Session Hijacking Essay Example | Topics and Well Written Essays - 1250 words

Session Hijacking - Essay Example There are two types of attacks in session hijacking namely; the active and passive attack. In active attack, the hacker identifies a session that is active and takes over by force by forcing one member to be inactive (offline). In passive attack, there is hijacking of a session by a hacker who remains inactive and observes information being transmitted from and to the computers. The attack strategy known as the denial of service is used as a common component in these attacks to either crash it or jamming its network connection. In some instances a hybrid method of attack exists which the hacker may either watch an active session for sometime before taking over or the attacker may decide to inactively watch a session for sometime before becoming active and hijacking it (Hope & Walther, 2008). Another form of the hybrid method is where one watches a session and introduces data into the session that is active periodically with no intentions of hijacking the session In perpetrating a session hijack, four methods are used. These are session fixation, session side jacking, and cross-side scripting. In session fixation, the attacker sets the id of the user’s session to another one, which is known to him. For instance, he can send an email to the user containing a link that has an id of a particular session and wait for the user to log in.

High school Essay Example for Free

High school Essay CHAPTER ONE 1. 0 INTRODUCTION In an effort to improve universal access to education, the ministry of education made a decision to introduce the re-entry policy. The policy is meant to accord girls who drop out of school owing to early pregnancy an opportunity to be re-admitted six months to one after delivery. This initiative has since scored a number of successes as some girls have gone back to school and successfully completed their secondary education , though some, order the age initially would have done so, Fifth National Development Plan(2006-2010). Before October 13 1997, it was considered an expellable offence for girls who fell pregnant while at school. But the re-introduction of the re-entry policy on that date was a measure and recognition of the importance of addressing gender inequalities in national development and the need to narrow down the gender gap in the education, Ministry of Education (1996). Child pregnancy has been persistent factors in household and hence, the re-entry policy has enabled government and families to recoup the investment made in educating such girls and that the nation has been accorded the much needed educated human resource for national development. 1. 2 STATEMENT OF THE PROBLEM There has been a marked increase in the Forum for women educationist of Zambia has endeavored to play in the support and sensitization of the re-entry policy in enhancing girl child education in Zambia. However, despite this increase not all have been able to go back to schools. This is a serious omission particularly when a good number of girls can utilize the given opportunity and when concerted effort has been made to enhance girl child education. In addition, all efforts and resources pumped in will go to waste. 1. 3 THE PURPOSE OF STUDY The purpose of this study is to find out the role FAWEZA is playing in promoting the reentry policy in enhancing girl child education and to find out the response of the policy by the girl child. 1. 4 OBJECTIVES OF THE STUDY †¢ †¢ †¢ †¢ †¢ †¢ To find out the role of FAWEZA in promoting the re-entry policy. To find out whether school managers do comply with the policy. To find out the response of the re-entry policy by pupils. To find out whether the re-entry policy is a success or failure. To find out whether teachers and parents support the policy. To find out measures in improving the re-entry policy. 1. 5 RESEARCH QUESTIONS †¢ †¢ †¢ †¢ †¢ †¢ What is the role of FAWEZA in supporting the re-entry policy? Do school managers comply with the policy? What is the response of the re-entry policy by pupils? Is the re-entry policy a success or failure? Do teachers and parents support the re-entry policy? What measures can improve the re-entry policy? 1. 6 SIGNIFICANCE OF THE STUDY The study’s findings and recommendations may assist the Forum for Educationist of Zambia FAWEZA and the Ministry of Education in promoting and supporting the re-entry policy in enhancing girl child education in Zambia. 1. 7 LIMITATIONS OF THE STUDY Because it was an introduction to research at degree, this research only covered a small part of Lusaka urban district. Secondly, money was a problem to access at the right time hence it delayed the process of collecting data. However, the researcher tried by all means to use the available resources, time to make sure that this is a success. @siamef Page 2 1. 8 DEFINITION OF TERMS ENHANCE; To improves or adds to strength. RE-ENTRY; An act or instance of somebody going back to enter. POLICY; A set of principles on which they are based @siamef Page 3 CHAPTER 2 2. 0 LITERATURE REVIEW 2. 1 Policy Formulation In contrast to the policy of exclusion that preceded it, the re-entry policy advocates that girls who drop out of school due to pregnancy should be readmitted after giving birth. The aim of this policy is to find more innovative measures to help prevent the exclusion of young mothers from education. In the event of a girl being forced out of school due to pregnancy, the Ministry of Education in Zambia has provided policy guidelines to assist schools and other stakeholders such as FAWEZA etc. †When the women’s movement in Zambia grew in strength, one of the issues they decided to fight for was injustice for girls who were thrown out of school after getting pregnant. In June 1995, the Zambia Association for University Women organized a conference on the situation of the girl-child in Zambia. The conference, which was held in preparation for the Fourth World Conference on Women, proposed to government that girls who became pregnant should be re-admitted into school once care for the child was assured† (FAWEZA, 2008, Ministry of Education, 2009). The policy is grounded in the outcomes of the Beijing Conference of 1995, a conference at which the Women’s Movement drew up its own priorities and action plan. The conference demanded that girls who dropped out of school because of pregnancy should be readmitted. In addition to this, Zambia is a signatory to most of the international instruments that promote the rights of children and women. The country recognizes education of all children as a basic human right as enshrined in Article 26 of the United Nations Universal Declaration of Human Rights. It further recognizes education as a right that is also guaranteed by the policy of Education for All (EFA), the United Nations Convention on the Elimination of Discrimination Against Women (CEDAW), the United Nations Platform for Action, and the Millennium Development Goals. In addition to the international instruments, major national policy developments within the education sector were initiated, culminating in the development of the third Ministry of Education (Moe) policy on education in the document â€Å"Educating Our Future† (1996). In 2000, the government adopted a National Gender Policy. The policy states that it will facilitate the readmission of girls who become pregnant back into school as a way of readdressing imbalances and inadequacies in the provision of education. The 2001 FAWEZA @siamef Page 4 workshop made a number of recommendations to improve the implementation of the re-entry policy. The recommendations were sent to the Ministry of Education for approval. Though there was no official acceptance, some of the recommendations were adopted, and that has made the policy work well, (FAWEZA, 2010) 2. 2 Response of the Policy In Zambia, some girls, especially in rural and peri-urban areas, fail to continue with their education as a result of teenage pregnancies. Although the Ministry of Education has a policy of allowing teenage mothers to go back to school after delivery, few are doing so. They find it difficult to leave their babies and stay in school for eight hours and are often ridiculed by others. The men responsible for their pregnancies often abandon them without any form of support. Unlike boys, a girl-child seems to have so much on her shoulders. This is due to cultural inequalities that continue to define societys way of life. Maybe this should be the focus of most of the gender discussion going on. Some girls in rural areas who fall pregnant are normally kept at home to help with domestic chores, or care for terminally ill parents. Others are forced into early marriages and thus denied the opportunity to further their education. Government, through the programme, has been seeking to bring teenage mothers back to school. Educating a girl-child has been a high priority for the Zambian Government, (Zambia Online). In realizing the re-entry policy, FAWEZA (2009) reports that† Interviews with girls also revealed a high level of appreciation for the policy among schoolgirl mothers who had reentered after giving birth. They reported that they were grateful that the policy had given them a second chanceâ€Å" Achievements highlighted by the head teachers and teachers were with regard to the increased number of girls who were readmitted after giving birth each year and the level of awareness of the policy by the parents who sent back their daughters after giving birth. These positive stories are set however against the background of the high number of girls who fall pregnant before finishing school each year. 2. 3 Successes and Failures of the Re-entry Policy Despite the policy being put in place in Zambia, an increasing number of girls do not return to school after giving birth. Social economic and cultural factors have been commonly cited as reasons for this failure. The annual statistics from the Zambia Ministry of Education @siamef Statistical Bulletin shows increased number of pregnancies. In addition, data from the Zambia Page 5 Demographic Health Survey (CSO, 2007) reveals that each year approximately 30% of the girls who drop out from school, do so because of pregnancy. The main reason stated for dropouts is the lack of financial support. The survey reveals that generally girls from disproportionately poor backgrounds drop out of school due to pregnancy compared to those from better off households. The survey shows a link between poverty and early adolescent pregnancy, which consequently leads them to be temporarily excluded from school. Zambia has seen a tremendous increase in access to education with pupil’s enrolments growing Over 9% since 2000. Further, the illiteracy rate in Zambia has been halved over the past three Decades from 90% to 45%. In addition, in the past two decades, Zambia has vigorously embarked on formulating interventions to eliminate gender based discrimination against girls and women as a strategy towards creating more equal societies, FAWEZA ANNUAL WORK PLAN (2012). Despite this achievement, many challenges remain in education delivery in Zambia. There is a huge gap in reaching the millennium development goals (MDG) and Education for All (EFA) goals by 2015. This particularly is a challenge given the country’s significant population growth and deep poverty. In addition, gender inequality is a long way from being realized. Despite the significant rise in female enrollment at primary school, fewer, female compared to male, enroll in high schools (particularly in rural areas) as many tend to drop out before completing secondary school. According to the FAWE ANNUAL WORK PLAN (2005-2009), â€Å"Despite the challenges in the re-entry policy, the government-civil society interaction and the consultative process in Zambia represent one of the best-practice cases in sub-Saharan Africa. The policy is appreciated by a broad spectrum of people. Internationally, Zambia has been cited as a best example for implementing the policy. Representatives from a number of countries in the region, including Malawi, Botswana and South Africa have come to Zambia to learn about policy implementation. † Interviews with the ministry of education DEBs, the national coordinator from a civil society organization (FAWEZA), head teachers, teachers and pupils indicated a high level of optimism for the ultimate success of the policy. Schools confirmed that the â€Å"re-entry policy is a good policy and indeed a historical watershed to the government of Zambia†. FAWEZA has provided 4,750 scholarships at basic, high school and tertiary levels in ratio of 7:3 girls and boys respectively. With the aim of improving the performance, retention and contribute to progression and pass rates of boys and girls on the scholarship @siamef Page 6. programme, FAWEZA has created and continued supporting 390 Study Groups at upper basic school level and high school levels. FAWEZA will also facilitate the showcasing of the repackaged SMT Tele quiz DVDs in 25 schools aimed at inspiring girls to take up SMT subjects. The activity is intended to help FAWEZA track the impacts of using the media to sensitize communities, girls and women that girls are capable of performing well in SMT subjects as the boys. 2. 4 Compliance of the Policy by School Managers. According to the Strategic Plan close out Report (2005-2009:20) â€Å"The creation of gender responsive school environments is cardinal in fostering access, retention and completion of girls in their education. In consideration of this, FAWEZA conducted training for 40 High School Managers in guidelines for gender responsive school environments and gender analysis and mainstreaming, while 58 female school managers took part in training in public image projection, which included role modeling, public speaking force field analysis and gender budgeting. Further, using the MOE/UNICEF Girl-Friendly school module, provincial executive members and CWA members were oriented for them to orient school managers; Out of 63 school managers invited to the gender mainstreaming training, 54 attended; Various PECs and DECs met the newly appointed PEOs and DEBS to solicit support. † Hence if such interventions are being carried out, various doors will be open to allow the success of the policy. @siamef Page 7 CHAPTER THREE 3. 0 Research Methodology The purpose of this chapter is to show how this study was conducted. It looks at the instruments used. The methodology gives in depth principles used to analyze and collect data in the research. This is a qualitative case study research that makes extensive use of primary and secondary data. 3. 1 Research Design The research design which was used in this study was the descriptive survey. This study was aimed at collecting information from respondents on the role of FAWEZA and the re-entry policy in enhancing girl child education in Zambia. The researcher used both primary and secondary data. Primary data was obtained through interviews with the FAWEZA representative, DEBs and administering questionnaires to Head teachers, teachers, Parents and Pupils while secondary was found from the internet, policy documents, statistical bulletins, books and magazines. 3. 2 Description of the sample. The proposed study targeted a sample of fifty (50) respondents. The sample included representatives of FAWEZA, DEBs, Ten (10) parents, five(5) teachers, five(5) guidance and counseling teachers, twenty(23) pupils and five(5)school managers. The sample was drawn from five schools namely Matero Girls High school, Kamwala High school, Olympia Park High school, Kabuionga Girls High school and Libala High school within Lusaka urban District. In this study, purposive sampling was used in which both male and female were used in data collection. 3. 3 Sampling Procedure The study was purposively sampled on the basis of public secondary schools that had girls. The sampling of the schools was also purposive; this was done with the help of head teachers who reported that their schools had student-mothers enrolled or pregnant girls that dropped out of school. Of the several schools in Lusaka urban District; 5 schools were chosen. However, due to the fact that schools closed, the pupils were drawn from those that used to go for studies during holidays. While the head teachers of the five schools confirmed having had schoolgirl pregnancy cases in their respective schools. @siamef Page 8 3. 4 Description of Research instruments In the process of data collection, in depth interviews and questionnaires were administered. The use of both instruments formed a complementary approach towards collecting data using qualitative type of research 3. 5 Data Collection In this study, in depth interviews were carried out to the representative of FAWEZA and the DEBs because detailed information was needed. Questionnaires were administered to school managers, parents, teachers and pupils 3. 