performance Management 1. 2. 1 The following definitions are postulated: (a) Performance management is the process of creating a work environment or setting in which people are enabled to perform to the best of their abilities. Performance management is a whole work system that begins when a job is defined as needed. It ends when an employee leaves your organization†. (www. humanresources. about. com ,cited 6/10/2012) b) Performance means:† the act or process of performing or carrying out†. (Oxford Dictionary, page 885) (c) â€Å"An assessment of an employee, process, equipment or other factor to gauge progress toward predetermined goals† (www. businessdictionary. com,cited 6/10/2012) (d) The students own definition is: â€Å"Performance management is a management system, used by managers, to appraise employees with relation to goal achievement, corrective measures to be implemented and identifying future knowledge, skills and behaviours to improve performance of people†. 6 1. 2. What are the challenges with regard to a Performance Management System (PMS)? The challenges are: (a) Line managers are not always totally committed to the implementation processes of the PMS. (b) It requires total commitment from top management, management cadres, line managers, supervisors, performance champions and staff members. (c) It requires a mind shift to a new performance culture. (d) It is an integrated approac h that links to Directives, Rules, and Regulations.(e) It identifies and needs coaching, mentoring, training and in-service training programmes. f) It provides for an integrated budget approach. (g) Performance champions and drivers should be identified and trained. (h) PMDS Moderating Committees should be established to monitor, evaluate and provide corrective actions. (i) It is time consuming to conduct performance appraisals and keep records of performance and behaviours of employees. (j) It should be benchmark with other organisations to effect total quality management and to keep abreast with latest developments and performance management computerized systems. 1. 2. What are the benefits of a Performance Management System? The benefits are: (a) To generate information that supports other human resources activities, i. e. recruitment and selection, rewards and special treatment, disciplinary and grievances,HIV/AIDS and wellbeing, bursary, training and development to mention a fe w. (b) It serves as a two way communication channel between line managers and staff members through which clarity is obtained regarding the achievement of goals and objectives and what each party expects from the other. 7 c) It helps to clarify job descriptions, organisational goals and objectives. (d) It is a long term (continuous) process in which performance improves over time. (e) It relies on consensus and cooperation between employer and employee, rather than control or coercion. (f) It requires a management style which is open and honest and encourages two-way communication and constant feedback on level of staff members’ performances. (g) It assists managers and staff members to measure and assess performance against jointly agreed objectives, standards and key performance indicators. h) It contributes to organisational learning, organisational renewal and total quality management and to the achievement of Vision 2030 of Namibia. 1. 2. 4 The under-mentioned interventi ons are recommended for the Permanent Secretary (PS) of the OPM: (a) The PSN should establish and operationalized a PMS, based on the Balance Score card approach of Dr’s Kaplan and Norton. To do this, a PMS Policy framework and guiding manual for staff members should be compiled and linked to the Public Service Act, Act No. 13 of 1995.(b) In order to roll-out the PMS, the following sub-interventions are needed: 1) Strategic Plans need to be developed and explained to all staff members in order to get buy-in and change mind sets of public servants. (2) Strategic Plans should be cascaded to tactical, operational and group/individual performance plans and performance contracts to legalise and create accountability for the achievement or non- achievement of organisational goals, objectives and activities. (3) Strategic Plans should be supplemented by structural changes, job analysis, manpower planning to effectively integrate PMS with other main and sub-systems of the PSN. 4) The PMS should be market through a vision, mission, values, communication and training strategy. To this performance champions should be identified, trained and use to train –the –trainer in Offices, Ministries, Agencies and Regional Councils (OMARC’s). Training interventions should be develop to train ministers, permanent secretaries and management cadres to obtain buy-in and commitment. (5) Different committees should be established to oversee the implementation, monitoring, evaluation, corrective action, appeal procedures and reward systems of the PSN.To this, a PMS Management Committee, a PMS Working Committee and a PMS Training and Champion Committee should be established to effect implementation with terms of references. 