An Effective Teacher Essay Example for Free

An Effective Teacher EssayThe qualities that define an hard-hitting teacher are in truth complex in my opinion. Everyone seems to have different ideas as to what the key indicators are. They range from transactionalism, parley, professional development, managing, guiding and strategies. There are even those of the opinion that it doesnt way out what you do, children will always learn. However I have chosen professionalism as I believe that it is an essential attribute to being an effective teacher. Professionalism is defined by Merriam-Websters dictionary as Characterised by or conforming to the technical or ethical standard of ones profession. (Belcher). In order to pull in and preserve the respect and trust of students, parents and colleagues alike and to provide students with the best pedagogy possible it is important to demonstrate professional conduct and practice. The guidelines for professionalism in the teaching profession are provided by Code of Ethics, National Professional Standards for Teachers and Duty of Care. These define the what. The key however is being or acting professional, this is the how, the effectiveness of a teacher. This is the authoritative measure of professionalism.Some of the primary demonstrable characteristics or attributes of a professional teacher are communication, morals and ethics and professional development. Communication is an essential chance in education, the means to send and receive clear messages to and from students, teachers, parents and community members. It establishes positive and effective relationships and connections with the involved parties. Communication can be in many forms viz. verbal, non-verbal or written and used by teachers to constantly impart new knowledge or important information.The ability for teachers to apply the characteristics of good and effective communication in alone its forms, to a diverse audience with different backgrounds and interests and to minimise the barriers, f or example noise, misunderstanding or misinterpretation of the messages are the makings of an effective teacher. In the word by Prozesky, he states that the most effectual way to overcome these barriers is to have two-way communication with regular feedback provided by the receivers.Professional ethics is not achieved by only purely applying the ethical codes of practice nor professional standards which embody the core principles but by also applying professional skills and personal skills (caring and nurturing) and ethical behaviour in the form of attitude, intention, words, acknowledgement, respect (inside and outside of the classroom), fairness and equity with regards to individual circumstances, colour, creed, age, social-economic status, to name a few.Brock (1998) says that when dealing with ethics and professional standards there are two questions to collect what should one do and what one should not do, what is right and what is wrong and what is appropriate and what is ina ppropriate. These questions result in a number of ethical dilemmas that face the teacher much(prenominal) as truth versus loyalty, individual versus community and religion versus morals. Early Childhood Australia has published a guide to help teachers deal with every day ethical dilemmas.According to Marsh (2010) ethical decisions have been categorised into five different levels of decision making. Open decision making, limited decision making, decisions made by the teacher, security measure seeking (delegation) and avoidance. Several ethical relationships exist within the dynamics of a school environment these include ethical relationship between the teacher and the education system for example, the education system restricts teachers on what they should teach.The teacher and the principal, an example being that the teacher and principal have different determine and the principals values will over ride those of the teacher. The teacher and the students where the teacher develops emotional bonds with his or her students and there is a mutual respect between teacher and student. The third step that defines an effective teacher is professional development. In order to be a good teacher you need to be a good learner too.The demands on teachers to find new ideas and forms of teaching are increasing. Teachers need to be innovative and therefore attend professional development days which will help them perpetually enhance their competencies and provide their students with problem solving skills and advanced thinking thus elevating them to higher levels of achievement. The desire to expand their knowledge base, stay current and gain a broader exposure to information provides this opportunity.Through numerous examples it is clear how important communication, ethics and professional development are to professionalism. These attributes will help teachers to be more effective in imparting knowledge and wisdom to their students. All of these attributes will allow the students to really focus their energies on learning and engaging with their education. Even though all of the attributes are vital for effective teaching one must never forget that the purpose of effective teaching is that teachers make a difference, (Boyd, 2009).

