Intervention A plan for intervention deals with theories of strain labeling association social control essays

Intervention A plan for intervention deals with theories of strain labeling association social control essays Take-home Midterm Exam Part Two In order to prevent children from growing up in environments that produce deviant behavior we can take certain crucial steps while they are still receptive to social molding. Through the plan of intervention that I propose, we are assured that the next generation of our societys children will not be plagued by the problems described by the theories of Labeling, Differential Association, Social Control, and Strain. The program I propose involves inserting highly-trained mentors into our elementary, junior high, and high schools. The objective is to have these mentors, or role models, develop a personal relationship with their students, and through that relationship they will provide the guidance, support, and counseling that each student requires. As there are no funding limitations, it is possible to have the abundant amount of mentors that is necessary. With each mentor dedicated to his group of about 10 students, an ample amount of time and attention is guaranteed to each student. The mentor, who must first pursue a college education in the areas of psychology, sociology, and child development, as well as specialized mentor training will be well-suited and educated to help guide the children into good social standing. Each mentor will first be introduced to their group of children at the beginning of each educational institution (i.e. elementary school, junior high, high school), and then stay dedicated to that group for the remainder of their stay at the institution. The point of this aspect of the program is to provide time for the mentor and group to develop a trusting and respectful relationship; hopefully, a bond will develop between each member of the group, as well as between each member and the mentor. From the theory of Differential Association, we learn that people are often pushed into d ...

Victim-Blaming Rape Myths

Victim-Blaming Rape Myths Question: What are Rape Myths - Why Do Myths About Rape Often Blame the Victim? Answer: Rape myths are assumptions about the act of rape and the victims of rape that frequently reduce empathy for and even shift blame to the victim. Often unproven or downright wrong, rape myths are nonetheless widely accepted. A concept first introduced by sociologist Martha R. Burt in 1980, rape myths are defined as prejudicial, stereotyped, or false beliefs about rape, rape victims and rapists. Rape myths can lead us to justify acts of sexual violence by rationalizing that the victim did something wrong and therefore is at fault. When women believe rape myths, they frequently separate and/or distance themselves from the victim by saying, That would never happen to me because.... The following are common rape myths: Its not rape if theyre datingthere was no force/violence involvedshe didnt fight itshe went home with himshe wasnt aware of what was happeningshe said no but really meant yesshes a prostitute She wouldnt have been raped if she wasnt drinking alcoholwearing tight/sexy clothingleading him onslutty/a bad girl/sleeping aroundasking for ityoung and attractivein the wrong place at the wrong time the LA Weekly blog described her The tendency to take a judgmental view of rape victims is s direct result of viewing this violent crime through the lens of rape myths. Sources:Beere, Carole A. Sex and gender issues: a handbook of tests and measures. Pages 400-401. Greenwood Publishing Group. 1990.Raja, Sheela. Rape Myths Persist - Reactions to the Assault on Lara Logan. WomensMediaCenter.org. 17 February 2011.Wilson, Simone. Lara Logan, CBS Reporter and Warzone It Girl, Raped Repeatedly Amid Egypt Celebration. Blogs.LAWeekly.com. 16 February 2011.

End of the course reflection Essay Example | Topics and Well Written Essays - 750 words

End of the course reflection - Essay Example However, the writing skills develop with time. In writing, we consider the purpose, audience, and rhetorical strategies for any writing process. Indeed, my writing has improved with time where I have manifested fundamental changes in my method of writing. Initially, writing proved a difficult task for me since I could not understand different writing topics and develop an idea for writing. Moreover, my writing manifested numerous grammatical errors, poor formatting, incoherence, and lack of logical flow. Nevertheless, I have perfected my writing after a continued practice. Indeed, writing is a learning process that has enabled me to improve my writing skills. As I advanced in my course, I made significant adjustments in my writing practice to address the professional audience that involved my tutors and fellow students. Moreover, the need to present professional messages and address particular aspects in my course forced me to adjust my writing. As such, my writing became more objective, focused and professional. The changes in my writing style altered my grammar, introduction, rhetoric strategies, and diction that enhance professionalism in my works. As a result, my writing was able to convince my colleagues and met the course standards. I have developed immense love in writing about different topics. Initially, I wrote for fun and followed no procedures since I lacked a professional audience. I have learned to go through the subject before starting to write about a particular topic. The process has enabled me to understand what I am writing about with the aim of convincing my audience and addressing all the course aspects. I also write and revise a draft after understanding the writing concept that helps me to eliminate irrelevance and grammatical errors in my writing. I have also learned the need to proofread my work before submitting that

Should the N-word be removed from the version of the The Adventures of Essay

Should the N-word be removed from the version of the The Adventures of Hucklberry Finn - Essay Example There are two reasons why censorship of the book should not be allowed. First, it goes against the spirit and letter of the Freedom of Speech provisions in the constitution of the country. Second, there is nothing inherently sinister about the word ‘nigger’. In other words, the author, instead of reinforcing the negative stereotype of black people, is only showing the abusive usage of language by their white owners. Moreover, the language used in the American South during the antebellum years can only be truly captured if such words are included in the novel. The essence and literary style of the Realist genre, which the novel employs, would be lost if political correctness is given importance over real substance. Also, since the civil rights movement of 1960s, the usage of the word ‘nigger’ is substituted by the more acceptable ‘black Americans’. But the change in nomenclature has not translated into change in their social status. Despite the U nited States presently boasting a black President, the community lags behind white folks in many respects. In this sense, this token change was merely euphemistic. Terming the language in the novel as being abusive is to miss the point. Author Mark Twain is playing the twin roles of writer and historian in the book.

