Computer Technology Essay Example for Free

Computer Technology Essay Charles Njogu, the name does not ring a bell does it? That is my name. Why should my name matter to you? It should matter because I am one of the biggest success stories to come out of my native country, Kenya. I come from a third world country and nothing I have ever achieved or have in life came on a silver platter. I worked hard to reach my status in my life now and I am working even harder to make sure that I do not waste any of the opportunities lady luck has thrown my way. Completing my education has always been my personal battle. There were some real times in the past when I thought that I would do better to throw in the towel and just give up. But I have a dream, a dream to help my countrymen realize a better life and for the future generation of Kenyans to have a better chance in life than my generation did. This is why I strive to reach even greater heights in my educational accomplishments. I want to be the example every Kenyan will look up to and realize that there is a brighter future ahead of them. All they have to do is keep moving towards the goal. No matter how impossible it seems. Though life was rough for me back home, I never let anyone derail me from achieving my goals. That character trait of mine was built up over the years of failure and hindrances that I had to overcome. Looking back on my educational achievements in Kenya, I amaze myself because I never believe I could all that and much more. I have always had a fascination with Computer Technology. This is why my earliest educational achievements were in this field. The Computer Training Center in Nairobi awarded me an ACP certificate in Computer programming back in 1993. This was quickly followed by an ACP Advance Diploma in Computer Studies as well as another ACP Diploma in Systems Analysis and Design. My interest in computers helped me understand that Management plays an important role in the way any office works. All the best computers and databases in the world will be rendered useless if efficient office management is not firmly established by the office right from the start. So I toyed with the idea of taking some management courses. After all, it has always been a personal dream of mine to own my own business someday and, hopefully, be able to teach my fellow Kenyans all about business management in order to help their business skills. Three years later, in 1996, graduated with a National Diploma in Business Management with an Advanced Certificate in Business Administration from the Kenya Institute of Management. For most people, that would be enough of an achievement to make them feel accomplished in life, but not me. I knew there was more to learn and that Kenya based educational institutions had probably taught me all that I they had to offer me. So I set my sights higher. This time, I was eyeing further advanced education in the United States of America. It was with great pride and joy that I was accepted into Brandeis University in Massachusetts. I attended the school as a masteral student of International Finance and Economics. My major was in International Finance and International Economics. I completed these studies back in 2003. Now, in 2007, am expecting to complete my Master of Science degree in Management and Systems with a major in Leadership and knowledge from New York University. You might ask yourself, with all these accomplishments, why would I still want to complete a Ph. D. in Management at Rutger University? The answer is really part of a very logical process of educating myself that is deeply rooted in my sense of self-accomplishment. I want to be a results oriented businessman with vast experience in business administration, financial management, information technology, knowledge and organizational management. I believe that in order to properly manage a business, I must be highly skilled in strategic planning, implementation and information systems auditing as well as knowing how to properly increase productivity while keeping a streamlined business operational. It is my intention to complete my Masteral Degree in Management because in the future, I wish to see a challenging career as a Business Systems Analyst, project manager, as well as a network engineer / person. These positions will require me to fully utilize all my extensive skills, analytical and leadership abilities in order to realize my potential for future growth. Why should Rutger University even bother to consider me for a student slot in the system? The answer to this lies in my soon to be published thesis entitled Managing Knowledge Capital: How Organizations Measure Knowledge Capital and How the Make It Grow. It was recently reviewed with much praise by Lydia Rich and should be published in the short-term future. In this thesis, I am reminding everyone that computers do not do the managing of businesses although they are an integral part of the management system. I proposed that what really keeps the business running is a thoroughly new, yet proven to be accurate method of determining the value of businesses today through proper management ideas. Lastly, I am sure you will want to know why I want to attend Rutger University. The answer, simply put is that I believe that your university will provide me with fertile ground where in I can learn even higher levels of academic theory and practice based on one of the most admirable Ph. D. curriculums this nation has to offer.

Liberal and Mercantilist Theories of Political Economy

Liberal and Mercantilist Theories of Political Economy Contrast liberal and mercantilist theories of international political economy and consider which approach is most apparent in the contemporary world. The following seeks to contrast liberal and mercantilist theories that have developed to describe and analyze the international political economy. Once the contrasts have been made conclusions as to which theory is the most apt or apparent in the contemporary world will be drawn. Both liberal and mercantilist theories have advantages and disadvantages when used to understand the international political economy in the present global system. Perhaps it would be more apt to describe the liberal theory as being neo-liberal as it has undergone a recent revival in popularity. It must be remembered that whether a state is most influenced by liberal or mercantilists theories that trade will never be completely free of duty and tariffs, as they are useful sources of revenue for governments. Governments also have to have relationships with other governments and non-state actors that may or may not share their worldview. Liberalism itself can be dated back to the English, American and French revolutions of the seventeenth and eighteenth centuries, when the mercantilist economic system evolved into capitalism. Liberals were originally regarded as being politically centrist or left wing in outlook but favoring little or no state intervention in the economy. In its original form liberal economic theory strongly advocated a free market approach with states not using tariffs to prevent competition from other countries and not interfering in their own internal markets (Comfort, 1993, p. 345). The basis of liberal theory was the right to gain property or capital to be used however states, businesses or individuals felt appropriate combined with freedom of action and belief (Eatwell and Wright, 2003, p. 27). In classical liberal theory the free market sets the prices for goods, currency exchanges, resources and even wages. However fluctuations within the free market can have serious political as well as econ omic consequences such as unemployment and poverty that can be made worse by international competitors. Governments have attempted to circumvent these problems by setting up welfare states, imposing strict tariff restrictions on imports or subsidizing industries and businesses. The restriction of trade and the use of tariffs are the main basis of mercantilist theory (Harvey, 1995, p. 6). Liberalism was apparently strongest in the international political economy during the 19th century as Britain dominated world trade removing barriers in its way to free trade. Liberal capitalism seemed to be unstoppable during this period. The economic elites of the less developed states were content to play a subordinate role as they were still making profits for themselves (Hobsbawm, 1975, p. 38). However, there were moves away from free trade towards a more mercantilist or restrictive trade practices most notably in Germany and United States whilst even the British started to doubt free trade. After World War One liberal theory seemed to decline in prominence within the international political economy (Hobsbawm, 1987, p. 54). It was a great paradox that liberal theory would regain some of its prominence in international political economy after 1945 just as the free market within most of the world was either tempered by welfare states or communist takeovers. The United States promoted freer trade both out of self-interest and the desire to prevent the great failings within the international political economy during the inter-war period. Through the World Bank, the International Monetary Fund and the Bretton Woods agreement the United States government ushered in an era of liberalism that is still in operation to this day. However, it was not the unrestrained free trade international political economy of the 19th century but without American aid it is doubtful if Western Europe and Japan would have recovered so well to play such key roles in the present global economy. However the World Bank and the IMF are founded on the principles of liberal theory and generally insist that all countries they loan money t o adopt those free trade policies that stem from liberalism. Governments that have to accept these loans leave their economies open to multinational companies and have to reduce spending on welfare and education (Keegan, 1992, pp.16-17). United States domination of the international political economy meant that it could promote the liberal theory of free trade even if it allowed its partners to have tariffs whilst it did not. United States share of world trade declined its share of global exports declining to 13% in the 1980s