Research Paper on Plato Essay Example for Free

Research Paper on Plato EssayAbstract Many Philosophers made a difference in society but Plato is perhaps recognized as the most famous. His writings have had a profound effect on people, government activity, and the doctrine throughout the centuries. He was a public figure and he made major contributions to society. Plato helped to lay the philosophical foundations of modern culture through his ideas and writings. One of the most philosophical thinkers of westerly civilization, Plato is the only author from ancient Greek times whose writings survive intact. His collection consists of thirty-five dialogues and thirteen letters, though the authorship of some is contested.Plato was born in Athens, into a prosperous aristocratic family. His Fathers name was Ariston and his Mothers name was Perictione. His relative named Glaucon was one of the best-known members of the Athenian nobility. Platos name was Aristocles, his cognomen Plato originates from wrestling circles, Plato means broad, and it probably refers either to his physical appearance or his wrestling style. Plato is, by any reckoning, one of the most dazzling writers in the westerly literary tradition and one of the most penetrating, wide-ranging, and influential authors in the history of philosophy, (Kraut, 2009).Plato was born during the Golden Age of Athenss which saw the birth of innocent architecture, drama, arts and politics. However, as he was growing up he observed the decline of Athens as a cultural center. He witnessed instances of cruelty, disloyalty, and dishonesty and it was in clear violation of his values. It was also during this time that Plato fell under the influence of Socrates, who engaged the people of Athens in philosophical discussions. It was into this bright, sly, worldly atmosphere that Socrates appe bed, wretched questioningly about the streets of Athens.(Plato 1984). In 339 Socrates was brought to trial and charged with having false Gods and corrupting the youth. Socr ates was found guilty on the charge and was sentenced to death. The execution of Socrates weighed heavily on Plato and he turned away from politics, he thought the behavior of the courts was unjust. He decided not to get involved in political life, instead he decided to leave Athens with other friends of Socrates to travel and study. During his travels he met with all kinds of people and studied not only philosophy but geometry, astronomy, and religious teachings.Socrates was highly influential to Plato and he was the main character in numerous writings, he was also influenced by Heraclitus, Parmenides, and the Pythagoreans. One of the most important goals Plato set for himself was to keep the fund of Socrates alive by recording and bringing about the kind of impact that Socrates had on people. Nearly all of Platos work takes the structure of dialogues in which Socrates is unremarkably the main character. One of the goals of a Platos dialogue is to engross the reader in philosophi cal questions related to the ideas being discussed.The Socrates of the Platonic dialogues is modeled after the substantive Socrates but it is in divorce an imaginary character used to cave in Platonic themes. Platos dialogues are divided into three groups, the early or Socratic dialogues the dialogues of middle age and the dialogues of old age. In the early dialogues, Socrates is the main character, but it is generally believed that Plato is expressing his own views. These are the only remaining dialogues of Socrates teachings hence they are referred to as the Socratic dialogues. In The Apology Socrates was accused of having false gods and corrupting the youth.While on trial Socrates claimed that he was innocent and was not at all wise, manpower of Athens, I honor and love you but I shall obey God preferably than you, and while I have life and strength I shall neer cease from the practice and teaching of philosophy Understand that I shall never alter my ways, not even if I hav e to die many times. (Plato 1984). nerve Dialogues During Platos middle period he wrote the following, Meno, republic, Euthydemus, Menexenus, Cratylus, Phaedrus, Symposium and Phaedo. The most important difference amidst these writings and his earlier works is that he is establishing his own voice in philosophy.In the Meno Plato introduces us to the Socratic idea that no one knowingly does wrong, Virtue is the desire of things honourable and the power of attaining them. Plato (1984). In the Phaedo we become familiar with the platonic precept of the Forms this is where Plato makes a claim as to the immortality of the soul. Platos most influential work, The Republic, is part of the middle dialogues. It is a discussion of the virtues of justice, courage and wisdom. It addresses the question of how do humans approach animateness a good life. The dialogue finishes by looking at various forms of government and describing the ideal state.The allegory of the Myth of the Cave is also in The Republic it is an important writing because it contains the main points of his philosophy. It is intended to be a metaphor for education and it explains issues regarding the theory of friendship. Plato believed one must(prenominal) explore the belief that a great reality exists. It is through this belief that a person can gain greater insight into confessedly reality and become pundit. Without it we are like the prisoners of a cave who only see the shadows of designs and live in complete darkness. And now, I said, let me show in a figure how far our nature is enlightened or unenlightened, beholdHuman beings living in an underground den (Plato 1927). It is only through philosophy that we can come out of the cave into the true world. Who is best suited to rule the state lovers of opinion or true philosophers? (Plato 1927) His final years at the Academy he wrote the later dialogues which included the Parmenides, Theatetus, Sophist, Statesmas, Timaeus, Critias, Philebus, an d Laws. It should be noted that Socrates has a minor role in these writings. Plato examines his metaphysical theories through these dialogues. He discusses art, dance, music, poetry, drama, and ethics in connection to immortality and the mind.He also dedicates himself to the philosophy of mathematics, politics and religion. Plato argued that women were qualified to play a role in politics and philosophy. In The Republic, Socrates argued that women were as capable as men in pursuit of accomplishments. There is a suggestion that women should be educated for their roles in the class of guardians and possibly work next to men. A womans role could be significant in society, but different from a mans role. Even though Plato believed that women were necessary in a working society, he did not mean he thought women were equals of men.Plato thought that women lacked the strength of men and that women were more suited for other responsibilities in life. If women are expected to do the same wor k as men, we must teach them the same things. (Plato 1927) The impact of Platos work cannot be measured or calculated. His writings