6 Data Analysis Data analysis commenced after the process of data collection exercise. This included systematic arrangement of data from the field. This study is more qualitative to the perspective of the objectives and hence making qualitative research more reliable. 3. 7 Questionnaires In this instrument,  data was covered over the required sample. The content of the Questionnaires included: †¢ †¢ †¢ †¢ †¢ Respondent’s role on the re-entry Policy in enhancing girl child education. Respondent’s compliance on the re-entry policy. Respondent’s support of the re-entry policy Respondent’s view on the measures to improve the re-entry policy. Respondent’s knowledge of the re-entry policy. 3. 8 Interview Guide Semi-structured interview were used as the main research technique in this study. The interviews covered various questions such as; †¢ †¢ †¢ †¢ The role of FWEZA in the re-entry policy. Measures to improve the re-entry policy. Successes and challenges of the policy. Compliance of the policy by school administrators. Page 9 @siamef CHAPTER 4 4. 0 Findings and Discussions of the study. This section presents research findings based on the data collected from the DEBs; FAWEZA; head teachers; teachers ,parents and students from Matero Girls High School; Olympia Park High School; Kamwala High School; Libala High School; Kabulonga Girls High school in Lusaka urban district of Zambia. The findings are given under full heading derived from the objectives of the study. 4. 1 The role of FAWEZA in the re-entry policy The FAWE representative was interviewed on the role that FAWEZA plays in the re-entry policy by enhancing girl child education in Zambia. The representative confirmed of the major role that FAWEZA has undertaken in the support and implementation of the re-entry policy. In realizing the re-entry policy guidelines, the organization has realized various initiatives to bridge the persistent gender gaps in education. To mitigate the problem, the organization conducts various initiatives. Some of the actions that are being undertaken include: †¢ Advocacy to ensure pregnant girls go back to school after giving birth and they mix freely with other pupils. †¢ Guidance and Counseling services are being offered to girls who fall pregnant in all the schools. †¢ Bursaries are offered to girls, orphans and vulnerable children. FAWEZA has been able to take over the financial responsibility for some of the most vulnerable girls. The support does not cover only the school requirements. A little extra money is given for the girls’ toiletries. Some of the girls who have had children fall into this category and benefit from the support, too. Girls who may have stayed away from school for financial reasons have been able to continue their education. Affirmative action for girls which lowers entry points into higher grades and tertiary have been implemented †¢ Workshops and discussion forums are being held to discuss challenges encountered by implementing the policy and how these can be addressed in order to reduce gender imbalance in the education sector. @siamef Page 10 †¢ Stiffer Rules have been instituted in schools that protect girl children from Gender Based Violence and other abuses. Schools have come up with strategies to help girls avoid pregnancies. One of them was Kabulonga Girls in Need Association. A teacher who saw the need for girls to talk about the problems they faced started the club. He adopted tactics that helped the girls gain selfconfidence. When FAWEZA visited the school, it was impressed by what had been achieved. The school was asked to transform the club into SAFE, an American concept that stands for the Student Alliance for Female Education. SAFE clubs, which are student networks for the promotion of female education, operate under the auspices of FAWEZA. SAFE aims to use peers or mentors to improve the wellbeing of the girl-child. The mentors come from institutions of higher learning such as the University of Zambia and the Evelyn Hone College. Girls who volunteer to become mentors are trained in adolescent reproductive health and counseling. They counsel victims of abuse, STI/HIV/AIDS and other related cases. The mentors help the club members to: ? Take responsibility and make informed choices ? Resist negative pressures ? Build their self -esteem ? Discuss issues affecting them openly and freely ? Avoid risky behavior The Kabulonga SAFE club has become a national model. SAFE clubs have been opened throughout the country. They now admit boys as supporters. This will help the boys and girls to work together and grow to respect each other. The clubs are helping remove the stigma against re-entry girls. Another intervention introduced by FAWEZA is the Communication Box. A locked box stands outside the school. Girls drop suggestions or complaints into the box. Only teachers trained by FAWEZA are allowed to open the boxes. If there are allegations against the school for further action. This has reduced cases of verbal and other abuse by teachers and students alike, FAWEZA REPORT (2004). @siamef Page 11 4. 2 Evaluation whether school managers comply with the policy In response as to whether school managers comply with the policy, respondents who responded to the Questionnaires and interviewed agreed that the Head teachers in their schools complied with the policy. Of the (5) school managers interviewed in the five (5) different schools,(100%) reported that they actually comply with the policy and follow the reentry policy guidelines. This can be attributed in the high increase in the enrollments rates. The Head teachers comply with the policy through the following processes. 4. 2. 1 Readmission of girls who dropped out. The head teachers reported that they have massively been recruiting the young mothers who had actually dropped out of school due to early pregnancies. They said they have been doing so in order to support and comply with the policy guidelines because they were involved in the formulation of the policy at its initial level, Hence they needed to add a hand in the support of the policy. The head teachers added that they do not hesitate to readmit the girls who had dropped out of school due to pregnancy or finance but the girls are supposed to produce the documents granting maternity leave and the medical report confirming pregnancy. 4. 2. 2 Moral support, encouragement and equal treatment. The head teachers reported that they have been offering moral support, encouragement and equal and fair treatment to the teen mothers with the rest of the students through the Guidance and counseling teachers in the schools. From the findings obtained, it was confirmed by the key informants that the head teachers comply with the policy. However, it can be stated that the policy faced much resentment by several figures of the public. According to FAWEZA Report (2009; 14) â€Å"In the first year or two, there were newspaper reports of head teachers who would allow girls back only after intervention by the Ministry of Education. † It can be said that at the early stages of the introduction of the policy, there was much needed sensitization on the benefits of the re-entry policy in enhancing girl child education in Zambia. In one case, during the collection and sampling stage of this research with the District Education Office (DEBs), when asked if he had any cases of pregnant girls or studentmothers in the schools, he stated that he had some â€Å"unofficial cases‘ as they are yet to be @siamef Page 12 reported to his office by the girls‘ parents. Upon further probing on the issue of officialising‘pregnancy cases and why he would not take the initiative to confront such cases, he pointed out that this is due to fear of parents‘reaction to news of their daughter‘s pregnancy. Depending on the prevailing religious and socio-cultural beliefs, parents are more likely to react negatively to news of their daughters‘pregnancy. This view was shared by two other teachers from the schools that took part in this research. 4. 3 Response of the Policy by the pupils Views of the girls who responded to the Questionnaires converged with those of the head teachers, teachers, and the parents. Both categories of girls interviewed stated that the policy was good and it was well responded to although it did not address most of their concerns. When asked what their concerns were, adolescent schoolgirl mothers reported that the policy should have spelt out the need for providing counseling sessions to those who returned. They reported that while at school, they felt stigmatized by their friends and teachers through derogatory remarks such as addressing them by their children’s names: â€Å"Bana Mary (Mother of Mary), aunt Lucy etc† which made them feel out of place. It was the view of the pupils that the Ministry of Education was doing very little to enforce the implementation of the policy and ensure that girls who  returned to school were protected from verbal abuse by the teachers. At least 63% of the girls reported that they faced challenges with regard to combining the two roles of being a mother and a schoolgirl particularly when their children fell sick or needed to be taken to Under 5 clinics. They reported that they absented themselves from school and missed classes whenever they had to take their children to hospital. They further reported that the policy should have put in place mechanisms for following up those who for some reason decided not to return. At the household level, three key factors prominently influence the likely-hood of young mothers returning to formal schooling. These factors are; fathers support over the decision to return to school, the structure of the house-hold, and finally the availability of financial support from either the young mother‘s children partners or the extended family. Evidently, household characteristics and behavior have a strong effect on the re-entry policy; more so parental and community willingness to support school re-entry for the young mothers, most of whom are jurally minors. At another level, how the households interact with other institutions and the external socio-cultural environment that mediates these interactions @siamef Page 13 may affect the chances of schools re-entry. These factors have to be identified and understood by policy makers and programme managers if education for all including student-mothers is to be realized. 4. 4 The re-entry policy a success or failure FAWEZA has been successful in implementing programmes to achieve its objectives. Among them are the programs designed to improve performance, progression and completion rates such as theScholarship program that has seen 2,426 girls and 1287 boys completing the 12 year cycle. Further,a total of 27 students completed tertiary education. Further, the SMT programmes have stimulated the interest of girls in participating in the activities and are performing well. In the quizzes held in SP2005-2009 there were more girls scoping prizes than boys. In program area two, FAWEZAcontinued to sensitize communities on the policies that protect girls’ education. At school level the informants were asked if the policy guidelines were clear enough to provide them guidance for implementation, more than half (60%) of the informants, a majority of whom were teachers and headteachers (4), reported that because the policy was new, they needed to be oriented to it, before being asked to implement it. 4. 5 Do teachers and Parents support the re-entry Policy? In response to the support of the policy, (8) 80% of the parents who responded to the questionnaires were in favor of the policy. Though, (2) 20% of the parents were not fully sure of the re-entry policy guidelines. Of the teachers who were against the policy, (3) 30% were men and (7) 70% were female who reported that they fully in support of the policy. Therefore, only male teachers have remained constant in opposition to the policy. Commenting on this, one girl said the male teachers and the boys who were still against the policy were afraid of facing the mothers of their children every day. A female teacher said men like to dominate. When they see an intelligent girl, they want to curtail her education. They will do all in their power to frustrate her, including making her pregnant. Parents reported that the policy has made both boys and girls reckless. There was a feeling that the re-entry girls were in a vulnerable position because male teachers and schoolboys perceive them as having low morals. They come back with the sole purpose to study and pass their examinations. Therefore, they become better students. There is fear among some groups e. g. the parents and the teachers that the policy has led to increased cases of pregnancy @siamef Page 14  among the school girls. The policy has been looked at as a lee way to immorality because the girls definitely know that they be returned to school. 4. 6 Support of the re-entry policy When informants were asked to state the kind of support they received from the ministry to implement the policy, the DEBs and the school level implementers reported that they had received funds neither to photo-copy the circular for the parents and/or the Parents Teachers Association (PTA) nor to conduct local sensitization meetings on the policy. At the same time, the DEBs stated that the ministry was committed to ensuring that the policy gets fully implemented in all schools. Funds were planned to be set aside to conduct â€Å"massive sensitization meetings† and workshops targeted at school level and members of the public. FAWEZA organization on the other hand reported that they were planning to advocate and lobby members of parliament and some permanent secretaries to ensure that the re-entry policy be included in the Education Bill which was to be tabled in parliament in July 2010. It is evident from this finding that the policy was introduced in schools before it was discussed and enacted in parliament. The finding echoes that of Hoppers (2007) in Uganda in which he described the decision by some policy actors to implement a draft version of the policy before it is submitted to parliament. Similarly, the re-entry policy in Zambia was first declared as a policy by the then minister of education before it was discussed in parliament. 4. 7 What measures can improve the re-entry policy Respondents were asked to give measures to improve the re-entry policy. Their views were critically assessed and analyzed. In order to ensure that re-entry programmes are successful; the following measures were outlined by the respondents in implementing the policy: 4. 7. 1Political Will: The Zambian government did not capitulate, even when there appeared to be more voices against the policy, than those which support it. It maintained that expelling pregnant girls would make gender equality in the education system impossible. Hence, there is need to follow the political will of the nation @siamef Page 15 4. 7. 2 Guidelines: Availability of proper guidelines on how re-entry policy will be conducted is very essential. The guideline development should involve all stakeholders including the teen-mothers. The policy should be geared upon providing an opportunity for these girls to obtain another chance into the education programme and not to perpetuate immoral behavior. 4. 7. 3 Acceptance of Change: There is a need for community to change and accept that this program is for the benefit of the girls and the community at large. In Zambia after seeing the benefits of the program many families have accepted and supported their children. 4. 7. 4 Financial Support Not only to take over the financial responsibility for some of the most vulnerable girls. A little extra money to be given to the girls’ for other needs such as sanitary pads is essential. Some of the girls who have had children fall into this category and can benefit from the support, too. Girls who may have stayed away from school for financial reasons can continue with education. There is great awareness that there is a fear among people that re-entry of young mothers to school might influence others to immoral behavior knowing that they will also be readmitted if they get pregnancies. But studies in the area have shown that there is no concrete evidence which reveal constructive societal returns from expelling pregnant schoolgirls and young mothers from education. However, parents, community and the government at large should provide life skills education for girls and boys to make them aware of effects of pregnancy and should be encouraged to be more responsible for building their future through education achievement 4. 7. 5 Strengthen rules regarding the policy. Regarding the strengthening of the rules, 45 (90%) of the informants reported that there was need to strengthen the rules. In Zambia, the policy guidelines states that once the girl has been given maternity leave, the father should also be suspended from school until the girl returns to school. If the teacher is the one responsible for the pregnancy, it states that the teacher should be disciplined.