from its high point of 29% in 1953. However the American based multinational companies such as Coca-Cola and Microsoft have great influence on the global economy due to their size and profitability. Americans continue to believe that liberal theory holds the key to ensuring international prosperity and many nations either through choice or lack of autonomy pursue liberal policies as well (DuBoff, 1989.p.158). Liberal theory does not completely dominate the international political economy as tariffs were not completely removed from all countries and there was the establishment of trading blocs. Blocs such as the European Union (EU), The North American Free Trade Association (NAFTA) and Mercosaur in Latin America offer favoured trading terms to members but not always to non-members. The economic advantages offered by free trading areas act as an incentive for non members to adopt liberal policies, for instance the former communists states of central and eastern Europe. For much of the post war period there was also the apparent rival economic and political theory of communism represented by the Soviet Union and its Central and Eastern European satellites. The collapse of communism certainly made liberal concepts within international political economy more apparent in the contemporary world (Keegan, 1992, pp. 3-4). The former communist countries of Central and Eastern Europe and the Soviet U nion have all to some extent attempted the twin convergence to liberal democracy and capitalist economy. The opening up of these countries to liberal free trade led to unemployment, the closure of uncompetitive factories and inflation. Russia and its young reformers was not the only country to attempt shock therapy to cure the stagnation caused by central planning (Freeland, 1999, pp. 34-35). However, the economic and political transitions have been more successful in Poland, Hungary and the Baltic States that have since joined the EU. It could be argued that liberal theory of free trade proved attractive to reformers whilst ordinary, people wished to have higher standards of living as in the United States, Japan and Western Europe (Agh, 1998, p.3). The mercantilist theory is in effect the opposite theory to the liberal theory. Mercantilist theory equates to restrictions being placed upon free trade when governments are more prepared to intervene in the international political economy or if needs be to by pass it. Mercantilist theory and practice led to the creation (or explained it at any rate) of separate trading blocs and economic nationalism within the international political economy. Economists and historians have argued that modern capitalism developed from an earlier mercantilist period when the empires built up by the European states such as France, the Netherlands, Spain and Portugal competed for global domination and tried to restrict trade to within their own empires. Each country would try to increase its power by gaining colonies, economic influence and more consumers for its goods. Britain by virtue of its naval supremacy and earlier industrialization was able to dominate the international political economy. Where possible Britain removed mercantilist restrictions to trade, allowing workers, businesses and investments to flow more freely (Hobsbawm, 1975, pp. 36-37). However, mercantilist theory and policies remained and still remain in the international political economy. Countries such as Germany, Russia, Japan and the United States used protectionism to start up and enhance their industrialization preventing more efficient rivals from shutting it down. Japan would become the role model for importing superior foreign goods, copying them and them exporting cheaper versions. Meanwhile a renewed wave of imperialism at the end of the 19th century increased the competition for colonies and captive markets. Mercantilist theory was popular then and is attractive now because of its emphasis on national self -interest and gaining at the expense of others. However, the advantages of domestic popularity and employment protection need to be considered in relation to consequences within the international political economy. The United States is as keen to pursue free trade liberal policies as the British used to be, because they gain the most from those policies. Smaller nations on the other hand are dependent on the richer nations and might prefer to restrict trade to protect their industries and jobs but often have that choice taken away from them (Hobsbawm, 1987, p. 54). There are various ways in which mercantilist theory can be put into effect. Methods include the imposition and weighting of tariffs (more restrictive towards unfriendly nations, less restrictive for friends or allies), the restriction or complete ban of certain goods and quotas. Not only can restrictions be used to gain economic advantage they can also be used as political and economic sanctions against states that have transgressed in some way. The effectiveness of sanctions in forcing countries to change their behaviour remains largely unproved both in the past and in the contemporary international political economy. The possible exception to this is the supply of crude oil, which is so crucial to the economies of North America, Europe and Asia. This reliance upon oil gave the oil embargo of 1973-74 such damaging effects on the global economy. The further price rises following the Iranian revolution in 1979; the Gulf War of 1990-91 and more recently the invasion of Iraq demonstrate the vulnerability of the international political economy to the restriction of essential resources. However the governments of the oil producing states are normally happy to take part in free trade even if liberalism is the last thing they would support at the domestic and national level (Harvey, 1995, pp. 288-89). The inter-war period provides the best examples of the bad consequences of an imbalance between liberal and mercantilist influences on the international political economy. Tariffs were raised through out that period yet offered little but short-term advantage at the expense of international co-operation and trade. Whilst Britain and France increased their exports to their colonies and restricted imports from rivals, Italy, Japan and Germany looked at conquest as a means of economic expansion. These mercantilist measures did little to protect and in fact further harmed the international political economy following the great depression after 1929 (Brendon, 2000, p. 165). Added to the instability was the harshness of the Versailles settlement that prevented Germanys economic revival and badly effected the economic fortunes of the rest of Europe. Resentment of the settlement assisted the Nazis Party aided by economic weakness (Smith, 2003, p. 160). The events of the inter-war period are relevant to an understanding of the contemporary international political economy due to the way in which governments and organisations have tried to prevent similar events happening again. Liberalism is seen as the best means of achieving stability and prosperity just as much now as it did in the past (Smith, 2003, p. 161). After 1945 the United States government extended aid not only to its allies such as Britain and France but also defeated enemies in the form of Germany, Italy and Japan. Under the Marshall plan $17 billions of American aid boosted reconstruction in Western Europe (Central and Eastern European countries were forced to refuse by the Soviet Union) that ensured long term stability and prosperity. This is relevant to the present international political economy because it assured the predominance of liberal theory even though it did not completely eliminate mercantilist theory (Ambrose Brinkley, 1997, p. 87). The post-war economic growth of Germany and Japan (the Western part anyway) was aided by the selective use of subsidies and tariffs to promote the most effective parts of the economy rather than the least effective. Germany of course also had to set tariffs in line with its EU partners whilst Japan has not such constraints (Keegan, 1992, p.145). Countries within the international political economy have to find a balance between national self- interest and maintaining worthwhile international trading relationships. Whether guided by liberal, mercantilist or any other theory governments are often guided in their approach to the internationalist political economy by pragmatic considerations. Decisions made on pragmatic basis can later be justified in the mane of liberal or mercantilist theory. The rise of international trading blocs has generally led to a liberalization of trade within those blocs most notably within the single market and single currency of the EU (Smith, 2003, p.230). The cost of failure or the benefits of success of liberalization of trade within the international political economy are great. The General Agreement on Trade Tariffs (GATT) has often been involved in complex trade deals and tariff reductions. Failure to agree can lead to the costly maintenance or extension of trade restrictions. Reductions in t ariffs have been substantial. For instance the cuts agreed to at the Uruguay round of GATT amounted to a $744 billion reduction in tariffs across the international political economy. Such deals demonstrate the intentions of many governments to make the international political economy as liberal in nature as possible but without losing too much of their own position (Ambrose Brinkley, 1997, p. 410). Arguably the liberal theory is the most apparent within the contemporary international political economy. However this has to be considered with remaining vestiges of mercantilist theory. Liberal theory received a revival from the 1970s onwards with the emergence of neo-liberalism. Neo-liberalism became most closely associated with Margaret Thatcher in Britain and Ronald Reagan in United States being referred to as Reaganomoics and Thatcherism. They wished to turn the clock back to unrestricted free trade internationally and the free market domestically with reduced welfare states (Keegan, 1992, p.25). Ronald Reagan in fact increased public spending particularly in a renewed arms race with the Soviet Union. An unintended consequence of that policy was the collapse of the Soviet Union and the communist regimes of