had great influence on the entire intellectual using of Western civilization. Despite the fact that Plato did not leave a well-formed, rigid philosophical system he is considered the father for all forms of philosophical idealism and dualism.The object of education is to teach us to love what is beautiful. (Plato 1984). After he died the Academy continued until AD 529, when it was closed due to its pagan teachings. Neo-Platonism, founded by the 3rd-century philosopher Plotinus, was an important development of Platonism. It was a philosophical system which was as a combination of Platonic, Pythagorean, and Aristotelian elements. Originally it was opposed to Christianity but later on it integrated it. It dominated European thought until the 13th century and re-emerged during the Renaissance.The most important Renaissance Neo-Platonist was Marsilio Fic ino who developed significant ideas from Plato and Neo-Platonism. Ficino founded of the Academy in Firenze and was responsible for the circulation of Neo-Platonic ideas. Ficino is credited with translating all of Platos dialogues into Latin and produced a great work called Platonic Theology, in which he outlines Neo-Platonism. His philosophy is based on the doctrine that the human soul is the center of the cosmos. It is the only thing that sits between the world of ideas and the world is the soul.Neo-Platonism was revived in the 17th century by the Cambridge Platonists such as Cudworth and Smith. The school stressed the importance of reason, maintaining that faith and reason are not that different. Rene Descartes an 18th century philosopher and Neo-Platonist developed a method to achieve truths. If something is not recognized by the intellect or reason can be classified as knowledge. According to Descartes. These truths are gained without any sensory experience (Descartes). He argue d that as a result of his method, reason alone determined knowledge and that this could be done independently of the senses.Cogito ergo sum, I think therefore I exist (Descartes) Plato developed an absolutist ethical theory which is that there is a greater good toward which to aspire. He developed this theory to respond to the skepticism and the beliefs of the Sophists who Plato felt did not preach wisdom, but rather their opinions. Plato tried to protect the part of reasoning in human life though he had resistance from the ancient Greek preachers know as the Sophists. They came from different cities and proclaimed that they were able to impart knowledge to young men how to live prosperous lives.Even though the Sophists did not belong to a school and did not have a common land creed, some opinions were typical of them as a group and were absolutely conflicting to the views of Plato. The Sophists were great communicators and skilled public speakers. Plato felt that the Sophists were more likely to appeal to emotions rather than to reason. According to Plato philosophers influence peoples souls not their bodies and Plato agreed with Socrates in thinking that the nurturing of the soul is more vital than the nurturing of the body.Furthermore, he also believed that true leading need to have wisdom, and knowledge. Platos influence has been monumental as one philosopher said the history of philosophy is simply a series of footnotes to Plato. (Whitehead) Platos has been criticized down through the centuries for his philosophy of the forms. His ideas of the just life and an ideal state are complex. Plato tended to specifically ignores much of human nature. Plato did not think in the realm of the physical world, he was invariably looking to a different one where things exist only if he can prove there existence.References Kraut, R. (2009, Sept) Plato Stanford Encyclopedia of Philosophy. Retrieved from http//plato. stanford. edu/entries/plato Plato. (1984) Great dial ogues of Plato New York Mentor Books trans. by Benjamin Jowett Blackburn, S. (1945) The republic of Plato. (45 ed. ). London Oxford University Press, USA. trans. By Desmond Lee Descartes. Stanford Encyclopedia of Philosophy. Retrieved from http//plato. stanford. edu/entries/descartes-works Alfred North Whitehead. Stanford Encyclopedia of Philosophy. Retrieved from http//plato. stanford. edu/entries/whitehead/

Benefits of Multiple Intelligences

Benefits of quadruple IntelligencesAs there is no standard definition of watchword, it remains matchless of the most controversial subjects in psychology as well as education. While some researchers suggested that light is a general ability some early(a) count that it is a combination of various ranges of skills and talents. Based on the theories of seeing intelligence as a general ability, IQ (Intelligence Quotient) tests which evaluate abilities as problem-solving, memory, learning, and pattern learning have been widely customary in diagnosing learners abilities and potential, especi every last(predicate)y among young learners. However, some indicated that the tests were disputable and particular, as non-cognitive factors such(prenominal) as emotions overly play an big role in peoples lives, which the IQ tests do not include. Also, the IQ tests were futile to reflect on how people learn and acquire knowledge. A successful style learner requires a wide variety of abil ities which an IQ test is unable to diagnosis. (Lightbown Spada, 2002) It was until the introduction of seven-fold Intelligences (MI) by Howard Gardner in 1983 that emotional intelligences were formally acknowledged and intelligences were seen as a range of interconnected abilities and talents (Gardner, 1983). Gardners theories revolutionize the intellectual orb, brought new insights into education as MI theories seek to help students identify and develop their strengths discovering more efficient ways of education as well as learning. This article gives a brief introduction on the development of intelligence theories and MI theories. Then it focuses on the benefits of MI theories and how it could be accommodated with English language commandment methods.2 Theories of IntelligenceAccording to the Merriam-Webster Dictionary, the word intelligence means the ability to learn or examine or to deal with new or trying situations or the ability to apply knowledge to manipulate ones environment or to think abstractly as thrifty by objective criteria (Retrieved May 18th, 2010, from http//www.merriam-webster.com/dictionary/intelligence). Historically, the first people who studied intelligence were neither psychologists nor educators but philosophers such as Plato who linked peoples intelligence to blocks of wax, differing in size and purity (Cianciolo Sternberg, 2004). It was in the early twentieth century that Charles Spearman, a British psychologist proposed the theory of general intelligence (or the g factor) which brought light into novel theories of intelligence. Spearman comp ard a number of mental aptitude tests and found similarities in the results. Therefore, he concluded that intelligence is a general cognitive ability which could be measured and analyzed (Spearman, 1904). Later on, the French psychologist Alfred Binet