Reluctant Learners and the Causes :: essays papers

Reluctant Learners and the Causes In order to discuss how technology motivates reluctant learners, we must first agree upon what exactly a reluctant learner is. According to Joyce M. Herzog, a reluctant learner is one who "is not interested in life at all, is not interested in what you are teaching, and is not able to learn in the time-frame or manner of presentation" (2002). There are several reasons as to why the student may feel the way he/she does. As a teacher, one must be very careful to make sure to take into consideration all of the reasons as to why a student may feel reluctant to put forth the necessary energy in the classroom. One reason may be that the student suffers from a learning disability, which is defined by the educational dictionary Wordsmyth as "any of various conditions thought to be associated with the nervous system, that cause difficulty in mastering a basic skill such as reading" (2002). "Various disabilities include ADD, communication disorders, and behavioral disorders" (Woolfolk, 200 4, p.124-131). Students with these disabilities are often seen as disadvantaged when it comes to learning in a typical school setting. Problems at home could also be a cause for reluctancy of students. According to BJUP.com, the primary stimulation for a child to develop and maintain enthusiasm for learning should come from the home. Families who are a solid unit and do activities together tend to have more motivated children (Let's Talk Motivation, 2005). Students who have supportive parents that foster learning are less likely to show reluctancy to learn in the classroom, while students whose home life is full of fighting and little academic support may show less interest in the classroom (Let's Talk Motivation, 2005). Another reason why a student may not be motivated to learn could be because of a low-socioeconomic status (SES). According to Woolfolk, low-SES students suffer from "poor health care, low expectations, low self-esteem, and learned helplessness" (2004, p.158-159). These students have much more on their mind than learning. One final reason why students may be reluctant to learn is because they have fallen into the stereotypes of gender traps. Knudson-Martin argues that "perceived gender differences are rooted in power differences that limit relational development for both women and men" (Knudson-Martin, 1999). This means that in a co-ed classroom, teachers may challenge boys more often than girls, attributing male fa ilure to a lack of effort and female failure to a lack of ability.

