The Problem of Evil Essay -- essays research papers

Is there any satisfactory way of reconciling the existence of an omnipotent and all-loving God with the existence of natural evil (i.e. evil not due to the misuse of human free will)? One of the central claims of the Judaeo-Christian tradition is the existence of an omnipotent and all-loving God. Against this is the observation that people and animals suffer evil. By common sense, we would infer from this observation that God, as conceived in this tradition, does not exist - for, if He did, He would prevent the evil. This inference is called the Problem of Evil by those who profess one of the religions in the Judaeo-Christian tradition, and their attempts to 'solve' the problem have given rise to a labyrinth of sophistry. Put briefly, the solution most commonly espoused to the Problem of Evil is * Some suffering is caused by others' misuse of their own free-will (as in murder). * God does not intervene to stop people freely choosing evil because: o people can be virtuous only if they freely choose between good and evil; o having virtuous people in the world is a greater good than eradicating evil; o therefore God must allow people to be free; o therefore evil inflicted by other people is the price that God demands that we pay to enable some people to be virtuous. * Some suffering is caused by natural phenomena (as in earthquakes). Such occurrences enable people to be virtuous through: o heroics, such as rescuing those in danger; o strong faith in God, as it is harder to believe in God in the midst of grief; o humility, as people realise they are powerless against the whim of God. * Again, God does not intervene because he is using the natural disasters to engender virtue. I shall examine a number of such arguments, but first it is useful to clarify the nature of such debate. The nature of theological debate One difficulty that arises in writing about this subject is that the traditional view of God is ridiculous - as Hume's Philo says, it is fixed only "by the utmost licence of fancy and hypothesis", and the arguments put forward for it are transparently fallacious. In order to proceed with the debate at all, one must feign a deficit in the application of one's powers of reason, for if one relied exclusively on reason for deciding what to believe, then one would dismiss religion out of hand. It is well known that people hold their... ...answers here. First, although the discharge of benevolent deeds is a good thing, it is not such a great thing that it is worth inflicting war, pestilence, and old age on mankind. Second, there are ample opportunities for people to do great works that do not involve other people's suffering. For instance, they could build concert halls, or run marathons, or make scientific discoverie, or write novels. The claim that great human achievements can be secured only through other people's misery is an expression of pure evil, and not an argument for a benevolent God. Conclusion The existence of evil (natural or otherwise) in the world cannot possibly be reconciled with the existence of an omnipotent and all-loving God. If such a God existed, He would prevent the occurrence of such evil. This is therefore a definitive proof of atheism, in the sense of denying the existence of God as He is conceived in the Judaeo-Christian tradition. It must be admitted, though, that this conception of God is a sharply-delineated and simplistic one, whereas many people nowadays have a 'soft-focus' God. It is harder work for the atheist to refute the soft-focus God, although it can still be done.

Topic: the United States Home Front During World War Ii

Topic: The United States Home Front During World War II Essential Question: â€Å"How important was the home front to the United States’ victory in World War II? National Standard for United States History: Era 8, Standard 3 The origins and course of World War II, the character of the war at home and abroad, and its reshaping of the United States role on world affairs. Instructional Objectives:Students will be able to: 1. Explain and evaluate extensive economic and military mobilization on the home front by the United States during World War II and its impact of the success of the war effort. 2. Explain how the whole country, across all economic and social levels, was involved in a unified effort to produce the goods of war and of the common sacrifice made by every citizen through rationing, victory gardens, bond drives, etc. 3. Analyze and assess the effects of World War II on culture, family, gender roles, and technology in American society.Background Description/Historic al Significance: Although there were no military battles fought on the mainland of the United States, World War II had a profound effect on the nation as the Federal government mobilized its economic, financial, and human resources to defeat Axis aggression. This war returned the nation to economic prosperity after a decade of dismal depression, promoted the growth of big business, and enhanced a close relationship between industry and the military.Politically, the power of the presidency and influence of the Federal government increased, and socially and economically, the war, through common sacrifice made by all, became a vehicle for improving the status of Americans. In short, the war became a catalyst for significant economic and social change whose impact extended well-beyond its duration. For example, before the war women had traditionally played a secondary role in the job market and men had dominated the industrial job sector.However, with millions of men being drafted or jo ining the military, women were needed to man the factories and supply centers producing goods for the war. (Over 400,000 women also served in the military during World War II. ) They also had traditionally faced job discrimination and lower pay levels, but some of these inequities began to fade as they took on