invented the first intelligence test, known as todays IQ (Intelligence Quotient) test (Cianciolo Sternberg, 2004). However, as schol ars began to realize that the general intelligence theory evince only on cognitive aspects such as problem-solving, the need for a new intelligence emerged.In the 1920s, Edward Thorndike described the term social intelligence as the ability to manage and understand people and to act wisely in human relations (Matthews et al., 2004). Similarly, in 1940, David Wechsler argued that conative non-intelligent factors which contribute strongly to intelligent behavior atomic number 18 necessary to success in life and that the intelligence model would not be complete unless such factors argon included (Boyatzis, 2007). In 1983, Gardner introduced the theory of Multiple Intelligence which included both Interpersonal intelligence (the ability to understand the inner feelings of other people) and Intrapersonal intelligence (the ability to understand oneself) which deals with emotions (Gardner, 1983). Gardner believed that the general intelligence was unable to fully explain cognitive ability and performance outcomes, and that intelligence is too complicated to be restricted in one concept.3 The theory of Multiple IntelligencesOriginally, Gardner identified seven types of intelligence in 1983, which includes Verbal/ lingual, Logical/mathematical, Musical, Bodily/kinesthetic, Spatial/visual, Interpersonal and Intrapersonal intelligence (Gardner, 1983). The first two have been highly set in schools the next triple are often associated with arts and the final two are what Gardner referred to as personal intelligences, dealing with feelings and emotions. An eighth intelligence, naturalistic, was added latter (Gardner, 1999).In Frames of Mind, Gardner pointed out that the tralatitious intelligence which school systems normally emphasis on is mainly based on a narrow range of verbal/linguistic and logical/mathematical skills. As though such skills are important to an individuals studies and future career other types of intelligences, especially the personal intelligences are similarly essential to human development and almost impossible to live without (Gardner, 1983). Good interpersonal skills are of significant value to an enjoyable social life. For many children, the strongest skills lie in the other areas than verbal and logical intelligence, which tend to be frequently neglected according to the traditional intelligence theory. MI theories provide students an opportunity to learn by their strengths, become more successful at learning all subjects and even improving the traditionally highly valued basic skills.According to Gardner, the eight intelligences are separate and independent. Each individual possess a basic set of intelligences which develop at divers(prenominal) times to different degrees (Gardner, 1999). However, Gardner also stated that the intelligences are closely related to each other and rarely operate independently. They are used at the same time and tend to complement each other (Gardner, 1983). For example, a dancer require s musical skills to follow the rhythm, but also kinesthetic skills to move properly and interpersonal skills to attract the audience and intrapersonal skills to express her emotions. As the different intelligences are closely connected when proficiency in one area develops, another area or even the whole constellation of intelligence whitethorn be enhanced (Gardner, 1983). Therefore, it is important to encourage students to explore and exercise all of their intelligences.Gardner also emphasized that there is not one intelligence superior than the other all the intelligences are equally important and essential to an individuals development (Gardner, 1983). Most people tend to neglect kinesthetic intelligence and limit it to athletes. However, many highly professional occupations require people with good kinesthetic skills, such as electronics, mechanics and surgeons. A surgeon must acquire the ability to control his muscles genuinely finely.As Gardner stated, the eight intelligences are amoral which could be put to constructive or destructive use (Gardner, 1999). Therefore, it is important for teachers to understand MI theories and use it positively in their classes.4 The benefits of MI theoriesThough there are certain criticisms concerned on Gardners theory of MI, it received positive response from many educators and has been widely use to schooling. On first concept, the idea of teaching different intelligences sounds impossible for formal education teaching one is hard enough already, let alone eight. Gardner responds to this by clarifying that psychology does not necessarily dictate education it helps to understand its conditions instead (Gardner, 1999). Also, eight types of intelligence could be seen as eight ways of teaching instead of one which could be more accessible to learners one way or another.On a general basis, MI theories have three benefitsSelf-development and formation. MI theories can help students and teachers better understand their abili ties. It helps students to build up confidence as it demonstrates how they can use their strengths to address their weaknesses. It motivates students to find where their interest and strength lies and foment their abilities further.A broader choice of schooling. All intelligences are required for an individual to live a full life. Therefore, teachers need to attend to all intelligences, not just the ones that the traditional intelligence focuses on. MI theories are suitable for differentiated and individualize learning providing teachers the potential to develop new and flexible programs which might better meet the learners needs. Teachers could also redesign old courses to suit new requirements (Green Tanner, 2005). A variety of activities could be included in the new curriculum, which would easily motivate and attract learners.MI theories also look into morality. Gardner once considered adding a moral intelligence to the MI theories. But he later came to the conclusion that Mora lity is a complex concept combine with numerous psychological aspects such as personality, will and character. Therefore it is not an intelligence in itself (Gardner, 1999). But he did not give up on the idea of moral intelligence and stated that we must figure out how intelligence and morality can work together to create a world in which a great variety of people will want to live (Gardner, 1999).Sometimes teachers unconsciously adapt MI theories into their teaching program such as using visual support or playing a song. When they fully understand MI theories and its benefits it could be more beneficial to them in their teaching process. Therefore, it is essential to include MI theories in teacher education.5 Accommodating MI theories in ELTMI theories have the potential to be adapted into all teaching methods, although there are three main approaches which collaborate with MI theories constructively. They are the Communicative phrase Teaching Approach (CLT), Task-based Learning (TBL) and the SAFER model.The