I Love College Essay Example for Free

I Love College Essay I Love College by Asher Roth is considered 2009s college anthem. A dance song about college parties, complete with under-age drinking, possible date rape, and the lack of focus on academics, I Love College is on most teenagers iPod playlist, especially the teenagers who are planning on going to college in the fall. I Love College by Asher Roth is not only degrading to women and sends the message to impressionable teenagers that women are only for mens enjoyment. The lyrics of I Love College are offensive, to say the least, to all college students, not only women. The lyrics imply that all a college student does is go to parties and drink. However, women suffer the most because of these lyrics. This song is a prime example of men taking advantage of women. For example, the chorus of this song details how a college student went to a party, got drunk and high, got a girl â€Å"completely naked†, and did it all over again the next night. This song, because of its catchy beat, sends the message to teenagers that this behavior is acceptable, and it implies that every college student acts this way. The music video for I Love College could be considered more offensive than the lyrics. The music video opens with a man standing up from sitting on a couch, pushing a girl, who is passed out, off of him. The next view the video shows of women is a group of girls, half nude, playing what appears to be strip poker. Throughout the video, Asher Roth kisses many different women, all of them wanting to be near him. The only image of women that viewers get from this music video is women undressing; this is all the women in this video did. To impressionable young people getting ready for college, this video, along with the lyrics, send the message that men are superior to women, and that women are only there for mens entertainment. The lyrics and music video for I Love College also sends the message that college is for partying and taking advantage of others, not for studying for a career, for a successful future. The lyrics and music video put women in a degrading light, portraying them as toys for mens pleasure. This sends the wrong message to teenagers. The future of the American society is in trouble if these are the messages young people are getting through the entertainment they love so much.

the life of Dorothy Day :: essays research papers

Dorothy was born in Brooklyn, New York on November 8 1897. In 1906 her family survived the San Francisco earthquake and her and her family took a drastic change in lifestyle conditions after Day’s father became unemployed and they were forced to move into a small flat in Chicago’s South Side. After seeing the shame her father felt with unemployment sparked her vocation to help the poor. Originally Day, in high school rejected organized religion because she claimed she never saw these â€Å"Religious people† helping the poor. Her religious development was a slow process but eventually she became a very devoted catholic. She Saw the Catholic Church as â€Å"the church of immigrants, the church of the poor† This calling and strong beliefs in the teaching of God encouraged Day to help those who were poor and unemployed. With this in mind and her experience, strong faith and family past Dorothy started a paper known as The Catholic Worker. She sold the paper for a penny a copy â€Å"So cheap anyone could afford it† she explained. And on May 1st the first copies were issued at Union Square and by December 100 000 copies were being printed each month. The paper’s purpose was to publicise catholic social teaching and promote steps to bring about the peaceful transformation of society. By the winter the paper had received so much success homeless people began to knock on her door. Eventually an apartment was rented with space for 10 women and soon after a place for poor men. Next came a house in Greenwich Village. Then in1936 this community moved to two buildings in China town. The charity became a national movement. There were 33 Catholic worker houses spread across the country because of the depression there were many people in need of these places. Day took these people in â€Å"As members of her family†. As a strong catholic she went to daily mass and weekly confession and regularly went on religious retreats and read the bible. Today the organisation is still running with 185 catholic worker communities which are committed to non-violence, voluntary poverty, p rayer and hospitality for the homeless, exiled, hungry and forsaken. They protest injustice, war, racism and all violence. Through Day’s protests, achievements, actions, words and writings of 8 books, 350 plus articles for journals and magazines and also over 1 000 articles for the Catholic Worker newspaper she proved to be an excellent role model for many people.

Critically Examine the Arguments for and Against Deliberately Trying to Change Organizations