more and more responsibility in factories and production centers. Posters extolling â€Å"Rosie the Riveter† were printed, recognizing the need and importance of recruiting women for the work force.Between 1941 and 1944, the number of women working outside the home rose by 5,000,000. By 1944, 72% of the female workforce were married women and their average age was over thirty-five. The war could not have been won without them. The war also began to create a more level playing field for minorities who had traditionally faced discrimination. All Americans were needed in the war effort and so black American, Hispanic Americans, and Japanese Americans (where in California w hole families had been sent to military detention camps), were being drafted and joining the military.In the case of African and Japanese Americans, separate and segregated military units were created†¦ yet, they fought on the same battlefields with their fellow citizens. Changes also occurred on the home front. Factory workers were needed in the industrial north, and a migration of black workers to northern factories began and would continue until many years after the war had ended. What happened in the country during this time was really remarkable.America’s entry into the war had brought the Nation together, united in a common and just cause, like at no other time in its history. The sacrifice being made by families and citizens was equally and fully shared. At the same time, social change was occurring which would carry over into the post-war years and ultimately result in more equal rights for everyone. What was happening on war front was linked to the home front. T he combination would result at war’s end with America emerging as the world’s pre-eminent economic super power.Instructional Activities and Primary Source/Document Excerpts: The following document excerpts, photographs, and posters can be selected, read, discussed, analyzed, and assessed by students, either individually for subsequent general class discussion, in a pair-and-share format, or in small groups with a cooperative learning activity. At the discretion of the teacher, document excerpts, photographs, and posters could grouped at designated â€Å"stations† in the classroom, and small groups of students could rotate from station to station during the instructional period.As the groups of students examine, explain, and evaluate the pictures and texts of the following selected documents, they will begin to ascertain and assess the pivotal role that the American home front played in the Allied victory in World War II. The teacher can select (as a menu) which of the following photographs, posters, and document excerpts are most appropriate for the instructional needs of their students on this historical topic. Following these photographs, posters, and document excerpts there is a menu of thought-provoking questions to stimulate student discussion and interaction.As a discussion prompt for either small group or whole class discussion, the teacher can present the following adage to the students: â€Å"If ‘every picture tells a story,’ describe what story about the American home front in World War II is being told by the following photographs and posters. † The photographs and posters of women and African Americans during World War II have been selected from the following websites:www. womenshistory. about. com and www. archives. gov/research/african-americans/ww2 [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] [pic] Document â€Å"A†: Whereas it is the policy of the United States to encourage full par ticipation in the national defense program by all citizens of the United States, regardless of race, creed, color, or national origin, in the firm belief that the democratic way of life within the Nation can be defended successfully only with the help and support of all groups within its borders, and Whereas there is evidence that available and needed workers have been barred from employment in industries engaged in defense production solely because of considerations of race, creed, color, or national origin, to the detriment workers’ morale and of national unity: Now, therefore, . . .I do hereby reaffirm the policy of the United States that there shall be no discrimination in the employment of workers in defense industries or government because of race, creed, color, or national origin, and I do hereby declare that it is the duty of employers and of labor organizations . . . to provide for the full and equitable participation of all workers in defense industries, without dis crimination because of race, creed, color, or national origin. . . . All contracting agencies of the Government of the United States shall include in all defense contracts hereafter negotiated by them a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. † —– Executive Order 8802, June 25, 1941 by President Franklin Roosevelt Document â€Å"B†: It is the policy of the Government of the United States to encourage full participation in the National Defense program by all citizens, regardless of race, creed, color, or national origin in the firm belief that the democratic way of life within the nation can be defended successfully only with the help and support of all groups within its borders. The policy was stated in my Executive Order signed on June 25, 1941. The order instructed all parties making contracts with the Government of the United States to include in all defense contracts thereafter a provision obligating the contractor not to discriminate against any worker because of race, creed, color, or national origin. Questions of race, creed, and color have no place in determining who are to man our ships.The sole qualification for a worker in the maritime industry, as well as any other industry, should be his loyalty and his professional or technical ability and training. † —– Letter from President Franklin Roosevelt to Mr. Joseph Curran, President of the National