Communicative Language Teaching Approach (CLT)The definition of CLT differs among different people a narrow interpretation of is that it is a teaching approach used in second or foreign language education which sees communication as the method and the goal of learning a language. Activities in CLT typically involves student making conversations, role-plan and simulation world popular ones (Harmer, 2007). CLT considers learners needs and different requirements just as MI do, also being flexible in nature. CLT is a typical approach which combines different intelligences together. By making conversations, students have the opportunity to coiffure their verbal and logical skills. When talking to each other, they also practice their interpersonal skills. By asking students to make a conversation regarding a picture or ones own experience, visual and intrapersonal skills could also be developed. Students could also be asked to sing or dance along songs to p ractice their musical and kinesthetic skills.Task-based Learning (TBL)TBL is a teaching approach of making meaningful tasks the focus of the learning process. It is formed on the assumption that students will by nature acquire the language focused on tasks instead of language forms (Harmer, 2007). Willis (1994) suggested that TBL usually contains three stages Pre-task, the Task cycle and the Language focus (cited from Harmer, 2007). Like CLT, TBL also frees the students from limited language control. In all three stages students are encouraged to use their own language rather than practicing one pre-selected item. The language explored arises from the students needs which are personalised and relevant to them. They will be exposed to a wide range of phrases, collocations as well as language forms. A TBL class also gives the students potty of opportunities to communicate, bringing a large variety of enjoyable and motivating activities which could be combined with MI theories into t he classroom.The SAFER approachUnlike the previous two, the SAFER approach is less popular and used by teachers. SAFER was proposed by Berman, indicating that this model is an alternative to the traditional ELT classroom pedagogy. Berman stated that the SAFER model incorporated former models such as PPP (Present serve Produce) and TBL combining educational kinesiology and Suggestopaedia techniques (Berman, 1998).The steps in SAFER includesS Setting the sceneA AuthenticityF Focusing on main features of each intelligence typeE Error correctionR Review(Berman, 1998)Berman believed that the SAFER method could help to create better learning conditions and enhance the learning process through and through revision. However, his approach is considered quite specified and not widely adapted. But Berman has indeed made a great effort in applying contemporary pedagogical thought to ELT, brining new insights to the application of MI theories.6 ConclusionsAmong the two main theories of intellig ence general and multiple intelligence MI theories have been generally considered more scientific, including non-cognitive factors such as emotions. Gardners MI theories brought new insights into education, helping students to identify and develop their strengths and discovering more effective teaching methods. Gardner stated that all the eight intelligences are equally important and essential to an individuals development. As though the intelligences are separate, they seldom operate independently. Therefore, development in one area often increases the development of another (Gardner, 1983). The intelligences could work positively and negatively, consequently, it is important for teachers to understand MI theories and how to apply it to their teaching methods. MI theories have the potential to be adapted to all teaching methods although there are three main approaches which collaborate with MI theories constructively. Which are the Communicative Language Teaching Approach (CLT), Ta sk-based Learning (TBL) and the SAFER model. MI theories are of wide adaptability and flexibility, to use MI theories effectively, teachers should ever remain open-minded and creative, prepared to make changes in their teaching methodology.

Nissans Need for Leadership and Change

Nissans Need for Leadership and ChangeCase SummaryThe case point of departure is Nissans troubled financial position and privation of credentials in 1999. As a Japanese company Nissan had built impressive manufacturing platform for its 43 car models. However due to poor stemma finiss in the past the company profitableness suffered, thus the need for a new-sprung(prenominal) leadership. Carlos Ghosn stepped in at 1999 promising to turn the company around in two years.The case describes the challenges that he dealt with in restructuring the company, building trust trough transparency in trading operations and promoting new type of leadership styles at Nissan. in that location are internal and external factors that affected the Nissan performance prior to Carlos Ghosn arrival as COO.The internal factors refer to the current management style that focused on short-term performance and technology development and neglected the customer satisfaction and service. The management showed ignorance to designer tr fires and customer preferences, which had weaken the Nissan brand image.The external factors refer to the devaluation of the hanker in relation to the US$. The economic conditions were not in a favor for Nissan as the government support to the industry seemed to evaporate. The rating agencies Moody and standard Poor threaten to lower the Nissan investment rating from investment grade to junk if Nissan did not acquire support from another car company.The exam emergency is about evaluating the Carlos Ghosn approach in turning Nissan around in relation to the following aspects 4Question 1 Resistance to changeWas oppositeness undeniable? What were the underlying causes of the resistance?With Carlos Ghosn becoming the new COO the managers and the employees probably had mixed fillings about what his intentions were in relation to their job security. Known as the Le hail Killer Ghosn did not hesitate to challenge the current organizational farming and in ternal processes.The core of the resistance at Nissan was the COO Brazilian ethnicity with Lebanese heritage and cultural differences of approaching the problems. It is well known that the Japanese management culture is masculine with large power distance and obedience to the higher ups (Hofstede). Ghosn had shown a proactive management style at Renault by alter cost-efficiencies and due to the good management record previously, he was headhunted and become a COO of Nissan. It is logical to take away that the new COO should be someone who knows the local culture and customs, tho in this case Ghosn was probably aware of the fact that despite of his shortage of friendship about it, he had an advantage to have worked on four continents and overcome cultural differences.Previously in 1991 Nissan had been flourishing by producing good quality cars, but the company distanced itself from the customers needs of