Assessed Essay OC4 â€Å"Critically examine the arguments for and against deliberately trying to change organizations† Introduction Before we begin to explore whether it is a worthwhile exercise to seek to change an organisation through a planned approach we must first begin with a definition of our terms. What might we mean by â€Å"deliberate†, â€Å"change† and an â€Å"organisation† To do so will help us explore under what circumstances planned change may be worthwhile or even possible. Huczynski & Buchanan (1991) define organizations as â€Å"social arrangements for the controlled performance of collective goals†. This definition fits well those who would propose a deliberate change approach as it suggests an element of control of the organisation is possible. It also pictures the organisation as a separate entity whose goal is to control and that there is agreement by the members on what these goals should be. The fits with the roots of Organisational Development that the performance of the organisation can be enhanced by exerting control in some way over the structures, processes and individuals that make up the organisation. Some would take issue however with the concept of the organisation as a seperate entity: Morgan (1986) â€Å"organizations are complex and paradoxical phenomena that can be understood in different ways† thus change of the organisation is a much more complex issue. In Morgans view, the idea that we can identify the elements that make up the organisation, in the same way that you might dismantle a machine, does not allow for the complexity that exists. As our view of the organisation affects our perspective our definition of the type of change we are examining will also affect the scope of our investigation. Schein (1969) defines change as â€Å"the initiation of new patterns of action, belief and attitudes among substantial segments of the population†. Change is something that is started by someone (a change agent), but does not necessarily need to involve everyone. For Schein, change is deep rooted in that it goes beyond the surface level change of process and goes to the core of behaviour: beliefs and attitudes. Lippett (1973) uses a broader definition: â€Å"any planned or unplanned alteration to the status quo†. We will explore whether, using such a broad definition, the planned approach might be more suitable to particular contexts. Our final term in need of definition is â€Å"deliberate change†. Ford & Ford (1995) define this as â€Å"when a change agent deliberately and consciously sets out to establish conditions and circumstances that are different from what they are now and then accomplishes that through some set or series of actions and interventions either singularly or in collaboration with other people†. Thus deliberate change involves intent that distinguishes it from change which is not consciously produced and instead occurs as a series of side effects, accidents or unanticipated consequences of actions. The Arguments for Deliberate Change 1. Performance is enhanced by the controlled introduction of change rather than allowing it to happen haphazardly. It is worth noting that the classical approach, from which this argument derives, was developed during a period when the management approach was fairly reactive and adhoc. The scientific approach to management was an attempt to create order and efficiency. Fayol (1949), suggested the role of mangers is to plan, organise, command, co-ordinate and control. Critics of the approach would attack the concept of leadership portrayed by Fayol and others e. g. Collins who speaks of â€Å"Level 5† leaders who are more servants than charismatic controllers; those who would look in the mirror when performance dips and praise their team for the successes achieved. Those who would act more as facilitators than controllers. There is also wider criticism of the notion that planned change is good for organisations per se. This seems to be a notion that permeates much of OD literature, that individuals need to be controlled for change to be effective.. Croch et al challenges the view that because leaders see unprecedented turbulence they act as a buffer to the organisation to minimise this by resistance, denial or inaction. Leaders are inherently obstructionist in their stance. Burnes & Stalker (1961) found that rather than act as a blocker to change; leaders seized the opportunity to initiate action. Thus one could argue that rather than needing to control individual action it may be more appropriate to allow individuals the freedom to seize the opportunities that prevail around them. One could also question the view that planned change is more effective than â€Å"unplanned† change. Studies examining the success of transformations have suggested that 66% of organisations fail in their change efforts (Sturdy 7 Grey (2003) 2. Change now takes place at an ever accelerating rate, if managers do not plan how to deal with change there is a danger that the organisation will be driven by vagaries of its environment. Some critics would question the notion that change is as rapid and all pervasive as some writers would suggest. Weick (1985) would argue that the turbulence is only created in the perception of those who create the turbulence rather than by the events themselves. One could argue that rather than planned change perhaps there is a call for planned stability. Individuals may be getting tired of the changes that are imposed upon them and instead seek stability in their environment. Some would argue change has always been with us, others would argue that stability is equally as prevalent. The notion that change is a given is built on Darwinian concept that all things evolve in a common way to attain improved circumstances. 3. Planned change is the most effective way to deliver the performance as organisations need long term strategic plans to enable them to attain the results they require. This build from a top down view of the organisation guided by a group of rational individuals who make decisions for the good of the organsiation and its members. Taylor (1911) and his scientific view of management â€Å"the work of everyman is fully planned out by management† supported the concept of leaders as rational decision makers, fully able to plan every task of the workers who in turn simply carried out the tasks assigned to them. John Harvey-Jones and would support this managerialist position by building a picture of the â€Å"hero† manager fully capable of implementing any change they see fit. The argument also portrays the change process itself as rational capable of being controlled e. g. Leighs (1988) who identifies a list of internal and external triggers to change that can enable the control to take place. Pettigrew (1985) criticises the approach for taking an acontextual, atheoretical and aprocessual stance: organisations are not this independent entity that the writers suggest. Clegg (1990) suggests organisations are embedded in a network of wider social relationships. Organisations don’t just reside in an environment; they are part of its fabric. Thus even if the leaders have the skills the control of the complexity would be beyond them. There is also criticism aimed at the assumption that planned change results in the intended outcomes. Grevenhoest et al (2003) â€Å"The outcome of the change process is often different from what was planned and new projects are often started before previous ones have finished properly† Other studies have questioned the success rate of planned change in achieving their initial goals. What would be the â€Å"success rate† of unplanned change? How much change takes place as a reaction of internal and external forces rather than through some strategic planning process? 