Issues and help seeking behavior Essay

According to Fallon and Bowles (1999) the area of adolescent help seeking behaviour is an under-researched area. Since the cognitive and critical thinking of adolescents are still developing, their behaviours toward issues concern them may vary case by case. The purpose of this report was to investigate issues concern adolescents and their help seeking behaviour toward those issues, especially seek professional helps. The report analysis was based on secondary information obtained from various researchers by scholars. The participants in the researchers were students with different demographic background, such as gender, ethnicities. Fallon et al (1999) investigated the major and minor problems concerned the adolescents and their help seeking behaviours toward those problems. The major problems were identified to be more severe and would cause participants distress, while minor problems would not distress the participants. The participants were 1,022 secondary school students from Melbourne Metropolitan area, 585 of them were male, and 419 were female. Total 297 of them were in year 7 and 8, 333 were in year 9 and 10, others were in year 11 and 12. Their ages ranged from 11 to 18 years. Each of the participants completed a survey comprised of three parts to define the adolescents’ concerns and help seeking behaviours. The first part contained demographic questions. The second part  contained mainly rating and categorizing questions to identify the major problems of concerns, nature of the concerns, and sources of help to the concerns. While the third part focused on the minor concerns. The nature of the both concerns was defined into five categories, family, interpersonal, health, education and others. And the sources of help were in the domain of friends, parents and professionals. The findings show that problems concerns different levels of students were very similar. About 50% of the participants sought help for their major problems, 40% sought for minor problems and 25% would seek help for both problems. The problems associated with family and interpersonal skills were often identified as major issues. For minor issues, family and education problems were frequently reported. Therefore the adolescents would differentiate major and minor problems and react differently toward the problems. For major problems, females were more willing to see k help than males, but there was no gender difference towards minor problems. And males preferred to ask parents and rather than friends, while females were inversely. However, on both minor and major problems, respondents were preferred to seek help from parents and friends over professionals, this may probably due to the easy access to nonprofessional sources. Gim, Atkinson, and Whiteley (1990) conducted an investigation which focuses on the issues concerns Asian-American and the relationship between acculturation and willingness to see a counsellor. The study was down through 816 Asian-American students from West Coast University. 399 of the respondents were male, 417 were female. And 291 of them were freshmen, 191 were junior, 159 were sophomores, 174 were seniors, which ranged in an age group of 16 to 37. The survey questionnaire comprised of three sections. The respondents were asked to report their demographic information and rate the seriousness of 24 issues in eight domains of concern and their wiliness to see counsellors on these concerns. Among the 24 issues, the respondents scaled highly for issues like financial, academic, relationship, conflicts with parents. The results show that for those Asia Americans, they were most willing to seek counsellors for issues like financial, academic, career, but least willing to seek help about concerns such as ethnic identity confusion, roommate, and health. The respondents’ attitudes towards seeking counsellors would be affected by acculturation, ethnicity, and gender. Asian Americans with higher level of acculturation would be more willing to seek  professional counsellors. In a similar study, Kim and Omizo (2003) generated respondents of 242 Asian American college students from mid-Atlantic and Hawaii universities ,140 of them were female and 102 were male, with an age range of 18 to 57 years. Fifty-nine of the respondents had had sought counselling before. And there were mainly from China, Korea, Philippines, and Japan. Similar conclusion was obtained that Asian Americans who were highly adhered to Asian cultural values, their attitudes toward seeking professional psychological help would be less positive and they were less willing to seek counsellors in general problems. But the sample size of the Kim and Omizo (2003) was relatively small, which may not be a strong support. In another research Eisenberg, Golverstein and Gol lust (2007) investigated the help-seeking behaviour and access to mental health service. The participants are students from Midwestern, public university. The initial sample size was 5,021 students aged above 18 years. And 2,495 were undergraduates, the remaining were graduate and professional students. Since the survey was web-based, total 2,785 students completed the survey and their demographic profile was similar to national student population. The survey used Patient Health Questionnaire-9(PHQ-9) as the key measure to identify the symptoms of depression. The result shows that 15% of Students obtained psychotherapy or psychotropic medication. About 50% respondents aware that there was free counselling service on campus and where to access the mental health care. Among participants who experienced major depression, only 36% received treatment which demonstrated a low level usage of cheap university medical service. For students who did not seek help, they often held the perception that stress was normal in school, or did not realise there is a need, or having the thou ght that problems would get better as time goes by. Limitations of the research include the reliability of web survey results and the survey ignored the informal sources of help like friends and family. The investigations above all show that female is more open to seek help for issues concerns them, however, comes to the issue of dating violence, male perpetrators and victims were more likely to seek help than female (Ashley & Foshee, 2005). Ashley et al investigated the adolescents’ help-seeking behaviour and helping sources when experienced of dating violence. The analysis was based on secondary data collected in a longitudinal study of adolescent dating violence. A sample size of 365 out  of 1814 survey participants collected in 1996 was chosen in their investigation. There were 225 dating violence victims and 140 perpetrators and all the participants were public school students from rural North Carolina country. The results show that over 60% respondents did not seek help for dating violence, especially perpetrators. Amon g those who sought help, friends and family members were more frequently chosen as their help sources than professionals. But males were more willing to seek professional help than females. The possible reasons are higher social acceptance to male hitting female than female hitting male and male will cause more serious and dangerous consequences in the dating violence than female. The findings also demonstrate that older perpetrators were more likely to seek help than younger ones. Researchers suggested that as the adolescent mature, they may have in-depth cognitive on dating violence and the potential consequences of their behaviour which compelling them to seek help. In conclusion, issues concerns or distress adolescents will vary due to their levels of education, gender, ethicises, age, nationality. And adolescents’ issues usually fall in the domains of family, interpersonal, education, and health. Most of them are not willing to seek help, especially male. But for certain issues, like dating violence, male are more willing to seek help. Easy accessibility made informal sources of help like friends and family common and popular than professional counsellors when adolescents experienced psychological issues. The other reasons cause low frequency of counselling professional help will be like social norms, lack cognition or unaware of benefits from professional help. So the society should promote more benefits of professional counselling and increase the acceptance of it. For adolescents, they are still at growing stage, abilities like perceptions, cognitions, abstract thinking are also developing. It is very important to guide them have a positive thinking of seeking professional help when facing issues concern them, in the end, may also help them develop a positive attitudes in their lives. References Ashley, O. S., & Foshee, V. A. (2005). Adolescent help-seeking for dating violence:prevalence, sociodemographic correlates, and sources of help_. Journal of Adolescent Health 36,_ 25-31. Eisenberg, D., Golverstein, E., & Gollust, E. (2007). Help-seeking and access to mental health care in a university student population. _Medical Care. 45 (7)._ Fallon, B. J., & Bowles, T. (1999). Adolescent help-seeking for major and minor problems. _Australian Journal of Psychology, 51 (1),_ 12-18. Gim, R. H., Atkinson, D. R., & Whiteley, S. (1990). Asian-American acculturation, severity of problems, and willingness to see a counselor. _Journal of Counseling Psychology, 37 (3)_, 281-285. Kim, B. S., & Omizo, M. M. (2003). Asian culture values, attitudes toward seeking professional psychological help, and willingness to seek a counsellor. _THE COUNSELING PSYCHOLOGIST, 31 (3),_ 343-361.

Mr. William Bryant And His Romantic Antics Essay

Romanticism is a style of writing based in the late 19th century. It is characterized by nature, individual expression, emotion and imagination. Many writers in his time were part of the Romantic Movement and William Cullen Bryant was one of them. His poems are full of Romantic ideals such as the benevolence of Nature and the emphasis on emotion. Bryant is clearly a Romantic poet and his poems â€Å"Thanatopsis† and â€Å"To a Waterfowl† are clearly illustrations of this. Nature is a big part of both â€Å"Thanatopsis† and â€Å"To a Waterfowl†. In â€Å"Thanatopsis†, Nature actually has a speaking part. The personified Nature teaches the reader to not fear death, but accept it as a part of life. Nature in this poem is very comforting. She is described in detail and is portrayed as calm and compassionate in her way of speaking. In â€Å"To a Waterfowl†, nature is also important and in this poem, it is more concrete than the Nature in â€Å"Thanatopsis†. Bryant is talking about a lone waterfowl that is flying through the air. The waterfowl is part of nature and he questions it as if it would answer. In Romantic poetry, it would answer, as in Thanatopsis, where nature actually speaks to the reader. This also shows the freedom and the mystical aspect in his writing. Idealism is also a big romantic characteristic in these poems. In Thanatopsis, realism would consider death a dark and horrible thing. However, the idealistic Bryant portrayed it as a part of life and that dying would bring you back to the divine Nature. In â€Å"To a Waterfowl†, the bird is solitary because he is a freethinking spirit and is flying free from other’s conventional ideas. This appeals to the radical and the idealistic Romantic in him. This poetry by William Cullen Bryant is clearly of the Romantic style. He uses nature in his poetry in an aesthetic way, stating it as a kind being. Idealism is used in a romantic manner, glorifying death and showing the freedom of life in its natural form. His poetry is full of content and emotion with forgiveness and love. Bryant’s â€Å"Thanatopsis† and â€Å"To a Waterfowl† are two excellent examples of Romantic poetry because they use  Romantic ideas of freedom, idealism, and benevolence of nature.