Central and Eastern Europe (Carroll Noble, 1988, p.433). The re-emergence of liberal democracy and capitalism in the former Soviet Union and Central and Eastern Europe stren gthened the role of liberal theory in the international political economy. This strengthening happened because of the liberal minded policies of reformers in those countries even though the transitions proved far from straight forward (Agh, 1998, pp. 2-3) Therefore within the present international political economy liberal theory is more apparent than mercantilist theory. The apparent dominance of liberal theory can be explained by the continued strength of American and other major multinational companies, and the political, economic and military might of the United States. Liberal theory is further promoted by institutions such as the IMF that influence developing states into pursuing free trade policies. Developing and former communist states such as Poland also see that adopting liberal theory can be to their political and economic advantage, especially if it allows them access to trading blocs like the European Union. Trading blocs may operate liberal theory within the confines of their members but they can display mercantilist tendencies by restricting trade with non-members. Liberal theory is also promoted by the process of globalization that makes it easier for multinationals to operate within. The increasing use of information technology allows trade to be carried out faster with less chance of governments intervening. Yet mercantilist theory is not likely to disappear from the international political economy just yet as governments are as likely to be guided by national self-interest and pragmatism as they have always been. Bibliography Agh, A. (1998) The Politics of Central Europe, Sage Publications, London. Ambrose S E Brinkley, D G (1997) Rise to Globalism American Foreign Policy Since 1938, Eighth Revised Edition, Penguin Books, New York Brendon, P (2000) The Dark Valley A Panorama of the 1930s, Jonathan Cape, London Carroll, P. N and Noble, D. W (1988) The Free and the Unfree A new history of the United States 2nd edition, Penguin Books, New York Comfort, N. (1993) Brewers Politics A Phrase and Fable Dictionary, 2nd edition, Cassell, London. DuBoff, R B (1989) Accumulation Power An Economic History of the United States, M E Sharpe Inc. New York Eatwell, R and Wright, A (2003) Contemporary Political ideologies, 2nd edition, Continuum, London Freeland, C (2000) Sale of the Century -the inside story of the Second Russian Revolution, Little Brown and Company, London Harvey, J (1995) Mastering Economics 4th edition, Macmillan, London Hobsbawm, E (1975) The Age of Capital 1848-1875, Weidenfeld Nicholson, London Hobsbawm, E (1987) The Age of Empire 1875-1914, Weidenfeld Nicholson, London Keegan, W (1992) The Spectre of Capitalism the future of the World economy after the fall of Communism. Smith, D (2003) Free Lunch -Easily Digestible Economics, Served on a plate, Profile Books, London

The Employee Reaction Toward Organizational Change Commerce Essay

The Employee Reaction Toward Organizational Change Commerce Essay A force drive change is always exists since the Industrial Revolution changed the nature of work. Whether to improve efficiency or create better working environment and productivity has been the base in many organizations. Managers and consultants are continually looking for ways to improve it. Employee dissatisfaction and conflict have also become important farces that push the need for change. At the same time, societal and political forces, such as the fall of communism, increased competition, privatization, and deregulation have an important role. The response of employees to change is hard to be predicted as well, as many factors may have an effect on this. The research investigates the effect of organizational culture to the perception of employee for organizational changes; where organizational culture is characterized by Hofstede cultural dimensions. One of the biggest obstacles to the success of any planned change is employee resistance. Resistance affects a change program. People generally resist change because of its negative consequences. Every person reacts to change differently. The leader of the organization needs to identify the different responses of the employees and be able to deal with their issues and concerns. The most important response that the leader must be prepared for is resistance. Employees may perceive change as endangering their livelihoods and their workplace social arrangements, or their status in the organization. Others know that their specialized skills will be rendered less valuable after a major change. The research tries to find the relation between organizational culture where employees used to work, and the organizational changes. Hofstede dimensions is used to characterized the organizational culture to and relate kind of organizational culture with employees attitude to change. Research Objectives The research has objective of finding the relation between organizational culture and response to organizational change; the research, will determine which one of Hofstede cultural dimensions has larger weight affecting the employees reaction for change, as well as how organizational culture can affect response to change. Research Hypotheses The Research is based on two hypotheses; each of them is related together. First, considers the organizational culture and its characterization with Hofstede cultural dimensions; while the second relates organizational culture with organizational change. The two hypotheses are: H1: Organizational culture is characterized Hofstede cultural dimensions. H2: employees response to change is related with organizational culture. Conceptual Framework Many models and theories have been developed trying to look at organizational change; each is looking the process from different point of view. The modern models for organizational change are:(Kezar, 2001),(Cameron , Green, 2004) Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Bullock and Batten, planned change; Kotter, eight steps; Beckhard and Harris, change formula; Nadler and Tushman, congruence model; William Bridges, managing the transition; Carnall, change management model; Senge, systemic model; Stacey and Shaw, complex responsive processes; Some of these approaches are discussed later; while the research is based on relating these approaches, with Hofstede cultural dimensions:(Harris, Moran , Moran, Judith, 2004) 1. Power distance 2. Uncertainty avoidance 3. Individualism 4. Masculinity Research has the roadmap as illustrated in Figure 1 . Organizational culture Organizational Change Process Hofstede cultural dimensions Characterization of organizational culture Drivers of organizational change Employee reaction Figure 1 Research road map The above figure illustrates how research theoretical framework is constructed, based on this and beginning with the concept of organizational change, forces behind organizational change is searched , its types, and theories explaining organizational changes, as well as employees response to that change. On the other hand, Hofstede cultural dimensions are studies to formulate the hypothesis linking these two concepts together. A survey is then investigates the validity of these hypothesis, in the same time if valid it will results in weight of each dimension on the response of change. Research structure The research is constructed from five chapters; first chapter introduces a research problem statement; research objectives and conceptual framework; the second chapter introduces a literature review about the organizational change, Hofstede cultural dimensions, and employees response to change, the operational definitions are stated with the most suitable form research point of view. Chapter three discussed the research methodology, method, and sampling; data collection plan and data analysis is stated as well. Findings of the research are presented in chapter four, as well as the analysis of the data. Finally, chapter five is the conclusion ad recommendations. Chapter 2 Literature Review Introduction In this chapter, a review of literature is introduced; the review includes references of books and scientific publications in recent years. As well, definitions of keywords are introduced, based on operational definitions of terms used in the research. What is Organizational change? Organizational change can be defined as the difference in form, quality, or state over time in an organizational entity.(de Ven, Andrew, 2004) where Culture is defined as a set of meanings and values shared by a group of people.(Alvesson, 2002), so relating the organizational change to organizational culture we can define organizational culture as a specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with stakeholders outside the organization. ; the research will define the point under consideration of resistance to change as a Negative emotional, cognitive, and intentional responses to change (de Ven, Andrew, 2004) where magnitude of change is the magnitude of change represents a continuum ranging from fine-tuning changes, such as employee training, to radical organizational changes, such as reengineering and mergers. Changes (Pasmore, Woodman, 2007). Organizational change models Modeling the process of change is an important issue; this modeling can facilitate the process of monitoring change, assessing the results (for both Macro and micro levels); models also can explain the reason behind changes happen, its driving forces, and its consequences. The following sections discusses the early theories addressed the organizational change, followed by discussing the modern theories. Categories of Theories and Models of Organizational Change Evolutionary model The model assumes that the change process is dependent on circumstances, situational variables, and the environment faced by each organization. Social systems as diversified, interdependent, complex systems evolve over time naturally. However, evolution is deterministic, and people have only a minor impact on the nature and direction of the change process. The model focus on the inability of organizations to plan for and respond to change, and their tendency to manage change as it occurs. The