3. Planned change enables the change agent and those implementing the change to take into account a range of issues that would not otherwise be included. Although this may be true it does not necessarily follow that this means they are able to influence or control these factors. The argument, by adopting a scientific approach assumes that by identifying the issues the individuals then have the skills and ability to manipulate the â€Å"issues† to make the change more effective. Such capacity, even if it is possible, presumes highly sophisticated skills. Would the individuals possess such skills? . Planned change enables leaders of the change to ensure that the changes are introduced in such a way that they are accepted by the individuals within the organisation. Ford & Ford (1995) point to the power of communication in driving change. â€Å"everything, including prevailing conditions and circumstances, is seen as created by and in communication†¦ in the absence of communica tion there is no intentional change. † Such communications follow fairly simple patterns and the drivers of change can use different types of conversation to make the changes happen. At a more macro Level Lewin (1951) placed the individual in the group to which they belong which forms the individuals perceptions, feelings and actions. He maintained the status quo is held together by various field forces which, when identified could be strengthened or diminished to bring about the necessary change. By â€Å"unfreezing† the status quo, then â€Å"moving† to the new state and finally â€Å"re freezing† the changes become effective. These concepts seem to adopt a rather simplified view of individual behaviour and of the change process itself. They imply change can be mapped as a set of stages hat individuals go through and which can then be planned and controlled, e. g. by the use of communication techniques. Bandura (1986) questions this simplistic approach to individual behaviour and instead proposes a social cognitive view â€Å" people are neither driven by inner forces nor automatically shaped and controlled by external stimuli†¦behavi our, cognitive and other personal forces and environmental events all operate as interacting determinants of each other. Arguments against Planned Change Burnes and Salauroo (1995) aim four criticisms at the planned change approach: 1. Much of OD on which it is based was designed for top-down, autocratic; rule based organisations, which operated in a predictable and stable environment. Such a picture of the organisation is one that the management Guru’s of the 1980’s and 1990’s fought against (Peters & Waterman, Kanter) arguing instead for an organisation that was bottom up, that was built around team working rather than hierarchy. Involving matrix management and extended spans of control rather than vast hierarchical structures to exercises control over the workers. Handy (2001) now argues that such vast hierarchical organisations will be few in numbers and instead the workforce will be epitomised by â€Å"fleas† living in some symbiotic relationship but over whom the large organisations have little control. Thus one should not attempt to apply the principles to a business environment that undergoes constant change and whose watchwords are consultation and facilitation rather than authority and control. However to suggest that all organisations have moved away from a top down, autocratic stance is perhaps a little naive. Many may advocate a consultative approach but it is still the board of directors who make the strategic decisions. There is also the argument highlighted previously that the notion of rapid continual change is one of perception rather than concrete reality. 2. The focus of planned change tends to be on incremental change, taking place through a series of defined and controllable phases (Lewin) and so it is unable to incorporate radical transformational change (Schein) Planned change involves detailed diagnosis of the issues, action and then evaluation before further action and evaluation in an iterative cycle. It recognises change needs to be self-sustaining. Quinn (1980) draws a picture of the executive who seeks out, through various channels, a range of data before proactively taking steps to â€Å"implant support†, form coalitions, and constantly re evaluate the direction of the organisation as he moved it gradually in the direction he seeks. Such planned change, could be very costly and labour intensive. Payne & Reddin’s study of a major change at a tobacco factory calculated the cost as 25-person manager years of OD. Is such a cost justified in light of the research that suggests much of the changes would prove ineffective? In the case of rapid, radical change a coercive approach might be more appropriate than the planned approach. Does change really take place in such a controlled, phased way? Are change agents able to introduce change in such a controlled way? What about the role of power and politics? Buchanan & Badham suggested that politics is a reality and by necessity change agents have to get involved otherwise the changes are likely to fail. However, would the change agent have the skills to engage in such behaviour successfully? If the change involves culture change, difficulties start at the analysis stage as culture is difficult to define therefore how can you then plan to make changes? Where would the start and end point be and how would you evaluate the differences? 3. Planned change makes the assumption that there is common agreement between all parties and that they all have a willingness and interest in making the changes. It seems to adopt a unitarist approach to change that suggests organisations are essentially co operative, that little conflict exists amongst the members on the overall aims of the organisation. Both the pluralist and radical schools would argue much conflict exists in reality. The radical school might go as far as to suggest that the workers need protection from management, as the drivers of the two groups are completely different. Certainly the planned approach seems to view the managers as rational, altruistic individuals who always act for the good of the organisation and its members. Bowman C. (1999) suggests that changes to the status quo tend to emerge from action and rarely come from strategic analysis. It is far better then for changes to take place as a stream of decisions over time than agreeing some common vision of the outcomes intended by the changes. The Marxist view would challenge this by suggesting that as their focus is on increasing profits, by necessity that involves the exploitation of the members of the organisation. 