8 (6) In order for PMS to be effectively and efficiently implemented, it should be rolled-out as a project. To this J. P. Kotter’s Eight- Step model is recommended to implement the PMS as a change management initiative. (Robbins & Judge, 2011). Refer to Appendix: A- a presentation which was given by Group 2. (c) Performance Agreements or Packs should be compiled and sign-off between the supervisors and staff member. d) Job profiles or descriptions should be compiled and attached to performance agreements. These two elements display the incumbent position to what is required, whereby the performance agreement emphasized the goals and objectives that need to be achieved by the individual or group. (e) The Disciplinary Policy should be amended to cater for under performers and staff who fail to perform at all. (f) Rewards, both intrinsic and extrinsic should form part of the PMS Policy framework. (g) The appraisal procedure, assessment marks and template to enter performance data should form part of the PMS Operational Manual. h) Recognition to staff should be given, annually, on the 23 June of each year, to coincide with the celebration of Africa Public Service Day. (i) A budget vote should be given to OMARCâ⠂¬â„¢s to cater for financial expenses. (j) The appraisal of staff should be conducted on a quarterly basis. (k) OMARC’s should submit a performance report to the OPM on an annual basis as part of their Annual Report on their respective performances. 1. 2. 5. Conclusion: It is the opinion of the student that the OPM and any organisation should have a PMS system to track performances of people against those objectives in their performance contracts.The PMS system will not only contribute to performance per se, but will encourage open communication, feedback, problem solving issues which inter alia contribute to organisational learning and a system of total quality management. The effective implementation of a PMS for the OPM will indeed contribute to effective and efficient customer needs and satisfaction levels. 9 3. Total Quality Management 3. 1 Introduction: Total Quality Management (TQM) has started in the USA in the mid-1970’s. Philip Crosby, one of the founders of TQM claimed that over 90% of TQM initiatives failed.Studies in European countries found a failure rate of 70% or more. The reason for this is that managers experience problems how to manage the change process in implementing a total TQM system. (Burnes, 2009). TQM exceeds the product quality approach, involves all employees in the organisation and encompasses all functions, i. e. administration, communications, distribution, manufacturing, marketing, planning, training, etc. (www. businessdictionary. com ,cited 2012) 3. 2 The following definitions are postulated: a) TQM can be defined: â€Å"as an executive commitment to a management culture which fosters the improvement of quality of all activities and products via the prioritisation of quality plus companywide organisational development and training†. (Hill, 2011). (b) â€Å"Total Quality Management or TQM is an integrative philosophy of management for continuously improving the quality of products and processes†. ( www. wikipedia. com ,cited 2012) (c) â€Å"TQM is an improvement program which provides tools and techniques for continuous improvement based on facts and analysis; and if properly implemented, it avoids counterproductive organisational infighting†. www. acounting4management. com/total _quality management. htm, 2012). 3. 3 The meaning of Total QualityManagement: TQM has different meanings that include the following features: (a) The commitment and direct involvement of the highest-level executives in setting quality goals and policies, allocation of resources, and monitoring of results. (b) Realisation that transforming and organisation means fundamental changes in basic beliefs and practises and that this transformation is everyone’s job. (c) Building quality into products and practices right from the beginning. d) Understanding of the changing needs of the internal and external customers, stakeholders, and satisfying them in a cost effective manner. 10 (e) Institutin g leadership in place of mere supervision so that every individual performs in the best possible manner to improve quality and productivity, thereby reducing total cost. (f) Eliminating barriers between people and departments so that they work as teams to achieve common objectives. (g) Instituting flexible programs for training and education, and providing meaningful 3. 4 The advantages and disadvantages of Total Quality Management: .4. 