Maritime Union, January 14, 1942 Document â€Å"C†: â€Å"I welded . . . lying on the floor while another welder spattered sparks from the ceiling and chippers like giant woodpeckers shattered our eardrums. I . . . have sat at a bench welding flat and vertical plates. . . I did overhead welding, horizontal, flat, vertical. . . I made some good welds. . . I had a good taste of summer today, and I am convinced that it is going to take backbone for welders to stick to their jobs through the summer months.It is harder on them than on any other of the workers—their leathers are so hot and heavy, they get more of the fumes, and their hoods become instruments of torture. There were times today when I’d have to stop in the middle of a tack and push my hood back just to get a breath of fresh air. It grows unbearably hot under the hood, my glasses fog and blur my vision, and the only thing to do is to stop. . . . Yet, the job confirmed my strong conviction. . . [that] what exhausts the woman welder is not the work, nor the heat, nor the demands upon physical strength. It is the apprehension that arises from inadequate skill and consequent lack of confidence, and this can be overcome by the right kind of training. I’ve mastered tacking now, so that doesn’t bother me.I know that I can do it if my machine is correctly set, and I have learned enough of the [ways] of machines to be able to set them. And so, in spite of the discomforts of climbing, heavy equipment, and heat, I enjoyed the work today because I could do it. † —– Augusta Clawson, a female welder in a shipyard, quoted from Augusta Clawson, Ship Diary of a Woman Welder (New York: Penguin, 1944). Document â€Å"D†: In the figure below the development of the United States labor force by gender during the war years. |Year |Total labor force (*1000) |of which Male (*1000) |of which Female (*1000) |Female share of total (%) | |1940 |56,100 |41,940 |14,160 |25. | |1941 |57,720 |43,070 |14,650 |25. 4 | |1942 |60,330 |44,200 |16,120 |26. 7 | |1943 |64,780 |45,950 |18,830 |29. 1 | |1944 |66,320 |46,930 |19,390 |29. 2 | |1945 |66,210 |46,910 |19,304 |29. | |1946 |60,520 |43,690 |16,840 |27. 8 | Source: Bureau of the Census, Historical Statistics of the United States (1976), Chapter D, Labor Series D 29-41. Document â€Å"E†: â€Å"It is nearly five months since we were attacked at Pearl Harbor. . . . Since then we have dispatch ed strong forces of our Army and Navy, several hundred thousand of them, to bases and battlefronts thousands of miles from home. We have stepped up our war production on a scale that is testing our industrial power, and our engineering genius and our economic structure to the utmost. . . . This is a tough job—and a long one. . . To build the factories, to buy the materials, to pay the labor, to provide the transportation, to equip and feed and house the soldiers, sailors and marines, and to do all the thousands of things necessary in a war—all cost a lot of money, more money than has ever been spent by any nation at any time in the long history of the world. We are now spending, solely for war purposes the sum of about one hundred million dollars every day in the week. . . . All of this money has to be spent. . . if we are to produce within the time now available the enormous quantities of weapons of war which we need. . . . All of us are used to spending money for thi ngs that we want, things which are not absolutely essential.We will all have to forego that kind of spending. Because we must put every dime and every dollar we can possibly spare out of our earnings into War Bonds and Stamps. Because the demands of the war effort require the rationing of goods of which there is not enough to go around. Because the stopping of purchases of non-essentials will release thousands of workers who are needed in the war effort. . . . I know the American farmer, the American workman, and the American businessman. I know that they will gladly embrace the economy and equality of sacrifice, satisfied that it is necessary for the most vial and compelling motive in all their lives—winning through to victory. . . As we here at home contemplate our own duties, our own responsibilities, let us think. . . hard of the example which is being set by our fighting men. . . . They are the United States of America. That is why they fight. We too are the United State s of America. That is why we must work and sacrifice. It is for them. It is for us. It is for victory. † —– President Franklin Roosevelt, Fireside Radio Chat, April 28, 1942 Document F â€Å"In late May 1940, with the fall of France imminent, [President] Roosevelt requested huge funds for the development of military and naval requirements. On December 20, 1940, he established the Office of Production Management with industrial leader William S. Knudsen as Director†¦.On December 29, 1940, in a fireside chat on the radio, he called for a national production effort that would make the United States the world’s â€Å"arsenal of democracy†. [After the attack on Pearl Harbor on December 7, 1941,] at the beginning of 1942 Roosevelt announced a compulsory production program: ‘Let no one say that this cannot be done, and we are committed to doing it. ’ He issued a clarion call for 60,000 planes, 45,000 tanks, 20,000 antiaircraft guns, 500, 000 machine guns, and 8 million tons of merchant shipping in one year†¦. The entire world was amazed by the pace of American production. By 1943, the production schedule was increased to 125,000 planes, 75,000 tanks, 35,000 antiaircraft guns, and 10 million tons of merchant shipping†¦.During the course of the war the productive capacity of the United States gave the allied coalition more than half its armaments, 35% of those used against Nazi Germany, and 86% of those employed against Japan. While providing the United Kingdom, the British Commonwealth, the Soviet Union, and Nationalist China with arms and loans, the United States at the same time doubled its industrial output. † Louis L. Snyder’s Historical Guide to World War II Greenwood Press: Westport, Conn: Louis Snyder: 1982 Sample Thought-provoking Questions To Develop Student Group or Whole-Class Discussion: 1. If the adage, â€Å"Every picture tells a story,† is applied to each of the above-list ed photographs and posters, how did World War II affect the lives of women and African Americans? † 2.How did World War II affect American family life? 3. Explain the meaning of President Roosevelt’s Executive Order 8802, and how did this Executive Order affect African Americans? 