4. The planned approach assumes the approach is suitable for all organisations. Pettigrew & Whipp (1991) instead suggest that no such universal rules exist and leading change actually involves a flow of actions that need to be appropriate to the context rather then working through some recipe for success as is suggested by some texts e. g. Leighs (1988) â€Å"Effective change: twenty ways to make it happen† Pettigrew (1985) criticises the approach for concentrating on change episodes rather than the â€Å"processual dynamics of changing†. Few have undertaken longitudinal studies to explore the process of change which would enable you to place the changes in the context within which they occur: For Pettigrew it is these structures and contexts which give the changes â€Å"form, meaning and dynamic†. He also criticises planned change for assuming managers work to achieve an end state that is knowable and achievable whereas change is a complex process that doesn’t occur in bite size chunks. You need to explore the process of changing and not just the change itself. This is perhaps rather a harsh criticism, as it was not suggested that the approach would suit all situations at all times. In fact the focus is very much on incremental change however even here critics question the basic tenets of the approach built on the idea that change takes place as a steady flow of incremental changes towards a common goal. Gersick (1991) suggests a â€Å"punctuated equilibrium paradigm† through which to view change to challenge the view that individual systems develop along the same path. Gersick proposes the notion of periods of equilibrium punctuated by revolutionary periods that cause upheaval in the change process rather than some gradual incremental step to the end goal. Van de Van & Poole (1995) suggest that rather than take the â€Å"one shoe fits all approach† we need to look at the different perspectives through which writers view change and explore where they are inter related. One could also argue that the planned approach to change suggests that conflict needs to be eliminated and organisations need to strive for a smooth transition from one state to another. The notion goes back to the notion that change occurs in phases and the concept that individuals reaction hen faced with change is to attempt to block it. There has also been much criticism of the planned approach in that, although it attempts to tackle â€Å"how to implement change† when it comes to specific guidance the writers provide little substance. Recipes for success do exist however they are very general in their approach e. g. The planned approach seems to view change as episodic, the result being that it takes the view that the organisation exists in a stable environment which is interrupted by periods of change which need to be controlled to ensure a smooth transition from one state to another and recreate the stability. The role of the change agent is to create the change by focusing on leverage points that will help ensure any conflict is resolved. It is possible however to take a different perspective: Weick & Quinn (1999) Organisations are not specific entities but social processes, which are emergent and constantly changing rather than inert. Change instead of punctuated equilibrium is a pattern of endless incremental modifications that is driven by a range of internal and external forces. As such rather than using a set recipe for success the individuals involved in the change need a vast range of skills to enable them to adapt to the forces affecting them. Change is not an end state but a process that is cyclical. The role of the change agent is to facilitate rather than create, to redirect the change that already takes place rather than create change. However Weick and Quinn argue that because episodic change examines change at the macro level and continuous change at the micro level it is possible to reconcile the two approaches. â€Å" Change is a mixture of reactive and proactive modifications, guided by purposes at hand, rather than an intermittent interruption of periods of convergence†. Collins (1998) â€Å"change and continuity are not alternative objective states†¦. Because they are typically coexistent†¦what constitutes change or continuity is perspective dependent† One could ask the question: Do managers need to learn how to manage change or â€Å"enhance stability and learn to manage continuity if they want to survive? † References Armenakis, A. A. and Bedeian A. G. (1999) Organizational Change: a Review of Theory and research in the 1990s. Journal of Management 25 (3) 293-315. Bandura, A. 1986 Social Foundations of thought and Action: a social cognitive theory. Bowman, C. (1999) Action Led strategy and managerial self-confidence. Journal of Managerial Psychology 7/8 555-568. Buchanan, D. and Badham, R (1999) Politics and organizational change: the lived experience. Human Relations 52 (5) 609-629. Burnes, B. 2000 Managing change: a strategic approach to organisational dynamics. Collins, D. (1998) Organizational Change: Sociological Perspectives. Doolin, B. (2003) Narratives of Change: Discourse, Technology and Organization Organization 10 (4). Ford, J. D. and Ford, L. W. (1995) The role of conversations in producing intentional change in organizations. 20 (3) 541-570. Francis. H and Sinclair. J. (2003) A processual analysis of HRM-based change. Organization 10 (4) 685-700. Gersick, C. J. G. 1991) Revolutionary change theories: a multilevel exploration of the punctuated equilibrium paradigm. Academy of Management Review 16 (1) 10-36. Gravenhorst, K. M. B. Werkman, R. A. & Boonstra. J. J. (2003) The change capacity of Organisations: general assessment and Five Configurations. Applied Psychology 52 (1) 83-105. Greenwood, R. and Hinings, C. R. (1996) Understanding radical Organizational Change: Bringing together the old and new institutionalism. Aca demy of Management Review 21 (4) 1022-1054. Hardy, C. (1996) Understanding Power: bringing about strategic change. British Journal of Management 7 (special issue):S3-S16. Hoskings, D. M. and Anderson, N 1992 Organizational change and innovation: Psychological perspectives and practices in Europe. Petigrew, A. and Whipp, R,1993 Managing Change for competitive success. Pettigrew et al (2001) Studying Organizational Change and development: Challenges for future research. Academy of Management Journal 44 (4) 697-713 Quinn, J. B. (1980) Managing strategic change. Sloan Management Review 21 (4) 67-86. Rajagopalan, N. and Spreitzer, G. M. 1996 Toward a theory of strategic change: a multi-lens perspective and integrative framework. Academy of Management Review 22 (1) 48-79. Sturdy, A. and Grey , C. (2003) Beneath and Beyond organizational change management: exploring alternatives 10 (4) 651-662. Tsoukas, H. (1998) Chaos, complexity and organization theory Organization 5 (3) 291-313. Van de Van A. H. and Poole, M. S. (1995). Explaining development and change in Organizations. Academy of Management Review 20 (3): 510-540. Weick, K. E. and Quinn, R. E. (1999) Organizational change and development. Annual Review of Psychology 50: 361-386. Weick K. E. (2000) Emergent Change as a universal in organizations in â€Å"Breaking the code