Critical Examination of Strategic Leadership

Critical Examination of Strategic Leadership Introduction Leadership has been used to refer to a pattern of influence that an individual possesses. On the other hand, leadership refers to a group’s innovative ideas and creative achievements that are actually outside the bounds of formal institutions (Glanz 2005, p.1).Advertising We will write a custom critical writing sample on Critical Examination of Strategic Leadership specifically for you for only $16.05 $11/page Learn More Accordingly, strategic leadership has evolved to become critical component in effective development and performance of organization and other key institutions (Glanz 2005, p.1). At the same time, Glanz perceives strategic leadership in the broader perspective that also involves other models of leadership. Within this view, it can be said that strategic skills have become useful to managers that have been utilized to improve and realize better performance where collaboration initiatives are incorporated with other broader parts and transformation of organizations become the ultimate goal of strategic leadership (Glanz 2005, p.1). On overall, strategic leaders are usually committed to improving their organizations on many levels, and leaders who demonstrate strategic leadership believe and facilitate the following. Coordinate all functions and practices in their organizations so that everything is able to function in harmony towards realization of particular goal; ensure that all individuals share common goals; are able to assess the ability of the organization to respond to social, political, or even interpersonal crises (Glanz 2005, p.2). Other notable functions of the strategic leaders include adjusting the organization’s mission to meet newly developing exigencies, and lastly, being innovative of varied possibilities for the future (Glanz 2005, p.2). Schools of all types, in the new 21st century require strategic leadership. This is particularly necessary given the increasing competition that characterizes any given market (p.3). According to three authors Preedy, Glatter, and Wise (2003, p.3), schools, colleges, together with other educational organizations are carrying out their functions and roles in competitive environment in which they need to have the best staff members. This call for competitive recruitment in order to align the school’s needs and goals given funding and resource capacity are attached to student’s number. Effective leadership is required in order to enable school realize success and sustained performance that in most cases is demonstrated in terms of students outcomes.Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More When a school is able to realize effective student performance the potential market for the school increase and on the other hand, when performance decline then negative public perception develops over t he school. Hence, the above circumstances have forced educational leaders to adopt strategies that are effective in managing the boundaries between the school and the environment. Moreover, the vision should be to adopt pro-active stance in creating an effective relationships with external stakeholders (Preedy, Glatter, and Wise 2003, p.3). Guided by these introductory statements, this research paper aims at exploring the concept of strategic leadership with particular interests in exploring the characteristics of strategic leadership, the contextual factors, both internal and external that has the ability to affect strategic decisions, and lastly the tools available for the strategic analysis of key evidence specifically with regard to school. This research methodology will largely involve review and analysis of relevant literatures, and in this case, secondary and where appropriate, primary literature will be used especially with regard to statistical data. Characteristics of Stra tegic Leadership Preedy, Glatter, and Wise (2003) observe that developing relationship between the school and external stakeholders require effective environmental scanning. The postulation of this statement is that strategic leaders are the ones who incorporate effective strategic environmental scanning aspects (p.3). In carrying out environmental scanning strategic leaders, adopt necessary steps of identifying stakeholders’ needs and expectations, together with broader social, economic, and political trends that have opportunities for future development of the school (Preedy, Glatter, and Wise 2003, p.3). At the same time, strategic leaders incorporate empirical studies on how their schools should incorporate and utilize environmental information and as a result, these leaders develop effective school systems that exhibit good processes for learning about and responding to changes in the environments (Preedy, Glatter, and Wise 2003, p.3).Advertising We will write a custom critical writing sample on Critical Examination of Strategic Leadership specifically for you for only $16.05 $11/page Learn More Another aspect of strategic school leaders is that they should be effective at interpreting the wider environment in which they operate and carry their functions in. Effective interpretive requires strategic leaders to note that operational environment is not fixed but rather it is complex and always changing. This scenario calls for strategic leaders to be more active in initiating ongoing learning by creation effective interactions with the environmental information and at the same time initiating individual and organizational capacities to interpret external events by identifying key trends that need to be responded to (Preedy, Glatter, and Wise 2003, p.3). Other aspects have been identified that characterize strategic leadership in school context. For instance, these leaders exhibit exceptional capabilities in reducing dependen ce of the school to its environment and they achieve these through seeking alternative sources of funding. Mike Freedman and Benjamin B Tregoe writing in a strategic book titled ‘The Art and Discipline of Strategic Leadership’ observe that most companies fail to realize their set objectives from multiple reasons but the major ones revolves around lack of incorporating key elements of strategy (Freedman and Tregoe 2004, p.2). For instance, the authors observes that most organizations have excellent management teams that at same are dedicated in their work and also exhibit the best strategic intentions but occasionally fail when at least one critical aspect of the strategy process is missed (Freedman and Tregoe 2004, p.2). On overall, strategy of any organization fails when observation and fulfillment of certain aspects fail in some of the following instances. 1) In formulating strategic vision based on facts, informed assumptions, and the best-possible what-if thinking; 2) in implementing and communicating the vision throughout the organization to clarify and align the role of every strategically critically player and process; and 3) in monitoring and updating the vision to ensure its continued strength, agility, and relevance (Freedman and Tregoe 2004, p.2). Michael A. Hitt, Duane R. Ireland and Robert E. Hoskisson, writing in a book titled ‘Strategic management: competitiveness and globalization: concepts and cases’, observe that there exist certain and specific actions that characterize effective strategic leadership and many of the elements characterizing strategic leadership in most cases operate collaboratively (Hitt, Ireland and Hoskisson 2009, p.350).Advertising Looking for critical writing on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, the authors are of the view that managing school resources effectively requires the leader or manager â€Å"to develop human capital and establish strategic direction, fostering an effective culture, exploiting core competencies, using effective organizational control systems, and ethical practices† (Hitt, Ireland and Hoskisson 2009, p.350). At the same time, most strategic and effective leaders create viable options when dealing with each of the key strategic leadership action situations as the foundation for making effective decisions. Therefore, key elements that characterize strategic leadership according to the authors include the following: determining strategic direction by the leader, where the postulation is that, strategic leaders need to have adequate knowledge. In addition, there exist diverse conditions that create both opportunities and threats, and it is upon this premise that strategic leaders need to determine and provide the appropriate direct an organization can chart in future or over a specified period of time (Hitt, Ireland and Hoskisson 2009, p.350). With regard to determining strategic direction, strategic leadership has to deal with two strategic directions in two parts that include core ideology and an envisioned future. With regard to core ideology, the strategic leadership has to motivate the staff to meet the organizational goals and objectives through encouraging them to focus on the main strategies earmarked for delivering value to all the firm’s stakeholders. Envisioned future, in most cases, serves as a guide to many aspects of school’s strategy implementation process, including motivation, leadership, staff empowerment, and overall school design (Hitt, Ireland and Hoskisson 2009, p.350). In actual cases, a leader instituting a strategic direction normally faces many challenges, while the work in general is not easy. It is therefore always advisable for the leader to win the hearts and minds o f school members while constantly â€Å"tackling unscalable heights and make them understand why change is necessary, passionately explaining what is in for the company and the employees† (Hitt, Ireland and Hoskisson 2009, p.351). Further, it is recommended that strategic leadership with regard to strategic direction needs to employ appropriate strengths that ensure continued positive performance. Second, strategic leadership constitute effective management of the school resource portfolio. In general, school â€Å"resources are categorized into financial capital, human capital, social capital, and organizational capital, together with organizational culture† (Hitt, Ireland and Hoskisson 2009, p.351). For instance, financial capital is vital to success and growth of the school and strategic leaders become aware of this. Nevertheless, in most cases, many of the strategic leaders recognize the equivalent importance of managing each remaining type of resource as well as m anaging the integration of resources. Strategic leaders in most cases â€Å"manage school resource portfolio by organizing them into capabilities, structuring the firm to facilitate using those capabilities, and choosing strategies through which the capabilities are successfully leveraged to create value for customers† (Hitt, Ireland and Hoskisson 2009, p. 351). At the same time, strategic leaders are tasked with the role of ensuring competency of employees, as well as helping to retain the most successfully staff. Next, strategic leadership has to do with exploitation and maintenance of core competencies. Core competences in many schools function as source of competitive advantage for a school over its competitors (Hitt, Ireland and Hoskisson 2009, p.351). Strategic leaders in many cases carry out verification of school competencies when implementing strategies. At the same time, strategic leaders pursue school strategies through competitive agility and competitive speed whe re the leaders develop core competence capabilities which they develop over time as the school learn from their actions and enhance their knowledge about specific actions needed (Hitt, Ireland and Hoskisson 2009, p.351). Furthermore, strategic leaders develop human capital and social capital whereby the leaders have adequate knowledge and skills of the school entire workforce (Hitt, Ireland and Hoskisson 2009, p.352). Strategic leadership identifies that there is need for effective training and development programs in order to enhance performance of the leaders for the benefit of the whole school. The programs developed by strategic leaders generally link the success of the school needs, thus the leader gains and sustains competitive programs that benefit the school (Hitt, Ireland and Hoskisson 2009, p.352). At the same time, the programs developed by strategic leaders should â€Å"build knowledge and skills that inculcate a common set of core values and that they should provide sy stematic view of the organization thus promoting the organization’s vision and organizational cohesion† (Hitt, Ireland and Hoskisson 2009, p.352). On his part, Richard L. Morill, in a book titled ‘Strategic leadership: integrating strategy and leadership in colleges and universities’, summarizes the key characteristics that a strategic leader needs to have. These include â€Å"being integral which should begin at the level of human urgency, values, and paradigms; have sense-making, that is relying largely on narrative to make sense of experience and give meaning to the future; being motivational, where the strategic leader is able to mobilize energy and commitment; putting into application decisions and choices that are strategic; encouraging collaboration; being systematic; and lastly, being data driven† (Morrill 2007, p. 108). Contextual factors, internal and external that affect strategic decisions Two sets of factors affect strategic making decis ion (SDM) process, which in most cases is external environmental factors and internal organizational factors (Papadakis and Barwise 1998, p.230). Both these factors affect the SDM process both directly and through the cognitions and actions of managers. These factors along with leadership actions, together with SDM process characteristics in turn influence outcome in a school (Papadakis and Barwise 1998, p.230). The outcomes in most cases include process outcomes such as decision quality, decision speed, timeliness of the decision and school learning, as well as economic outcomes that may include profitability and revenue growth. Internal factors Internal factors that influence strategic decision-making process have to do with assessment of internal school environment, which may involve identifying the strengths, and weaknesses that might be important to strategic decision-making process. First, internal aspect that affects strategic decision-making process has to do with school mis sion. On overall, school mission constitutes a statement why the school exists, and in most cases, mission statements fall into three groups. 