4. To what extent did Executive Order 8802 lay the foundation for the upcoming civil rights movement in the years after World War II? 5. Describe the experiences of women who worked in factors during World War II. (Example: female welders). Why was it important for woman to work in factories during World War II? 6. How did the contributions of women on the home front contribute to the American victory in World War II? 7. How did World War II serve as a catalyst for social change in American society? Prior to discussing Question 8 provide a brief overview and background as to the role of A. Philip Randolph, the most important African American labor leader of the time, and how he threatened to or ganize a March on Washington if the Defense Industries were not desegregated. 8. Explain the meaning and significance of the following quotation and slogan of A. Philip Randolph, President of the Brotherhood of Sleeping Car Porters, in 1941, in proposing a massive March on Washington: â€Å"WE LOYAL NEGRO AMERICAN CITIZENS DEMAND THE RIGHT TO WORK AND FIGHT FOR OUR COUNTRY. † Why did Randolph cancel the march after President Roosevelt issued Executive Order 8802?Do you think that Randolph made the right decision? Explain your viewpoint. 9. How did World War II end the Great Depression and return the United States to economic prosperity? 10. Why did President Roosevelt describe the United States as an â€Å"arsenal of democracy? † Summary: The teacher can refer the students back to the â€Å"essential question† which was posed at the start of the lesson: â€Å"How important was the home front to the United States’ victory in World War II? † The stud ents are directed to respond and take a position (develop a viewpoint) on this historical issue concerning the pivotal role that the home front played in the victory of the United State in World War II.At the teacher’s discretion, the pupils’ responses can be presented orally as closure to small group and/or whole-class discussion, or in written form, such as a response to an essay prompt or a journal entry into a â€Å"learning log† to bring effective closure to the lesson. Thus, as a circular approach to teaching and learning, the lesson was â€Å"opened† with a thought-provoking â€Å"essential question† as its primary learning objective at the start of the instructional period, developed through an examination, explanation, and evaluation of primary source document excerpts through group work, cooperative learning, pair-and-share, etc. , and closed with a critical assessment through the lens of the lesson’s evaluative â€Å"essential qu estion. †Application (â€Å"Transfer Task†): Students can compare the pivotal role and significant impact of the American home front to military victory in World War II to the role and impact of the American home front today as the as the United States fights wars against terrorism and to promote democracy in Iraq and Afghanistan. Students can also compare the roles of women and African Americans in the armed services today with the roles and opportunities that were presented to them during World War II. World War II at the Memorial: [pic] 1. Study the images of sculptor Ray Kaskey’s bas-relief panel that depict the following: †¢ Lend-Lease/War Declared †¢ News of Pearl Harbor Men and Women at Work/Aircraft Construction †¢ Agriculture †¢ West Coast Shipbuilding †¢ War bond Parade 2. How does Kaskey’s relief panel capture the essence of the heroism of the men and women who worked on the home front in factories and on farms to secure Allied victory? Do you think Kaskey’s panels reflects what you learned in this lesson? If, so explain how. 3. Study images of the two types of ornamental wreaths used around the memorial on the fifty six pillars. The oak leaves represent American industrial strength and the wheat sheaves represent America’s agricultural ability to feed the world. Why do you think Kaskey chose these particular metaphors for the home front? 4.Examine the image of the pillars of states and territories. Notice that they are all connected by ropes. What does this tell you about the memorial’s design based on what you have learned in this lesson? What does this design tell you about the nation and the American people from 1941-1945. 5. Read the memorial inscription by Colonel Oveta Culp Hobby. (marker stone on northeast side of the plaza, south face). How is what you have learned in this lesson reflected in Hobby’s quote? [pic] 6. Read the memorial inscription by President Fra nklin Roosevelt (marker stone on northeast side of the plaza, west face). How is what you have learned in this lesson reflected in Roosevelt’s quote? [pic]Image 1: Pacific Victory Arch and State and Territory Pillars [pic] Image 2: Atlantic Victory Arch and State and Territory Pillars [pic] Image 3: Bas-relief panel â€Å"Lend-Lease/War Declared† [pic] Image 4: Bas-relief Panel â€Å"News of Pearl Harbor† [pic] Image 5: Bas-relief panel, â€Å"Men and Women at Work/Aircraft Construction† [pic] Image 6: Agriculture [pic] Image 7: Bas-relief panel â€Å"West Coast Shipbuilding† [pic] Image 8: Bas-relief panel â€Å"War Bond Parade† [pic] The Friends of the National World War II Memorial would like to thank the generous support of the AT&T Foundation, General  Motors Foundation and USAA as major sponsors of our education program who helped make these lesson plans possible.