stylish, innovative cars. The company stall and later the disruptive manag ement style which was short-term market share oriented, instead of long-term profitability oriented, contributed to the Nissan need of strategic change. The keiretsu investments in suppliers fair-mindedness and real-estate had created a false security net. The keiretsu tradition is wide spread in Japan and in that sense Nissans managers believed that the investments pit to loyalty and cooperation within the suppliers family. It could be assumed that despite the higher purchasing costs the Nissan managers did not terminate the unprofitable relationships due to vertically-integrated long-term interdependencies. The managers involved in the negotiations and ending making probably had been afraid of losing their jobs and status quo if the course of studyt closes down and discontinue the suppliers relationship.In order to overcome the challenges Ghosn applianceed the Nissan Revival Plan. In the plan he set strategic targets to be reached by 2001. His plan was to reduce cost by closi ng down unprofitable plants, terminating keiretsu agreements, developing new cars and improving the Nissan image. One of the reasons why Ghosn was careful about the Japanese culture was the agreement that Hanawa made with Renault before the strategic alliance took place. The agreement stated clearly that the new COO has to stay sensitive and in respect to the Japanese culture. Without the cross-functional teams the resistance of implementing the change would have been too strong for Ghosn to lam its plan. The CFTs were members of key business operations and with their sub-teams they reported back to the supervisors. Ghosn put and emphasis on accountability and function by eliminating positions that did not have direct influence on the company performance. The resistance was inevitable due to Ghosn management style, however in the process of restructuring he managed to convince the managers that the new strategic approach of decentralization will benefit Nissan, independently the e mployees on the long run.Question 2 Organizational cultureIn your opinion how did different parts of the Nissan organization feel about Ghosn and why? Was Ghosn successful in enlisting their support?The paradigm of the delayed decision-making process and the informal meetings in order to achieve consensus as well as aligning the decision making process must have caused tensions with the Ghosn arrival. However when he assembled the CFTs, he re constructiond the organization by flattening the decision making process. Within the organizational restructuring Ghosn implemented the matrix structure, which required change in the leadership styles within Nissan, as well as change in the working process. Five factories were closed and 21,000 jobs within management, manufacturing and lead net were reduced in the process. As a gaijin Ghosn had to prove to the media, the investors and the stakeholders that his NRP requires the Nissan employees full cooperation and trust. The performance tra ding floord incentive 6system in terms of cash and stock options was unknown in the Japanese culture before. Also the seniority reward system had been removed and replaced with KPI (key performance indicators). This caused insecurity within the workers and lack of cooperation, specially among the older managers who probably had expected their rightful rewards. There must have been strong resistance within the different parts of the organization due to Ghosn cultivated carrot and the stick way to put things in perspective. By dissolving unprofitable production and demanding responsibility from the managers he showed determination and also concern about the Nissan organizational culture. In the process he enlisted the organizational parts on his side by letting the managers to be involved in the restructuring as well.Ghosn successfully penalise the NRP as the case describes, Nissan had the best financial performance in history. He also managed to reduce the purchasing costs by 20%, the supplier base and the keiretsu influence.Question 3 National cultureHow pronounced have cultural differences been between Ghosn and the organization? Was culture a helper or hinder for Ghosn?As described in the text under Addressing national cultural issues career advancement can only be achieved by Nennkou Jyoretu, where the senior manager had the power, and the responsibility of the decision-making. Although the managers had control over the operations, the team-members were hindered of contributing in the decision-making, hence the slow development process. The fear of loosing face and failure disrupted the value chain at Nissan and when Ghosn came on board, he had to make some restructuring changes and to adjust the power distance. Japan is known for high employment security country and employees take pride in their work. However, Ghosn approach a challenge discovering that every team believed that their department is not responsible for Nissan problems and therefore unaw are of the fact that the company is close to bankruptcy. The formal and informal decision making was not efficient at Nissan as the managers did not follow-up on their orders. There was too much focus on the functional structure and cost per unit. 7Instead the managers should have focused on the customer satisfaction and meeting the investors demands for improving the earnings and the stock value.Ghosn listed five urgent problems that Nissan was lining and despite the cultural differences he believed that diversity was a strength rather than weakness. He communicated the 3 managerial principals to the employees transparency, execution and communication. With his open management style he turned down barriers of power and empowered the middle management by establishing the cross-functional teams.Despite the major cultural differences between Ghosn and the organization it worked well in the end due to Ghosn leadership skills of letting the employees to contribute to the changes by inv olving them in the decision management the initiation process and the implementation phase.Question 4 Luck and measureWould Ghosn and his cross-functional team been able to make the same changes a few years preferably?There are some pros and cons in answering this question. As mentioned in the text the government practice of bailing out troubled companies did not appear in the case of the bankrupt financial house Yamaichi. This event played a psychological role for the Nissan employees and Ghosn used it cleverly to steer his new strategy.Carlos Ghosn has a background as VP at Renault. The management skills and resources acquired at Renault most evidently helped him to execute the strategy changes at Nissan. This raises the question whether he could be capable to execute such a management Excellency at Nissan without the management experience at Renault, probably not. A few years earlier Ghosn would not have had the support from Hanawa.The cross-functional teams worked well due t o the internal and external economic conditions. They were with the sole innovation to drive change and transform Nissan from a consensus culture, where those with different opinion did not have to chance 8to pledge their point of view to a consensus culture with roots to the western organizational culture style.In 1999 Nissan had probably reached the lowest point in financial performance and brand equity. Few years earlier the situation was bad, but not worse in the financial sense. 