emphasis is on a slow process, rather than discrete events or activities. Change happens because the environment demands change for survival. The assumptions in these theories range from managers having no ability to influence adaptability to managers having significant ability to be proactive, anticipating changes in the environment. As seen ; The theory ignores important environmental variables, and ignores the complexity of organizational life (Kezar, 2001) by focusing on a few factors within the external and internal environment, such as resources and size of organization. Environmental disturbance and constraints are overemphasized. Teleological model The model assumes that organizations are purposeful and adaptive. Change occurs because leaders, change agents, and others see the necessity of change. The process for change is rational and linear, as in evolutionary models, but individual managers are much more instrumental to the process. Internal organizational features or decisions, rather than the external environment, motivate change. Key aspects of the change process include planning, assessment, incentives and rewards, stakeholder analysis and engagement, leadership, scanning, strategy, restructuring, and reengineering. At the center of the process is the leader, who aligns goals, sets expectations, models, communicates, engages, and rewards. Strategic choices and human creativity are highlighted. Goal formation, implementation, evaluation, and modification based on experience are an ongoing process. New additions to the repertoire of management tools include collaborative culture definition, large group engagement processes, and individual in-depth interventions. The outcome of the change process is similar to that in evolutionary models: new structures or organizing principles.(Kezar, 2001) Based on above , it can be concluded that , the model analyzes the change process strategy as based on technological terms like reengineering, planning, assessment, restructuring; which is more realistic than other psychological terms like motivation. It also assumes that the process of change is controllable by managers and stockholders. The emphasis on the role of people and individual attitudes to the change process was introduced, especially in research on resistance to change. The ability to, at times, forecast or identifies the need for change was an important contribution, helping organizations to survive and prosper in what otherwise would have been difficult times. The main criticisms relate to the overly rational and linear process of change described within the model. Researchers of second-order change demonstrate a chaotic process and find management models to be lacking needed information on the importance of culture and social cognition.(Kezar, 2001) Dialectical model The model assumes that organizations pass through long periods of evolutionary change and short periods of revolutionary change, when there is an impasse between the two perspectives. An organizations polar opposite belief systems eventually clash resulting in radical change. Conflict is seen as an inherent attribute of human interaction. The outcome of change is a modified organizational ideology or identity. Predominant change processes are bargaining, consciousness-raising, persuasion, influence and power, and social movements. Leaders are the key within any social movement and are a central part of these models .collective action is usually the primary focus. Progress and rationality are not necessarily part of this theory of change; dialectical conflict does not necessarily produce a better organization.(Kezar, 2001) It is seen that, this model provided explanation for regressive change and highlighted irrationality.(Kezar, 2001) The model does not take the effect of the environment upon the change processes. Cultural model Most models of change describe organizations as rational places with norms and rules. The major contribution of cultural models to the change literatures their emphasis on irrationality (also emphasized in dialectical models), the spirit, or unconscious, and the fluidity and complexity of organizations. The model assumes that change occurs naturally as a response to alterations in the human environment; cultures are always changing. Cultural and dialectical models often overlap with the image of social movements as an analogy for cultural and political change. The change process tends to be long-term and slow. Change within an organization entails alteration of values, beliefs, myths, and rituals. There is an emphasis on the symbolic nature of organizations, rather than the structural, human, or cognitive aspects emphasized within earlier theories. History and traditions are important to understand, as they represent the collection of change processes over time.(Kezar, 2001) Change can be planned or unplanned, can be regressive or progressive, and can contain intended or unintended outcomes and actions. Change tends to be nonlinear, irrational, non-predictable, ongoing, and dynamic. Some cultural models focus on the leaders ability to translate the change to individuals throughout the organizations through the use of symbolic actions, language as the key to creating change. If there is an external motivator, it tends to be legitimacy, which is the primary motivator within the cultural model, rather than profit or productivity, which exemplify the teleological and environmental models. It is obvious that the model simplifies the culture as it can be easily handled or understood; but this actually not the case; other complex models to handle culture effect on change is introduces but not easy to apply. Organizational change theories and models (Cameron , Green, 2004) Lewin, three-step model: organism, machine Kurt Lewin developed his ideas about organizational change from the perspective of the organism metaphor. His model of organizational change is well known and much quoted by managers. Lewin is responsible for introducing force field analysis, which examines the driving and resisting forces in any change situation. The underlying principle is that driving forces must outweigh resisting forces in any situation if change is to happen. it assumes that ; if the desire of a manager is to speed up the executive reporting process, then either the driving forces need to be augmented or the resisting forces decreased; or even better, both of these must happen. Lewin proposed that organizational changes have three steps. The first step involves unfreezing the current state of interactions. This means defining the current state, surfacing the driving, resisting forces, and picturing a desired end-state. The second step is about moving to a new state through participation and involvement. The third step focuses on refreezing and stabilizing the new state of affairs by setting policy, rewarding success, and establishing new standards. Figure 2 Lewins three-step model Source: Lewin (1951) Lewins model is good, and can be considered as a fundamental base for further study or theory The model is seen as plan of actions, which can be used to make the change, rather than a model of change Model. It also ignores the assumption of the organism metaphor that groups of people will change only if there is a felt need to do so. (Mills, Dye and Mills, 2009) The change process can then turn into an un-well studied plan that does not tackle resistance and fails to harness the energy of the key players. The effect of culture also is ignored in this model. Bullock and Batten, planned change: machine Bullock and Battens (1985) phases of planned change draw on the disciplines of project management; there are many similar steps to changing your organization models. This particular approach implies the use of the machine metaphor of organizations. The model assumes that change can be defined and moved towards in a planned way. A project management approach simplifies the change process by isolating one part of the organizational machinery in order to make necessary changes, for example developing leadership skills in middle management, or reorganizing the sales team to give more engine power to key sales accounts. this approach implies that the organizational change is a technical problem that can be solved with a definable technical solution. The approach also simplify the process of change , but it can not handle complex situation for organizational change , i.e. when organization has complex situation of changing where change drivers and forces are unknown Kotter, eight-steps: machine, political, organism Kotters (1995) proposed eight steps to make change in organization; his model is derived from analysis of his consulting practice with 100 different organizations going through change. His research highlighted eight key lessons, and he converted these into a useful eight-step model. The eight steps are: Establish a sense of urgency, felt-need for change. Form a powerful guiding group. Assembling a powerful group of people who can work well together. Create a vision. Building a vision to guide the change effort together with strategies for achieving this. Communicate the vision. Kotter emphasizes the need to communicate at least 10 times the amount you expect to have to communicate. The vision and accompanying strategies and new behaviors need to be communicated in a variety of different ways. Empower others to act on the vision. This step includes getting rid of obstacles to change such as unhelpful structures or systems. Allow people to experiment. Plan for and create short-term wins. Look for and advertise short-term visible improvements. Plan these in and reward people publicly for improvements. Consolidate improvements and produce still more change. Promote and reward those able to promote and work towards the vision. Energize the process of change with new projects, resources. Institutionalize new approaches. Ensure that everyone understands that the new behaviors lead to corporate success. This eight-step model gives more defined and detailed procedure for change process; the steps are clear and well defined; but it may take more time to implement and, maybe, it would be difficult to follow strictly. The approach did not refer to the situation of inability of achieving one-step; and