Heart Failure And The Elderly Population - 1608 Words

Heart failure is more commonly diagnosed in the elderly population. There are ways to help manage heart failure like lifestyle modifications and use of pharmacology, and assessment for surgical intervention. Treatment of heart failure requires intensive medical, dietary, behavioral, and lifestyle modification to achieve improved quality of life, fewer hospitalizations, and decreased mortality (Singh, H., McGregor, Nigro, Higginson, and Larsen, 2014). Heart failure is a complex condition that requires multidisciplinary collaboration to assist with symptom management. Heart failure patients need to modify their lifestyles for example, limiting sodium intake, weighing daily and calling the primary care provider with a 2-3 pounds weight†¦show more content†¦Healthcare professionals need to provide patients with the necessary knowledge and tools to participate in management decisions about their illness to foster empowerment to comply with their prescribed treatment plan and a dherence to self-management behavior. Pharmacological treatments with diuretics, angiotensin-converting enzyme inhibitors, angiotensin receptor blockers or aldosterone antagonist, and beta-blockers are essential for the treatment of heart failure and are effective in improving symptoms of heart failure and patient well-being. Diuretics are administered to help get rid of the excess fluid that helps improve breathing associated with shortness of breath, at rest or on exertion. Diuretics provide relief from symptoms and signs of pulmonary and venous congestion by promotion of fluid loss through the kidneys. Diuretics, for example, Furosemide helps improve breathing status, but monitoring patients for dehydration and kidney problems is crucial. Patient education is essential to ensuring medication adherence and early identification of adverse effects and potential for drug interactions. Educating the patients about medications side effects is important as most patients are noncompliant due to side effects. Teaching patients to monitor blood pressure and heart rate using the return demonstration is important when taking the medications and the need to call the primary care physician for

Human Nature, By John Locke Essay - 2201 Words

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The Writings of Edgar Allan Poe - 803 Words

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It was just rough to grow up in Avondale, and the people that live in Avondale just did not see reading and writing as a skill or attributeRead MoreEdgar Allan Poe s Writing Style1942 Words   |  8 Pagesintelligence.†(Edgar Allan Poe) Edgar Allan Poe is a well-known author and poet from the 19th century. Poe has over sixty-nine published works, and many are still being found today. His writing style is very dark, twisted, and depressing, but leaves a lasting impression. Poe based his writings off of his life which was a series of tragic events. Edgar Allan Poe’s work has inspired many movies to be made from his works and his works continue to inspire many authors today. Edgar Allen Poe is consideredRead MoreEdgar Allan Poe s Writing Style1071 Words   |  5 PagesEdgar Allen Poe’s writing style was not well received during his life time, however his writing gained recognition as time passed turning him into a famous figure in the world of literature. 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Current Change Management Theory Making Organization Could Happen

Question: Describe about the Current Change Management Theory for Making Organization Could Happen. Answer: Introduction Change management is an organized approach that is planned and executed to bring about a positive change in a company and its people. Change Management has 3 different parts: adjusting according to the change, guiding the change, achieving the change (Rouse, 2014). In a company change management means stating and applying techniques in response to changes in environment and the success that result from these changes. The more emphasis is on the workers and how they as alone or in groups carry out these changes from the present scenario to a new one. Change does not happens in separation, it affects the whole unit surrounding it, and all the workers that are involved (Change Management, 2014). So in a way to accomplish change profitably, it is important to consider the broader effects of change. Change Management Models Some models are prescribed for change management in organizations. These models are helpful as they define and streamline a process, to make it easy to apprehend. The Prosci Adkar Model A change in any unit can only start by considering this in mind that how a change can be accomplished with an individual. Between the various implements accessible to bring a change in person, the ADKAR model presented by Prosci is most widely used. It is a task concerned model to teach an individual and an organization regarding the change. ADKAR is an abbreviation in which each letter denotes five signposts a person should attain to become successful: awareness,desire, knowledge, ability, reinforcement (Hiatt, 1994). The model gives an outline and order for handling an individual from the beginning in response to change. The ADKAR model starts when a change has been recognized. In Standard form, to bring about any change a person require: awareness of the importance of change, desire to involve in that change, knowledge on how the change