1) To create shareholder value; 2) meet the needs and expectations of all the stakeholders such as the staff, employees, suppliers, parents, students and the larger community; and 3) inspiring where it tends to create school’s aspirations among school and its stakeholders (Sadler and Craig 2003, p.10). The second internal aspect that affects strategic decision-making process has to do with school main policies. Generally, a school strategy depend and rests on policies that in most cases constitute guiding rules or principles that a school perceive to be integral to the success of the school. Policies reflect practices or ways that a school conducts its activities, and hence, they are seen to be indispensable parts of the school’s formula in creating, achieving, and sustaining competitive advantage (Sadler and Craig 2003, p.10). A nother internal factor that affects strategic decision-making process has to do with school’s goals and objectives. Objectives in most cases are set to be achieved over a short, medium to long term. Objectives may be of different forms such as financial objectives, human resource objectives, enrolment objectives, school promotion objectives, and many more (Sadler and Craig 2003, p.11). Strategic decision-making will largely be influenced by school’s objectives and goals. Strategic decision-making process has to be limited, for instance, within the financial objectives of the school, where at the same time with little or inadequate financial resources the strategic decision-making process may be hampered or stalled. School culture is another internal factor that influences school strategic decision-making process. School culture constitutes values and beliefs, together with ideas about how the school is perceived by the members and other stakeholders (Hill and Jones 200 9). School culture constitutes aspects which members of a â€Å"school should pursue and the appropriate kinds or standards of behavior school members should use to achieve these goals† (Hill and Jones 2009, p.394). Strategic decision-making process on large part will thrive from presence of well established â€Å"school values, norms, guidelines, or even school expectations† that in largely prescribe â€Å"the appropriate kind of behavior organization members express towards each other† (Hill and Jones 2009, p.394). Further, Charles Hill and Gareth Jones suggest that when making strategic decisions leaders need to create adaptive culture, one that is innovative and encourages support for school strategic goals (Hill and Jones 2009, p.394). Adaptive cultures are able to introduce changes in the way the school operates that sometimes may include changes in the school structure. Further, the author note that schools with adaptive cultures are more likely to surviv e and continue in the changing environment and in most cases through strategic decisions such school are able to realize increased performance than school that have inert cultures (Hill and Jones 2009, p.394). External factors T. R. Jain, Mukesh Trehan, and Ranju Trehan, in a book titled ‘Business Environment’ observe that, in general, operating environment for any kind of player or institution is complex and dynamic, a situation that is more complicated (Jain, Trehan and Trehan 2009, p.16). At the same time external environmental factors affect the school both in short-term and long-term (Jain, Trehan and Trehan 2009, p.16). External factors that influence strategic decision-making process can be regarded as macro environment factors and these will have to do with demographic aspect, politico-legal aspects, and regulatory issues that affect the schools, the general economic issues affecting stakeholders, competition from other schools, and government policy that affect schools. First, demographic aspects are important and influence strategic decisions in the sense that school strategies both existing and anticipated will greatly be influenced by population, age, religion, family size and nature, workforce composition. Demographic aspects have the capability to influence the strategic decision making process in that, the school has to have enough and adequate knowledge of demographic shifts, which in turn forces the school to constantly modify the strategies adopted and employed. According to Goodman, Ladzani, Bates, Vries, and Botha (2005) external environment can be divided into two: market or task environment, which include consumers, suppliers, labor market, competitors, and intermediaries (p.102). The second type is the macro or general environment that constitutes legal-political environment, economic environment, socio-cultural environment, technological environment, and international environment (Goodman, Ladzani, Bates, Vries, and Botha 2 005, p.102). Consumers constitute the group of people, institutions, organizations, and all other key elements organization depends on in order to purchase the organization’s products or services. The decisions made in an organization have to touch on consumers. In other words, consumers are the ones that influence the decisions and strategies the organization undertake. Supplier, on the other hand is a group that ensures the organization has the input required to ensure consumer needs are made. Therefore, the suppliers’ actions or the school’s strategies will largely affect the suppliers of the school (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.102). Therefore, the strategic decision-making process is largely influenced by actions and decisions of the suppliers. Labor market on the other hand, is the avenue the school has to recruit its staff and employee to facilitate and pursue school goals and objectives. In most cases, the structure of the labor mark et changes an aspect that affects organization’s strategic goals and objectives. When the labor market changes, then the organization has to restructure itself and generally restructuring involves modifying the strategies of the organization (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Another external aspect is the competitors of the school. Competitors constitute other external schools and institutions, which the school has to put down strategies of encountering in the market place. As the market become uncertain and more competitors enter the market, schools finds it both challenging and necessary to initiate strategies that will place the organization at a better place or level to compete effectively in the market. Competitor’s marketing strategies may be advanced and superior, they may be providing superior learning opportunities with greater and constant performance, and they may have established brands in the market, and may just have enhanced tools of leveraging market advantage than the concerned school (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). What becomes necessary and of much help is for the school to carry out environmental scanning which will enable the organization to take appropriate steps in strategic decision-making making with aim of improving or positioning the organization at an advantageous level. Further, the macro-environment factors at the same time have the potential to influence strategic decision-making process. For instance, legal-political environment has the capacity to affect an organization’s strategies. Legal aspects such as tariffs, taxes, business permits, market competition laws, service standards laws, and quality assurance laws, all have the potential to affect and influence the strategic decisions a school makes. Political environment and regime at the same time has the capability to influence how the school is able to set its strategies. For example, there are political re gimes that will institute restrictive business and market measures, a situation that will force many schools to modify their strategies (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Economic environment on the other hand has the potential to influence school strategies. As situation becomes tighter, organizations are forced to re-design their strategies in order to meet the stakeholders’ needs and desires (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Further, socio-cultural environment has the capacity to affect the strategies an organization makes. Socio-cultural environment has to do with aspects such as demographics, culture, beliefs, religion, social status, age, and gender (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Organizations operate and carry out their functions in environments that exhibit different cultures, different religions, people of different ages, and so on. Consequently, all these aspects will influence the strategic deci sion making process in the organization since their ignorance or inadequate incorporation will results into poor performance by the organization (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Technological environment exhibits potentials of influencing an organization strategic decision-making process. Organizations such as schools operate in changing environments that are characterized by evolving technologies. At the same time technology has become a source of competitiveness and schools that adopt and implement the most appropriate technology is seen to have better market and overall performance as compared to others (Goodman, Ladzani, Bates, Vries, and Botha 2005, p.103). Tools available for the strategic analysis of key evidence Organizations such as learning institutions that are able to articulate where they currently stand and operate, as well as where they want to go and vision they aspire to adopt, such organizations become success and goal-oriented that is built on strong strategic planning. In order to chart a clear journey of success, learning institutions adopt particular and specific well-tested tools and techniques, which in turn are able to utilize in strategic planning (Courtney 2002, p.150). Schools are presented with both internal review tools and external review tools, which they can be able to use to carry out strategic analysis. With regard to internal review tools and techniques, the following particular tools are common. First, there is mandate analysis, which constitutes a tool that was developed in 1995 by Bryson (Courtney 2002, p.150). In general, this tool largely provides support for policy or course of action. Mandates analysis constitute a process of exploring the written documents that exist in support of the mission of the school (Courtney 2002, p.150). Mandate analysis for school may include research reports, mission and vision statements documents, and school’s objectives and goals documents, together with t he school’s strategic goals documents. In most cases, these documents can be used by a strategic leader or manager to explore and analyze the fundamental bases of the organization’s mission, to understand the extent the school set and pursue goals, and reflect on the distinctive competencies of the organization (Courtney 2002, p.150). Another technique is that of stakeholders’ analysis, which again constitutes a powerful technique developed by John Bryson in 1995. Stakeholders in this case constitute all those who are affected by the activities of the school or who express great expectations in the school. Stakeholders’ analysis in large measure gets concerned with internal analysis but has become to be associated also with external analysis of the organization (Courtney 2002, p.150). When the stakeholders’ analysis is carried out, the paramount intent is to identify the internal aspects of the organization and identify the implications of changes in the external environment. The third technique has to do with portfolio analysis, which was developed by the Boston Consulting Group, and largely this technique involves making evaluation of programmes that a school undertakes at the moment, and elaborate on the future of the programmes in the school (Courtney 2002, p.151). Further, portfolio analysis operates to link the school’s current programs and the demand of the market or business environment. On the other hand, external strategic analysis has been carried out using resource-based tools and techniques such SWOT analysis tools, PESTEL analysis tools, and Porter’s Five Forces analysis. With regard to SWOT tools, strategic leader is able to carry out business environmental scanning by identifying school’s strengths, weaknesses, opportunities and threats (SWOT) from which it becomes possible to create and implement appropriate strategic decisions. Furthermore, when adopted by the strategic leader for strate gy analysis, the guiding wisdom in PESTEL analysis is for the leader to analyze and evaluate political factors that affect the business strategy. In addition, the leader should analyze the economic factors influencing the strategy, social factors, technological factors that have the ability to affect the organization, and the environment issues that organization will have to put in mind before implanting the desired strategy. This is in addition to the legal factors that the organization needs to factor in before implementing the strategy (Hill and Jones 2009, p.41). Lastly, Porter’s five forces constitute tools an organization is able to use in analyzing the competitive industry environment with aim of identifying opportunities and threats before initiating and pursuing certain strategies. Porter’s Five Force Model comprises tools that analyze industry environment with regard to the risk of entry by potential competitors; the intensity of rivalry among established com petitors within an industry; the bargaining power of buyers/stakeholders; the bargaining power of suppliers; and the closeness of substitutes to an industry’s products or services (Hill and Jones 2009, p.42). Analysis and having adequate knowledge about these aspects enable an organization like school to pursue its strategy in a more appropriate way. Conclusion The 21st century constitutes a period that many organizations are undergoing transformation. Even the earlier conservative and change-averse organizations have discovered that they cannot continue to remain immune to change. Nevertheless, one aspect that is contributing to smooth transformation and success of these organizations has to do with strategic leadership. In adopting one expressed definition of strategic leadership, Boal and Hooijberg (2006) note that, it is kind of leadership that is â€Å"marked and concerned with evolution of the organization as a whole, including changing aims and capabilities.† As a result, â€Å"strategic leadership is in general associated with people at the top of the organization, and the concern becomes largely centered on internal organizational environments and the external context the business operates in† (Amos, Ristow, Ristow, and Pearse 2009, p.406). Therefore, it can be said in summary that strategic leadership is key to transformation of an organization whereby an organization is able to equip itself very well to compete effectively in the market place. Further, strategic leadership to win and realize success for the organization, there is need for collaboration, cooperation, and necessary support from other key stakeholders. Reference List Amos, T., et al. 2009. Human Resource Management. Cape Town: Juta and Company Ltd. Web. Available from: https://books.google.com/books?id=z239tBfhu_cCpg=PA406dq=strategic+leadershiphl=enei=m7tITZm8JoXrOYLn_ZMEsa=Xoi=book_resultct=resultresnum=3ved=0CDIQ6AEwAjgK#v=onepageq=strategic%20leadershipf=true . Courtney, R., 2002. Strategic management for voluntary nonprofit organizations. NY: Routledge. Web. Available from: https://books.google.com/books?id=wB94L6x2KBwCpg=PA149dq=Tools+FOR+CARRYING+OUT+strategic+analysishl=enei=nq1ITba8GMOCOtCazLEEsa=Xoi=book_resultct=resultresnum=2ved=0CDEQ6AEwAQ#v=onepageq=Tools%20FOR%20CARRYING%20OUT%20strategic%20analysisf=false . Freedman, M. and Tregoe, B. B., 2004. The Art and Discipline of Strategic Leadership. NY: McGraw-Hill Professional. Web. Available from: https://books.google.com/books?id=H9d0trWi3XkCprintsec=frontcoverdq=Strategic+Leadershiphl=enei=YuZHTbXtMcWKswaw69X9Agsa=Xoi=book_resultct=resultresnum=1ved=0CC0Q6AEwAA#v=onepageqf=false . Glanz, J., 2005. What every principal should know about strategic leadership. CA: Corwin Press. Web. Available from: https://books.google.com/books?id=abTZUbfUNccCprintsec=frontcoverdq=strategic+leadershiphl=enei=sqpHTaqJJYrLswbUuKycAwsa=Xoi=book_resultct=resultresnum=3ved=0CDUQ6AEwAg#v=onepageqf=true . Goodman, S. et al 2005. Business management: fresh perspectives. Cape Town: Pearson South Africa. Web. Available from: https://books.google.com/books?id=yHWRgWNYDlsCpg=PA93dq=external+business+environmenthl=enei=r5RITemCFYfssgbF4PSOAwsa=Xoi=book_resultct=resultresnum=5ved=0CEMQ6AEwBA#v=onepageq=external%20business%20environmentf=false . Hill, C. and Jones, C., 2009. Strategic Management Theory: An Integrated Approach. OH: Cengage Learning. Web. Available from: https://books.google.com/books?id=CzIK9ELsyYwCpg=PA394dq=organization+culture+and+strategic+managementhl=enei=1npITff_GInLswadoomZAwsa=Xoi=book_resultct=resultresnum=2ved=0CDgQ6AEwAQ#v=onepageq=organization%20culture%20and%20strategic%20managementf=false . Hitt, M. A., Ireland, R. D. and Hoskisson, R. E., 2009. Strategic management: competitiveness and globalization: concepts cases. OH: Cengage Learning. Web. Available from: https://books.google.com/books?id=ul5FsIlWa3ECpg=PA350dq=Strategic+Leadershiphl=enei=YuZHTbXtMcWKswaw6 9X9Agsa=Xoi=book_resultct=resultresnum=10ved=0CGAQ6AEwCQ#v=onepageq=Strategic%20Leadershipf=false . Jain, T. R., Trehan, M. and Trehan, R., 2009. Business Environment. New Delhi: FK Publications. Web. Available from: https://books.google.com/books?id=nfADHVmJkTUCpg=PA16dq=external+business+environmenthl=enei=r5RITemCFYfssgbF4PSOAwsa=Xoi=book_resultct=resultresnum=1ved=0CC8Q6AEwAA#v=onepageq=external%20business%20environmentf=true . Morrill, R. L., 2007. Strategic leadership: integrating strategy and leadership in colleges and universities. CT: Greenwood Publishing Group. Web. Available from: https://books.google.com/books?id=LHoLauq00SECpg=PR15dq=ELEMENTS+OF+A+Strategic+Leaderhl=enei=NCpITZ3EEciRswbq0pXrAgsa=Xoi=book_resultct=resultresnum=5ved=0CEIQ6AEwBA#v=onepageq=ELEMENTS%20OF%20A%20Strategic%20Leaderf=false . Papadakis, V. and Barwise, T. P., 1998. Strategic decisions. NY: Springer. Web. Available from: https://books.google.com/books?id=Rm0tqselI8UCpg=PA230dq=external+and+intern al+factors+that+affect+strategic+decisionshl=enei=HTJITYTpF8HS4gbvgNnkBQsa=Xoi=book_resultct=resultresnum=10ved=0CF0Q6AEwCQ#v=onepageq=external%20and%20internal%20factors%20that%20affect%20strategic%20decisionsf=false . Preedy, M., Glatter, R. and Wise, C., 2003. Strategic leadership and educational improvement. NY, SAGE. Web. Available from: https://books.google.com/books?id=T8iDRMW4qFsCprintsec=frontcoverdq=Strategic+leadership+and+educational+improvementhl=enei=2vFKTZqTLcWUswbR1t2dDwsa=Xoi=book_resultct=resultresnum=1ved=0CC4Q6AEwAA#v=onepageqf=false . Sadler, P. and Craig, J. C., 2003. Strategic management. London: Kogan Page Publishers. Web. Available from: https://books.google.com/books?id=9C3RVivbbX0Cprintsec=frontcoverdq=strategic+managementhl=enei=xG5ITY_JHMHGswa4uPHuAgsa=Xoi=book_resultct=resultresnum=2ved=0CDMQ6AEwAQ#v=onepageqf=false .