9Additional question Other aspects of the evaluationRenault Nissan allianceThe CEO Hanawa gained an alliance with Renault who took 36,8% equity stake in Nissan. Hanawa negotiated agreement as followsNissan retains its own nameThe Nissan CEO would continue to be selected by Nissan board of directorsNissan would take the principal responsibility to implement the revival planBenefitsEconomy of scaleNew marketsShared distributionSharing technology and know-howDeveloping new technology based on the dual- lane experienceBeing able to react timely to the market needsBenefits for the both companiesBy selecting the most committed suppliers, the number of the suppliers can be reduced, hence gaining advantage of controlling the suppliers for price negotiationSharing the same platform in productionTo secure smooth transition in the allianceCooperation favor secured the implementation of the decisions taken during the transition periodThe managers acted upon the transition decisions, become better to give feedback and follow throughNew ideas of synergies merged in the aftermath

Relationship between Young Parents and Children

Relationship between Young Parents and tiddlerrenHome, is a place where we can relax and be our self. We do not need to pretend. While, by having a superb relationship between family members is good for the development of children. It is an important role for a family.An important study found that children of working parents did weaken whenMothers were warm and responsive with childrenChild care was stable and of high qualityChildren spent fewer hours in child careFaughn.P (2006, jun 1). Working parents with young children Whats Important? Message posted to http//parenting247.org/article.cfm?ContentID=1121strategy=4AgeGroup=1Parents are the good models of constructive social and educational values. This may strongly affect childrens level of attainment. A good role model with a better relationship with children may increases the level of attainment of children.By contributing a good relationship with children, young parents shall contact schools management to get the news modify from them. Moreover, by involving themselves in school activities may construct a better relationship with children. Time spent with children must be constant.A research shows that playday with parents is also important.Children crave time with parents. It makes them feel special. Parents are encouraged to find time to spend playing with their kids on a regular basis. This should include genius to one with each child and group time with all of the adults and kids in the home. If you are a single parent or have an only child, at times invite family or friends over to play.In pretend play, let the child develop the theme. Get into their world. Let them go with it. Ask questions. Play along. Be clownlike along with them and have fun. Avoid over-stimulation. Know when it is time to stop.http//www.childdevelopmentinfo.com/development/pl5.shtmlSpending time with children helps young parents to know their children better. Hence, a bond leave alone last for a lifetime. Moreover, childr en will realize that they are being concerned, loved and appreciated. Therefore, children will share their feelings with parents once they are confronted with temptations and difficulties.Unfortunately, on that point are a lot of young Malaysian married couples moved out of their parents home later on marriage. They set up their own household today. They have to manage their lives and families without anyones supports. They need to earn as a great deal as they can to raise their children and fulfill familys needs.Young parents, whom are busy with their own work, will not have a lot time to accompany their children after a tiring day. Time spent with children decreased. This may lead to lack of chat between young parents and their children.Most young parents thought of earning as some(prenominal) as they can, may have a better life for their children and fulfill their needs easily. Therefore, instead of spending time to understand them, they work as much as they can every singl e day.This may lead to many pressures and problems among family members. For example, young parents may feel desperate, frustrated or even embarrass when there is some misunderstanding among themselves. Hence, argument might occur.Children might be left out since young parents do not care for them. Hence to get more(prenominal) attention from parents, children will try to behave like a gangster or fight at school and academic performance will getting worst.According to this report, culture and ethnicity, levels of human and material resources available within families, home language, family structure and changes in family type are linked to childrens achievement. (Fred, Jeanne, Chris, 2003)It is a hoped that this research would be beneficial to those who may concern, especially young parents who are busy with their carrier. Lack of communication among family members would lead to many disadvantages. Therefore, parents should have more interaction with their children to build a str onger relationship within family members.This research benefits the community as well. This is because all these young generations are those who might lead the nation in the future.Problem StatementAs Malaysia is a developing country, why do lack of communication among young parents and children affect their achievement in school?Research QuestionsRQ1 What are the factors of communication lacking among young parents and their children?RQ2 What is the implication of communication lacking among young parents and their children?RQ3 How to overcome this problem?Research ObjectivesRO1 to determine what drives lack of communication among young parents and their children.RO2 to determine the aftermath of communication lacking.RO3 to find out the way to solve this problem.MethodologyPopulation (N) who (i) young parents (ii) childrenSample (n) where (i) office which located at KL (ii) primary schools in KLDefinition master(prenominal) concepts(i)Young parents(ii)children(iii)Lack of co mmunicationConceptual definitionWorking young parentsSchooling childrenOperational definitionBusy with their carrier.7 12 years oldInstrumentsQuantitative regularity will be use in the research while the instruments in this research are a questionnaire. The questionnaire will be divide into four sections which is constituent A, B, C and D. Section A includes questions on the demographic profile, Section B is the factors of communication lacking among young parents and their children, whereas Section C and Section D will be the implication of communication lacking among young parents and their children and ways to solve this respectively.