can be brought about, ability to execute the necessary talents and conducts, reinforcement to maintain the change. This model sketches the aims, o bjectives and results of the fruitful change. It is an efficient and active implement for scheduling change management events, identifying breaks, evolving remedial deed, and gives assistance to managers (Board, 2013). To make best out of this model, it is essential to comprehend all the features in role at the beginning and its result on the change accomplishment. Change occurs in two sizes: 1) business side of change 2) individual side of change. Fruitful change is an outcome of all the two sizes of change growing concurrently. Lewin Model The basic model for accepting change in an organization was made by Kurt Lewin in 1950. He viewed the fact that many people likes and functions in regions of wellbeing and security (Normandin, 2012). His model consist of 3 steps: unfreeze, change, refreeze. He defined change in an organization by comparing with the change in shape of a cube of ice. UnfreezeMany people makes a dynamic attempt against a change. To defeat this approach, a gap period of melting or unfreezing must be announced through inspiration. Make the organization realize that change is important (Three Types of Change Management Models,2012). Collapse the present status of the organization to formulate a new style of functioning. Cultivate convincing letters as to why the current style of undertaking things cannot stay. Provocate the organizational opinions, morals, approaches, and conducts. Presume vagueness (Board, 2013). Change Once the change has begun, the organization proceeds towards a shift period, which can stay for some duration of time. Satisfactory direction and guarantee is important for the procedure to be fruitful (Three Types of Change Management Models, 2012). People starts to find solution to their vagueness, find and have faith in new styles of doing things, and proceed in manner to provide new path. They will need some time to hold to new path and sincerely join the change. Understand that each person will not confirm with others to keep the change and its advantages (Board, 2013). Refreeze When the change has been acknowledged and fruitfully executed, the organization turn out to be constant again, workers refreezes when they function under fresh procedures (Three Types of Change Management Models, 2012). Changes starts to assume a form and shape. External symbols comprises a steady organization chart, regular job explanations, while internalization includes integration into ordinary business. Credit to workers pains fortifies their trust in coming change. Organising parties for the victory of change helps workers to find conclusion (Board, 2013). The change model proposed by Lewin is modest and easy to carry out. It begins with crafting any inspiration to change (unfreeze), carrying the process of change by upholding active means of exchange of information and permitting workers to hold new style of doing their job. The change lasts when the company proceeds to a stage of constancy (refreeze), which is important for crafting the coolness to board to the next upcoming unavoidable change. Every stage marks its own functions that denotes inspiration, execution, and loyalty to changes within an organization. Kotter Model This model was proposed by John Kotter, a lecturer from Harvard university. This model sees change as a battle to be fought. The workers completely believe in the set of ideas after the frontrunners persuades them about the immediate action required for the change to happen. According to him for a change to occur, 75 percent of the workers should have believe in new set of opinions and for this he familiarizes with an eight-step method for executing fruitful changes ((Board, 2013). The 8 stages are: Initiating the firmness for change- To assist the workers for the requirements for change and the people will be persuaded for acting in that direction instantly. Form a crew committed to change: Gather a team with sufficient supremacy to bring about a change. Boost the team to work collectively and friendly. Construct the vision for change: construct a vision to get a straight advantage in their reaction of change. Cultivate plans for attaining the vision constructed. 4. Exchanging information regarding the need for change: Ensure that maximum number of people comprehends and agrees to follow the vision constructed and the plan and scheme. Permit team with the capacity to change: Eradicate hurdles from the way to change. Change all the processes or structures which are responsible to completely weaken the vision already constructed. Inspire people to carry out threat-taking and old thoughts and actions. Develop objectives that are for a short period of time: Make schedule for all the accomplishments that can be observed and seen very easily. Monitor all these accomplishments and identify and distinguish those workers that are responsible for it. Those workers should be given a reward. Remain determined and dont give up: Make use of enlarged reliability to change processes, structures, and strategies which cannot be associated to the vision already constructed. Appoint, encourage, and mature workers who can execute the vision. Refresh and strengthen the systems with fresh schemes, plans, subjects and change managers. Mark the change as everlasting and integrating it into the organizational culture: Coherent networks should be established