oates Compare&contrast

Where Are You Going, Oedipus? Oedipus, the protagonist of Sophocles’ play, Oedipus the King, goes through a transition in his life. He experiences a life altering change, just as Connie, the protagonist of Joyce Carole Oates’ short story, â€Å"Where Are You Going, Where Have You Been?† does. Connie and Oedipus undoubtedly have contrasting qualities. Initially, Oedipus is looked upon as a hero to the people of Thebes because he solves the Sphinx’s riddle which free the people the Thebes from the Sphinx’s terror. The people then crown him King of Thebes. Connie on the other hand, is merely a vain naà ¯ve sixteen-year-old girl growing up in the 1960’s. Being too absorbed with how she appears on the surface, Connie never attempts to get to know who she is on the inside, as a soul. Whereas Oedipus searches diligently and years to learn the truth about him even though, at one point in the play, he knows that the truth night have ill effects on his life and ruin him. F rank Magill feels the same way about Oedipu! s, stating â€Å"it is Oedipus’ nature to be confident and desirous of the truth† (5:1808). Without a through investigation of these tow stories, one might find that they seem to have little to no similarities. Although the characters may seem to have no similarities, the two stories do. Both of Connie and Oedipus’ parents push them toward their unpleasant fates. Both of these stories have involved figures of psychic abilities that approach the protagonists in each story. Carter 2 In Oedipus the King, Tiresias is a blind prophet that has the ability to see the truth and predict the future. Not so likeable Arnold Friend in â€Å"Where Are You Going, Where Have You Been?† also uses his psychic abilities. A close reading of Oedipus the King and â€Å" Where Are You Going, Where Have You Been?† reveals that despite the fact that Connie and Oedipus have differences in character, the two stories to have simila... oates Compare&contrast Free Essays on Oedipus/oates Compare&contrast Where Are You Going, Oedipus? Oedipus, the protagonist of Sophocles’ play, Oedipus the King, goes through a transition in his life. He experiences a life altering change, just as Connie, the protagonist of Joyce Carole Oates’ short story, â€Å"Where Are You Going, Where Have You Been?† does. Connie and Oedipus undoubtedly have contrasting qualities. Initially, Oedipus is looked upon as a hero to the people of Thebes because he solves the Sphinx’s riddle which free the people the Thebes from the Sphinx’s terror. The people then crown him King of Thebes. Connie on the other hand, is merely a vain naà ¯ve sixteen-year-old girl growing up in the 1960’s. Being too absorbed with how she appears on the surface, Connie never attempts to get to know who she is on the inside, as a soul. Whereas Oedipus searches diligently and years to learn the truth about him even though, at one point in the play, he knows that the truth night have ill effects on his life and ruin him. F rank Magill feels the same way about Oedipu! s, stating â€Å"it is Oedipus’ nature to be confident and desirous of the truth† (5:1808). Without a through investigation of these tow stories, one might find that they seem to have little to no similarities. Although the characters may seem to have no similarities, the two stories do. Both of Connie and Oedipus’ parents push them toward their unpleasant fates. Both of these stories have involved figures of psychic abilities that approach the protagonists in each story. Carter 2 In Oedipus the King, Tiresias is a blind prophet that has the ability to see the truth and predict the future. Not so likeable Arnold Friend in â€Å"Where Are You Going, Where Have You Been?† also uses his psychic abilities. A close reading of Oedipus the King and â€Å" Where Are You Going, Where Have You Been?† reveals that despite the fact that Connie and Oedipus have differences in character, the two stories to have simila...