1 The advantages are: (a) Lower costs. â€Å"TQM lower costs throughout the business infrastructure and organisation. Because it is an all-encompassing quality management programme, TQM helps different departments to communicate their needs, problems and desires with each other, so that workable solutions can be found that will help the organisation cut costs throughout the supply chain, distribution chain, shipping and receiving, accounting and management departments without losing productivity or the ability to operate rapidly in the face of chang e. (www. ehow. com ,cited 7/10/2012) (b) Improved Reputation. â€Å"TQM has the advantage of improving corporate as well as product reputations in the marketplace, because errors and defective products are discovered much more rapidly than other a non-TQM system, and often before they are ever sent to market or found in the hands of public†. (www. ehow. com ,cited 7/10/2012) (c) Higher employee morale. â€Å"Workers are motivated by extra responsibility, team work and involvement in decisions of TQM†. (www. ehow. om ,cited 7/10/2012) (d) Quality control inspectors. â€Å"Inspectors will ensure that the products and services meet the requirements and standards of the client and organisation, which indeed contribute to better service delivery†. 3. 4. 2 The disadvantages are: (a) Resistance to change. † Workers may feel that their jobs or occupations within the company are at risks under a comprehensive TQM program, and as a result, they may be slow or resist ant to making the necessary changes for the TQM to work properly.In addition, skilled workers may be lost as they decide to leave because of their unease at the direction that things are headed within the company, or they may not implement things properly, costing increase cost†. (www. ehow. com ,cited 7/10/2012) 11 (b) High cost of time. The high cost of implementing a TQM program, and the fact that it may take several years for the program to be fully implemented before results and benefits are seen, can be a huge disadvantage to a TQM program, especially in today’s uncertain economic conditions.TQM should be considered a long-term investment†. (www. ehow. com ,cited 7/10/2012) (c) Resistant to change. Workers may be resistant to change and may feel less secure in their jobs†. (www. ehow. com ,cited 7/10/2012) 3. 5 The under-mentioned interventions are recommended for the Permanent Secretary (PS) of the OPM: The Total Quality Management System is highly re commended for the Public Service due to the following reasons: (a) The PSN needs an instrument which can measure products (i. e. annual reports, speeches, etc. and services(i. e. Health, identity cards, Namibian passports, birth and death certificates, vehicle fleet services, maintenance and fuel consumption, the return on investment of training ) to improve service delivery clients, customers and the public at large. (b) Total Quality Management will ensure the minimisation of wastage. (c) TQM will contribute to effective and efficient service delivery to internal and external clients, and especially to the Presidents Office, Prime Minister, and cabinet. d) TQM will ensure that the food donated to crisis areas, such as Katima Mulilo and Oshikoto Region, during the extreme rainy seasons as well as drought relief programmes, be monitored and/or not get rotten. (e)TQM will contribute to team building and cross functional interaction, problem solving and sound debate between Offices, M inistries, Agencies and Regional Councils (OMASRC’s). (f) It will ensure that product and services could be branded which in turn will have a positive impact on the OMASRC’s and government as a whole. g) It will create stimulus to team work, higher sensitivity levels, greater responsibilities and even empowerment of staff members in the execution of this specific function. It may also make staff members proud to see the end results of product and services in which they were directly involved in. (h) It will force the OPM to set standards and requirements for products and services which will eventually lead to the creation of Namibia’s own government brand, such as the SABS standards. (i) It will create further employment of specialist as inspectors that will not only be utilised for inspection of such products and services, but can also 2 be incorporated in a Department of Inspectorate for the Public Service of Namibia. Such a Department doesn’t exist and need serious consideration. (j) As with resistance to change, it’s recommended that Kotter’s eight step plan be followed, as indicated in Appendix: A. (k) That a vote is created and the Ministry of Finance be assigned to allocated funds for the implementation of TQM in the PSN. (l) That the OPM, Ministry of Defence, Ministry of Transport and Communications be used as pilot ministries in the first two years during roll-out of the project. 3. 6.Conclusion: The PSN and the government need a quality software system to evaluate its products and services. There is a public outcry that the PSN and Government should improve customer satisfaction by bringing their services to the public and that they should change. It’s the opinion of the student that TQM, as a management tool will provide for such a measurement in order to provide effective and efficient service delivery to clients, customers and stakeholders. TQM will significantly help to improve the standard and mea surement of performance management in the PSN. . Six Sigma: 4. 