between fresh actions and victory of the organizations. Create ways to make sure that leadership advances in a sequence. Kotters stages are laid on a strong groundwork of exchange of information between people, authorization, and attention on the vision made. Following the change, it is important to embed new approaches so that people do not revert to old habits. Monitoring, feedback, and intervention are necessary for a period after the changes have occurred. Schein Theory Schein elaborates the Lewin model and defines means to melt a company, transfers it to a new state and stabilizes the change. According to him for melting a company people should not be in accordance with the present state, they should develop an urge to change and then hold on to that change(1992, 1985, 1980) After people realizes the necessity for change and changes are brought, people see a hole between what is present and what will come new. As a result of this fault, the workers will be inspired to minimize the hole and attain the change required. People should be made sure that the change will not humiliate them. He calls second stage as cognitive restructuring in which people perceive and reply to things inversely in the forthcoming times. For this to be efficient, people should recognize fresh role replicas for the cognitive restructuring. People should attain fresh, appropriate details which will help people to carry onward with the desired change. He divided third stage in two segments- self and relations with others. For changes to be everlasting, people should follow the altered route of doing things as a portion of their individual self-esteem. People should be sure that their individual approaches and conduct are associated with the system and associations with others must be frozen. Change Interventions Researchers suggests four subjects or matters that were in general to all changes (1) subjective problems which laid emphasis on the material of current changes in organization; (2) circumstantial problems that are concerned mostly with powers in an organizations outside and inside environments;(3) structure problems which speaks deeds carried out during the presentation of any proposed change and (4) benchmark problems which laid emphasis on the results generally measured in struggles during a change in an organization. According to researchers, 3 steps are required that initiate and causes change. Firstly change takes place in response to a reaction to environmental issues. There are very big external environmental factors like improved technology, monetary changes, and fast growth in world market, irregular culture and social systems which are the dynamic powers that causes the necessity to change (George and Jones, 2002). Within an organization the leaders creates various internal environmental powers that causes the change to increase the companys development and progress. The essential changes starts in some organizations which causes fundamental conversion in which they try to refresh business directions by transforming the reporting format. Secondly after the change is viewed it has to be administered and executed by functioning in the way of planned aim. Lastly, the change is considered and the company calculates its results by comparing it with the aim it has to achieve (Marshak, 2006). In present period, organization lays its importance on the routine or regular soft problems like headship, inspiration and culture. Researchers suggests that these essential parts are important, but only considering them cannot implement a change (Sirkin, 2005). But the company has to lay more emphasis on the tough elements of the issues concerning change management. For this four features has been defined: 1) Duration signifies the time in which change has been carried out. 2) Integrity refers to the skill of the group working as a team to implement the change in the time proposed, depending on the capability of the workers. 3) Commitment is the attitude of the leader in response to change and also the love of the workers towards the new process. 4) Effort refers to the assessment of the additional energy that the workers put in to bring the change other than their regular work. Analysis According to me Lewin change management model is the best as it is simple, a three step process requires less of time and above all easy to understand and to a maximum suits in many organizations. Conclusion In future, change itself is shifting because of fast moving, scientific and more competition with in the world. So the change models should have a good vision, aim and objective. The change management models are still used as they were used in olden times but the only difference is in the quickness of each stage or level. In old times these changes became the function of the company but now they are considered as on time event. There were various theories for change management depending on the requirements. This article elaborates the ADKAR, Lewin, Kotter, Schein models for change management. For a change to be fruitful, the systems and processes incorporated should be simple, priceless, and workers at all levels should have the power to decide regarding that change (Pryor et al, 2008). And also only those organizations succeed in which the leaders in a company should have a foresight to discover the future while others fail which cannot discover and adjust to that change. List Of References Rouse, M. (2014). Change Management. Tech Target. Change