how it can be handled. Beckhard and Harris, change formula: organism Beckhard and Harris (1987) developed a formula of change that defines some parameters to take into consideration Figure 3. Figure 3 Source: (Cameron , Green, 2004) Factors A, B, and D must outweigh the perceived costs X for the change to occur. If any person or group whose commitment needed is not sufficiently dissatisfied with the present state of affairs A, eager to achieve the proposed end state B and convinced of the feasibility of the change D, then the cost X of changing is too high, and that person will resist the change. Resistance is normal and to be expected in any change effort. Resistance to change takes many forms; change managers need to analyze the type of resistance in order to work with it, reduce it, and secure the need for commitment from the resistant party. The formula is sometimes written (A x B x D) > X. This adds something useful to the original formula. The multiplication implies that if any one factor is zero or near zero, the product will also be zero or near zero and the resistance to change will not be overcome. This means that if the vision is not clear, or dissatisfaction with the current state is not felt, or the plan is obscure, the likelihood of change is severely reduced. These factors (A, B, D) do not compensate for each other if one is low. All factors need to have weight. This formula is simple but in the same time useful. It illustrates the factors affecting change process; if each party in the process applies in this formula, it will help determining the weak points, and help enhance the performance in each phase of change. On the other hand; the formula gives each factor the same weight, and did not correlate any of these factors together; which may be in accurate. Stacey and Shaw, complex responsive processes There is yet another school of thought represented by people such as Ralph Stacey (2001) and Patricia Shaw (2002). These writers use the metaphor of flux and transformation to view organizations. The implications of this mode of thinking for those interested in managing and enabling change are significant: Change, or a new order of things, will emerge naturally from clean communication, conflict, and tension (not too much). As a manager, you are not outside of the system, controlling it, or planning to alter it, you are part of the whole environment. In Patricia Shaws book Changing Conversations in Organizations, rather than address the traditional questions of How do we manage change? she addresses the question, How do we participate in the ways things change over time? This writing deals bravely with the paradox that our interaction, no matter how considered or passionate, is always evolving in ways that we cannot control or predict in the longer term, no matter how sophisticated our planning tools. As a first look, the model seems to be passive one; it discards the ability of making change goes as we want; also, it assumes that change is an ongoing process by itself, we have no control upon it; all we have to do is to watch and participate in it with a limited role. This can be translated to practical as follow: Managers have to decide what business the organization is in, and stretch peoples thinking on how to adapt to this. Ensure that there is a high level of connectivity between different parts of the organization, encouraging feedback, optimizing information flow, enabling learning. Focus peoples attention on important differences between current and desired performance, between different styles of work and between past and present outcomes. Characterization of organizational culture On the other hand Hofstede cultural dimensions will be used to characterize the organizational culture and can be defined as psychological dimensions, or value constructs, which can be used to describe a specific culture (Harris, Moran , Moran, Judith, 2004). where Hofstede has defined 4 dimensions to define culture ,first is the Power distance is The extent to which a society accepts that power in institutions and organizations is distributed unequally.(Harris, Moran , Moran, Judith, 2004), second dimension is uncertainty avoidance, is the extent to which a society feels threatened by uncertain or ambiguous situations. (Harris, Moran , Moran, Judith, 2004), third dimension is Individualism, which is loosely knit social framework in a society in which people are supposed to take care of themselves and of their immediate families only.(Harris, Moran , Moran, Judith, 2004); and Collectivism, which is the opposite, occurs when there is a tight social framework in which people distinguis h between in-groups and out-groups; they expect their in-group (relatives, clan, organizations) to look after them, and in exchange for that owe absolute loyalty to it .finally; masculinity is The extent to which the dominant values in society are assertiveness, money, and material things, not caring for others, quality of life, and people. (Harris, Moran , Moran, Judith, 2004) Hofstede cultural dimensions The pioneering work on cultural measurement could be credited to Hofstede (1980). In the earlier stage, Hofstede identified four dimensions of culture and highlights the most important culture differences in a multinational organization. The four dimensions are individualism versus collectivism, power distance, uncertainty avoidance and masculinity and femininity. These four dimensions were initially detected through the comparison of the value among the employees and managers working in 53 national subsidiaries of the IBM Corporation. Dr. Geert Hofstede, believes that culture counts and has identified four dimensions of national culture:(Harris, Moran , Moran, Judith, 2004) 1. Power distance: indicates the extent to which a society accepts that power in institutions and organizations is distributed unequally. 2. Uncertainty avoidance: indicates the extent to which a society feels threatened by uncertain or ambiguous situations. 3. Individualism: refers to a loosely knit social framework in a society in which people are supposed to take care of themselves and of their immediate families only. Collectivism, the opposite, occurs when there is a tight social framework in which people distinguish between in-groups and out-groups; they expect their in-group (relatives, clan, organizations) to look after them, and in exchange for that owe absolute loyalty to it. 4. Masculinity: with its opposite pole, femininity, expresses the extent to which the dominant values in society are assertiveness, money and material things, not caring for others, quality of life, and people. Criticism of Hofstedes cultural dimensions Hofstedes work on culture is the most widely cited in most of studies. His observations and analysis provide scholars with a highly valuable insight into the dynamics of cross-cultural relationships. However, his work does not escape criticism. In this section, most of criticized points will be listed and discussed.(Jones , 2007) Relevancy Many researchers allude a survey is not an appropriate instrument for accurately determining and measuring cultural disparity. This is especially apparent when the variable being measured is a value which culturally sensitive and subjective. Hofstede addresses this criticism saying that surveys are one method, but not the only method that was used. During the time of its delivery, there was very little work on culture, and at this time many businesses were just entering the international arena and were experiencing difficulties; they were crying out for credible advice. Hofstedes work met and exceeded this demand for guidance. This actually is very convincing for researcher to base their research on Hofstedes work. Cultural Homogeneity This criticism is perhaps the most popular. Hofstedes study assumes the domestic population is a homogenous whole. However, most nations are groups of ethnic units. Analysis is therefore constrained by the character of the individual being assessed; the outcomes have a possibility of arbitrariness. On the other hand, Hofstede tends to ignore the importance of community, and the variations of the community influences. This critic is somewhat true; but if we will speak about the majority of groups within one culture; as well as the probability of being the individual have the common features of his culture, I do believe that is worth to pursue Hofstedes work. National Divisions Nations are not the proper units of analysis, as cultures are not necessarily bounded by borders. Recent research (Jones , 2007) has found that culture is in fact fragmented across group and national lines. Hofstede points out however that national identity is the only means we have of identifying and measuring cultural differences. This is true, as we can agree that national identity is not the only mean to measure cultural differences; but it is one of them, hence the model still valid , may be less accurate but reliable. One Company Approach A study fixated on only one company cannot possibly provide information on the entire cultural system of a country. Hofstede said he was not making an absolute measure, he was merely gauging differences between cultures, and this style of cross-sectional analysis was appropriate. However, this international organization is worldwide spread, and is considered as a typical example of cultural diversity, so it worth to be considered. Out-dated Some researchers have claimed that the study is too old to be of any modern value, particularly with todays rapidly changing global environments, internationalization, and convergence. Hofstede countered saying that the cross-cultural outcomes were based on centuries of indoctrination, recent replications (Jones , 2007), (Nakata, 2009) have supported the fact that culture will not change overnight. Conclusion about Hofstedes cultural dimensions It is obvious that more research is needed to evaluate culture in terms of contemporary standards. However, Hofstedes work has controversy surroundings; the work is still quite high, as it remains the most valuable work on culture. Based on the theoretical and practical value of Hofstedes work, research hypothesis refers to its effect on employs reaction toward organizational changes; and this will be investigated. Resistance to