1 Introduction: The originator of the Six Sigma concept was Bill Smith in 1986. Quality improvement controls, such as TQM, were used to pioneer this concept. Six Sigma is the process of eliminating and perfect data entry. This concept is based on project methodologies used to strengthen performance levels, according to www. insigma. com. In 2006, Motorola issued a press release stating that they had $17 billion saved from Six Sigma†. (www. ehow. com ,cited 7/10/2012)4. 2 Definition: a) The project definition of TQM is defined as;† Six Sigma projects have clearly defined deliverables, are management approved, are not so big that they’re unmanageable and not so little that they’re unimportant or uninteresting, and relate directly to the organisation,s mission, according to www. isixsigma. com†. (www. ehow. com ,cited 7/10/2012) 13 4. 3 Advantages and disadvantages of six sigma: 4. 3. 1 The a dvantages are: (a) â€Å"The advantage is that Six Sigma is a quality standard that establishes a goal of no more than3. 4 defects per million units or procedures â€Å". b) â€Å"Six Sigma aims to maximize customer satisfaction and minimize defects†. (c) â€Å"Six Sigma is a tool that if used correctly, can identify key areas of business processes that need attention to lower effect rates. One of the greatest advantages is that all the measured improvements achieved through this technique can be directly converted into financial results†. (d) â€Å"Research proves that firms that successfully implement Six Sigma perform better in virtually every business category, including return on sales, return on investment, employment growth and stock value growth†.Source: (www. ehow. com , cited 7/10/2012). 4. 3. 1 The disadvantages are: (a) The eventual costs to implement Six Sigma are very high. To this, Becthel Corporation in the USA has spent USD 30 million to imple ment Six Sigma. (b) According to a quality expert, Joseph M. Duran, Six Sigma is described as â€Å"a basic version of quality improvement† stating that â€Å"there is nothing new there†¦they have adopted more flamboyant terms, like belts with different colors† Source: (Integrating Organisational Development and Six Sigma. Jeffrey, B. ) 4. Recommendations to the Permanent Secretary: (a) Six Sigma should not be implemented in the Public Service of Namibia in the short to medium term, but it should be considered whether the Namibia Defence Force can do research and conduct a feasibility study to determine the viability of Six Sigma for the PSN. Research indicated that the United States of America has introduced it in their Navy with success. Source: www. accounting4management. com, 2012). (b) The TQM intervention should be given first priority in OMASRC’s, before Six Sigma is considered in the PSN. c) It is further recommended that financial and manpower be a llocated to conduct such a feasibility study and that the Ministry of Finance release funds and a vote to source this research. 14 (d) The above should be carried out according to project management principles and procedures. (e) The feasibility study should be submitted, after presentation to the Permanent Secretaries meeting on 30 June 2013. During this meeting it can further be recommended whether Six Sigma should be introduced and be roll-out to the PSN. 4. 5 Conclusions:Although Six Sigma is widely used, especially in the USA and Europe, no evidence could be found that Namibia is using it currently. This may be, because it is not cost effective and/or there is not yet a market for it. It is strongly recommended that the NDF, especially the Navy should conduct a research and feasibility study to determine whether it is viable for Namibia and if the Defence Force may benefit in the long run. This report will indicate whether Six Sigma can be roll-out to the rest of the Public Ser vice of Namibia.REFERENCES Burnes, B. Managing Change. Fifth Edition. 2009. Pearson Education Limited. England. Nel, P. S. , Gerber, P. D. , Van Dyk, P. S. , Haasbroek, G. D. , Schultz, H. B. , Sono, T. , Werner, A. Human Resources Management. 5th Edition. 2011. Oxford University Press. Southern Africa. Hill, M. Study material on Managing People and Organisations. July 2011. Windhoek. Robbins, S. P. , & Judge, T. A. A. , Organisational Behavior. Global Edition. 2011. Prentice Hall. New Jersey. www. acounting4management. com/total quality management. htm, Definition and Explanation of the Concept of Total Quality Management System. Cited 7/10/2012. www. businessdictionary. om. Definition of Total Quality Management System. Cited 7/ 10/2012. www. businessdictionary. com . Cited 6/10/2012 www. ehow. com. Advantages and disadvantages of TQM. Cited 7/10/2012. www. humanresources. about. com. Cited 6/10/201 www. hrfolks. com. The Learning Organisation. Review- Rohan Nagwekar. Cited 1/ 10/2012. www. see. ed. ac. uk. Learning organisations. Cited 1/10/2012. www. wikipedia. com. Cited 6/10/2012. 15 APPENDIX Appendix: A- Leading change: Why transformational efforts fail. Presented by Group 2 of Masters in Leadership and Change Management, dated September 2012