The Process Of Modelling Erosion Environmental Sciences Essay

This papers is intended as a literature reappraisal of research on how to pattern the eroding. Erosion is a natural procedure that has become a serious environmental job due to the action of several natural and human factors. For case, deforestation, fires, unequal agricultural patterns or inordinate building of edifices and roads have skyrocketed this phenomenon. Erosion causes transit of deposits to rivers, swamps and lakes, increasing the hazard of deluging when raining. Besides, eroding reduces the capacity of dirts to hive away H2O, and do the loss of foods and organic affair worsening the biodiversity of the part. The engagement of the governments is needed to set up programs to command this phenomenon. 2 Definition of Erosion The word eroding, from Latin, means gnaw off ( Ghanshyam, 2009 ) . Erosion means the remotion of stuff from one topographic point of the Earth ‘s crust to the other by the impact of geological agents ( Krebs, 2003 ) . Erosion is a phenomenon that occurs at really slow rates. For illustration, Patric ( 1976 ) references some illustrations of a general rate of 0.18 to 0.30 dozenss / acre / twelvemonth. Obviously this rate will change depending on many variables on the surface of the Earth. Areas on the Earth surface that is more immune to erosion, such as forest land can supply rates of 0.05 to 0.10 ton / acre / twelvemonth. In contrast, countries with high rates of eroding such as agricultural land may stop up giving rates of 1 to 5 dozenss / acre / twelvemonth. Erosion is a natural procedure linked to the kineticss development of the planet and is a measure within the geological rhythm of the Earth ‘s crust. The geological rhythm which includes eroding is intended to accomplish a mass balance between the highest countries of the planet and the lower countries ( Khan, 2006 ) .3 Erosion within the Geological rhythmThe Earth ‘s crust is subjected to a uninterrupted transmutation ensuing from the action of geological agents, both internal and external, which are the elements that model the Earth surface ( Ramberg, 2008 ) . The Internal geological procedures have their chief beginning in the internal heat of the planet, and they are constructive, they are responsible for the formation of the Earth surface. These geological procedures appear in signifier of slow motions ( orogenic ) or sudden events ( temblors and vents ) , which give manner to the formation of new minerals and stones. External geological procedures are caused by the action of external agents ( air, H2O, air current, snow ) .3.1 Weathering, conveyance and depositWeathering is the procedure of break and decomposition of stones by the action of external agents. Weathering occurs in the topographic point where the stones are, without being transported. When the decomposition takes topographic point in combination with conveyance so is called eroding ( Gifford, 2005 ) . Weathering may be chiefly mechanical ( physical ) or chemical, but in most occasions operate combined. The conditions will be a cardinal factor in the laterality of mechanical or chemical weathering. Mechanical weathering is the physical decomposition of stones due to events such as dilation and alterations in H2O temperature ( Gifford, 2005 ) . This instance is common in hot dry climes where the uninterrupted alterations of temperature contribute to do snap and break in the stones. In cold climes, the H2O freezes in clefts perforating moving as a cuneus, doing the break and atomization of stones. Chemical weathering is the change of the mineral components of stones by the action of atmospheric gases ( O, C dioxide ) and H2O ( Gifford, 2005 ) , which performs procedures such as hydrolysis and hydration. Transport occurs on weather-beaten stuffs, fragmented or dissolved which can be eroded and moved from their topographic point of beginning, by the action of gravitation, which will take them from high to low countries. The chief conveyance agents are H2O overflow ( watercourses, rivers ) , ice ( glaciers ) , air current and sea ( coastal countries ) ( Ghanshyam, 2009 ) . The deposition of the eroded and transported stuff ( fragments of stones, dead beings and chemicals ) consequences in their deposit when it stops the consequence of gravitation and make more stable topographic points. The zones of accretion of deposits are sedimentary basins, which may be inland ( a lake or a river vale ) and ocean, deep sea, which are the most of import. In the instance of comeuppances, deposit occurs when the consequence of air current Michigans.3.2 Wind erodingWind eroding occurs in desert parts ( dry conditions ) , where rainfall and flora are scarce, with a preponderantly mechanical weathering. Wind eroding depends on many factors: conditions forms, dirt conditions, and flora screen ( Shao, and Leslie, 1997 ) . The deposition of stuffs occurs when the air current velocity lessening, ensuing the dunes, which are accretions of sand, which besides appear in coastal countries, as seen in some beaches.3.3 Water erodingSurface H2O ( overflow ) is the chief conveyance agent of alleviation modeling in the Earth ‘s surface. The behavior of surface H2O depends on their speed, which is relative to the incline. The greater is the speed larger the eroding consequence. Therefore, a graduation of the features of surface H2O can be seen from the topographic point of beginning until deposition occurs of the stuffs transported.3.4 Ice erodingGlaciers are accretions of ice, being located in the polar caps and in cragged countries. They originate in topographic points where rainfall is in the signifier of snow, which does non run and accumulates, until it becomes compacted and hardened into ice. The erosive glaciers can be of great importance in some countries of the Earth. In some countries of the planet can go the chief agent eroded go forthing a characteristic landscape. Glacial eroding occurs when immense multitudes of ice traveling easy through gravitation. This phenomenon carries the stuff in its way that act as an scratchy, crunching and smoothing the rock bed on which it travels.3.5 Coastal erodingGeological action of sea H2O plays an of import function in coastal modeling. The eroding occurs when moving ridges impact the stone. The accrued energy of the moving ridges crashing against the drops causes its gradual dislocation. Erosion rate depends on the petrology of the seashore and the moving ridge energy. Materials are so transported by moving ridges and currents and deposited in the signifier of pebbles, crushed rock and sand at the pes of the drop. Lighter atoms are deposited on the ocean floor.3.6 Human erodingHuman activities contribute in a meaningful manner t o the eroding of the dirt, including large-scale agribusiness patterns.Factors that determine the erodingAmong the most of import factors that have a major influence on the control of the eroding is without uncertainty the clime. There are several variables which can be derived from climate, including the most of import, the rain. The kinetic energy of raindrops when they hit the land cause the decomposition of the stuffs and therefore the eroding occurs.