change Resistance to change has been an important area of inquiry. In fact, the importance placed on this issue might lead one to believe that resistance is inevitable when change is being implemented. Newer research (Mills, Dye and Mills, 2009) indicates that this is not always so. On the contrary, some people embrace change and become bored and uninterested if change is not imminent. Some researchers (Wei , 2003) argue that the younger generations of workers are more used to a constant rate of change, are more adept at change, and actually expect to be moving forward constantly. Despite this, resistance to change can and does occur just not all the time by everybody. Given that, resistance to change can be a very real problem for those leading change. Patrick Connor and Linda Lake argue that; (Mills, Dye and Mills, 2009) people tend to resist change or alterations of the status quo. This resistance is broader than simple opposition to a particular change; more widespread than a particular groups or individuals refusal to accept a specific change. There is simply the wish in most people to maintain the consistency and comfort that the status quo holds. This generalized resistance to change stems from a variety of sources. Although their theory of resistance is one of the many that seem to indicate all people will resist change all of the time, their framework is still quite helpful. It creates a framework for understanding why resistance may be happening, when it happens. Employees response to change There are three general forms of responses to system changes: (de Ven, Andrew, 2004) Negative feedback loops. These system responses attempt to attenuate or eliminate the impact of the change on the system. Positive feedback loops. These system responses magnify the impact of the change on the system. This can be in the form of switching (before, during, or after the event) to alternative structures or functions, increased disorder beyond what is directly produced by the change event itself and, if the increased disorder is extreme enough, either creative innovation or collapse. No response. The system may give no apparent response to a given event: This may occur because either the group failed to note the event, or assumed it would not alter the groups fitness landscape, or, Some feature of the groups history, its self-regulatory processes, and/or its routines prevented or impeded response. Alternatively, an apparent no response may be an artifact of the observation process.

Ernest Hemingways Life and Image :: History

Ernest Hemingway's Life and Image Ernest Hemingway was born on a July morning in 1899. Born at home in Oak Park, he was raised a conservative with strong values. While his father taught him to hunt and fish, his mother taught him music, her former profession. Though his mother’s music lessons helped him throughout his life, he didn’t particularly enjoy the lessons and spent as much time in the woods as he could manage. Nature became Hemingway’s world, the place where he could go and pull from it the essence of his writing. No matter what happened in his life he could always find refuge in a quiet meadow or a lulling forest. Inspired by nature, Hemingway used it to form a force that became both a backing and almost a character in his books, that would speak to a reader and tell them that a story wasn’t over, simply because it never truly ends. People look back at Hemingway’s life as if it was one of his novels. He is not seen as a writer but as a personage of writing. At a young age of 18, in 1917, Hemingway enlisted as an ambulance driver in World War I, after quitting his job at the Kansas City Star. Hemingway didn’t make it three weeks into his service. While in Schio, Italy, he was injured by an exploding mortar, perforating his legs with shrapnel. In spite of this, it is said that he carried a wounded Italian to a first aid station; this earned him an Italian Silver Medal. For the next year, Hemingway used his insurance from the war to avoid work. He would spend his time at the library or speaking about the war. Eventually he met Harriett Connable while speaking, who saw Hemingway’s confidence and control. Connable asked him to tutor her son. He accepted, as her husband introduced Hemingway to the editor of the Toronto Star Weekly, who he wrote for even when he moved to Paris. While in Paris he covered the Geneva Conference, and the Greco-Turkish War. Hemingway and his first wife Hadley moved back to Toronto though, when she became pregnant. In 1925, two years after his son John was born, Hemingway wrote In Our Time, and a year later The Sun Also Rises. These two novels were great successes, and led to his Farewell to Arms, which is considered by many a paramount to all World War I novels.

People with Chronic Diseases :: Health, Diseases

There are many diseases in the world that affect patient’s life. WOH has mentioned that chronic conditions might lead to disability in the future which leads to spend a lot of money to treat patients (WHO, 2005). Chronic condition has been defined as â€Å"health problems that require ongoing management over a period of years or decades, and include: diabetes, heart disease, asthma, chronic obstructive pulmonary Disease (COPD), cancer, HIV/AIDS, depression, and physical disabilities. To control chronic diseases and prevent patients from getting worse, all health professional and patients should be aware about self management. Therefore, this assignment will explain that ‘Self-management is an important component of effective management of people with chronic conditions and implant current self management models in health care can help to improve the quality of outcomes for patients and health care system. Self management can be defined as â€Å"Involves (the person with the chronic disease) engaging in activities that protect and promote health, monitoring and managing of symptoms and signs of illness, managing the impacts of illness on functioning, emotions and interpersonal relationships and adhering to treatment regimes.† (flinders) The main goal of self management is to strength and increase patient’s confidence and aware about managing their health problems (self management toolkit 2011). Self-management of chronic conditions is should consider many factors which are Patients and their family and the health providers should be involved in the plan with consideration all the medical and psycho-social components of a condition in order to empowering the patient through proactive and adaptive strategies (W. Battersby, et al, 2003 p. 43). Self management toolkit showed that engage the patient and make him/her be involved in goals sitting is a good way to improve patie nts self management and increase the relationship between patients and the providers which may led to increase patient's confidence (self management toolkit 2011).Self management toolkit shows good communication strategies for improving self management in patients with chronic diseases which are engaging the patients, exploring importance ambivalence and collaborative action planning (self management toolkit 2011). In addition, W. Battersby, et al has mentioned that a comprehensive definition of self management is: Self-management should involve the patient who is working in partnership with their carers and health professionals (W. Battersby, et al, 2003 p. 43). Many studies showed that self management program can improve quality of life of patients with chronic diseases and improve the quality of health care organizations. People with Chronic Diseases :: Health, Diseases There are many diseases in the world that affect patient’s life. WOH has mentioned that chronic conditions might lead to disability in the future which leads to spend a lot of money to treat patients (WHO, 2005). Chronic condition has been defined as â€Å"health problems that require ongoing management over a period of years or decades, and include: diabetes, heart disease, asthma, chronic obstructive pulmonary Disease (COPD), cancer, HIV/AIDS, depression, and physical disabilities. To control chronic diseases and prevent patients from getting worse, all health professional and patients should be aware about self management. Therefore, this assignment will explain that ‘Self-management is an important component of effective management of people with chronic conditions and implant current self management models in health care can help to improve the quality of outcomes for patients and health care system. Self management can be defined as â€Å"Involves (the person with the chronic disease) engaging in activities that protect and promote health, monitoring and managing of symptoms and signs of illness, managing the impacts of illness on functioning, emotions and interpersonal relationships and adhering to treatment regimes.† (flinders) The main goal of self management is to strength and increase patient’s confidence and aware about managing their health problems (self management toolkit 2011). Self-management of chronic conditions is should consider many factors which are Patients and their family and the health providers should be involved in the plan with consideration all the medical and psycho-social components of a condition in order to empowering the patient through proactive and adaptive strategies (W. Battersby, et al, 2003 p. 43). Self management toolkit showed that engage the patient and make him/her be involved in goals sitting is a good way to improve patie nts self management and increase the relationship between patients and the providers which may led to increase patient's confidence (self management toolkit 2011).Self management toolkit shows good communication strategies for improving self management in patients with chronic diseases which are engaging the patients, exploring importance ambivalence and collaborative action planning (self management toolkit 2011). In addition, W. Battersby, et al has mentioned that a comprehensive definition of self management is: Self-management should involve the patient who is working in partnership with their carers and health professionals (W. Battersby, et al, 2003 p. 43). Many studies showed that self management program can improve quality of life of patients with chronic diseases and improve the quality of health care organizations.