new zealand politics 1984-1993 Essay example -- essays research papers

On July 6 1984, the fourth Labour g everyplacenment were elected into parliament after defeating the National party in a snap election. 1984 toilette be regarded as a major turning point in saucily Zealand political history in the sense that significant political changes modify the whole of the naked as a jaybird Zealand society, economy and political structure. New Zealand governments experimented with radical Neoliberal policy programmes to achieve economic and social progress during this period. The prove shall discuss the central features of the process of policy change over the period of 1984 to 1993 in New Zealand. These reforms were among the most sweeping in scope and scale in spite of appearance any industrialised democracy. There are a significant number of historical and institutional similarities between Australia and New Zealand which make them a fertile commonwealth for comparative analysis. This essay shall compare industrial relations reform in Australia and N ew Zealand during the 1980s and 1990s, integrating both institutionalist and interest-based approaches. Within comparative politics at that place are two main approaches to the impact of economic change on national policy patterns. The first, new institutionalism has been very influential in comparative industrial relations. The second, which focuses on the role of interests, has also been significant in New Zealand and Australian politics. The concept of institutionalism is central to the analysis of the reform episode that took place in New Zealand. Institutions are the rules of the game in a society or, more formally, are the humanly devised constraints that shape human interaction (North,19903). Zucker defines Institutionalism as a fundamentally cognitive process (198325). In comparison, Immergut argues that the theoretical core of the new institutionalism is the view that there is a tendency for certain arrangements in social life to persist over institutions and for these ins titutional arrangements to affect not just strategic actions but also the preference formation of social actors (19987). Immergut stresses the fundamentals of the concept of institutionalism can be moot as there are many conflicting definitions and analysis. Since the common research interest is in the black box between potential political demands and last outcomes, it does not make sense to predefine the contents of this box. A standard definit... ...liams Books.Kasper, W. (1996) Free to Work The Liberalisation of New Zealands Labour Market, Policy Monograph 32, Centre for Independent Studies, Sydney.Maloney, T. (1997). pull ahead Reform and Labour Market Behaviour in New Zealand. Institute of Policy Studies, Victoria University Wellington.McClure, M. (1998). The Reluctant State 1984-1998 in A Civilised association A History of Social Security in New Zealand 1898-1998. Auckland University Press Auckland.North, D. (1990) Institutions, Institutional Change and Economic Performan ce. New York Cambridge University Press. Rankin, S., St John, S. (1998). Quantifying the Welfare Mess (Policy Discussion account 22) Department of Economics University of Auckland.Schwartz, H. (2000). Internationalization and Two Liberal Welfare States Australia and New Zealnd in Scharpf, Fritz & Schmidt, Vivien, (eds). Welfare and Work in the Open Economy (vol 2), Oxford University Press New York.Shipley, J. (1991). Welfare That Works, Minister of Social Welfare, WellingtonZucker, L. (1983) Organizations as Institutions, in Bacharach, S (ed). Research in the Sociology of Organizations, Greenwich JAI Press.

College Admissions Essay: Dilemma of the Deserted Island :: College Admissions Essays

Dilemma of the Deserted Island The following question has been asked What three things I would take with me if I were forced to equal on a deserted island? Here are my thoughts- 1. A YOUNG JACK RUSSELL TERRIER - Training him might keep me occupied for a while and he could guard the camp at night (Hey, there might be large animals prowling the night. Which reminds me of my neighbor, Colin.) My main reason though, is to provide companionship. My first thought was to bring a human companion, (me Jane, you Tarzan), but I dont know anyone who would want to be stranded with me and I wouldnt want to live alone with someone I had brought against their will. Catch 22. 2. A MACHETE - It can act as a knife, ax, sword and if desperate, it could be used as a hot plate over a fire. No one told me what sort of island it would be, so Ive tried to think of the most versatile tool to bring. With a machete I should be able to make a shelter, fashion other tools and spend many hours learning t o whittle. But I really think I would feel more secure with one in my hand if I was attacked by say, a hungry king of beasts. You might be surprised what a sharp machete is capable of and I hope the lion would be too. 3. A MEDIUM SIZED COOKING POT - Ive done enough camping to know how difficult things can get without an easy bearing of cooking. It would also come in handy for rendering animal fat for my home made lanterns, distilling salt water if there is no running water, (Most Australian islands are dry), it would catch the drips from the mandatory leak in my man-made shelter and finally I could use it to make monotonous music to amuse the dog.