ACT Math Tutor

What Makes for An Effective SAT/ACT Math Tutor SAT / ACT Prep Online Guides and Tips You’d think that finding a good SAT/ACT Math tutor should be simple – just get someone who is really good at math to tutor you. Unfortunately, just because someone is good at math doesn’t make her the most effective tutor, particularly when it comes to the SAT or ACT. For instance, while I'm better at SAT/ACT Reading (compared to SAT/ACT Math), I'm actually a better math tutor, because I don’t always â€Å"get it" right away – I have to try out different ways to teach myself the material before I grasp it fully. Read on for more specifics on what makes the most effective SAT/ACT Math tutor. And if you want specific advice on SAT/ACT Reading tutoring as well, don't worry– we have an article about what to look for in an SAT/ACT Reading tutor here. feature image credit: Math, Math, Math, math, mathh....maaah..... by Aaron Escobar, used under CC BY 2.0/Cropped from original. Effective SAT/ACT Math Tutors Are High Scorers Effective SAT/ACT math tutors must have scored in the 99th percentile on the test. At PrepScholar, we take it one step further: not only do we exclusively hire 99th percentile scorers, but many of these tutors were perfect scorers on the sections that they tutor. Why is this important? Because in order to be able to customize teaching, a tutor must have mastered the material. This doesn’t just mean knowing the content (probability, plane geometry, etc.). Tutors need to understand HOW the SAT/ACT questions you on math. The medium to hard questions in particular are not things you would have learned in school – it’s as much about interpreting the questions as it is solving the problems. Effective SAT/ACT Math Tutors Can Pinpoint Your Weaknesses The best math tutor needs to understand WHERE students are making mistakes in the questions. When all is said and done, a particularly challenging math question can test half a dozen or more skills. Take this sample problem: There are many complicated steps you have to take to solve this problem. Understand the problem: what’s this weird question even asking for? What information does the problem give you to solve the question? How do you use this information to solve the question? How does the angle of a polygon relate to the number of sides? How many degrees are in a quadrilateral? What does this mean about the degree measure of the other two sides? What does this mean about how many sides the polygon has? A student who misses the question could be tripped up by any one of these steps. How should a tutor address this? A mediocre tutor will just make sure the student understands how to get the answer to this particular question and move on. Why is this bad? It’s inefficient – it’s highly unlikely this particular question will show up on the SAT/ACT, and so the assistance given is not generalizable. Furthermore, it doesn't identify the student's actual weaknesses - it just patches over serious problems with a quick fix. The best tutor will pinpoint exactly where the student is having issues, then work on weaknesses until there are no longer any issues.A student who doesn't understand the formula for polygon angles needs very different help from a student who makes mistakes in the algebraic portion of this question. If the tutor doesn't identify these weaknesses and address them, the student will find it very hard to improve her score. be my valentine (cc) by Martin Fisch, used under CC BY-SA 2.0. Disclaimer: We at PrepScholar do not guarantee that the best tutors will be immortalized in statue form. Effective SAT/ACT Math Tutors Will Customize Test Strategies To You The best tutors will understand optimal strategies and be able to teach them to students, customizing the strategies to a student's particular level. Read on for an example of two different strategy suggestions: one suggestion is for someone aiming for a 600 on the SAT or 27 on the ACT and the other is for someone aiming for a perfect score on the SAT/ACT). Students who are aiming for a 600 or a 27 or a can skip hardest 25% of questions and instead focus on easier ones. For more strategies like these, read our articles on how to improve low SAT Math Scores or low ACT Math scores. If you're aiming for the perfect score, on the other hand, you might need to take note of time management. Take a timed practice test, and if you run out of time, mark the questions you answer with extra time. Compare your scaled score with extra time with your realistic score (the score that only includes questions answered during the normal time period). If your score differs by more than 50 points (on the SAT) or 1 point (on the ACT), you have serious time management issues. Are you generally slow at math questions, or were there particular questions that slowed you down? For more time management tips and other strategies, read our articles on scoring an 800 in SAT Math or 36 in ACT Math. Actions To Take The best way to get a sense of any tutor’s teaching style is to get her to demonstrate how she’d explain the process of answering a difficult question. PROTIP: Pick out a question ahead of time that you previously missed and have had trouble with from a real SAT and use it every time, so you can compare the explanations of multiple tutors. I’ve also compiled a list of sample questions parents and students might want to ask potential tutors. Click to download the PDF, or click on the image below. Use the answers to these questions to assess how a tutor teaches and whether or not her particular teaching style and method will be effective for you. What’s Next? Curious about tutoring for the SAT/ACT Reading sections? If you haven’t already, read our guide to the most effective SAT/ACT Reading tutoring, as well as our article on the key qualities of an effective SAT/ACT tutor. What do tutors actually do during SAT/ACT Tutoring? Demystify the mystery with our explanation of what SAT/ACT tutoring involves here. Want to get serious about improving your SAT/ACT score? Our tutoring service is designed to be the most effective in the nation. We hire the best tutors from across the country. This is then paired with our exclusiveonline drillingprogramthat gives your tutor complete insight into your progress to design the most effective sessions. Think about what improving 160 points on your SAT, or 4 points on your ACT, can do for you. Learn more about tutoring now:

The Pros and Cons of Biofuels

The Pros and Cons of Biofuels There are many environmental benefits to replacing oil with plant-based biofuels like ethanol and biodiesel. For one, since such fuels are derived from agricultural crops, they are inherently renewable- and our own farmers typically produce them domestically, reducing our dependence on unstable foreign sources of oil. Additionally, ethanol and biodiesel emit less particulate pollution than traditional petroleum-based gasoline and diesel fuels. They also do not have much of a net contribution of greenhouse gases to the global climate change problem, since they only emit back to the environment the carbon dioxide that their source plants absorbed out of the atmosphere in the first place. Biofuels Are Easy to Use, but Not Always Easy to Find And unlike other forms of renewable energy (like hydrogen, solar or wind), biofuels are easy for people and businesses to transition to without special apparatus or a change in vehicle or home heating infrastructure- you can just fill your existing car, truck or home oil tank with it. Those looking to replace gasoline with ethanol in their car, however, must have a â€Å"flex-fuel† model that can run on either fuel. Otherwise, most regular diesel engines can handle biodiesel as readily as regular diesel. Despite the upsides, however, experts point out that biofuels are far from a cure for our addiction to petroleum. A wholesale societal shift from gasoline to biofuels, given the number of gas-only cars already on the road and the lack of ethanol or biodiesel pumps at existing filling stations, would take some time. Are There Enough Farms and Crops to Support a Switch to Biofuels? Another major hurdle for widespread adoption of biofuels is the challenge of growing enough crops to meet demand, something skeptics say might well require converting just about all of the world’s remaining forests and open spaces over to agricultural land. â€Å"Replacing only five percent of the nation’s diesel consumption with biodiesel would require diverting approximately 60 percent of today’s soy crops to biodiesel production,† says Matthew Brown, an energy consultant and former energy program director at the National Conference of State Legislatures. â€Å"That’s bad news for tofu lovers.† Of course, soy is now much more likely to be grown as an industrial commodity than as an ingredient for tofu! In addition, the intensive cultivation of crops for biofuels is done with the help of large amounts of pesticides, herbicides, and synthetic fertilizers. Does Producing Biofuels Use More Energy than They Can Generate? Another dark cloud looming over biofuels is whether producing them actually requires more energy than they can generate. After factoring in the energy needed to grow crops and then convert them into biofuels, Cornell University researcher David Pimental concludes that the numbers just don’t add up. His 2005 study found that producing ethanol from corn required 29 percent more energy than the end product itself is capable of generating. He found similarly troubling numbers in the process used to make biodiesel from soybeans. â€Å"There is just no energy benefit to using plant biomass for liquid fuel,† Pimentel says. The numbers might look quite different, though, for biofuel derived from agriculture waste products which would otherwise end up in a landfill. Biodiesel has been manufactured from poultry processing waste, for example. Once fossil fuel prices rise back up, those types of waste-based fuels might present favorable economics and will likely be developed further. Conservation is a Key Strategy for Reducing Dependence on Fossil Fuels There is no one quick-fix for weaning ourselves off of fossil fuels and the future will likely see a combination of sourcesfrom wind and ocean currents to hydrogen, solar and, yes, some use of biofuelspowering our energy needs. The â€Å"elephant in the living room† that is often ignored when considering energy options, however, is the hard reality that we must reduce our consumption, not just replace it with something else. Indeed, conservation is probably the largest single â€Å"alternative fuel† available to us. Edited by Frederic Beaudry.

Decision Making Model Essay Example | Topics and Well Written Essays - 750 words

Decision Making Model - Essay Example The initial step in this model involves identifying the decision to be made since it is vital that one is fully aware and clearly comprehends the decision at hand. The second stage is knowing one's self or undergoing self-assessment. This means that a person should be familiar with his/her skills, interests, values and personal traits as these factors would have substantial effects in making the decision. (Roberts, n.d.) The third step begins with identifying options or exploring alternatives. A person should know the choices available that are in line with the abovementioned factors. The fourth step involves gathering information or researching about what may be the potential consequences of the decisions. This step may entail interviewing other people with regard to their experiences in making the same decisions. One may also read books or surf the internet during this decision-making point. It is important to remember that the more information gathered the easier it is to make the decision. (Roberts, n.d.) The next step entails evaluating the options by identifying the pros and cons of each alternative. This may be done by listing the values affected and needs satisfied by each option as well as the risks involved (Roberts, n.d.). Note that some pros and cons may carry more weight than others. In this regard, it may help to assign grades to these listings to gauge what truly matters to the decision-maker ("Make Decision", 2005). Given the information gathered and analyzed, the sixth step involves selecting one of the options. This process does not end in choosing but with the seventh step that entails the designing and implementing an action plan relative to the decision that has been made. The final stage requires taking the necessary steps to effect the decision. (Roberts, n.d.) I have recently utilized this model in my current job when I was faced with deciding on whether to transfer to another department that was in need of someone with my qualifications. With this, I have instantly identified the decision of whether to grab the opportunity to transfer to another department or stay in the same section. In making this decision, I have assessed my values, skills, interests and characteristics. I have recognized my nursing skills, the value I assign to health and money, and my being sociable that enables me to easily get along with my colleagues and superior. Following these steps, I have proceeded with researching about the job opening. After all, more information would empower me to choose the best option. As such, I interviewed some friends who are assigned to the said department. Based on their experience, being assigned to the section entails longer working hours coupled with late lunches during a number of weekdays when work load is quite heavy. They also cited that the head of the department is somewhat demanding. However, this also means relatively higher take-home pay due to the additional overtime work rendered. After these, I evaluated my options based on the information I have obtained and my personality, values and skills. I listed down the advantages and disadvantages of opting to transfer and staying. I also