He’s A Live Wire, Metaphor and Poetry Essay

The use of metaphor in poetry is one of the most important aspects of poetic style that must be mastered. Metaphor can be described as figure of speech in which a thing is referred to as being something that it resembles. From the perspectives of construction, poetic and cognitive function and working mechanism, where metaphor is constructed from human perceptual experience and is extended through imaginative processes. An important feature of cognitive stylistics has been its interest in the way we transfer mental constructs, and especially in the way we chart one mental representation onto another when we read texts. Cognitive linguists have consistently drawn attention to this system of conceptual transfer in both literary and in everyday discourse, and have identified important figures of speech, through which this conceptual transfer is carried out. Conceptual Metaphor, also called Cognitive Metaphor, was developed by researchers within the field of cognitive linguists. It became widely known with the publication of Metaphors We Live By, by Lakoff and Johnson, in 1980. Conceptual metaphor theory has since been developed and elaborated. Definition and Construction of Metaphor as we know, metaphor is a type of figurative language in which one thing is described in terms of some other thing. The word metaphor comes from Greek ‘metapherein’ which means carry over. Another translation is transference, a term more familiar to us from psychoanalytic theory (dictionary. com). In a metaphor, one of the basic senses of a form, the source domain, is used to grasp or explain a sense in a different domain, called target domain. The idea that we take attitudes from one area of experience and use them to approach and understand another is fundamental to human interactions with the world. In cognitive linguistics, conceptual metaphor, or cognitive metaphor, refers to the understanding of one idea, or conceptual domain, in terms of another, for example, understanding quantity in terms of directionality. â€Å"She eats like a bird†. A conceptual domain can be any coherent organization of human experience. The regularity with which different languages employ the same metaphors, which often appear to be perceptually based, has led to the hypothesis that the mapping between conceptual domains corresponds to neural mappings in the brain. Some theorists have suggested that metaphors are not merely stylistic, but that they are cognitively important as well. In â€Å"Metaphors We Live by† by George Lakoff and Mark Johnson argue that metaphors are pervasive in everyday life, not just in language, but also in thought and action. A common definition of a metaphor can be described as a comparison that shows how two things that are not alike in most ways are similar in another important way. They explain how a metaphor is simply for understanding and experiencing one kind of thing in terms of another. The authors call this concept a ‘conduit metaphor. ’ By this, they meant that a speaker can put ideas or objects into words or containers, and then send them along a channel, or conduit, to a listener who takes that idea or object out of the container and makes meaning of it. In other words, communication is something that ideas go into. The container is separate from the ideas themselves. Lakoff and Johnson give several examples of daily metaphors we use, such as â€Å"argument is war† and â€Å"time is money. † Metaphors are widely used in context to describe personal meaning. The authors also suggest that communication can be viewed as a machine: â€Å"Communication is not what one does with the machine, but is the machine itself. † (Johnson, Lakoff, 19) Concerned with its construction, metaphor is made up of three elements: Tenor- the subject under discussion, Vehicle –what the subject is compared to, Ground- what the poet believes the tenor and vehicle have in common. For instance, the metaphor â€Å" he’s a live wire†, â€Å"he† is the tenor, â€Å" live wire† is the vehicle and â€Å"is full of energy / is very lively/is potentially dangerous† is the ground. So far, many linguists have been attempting to elucidate the ways in which language reflects the manner in which human beings perceive, categorize and conceptualize the world. The result is like this: the more accurate, objective and literal the description is, the more elusive it may be. According to the linguist George Lakoff (Johnson, Lakoff,38), we use our basic bodily understanding of places, movements, forces, paths, objects and containers as sources of information about life, love, mathematics and all other abstract concepts. Cognitive linguists suggest that we use metaphor intuitively and unconsciously to understand the mind, emotions and all other abstract concepts. Such metaphors enable us, as embodied beings, to make sense of a concept such as mind, which we cannot see with our eyes or grasp with our hands. It allows us to take a view on the debate and to get to grips with the subject. Cognitive linguists suggest that, without such conventional metaphors, there would be no abstract thought. It also suggests that metaphors may privilege some understandings exclude others. Through field research, Lakoff has collected large numbers of metaphorical expressions. It is believed that these are derived from a smaller number of conceptual metaphors. Both creative, novel metaphors and dead, conventional metaphors are derived from conceptual metaphors. For Lakoff, the locus of metaphor is not in language at all, but in the way we conceptualize one mental domain in terms of another. For example: 1) Love is a journey. (This marriage is bad. ) The idiomatic expressions above, exemplifying two conceptual metaphors, are commonplace, non poetic and do not, perhaps, strike us as particularly metaphorical. We can say this marriage is in a rut and this statement is taken at literal value. If someone were to say, â€Å"Even a Massey Ferguson wouldn‘t have salvaged my marriage†, we hear the statement as something new. Metaphorically, an impediment to the continuation of a marriage is an impediment to a journey continuing, such as a rut. On a real journey, we might ask the local farmer to haul our car out of a rut with a tractor. To create a novel metaphor, essential for poetry and humor, the speaker has taken an aspect of the source of the conceptual metaphor that is not usually associated with the target. In doing so, the speaker has made the metaphor explicit and brought it back to life. In other words, metaphor is describing one thing in terms of some other. Its tenor and vehicle have similarities as well as difference. The most significant difference is that the two belong to different domains: tenor belongs to the source domain while vehicle belongs to the target domain. 2) The encyclopedia is a Gold mine. Here the encyclopedia and Gold mine are totally different, but they have similarity in a certain aspect. To say the encyclopedia is a gold mine is because both of them deserve hard digging thus forming a metaphor. Such kind of similarity should be limited to certain aspects otherwise; it cannot form a metaphor, 3) The encyclopedia is a dictionary. In this sentence, the encyclopedia and dictionary belong to the same category. Actually, the former is a subcategory of dictionary; therefore, it is not a metaphor. Theoretically speaking, the possibility of forming a metaphor depends on the difference between the two things. The more different they are, the more possible a metaphor they can be form. However, the extent of difference should also be restricted by its similarity. The more different they are, the more difficult it will be for people to understand the metaphor. Because of this, a ground is needed to offer necessary explanations. Generally speaking, vehicles’ characteristics are more specific and familiar to people, for example: 4) Architecture is solid music. As we know, music cannot be seen or touched but people still can understand it. By employing an abstract and invisible thing to define a concrete and specific object, this sentence gives the readers a sense of distance as well as a poetic conception. Therefore, a metaphor is a process of mapping between two different conceptual domains. The different domains are known as the target domain and the source domain. The target domain is the topic or concept that you want to describe through the metaphor while the source domain refers to the concept that you draw upon in order to