Management: Making organization could happen effectively. (2014). Mind Tools. Hiatt, J. (1994). Adkar Change Management Model. Prosci. Board, M, F. (2013). Change Management: theories and methodologies. Tata consultancy Services. Normandin, B. (2012). Three types of change management models. Quick base. Creasey, J, T. Hiatt, M, J. (2014). Summary of Change Management: The People Side of Change. Colorado: Business centre. Vliet, V, V. (2014). Organizational culture model by Edgar Schein. Tools hero: explore business and science. Edgar Schein Model of Organization Culture. (2016). MSG: management study guide. Sirkin, Harold L., Keenan, Perry, Jackson, Alan. (2005). The Hard side of Change Management. Harvard Business Review, 109-118. Retrieved from Emerald February 2, 2009. Pryor, G, M. Taneja, S. Anderson, D. (2008). Challenges facing change management theories and research. Delhi Business Review. Vol. 9, Issue 1. Chapman, A. (2014). Change Management. Business balls. McCrimmon, M. (2010). A new role for management in todays post-industrial organization. IVEY business journal. Schein, E.H. (1996) 'Kurt lewin's change theory in the field and in the classroom: notes towards a model of management learning'. Systems Practice, Vol. 9. Marshak, Robert J. and Schein, Ed. (2006). Covert Processes at Work: Managing the Five Hidden Dimensions of Organizational Change. San Francisco, CA: Berrett-Koehler Publishers, Inc. Kotter, J.P. (1996) Leading Change. Boston, MA: Harvard Business School Press. Lewin, M. (1992) 'The impact of kurt lewin's life on the place of social issues in his work', Journal of Social Issues, Vol. 48, No. 2, pp. 15-29.

Infinity Mirror Essays - Fiction, Literature, Congo Free State

Infinity Mirror Annonymous Joseph Conrad?s novel Heart of Darkness is about a seaman named Charlie Marlow and an experience he had as a younger man. Early in the novel it becomes apparent that there is a great deal of tension in Marlow?s mind about whether he should profit from the immoral actions of the company he works for which is involved in the ivory trade in Africa. Marlow believes that the company is ignorant of the tension between moral enlightenment and capitalism . The dehumanization of its laborers which is so early apparent to Marlow seems to be unknown to other members of the Company?s management. In this story Marlow?s aunt represents capitalism. Her efforts to get him a job are significant because of the morally compromising nature of the work of which she seems totally ignorant. When Marlow expresses doubts about the nature of the work, she replies, ?You forget, dear Charlie, that the labourer is worthy of his hire? (12). It is clear that Marlow has mixed feelings about the whole idea. At one point, trying to justify his actions to himself, he says, ?You understand it was a continental concern, that Trading Society; but I have a lot of relations on the living continent, because it?s cheap and not so nasty as it looks they say? (12). Marlow finally takes the job, however, and tells himself that the pain and unusually harsh treatment the workers are subjected to is minimal. During the tests and the requirements that he has to undergo before entering the jungle Marlow feels that he is being treated like a freak. The doctor measures his head and asks him questions such as, ?Ever any madness in your family (15). In this part of the story Marlow is made to feel small and unimportant. Any feelings or concerns that he has are not important to the company, and as a result, he feels alone. It is only logical that Marlow would have been second guessing his decision and feeling some kinship with the other (black) workers who are exploited, but he does not reveal any such understanding. Upon reaching his destination in Africa, Marlow finds that things are just the same. At the point when he is denied rest after traveling twenty miles on foot he sees things are not going to change. Marlow then tells of how disease and death are running wild through out the area, and the company does nothing in the way of prevention other than to promote those who stay alive. Marlow?s theory on why the manager was in that position was that ?...he was never ill? (25). This is a bad situation for Marlow because he sees his boss as a simple man with little else to offer the company other than to be a mindless foreman over the operation. This is an example of the company stripping self worth from its workers in the sense that it does not encourage or expect input from them. This is all significant because Marlow finds himself in a position where he is giving up a big piece of himself and his beliefs to make money. The tension between capitalism and moral enlightenment in the first twenty pages of this story is evident. Conrad uses Marlow to depict a seemingly good-hearted person caught in the middle of the common dilemma of moral ethics and desire for monetary success. Marlow knows that there is a great deal of repugnance in what he is doing, yet he finds himself forced to deal with it in his own personal way, which is justify it or ignore it. It is clear that the company also is forced to deal with this same issue, but it does it simply by pretending that it is not dehumanizing its entire work force. This blindness allows the Company to profit and prosper, but only at the expense of the lives of the workers in the jungle who have no way to protest or escape and the ?white collar? workers like Marlow who have to live with their hypocrisy.