create the metaphorical construction. In his influential study of the poetic structure of the human mind, Gibbs highlights the important part metaphor plays in our everyday conceptual thought. Metaphors are not some kind of distorted literal thought, but rather are basic schemes by which people conceptualize their experience and their external world. Figurative language generally, which also includes irony, is found throughout speech and writing; moreover, it does not require for its use any special intellectual talent or any special rhetorical situation (Gibbs, 21). Indeed, the fact that many metaphors pass us by in everyday social interaction is well illustrated by this unwitting slip by a venerable British sports commentator: We didn’t have metaphors in my day. We didn’t beat about the bush. Metaphor is simply a natural part of conceptual thought and although undoubtedly an important feature of creativity, it should not be seen as a special or exclusive feature of literary discourse. In other words, metaphors are a cognitive process being seen in language in our everyday lives; metaphors shape not just our communication, but also shape the way we think and act. Conceptual metaphors are used very often to understand theories and models. A conceptual metaphor uses one idea and links it to another to better understand something. For example, the conceptual metaphor of viewing communication as a conduit is one large theory explained with a metaphor. So not only is our everyday communication shaped by the language of conceptual metaphors, but so is the very way we understand scholarly theories. These metaphors are prevalent in communication and we do not just use them in language; we actually perceive and act in accordance with the metaphors. A metaphor is simply for understanding and experiencing one kind of thing in terms of another, and the speaker could put ideas or objects into words or containers, and then send them along a channel, or conduit, to a listener who takes that idea or object out of the container and makes meaning of it. In other words, communication is something that ideas go into. The container is separate from the ideas themselves. Therefore, metaphors are matter of thought and not merely of language: hence, the term conceptual metaphor. The metaphor may seem to consist of words or other linguistic expressions that come from the terminology of the more concrete conceptual domain, but conceptual metaphors underlie a system of related metaphorical expressions that appear on the linguistic surface. Similarly, the mappings of a conceptual metaphor are themselves motivated by image schemas which pre-linguistic schemas are concerning space, time, moving, controlling, and other core elements of embodied human experience. Conceptual metaphors typically employ a more abstract concept as target and a more concrete or physical concept as their source. For instance, metaphors such as ‘the days [the more abstract or target concept] ahead’ or ‘giving my time’ rely on more concrete concepts, thus expressing time as a path into physical space, or as a substance that can be handled and offered as a gift. Different conceptual metaphors tend to be invoked when the speaker is trying to make a case for a certain point of view or course of action. For instance, one might associate â€Å"the days ahead† with leadership, whereas the phrase â€Å"giving my time† carries stronger connotations of bargaining. Selection of such metaphors tends to be directed by a subconscious or implicit habit in the mind of the person employing them.

School Physical Plant Management

School Physical Plant Management What do you understand with the term school plant? The school plant is the totality of all things that make up a school system. It involves the physical and material facilities in form of buildings, school site and the environment that embody the school. Moreover, a school plants include the site, the building and equipment and this include the permanent structures like workshop, libraries, classrooms, laboratories and semi permanent structures like the educational system itself.The school facilities consist of all types of buildings for academic and non-academic activities, equipment for academic and non- academic activities, areas for sports and games, landscape, farms and gardens including trees, roads and paths. Others include furniture and toilet facilities, lighting, acoustics, storage facilities and packing lot, security, transportation, ICT, cleaning materials, food services, and special facilities for the physically challenged persons. Descri be the 2 major functions of school plant?An Environment to Facilitate Learning The primary purpose of the teaching and learning process is to bring about in the learner desirable change in behavior through critical thinking. This process does not take place in a vacuum but rather in an environment structured to facilitate learning. Hence, this environment of an organization as all elements relevant to its operation and they include direct and indirect action elements. School facilities, constitute the major components of both direct and indirect action elements in the environment of learning. Feature Article –Â  Country School – Allen CurnowThese facilities play pivotal role in the actualization of the educational goals and objectives by satisfying the physical and emotional needs of the staff and students of the school. Knezevich (1975, p. 563) emphasized that the physical needs are met through provision of safe structure, adequate sanitary facilities, a balanced visual environment, appropriate thermal environment, and sufficient shelter space for his work and play. His emotional needs are met by creating pleasant surrounding, a friendly atmosphere, and an inspiring environment.The educational system has undergone tremendous changes in the form of its philosophy, broadened goals and objectives, new approaches to service delivery and architectural design, quantum leap in school enrolment, multiplicity of curricula programmes and extra-curricula activities, introduction of Information and Communication Technology (ICT) and expanded academic support services such as guidance services to students, teachers and the community, integration of the school and community. 3. In what ways does instructional program influence the nature of school plant? Schools exist for the purpose of teaching and learning.Human and material resources are deployed for this purpose. School facilities are the material resources provided for staff and students to optimize their productivity in the teaching and learning process. The realization that the transfer of knowledge does not only take place in the four walls of the classroom from the teacher to the students but rather that learning takes place through discovery, exploration, interaction with the internal and external environment has necessitated the creative and innovative development of teaching and learning facilities that reflect these changes.Schools exist to serve socio-economic and political needs of the ever-changing society, consequently, they are in constant interaction with their external environm ent. They receive inputs from the external environment in the form of human and material resources, processes them and empty same into the society as finished products and services. The quality of the products bears a direct relationship with the quality of the facilities deployed in the process of the production.This demands that state of the art facilities are provided in schools to prepare school leavers for life in the global village. Several studies have shown that a close relationship exists between the physical environment and the academic performance of students. Nwagwu (1978) and Ogunsaju (1980) maintained that the quality of education that children receive bears direct relevance to the availability or lack thereof of physical facilities and overall atmosphere in which learning takes place.For example, research findings have shown that students learn better when a combination of methods and materials are employed during teaching. Furthermore, emphasis has shifted towards gi ving individual attention to students as against teaching large classes which presupposes that all students in a class have the ability to learn at the same pace. The implication of the foregoing is that in designing school plant, provision should be made for individual and small group interaction and for large groups for academic and social activities.