Jimmy Hoffa, Legendary Teamsters Boss

Jimmy Hoffa, Legendary Teamsters Boss Jimmy Hoffa was the controversial boss of the Teamsters Union when he became nationally famous for sparring with John and Robert Kennedy during televised Senate hearings in the late 1950s. He was always rumored to have substantial organized crime connections, and eventually served a sentence in federal prison. When Hoffa first became famous, he projected an aura of a tough guy who was fighting for the little guy. And he did get better deals for the truck drivers who belonged to the Teamsters. But rumors about his links to the mob always overshadowed whatever legitimate accomplishments he had as a labor leader. One day in 1975, a few years after his release from prison, Hoffa went out to lunch and disappeared. At the time it was widely believed he was planning a return to active involvement in the Teamsters, and it was widely assumed that he was the victim of a gangland execution. The search for Jimmy Hoffa became a national sensation and searches for his body have periodically popped up in the news ever since. The mystery about his whereabouts spawned countless conspiracy theories, bad jokes, and enduring urban legends. Early Life James Riddle Hoffa was born in Brazil, Indiana, on February 14, 1913. His father, who labored in the coal industry, died of a related respiratory disease when Hoffa was a child. His mother and Hoffas three siblings lived in relative poverty, and as a teenager Hoffa left school to take a job as a freight worker for the Kroger grocery store chain. In Hoffas early union days he showed a talent for exploiting an opponents weakness. While still a teenager, Hoffa called a strike just as trucks carrying strawberries arrived at a grocery warehouse. Knowing the strawberries wouldnt keep for long, the store had no choice but to negotiate on Hoffas terms. Rise to Prominence The group Hoffa represented, known locally as the Strawberry Boys, joined a Teamsters local, which later merged with other Teamsters groups. Under Hoffas leadership, the local grew from a few dozen members to more than 5,000. In 1932, Hoffa moved to Detroit, along with some friends who worked with him at Krogers, to take a position with Teamsters locals in Detroit. In the labor unrest during the Great Depression, union organizers were targeted for violence by company goons. Hoffa was attacked and beaten, by his count, 24 times. Hoffa picked up a reputation as someone who wouldnt be intimidated. In the early 1940s  Hoffa began to establish links with organized crime. In one incident, he enlisted Detroit gangsters to  run off a rival union from the Congress of Industrial Organizations. Hoffas connections with mobsters made sense. The mob protected Hoffa, and the implicit threat of violence meant his words carried serious weight. In return, Hoffas power in the union locals let mobsters intimidate local business owners. If they didnt pay tribute, the truckers who made deliveries could go out on strike and bring business to a standstill. Connections with mobsters became even more important as the Teamsters amassed a vast amount of money from dues and payments into pension funds. That cash could finance mob ventures, such as the building of casino hotels in Las Vegas. The Teamsters, with Hoffas help, became a piggy bank for organized crime families. Sparring With the Kennedys Hoffas power within the Teamsters grew in the early 1950s. He became the unions top negotiator in 20 states, where he famously fought for the rights of the truck drivers he represented. The rank and file workers came to love Hoffa, often clamoring to shake his hand at union conventions. In speeches delivered in a gravelly voice, Hoffa projected a tough guy persona. In 1957, a powerful U.S. Senate committee investigating labor racketeering began to hold hearings focused on the Teamsters. Jimmy Hoffa came up against the Kennedy brothers, Senator John F. Kennedy of Massachusetts, and his younger brother Robert F. Kennedy, a counsel to the committee. In dramatic hearings, Hoffa tangled with the senators, parrying their questions with streetwise quips.  And nobody could miss  the particular dislike Robert Kennedy and Jimmy Hoffa had for each other. When Robert Kennedy became attorney general in his brothers administration, one of his priorities was to put Jimmy Hoffa behind bars. A federal case against Hoffa finally did convict him in 1964. After a series of appeals, Hoffa began serving a federal prison sentence in March 1967.   Pardon and Attempted Comeback In December 1971, President Richard Nixon commuted Hoffas sentence and he was released from prison. The Nixon administration included a provision with the commutation that he not become involved with union activity until 1980. By 1975, Hoffa was  rumored to be exerting influence within the Teamsters while officially having no involvement. He told associates, and even a few journalists, that he was going to get even with those in the union and the mob who had betrayed him and helped send him to prison. On July 30, 1975, Hoffa  told family members he was going to meet someone for lunch at a restaurant in suburban Detroit. He never returned from his lunch date, and he was never seen or heard from again. His disappearance quickly became a major news story across America. The FBI and local authorities chased down countless tips, but actual clues were scant. Hoffa had vanished, and was widely assumed to have been the victim of a mob hit. Disappearance As a peculiar coda to such a tumultuous life, Hoffa became eternally famous. Every few years another theory of his murder would emerge. And periodically the FBI would receive a tip from mob informant and send crews to dig up backyards or remote fields. One supposed tip from a mobster grew into a classic urban legend: Hoffas body was rumored to be buried under the end zone of Giants Stadium, which had been built in the New Jersey Meadowlands at roughly the time Hoffa had disappeared. Comedians told jokes playing on Hoffas disappearance for years. According to a New York Giants fan site, sportscaster Marv Albert, while broadcasting a Giants game, said a team was kicking toward the Hoffa end of the stadium. For the record, the stadium was demolished in 2010, and no trace of Jimmy Hoffa was discovered under the end zones.

Brazilian Grill Term Paper Example | Topics and Well Written Essays - 750 words

Brazilian Grill - Term Paper Example Therefore, this paper shall seek to explain the personal, cultural, and social factors that can contribute to lying in the workplace, as well as the manner in which an individual can handle them. It will also explicate in details the importance of making a company’s code of ethics a ‘living document’. Discussion What personal, social, and cultural factors do you think contribute to lying in the workplace? Dishonesty in the workplace solely depends on an individual and the situation the individual is in. This simply means that an individual who has high integrity will not bend low to tell any lie whatever the cost. However, an individual with lose morals will find lying easy and will not think see anything wrong in it. Secondly, a strong desire to gain whatever the cost can prompt an individual to lie. This is closely linked to situations where an employee is promised financial motivation or maybe promotion (Adams 45). Thirdly, fear of losing one’s job may c ompel an employee to tell a lie. In most cases, bosses always force their junior employees to tell lies in order to cover for their mistakes. In this case, the junior employee has no choice other than to lie in order to save his or her job. Lastly, the broader cultural environment of an organization where people are used to telling lies may contribute to lies in the workplace (Adams 47). Employees become so used to lying that when the make false statements, they do not see it as a big deal. Do you agree or disagree with the statement â€Å"The term business ethics is an oxymoron.† Support you answer with examples from your own work experience or that of someone you know. Some people argue that the terms business and ethics contradict each other, hence the phrase, ‘business ethics is an oxymoron’. Personally, I do not agree with this statement since it is not easy to be ethical, be it in business or in life generally. In some instances, it is hard to know the best and right thing to do. Consequently, the complex and fast-moving life has made it complex for people to identify what ethics demand in certain quandary (Schmidt). In other situations when we know what we should do, we may face powerful obstacles that prevent us from acting ethically. Equating business ethics to an oxymoron conveys the mistaken assumption that ethical conduct and commitment should be one hundred percent in order to be valid. In most cases, those saying that ‘business ethics is an oxymoron’ are those people who do business with intentions of enriching themselves at the expense of the general public (O. C. Ferrell, Fraedrich, and L. Ferrell 34). In this case, they conduct their businesses without considering the social responsibility aspect of businesses. For instance, a businessman producing teen pornography can best exemplify those who believe that ‘business ethics is an oxymoron’. This is attributed to the fact that he is concerned with th e money he is making, and not in the young generation he is ruining. If you were your company’s director of human resources, how would you make your code of ethics a â€Å"living document?† As a Human Resource Manager I understand that transparency, vigilance, access and performance of duties without fear of oversight or retribution are imperative to ensure that employees have all the vital information and support needed for making difficult ethical decisions

Environment and corporate culture Essay Example | Topics and Well Written Essays - 2000 words

Environment and corporate culture - Essay Example Proactive thinking and adaptive strategy buildings is core concepts which can help organizations implement a culture within an organization to cope up with the fast moving developments. Organization facing a turbulent environment must have an adaptive culture in order to keep pace with the changing conditions of market. It is essential for every organization to trace the changing condition and come up with back strategies if they wish to survive in the industry. There are number of products and services available in market, the one who comes up with innovative and adaptive strategies can survive the competition. Nowadays, there are number of consulting agencies, which are providing their services to organization. These agencies help organization in developing appropriate strategies and culture of themselves. Some of them include Toffler Associates, Bloom Institute Inc etc. Toffler Associates have prepared a benchmark criterion for companies so that they can initiate Adaptive Culture in their organization. This criterion emphasize primarily on five major areas. In order to make an organization adaptive, an organization needs to make changes in the following five areas: i. People ii. Process iii. Strategy iv. Structure v. Technology Any organization can tap these five areas in order to pursue the Adaptive Culture. The status at which a company needs to stand in order portray as an Adaptive Cultured organization has been clearly mentioned in the reports of Toffler Associates. In order to meet the global challenges of 21st century, every company has to possess some degree of adaption. In this paper, that company is going to be discussed which has now become very prominent due to its technological innovation and instant adaption. The name of this company is â€Å"Apple Inc.† Apple Inc has surpassed almost all the major technological oriented company when it comes to adaption and innovation. A detailed description of the adaption of Apple Inc has been mentione d in the subsequent sections of this paper. Adaptive Culture at Apple Inc Corporate culture defines the particular set of norms and values shared by people and groups of every organization. Every organization defines the goals that are to be achieved as well as the standards of behavior for accomplishing these goals. It is the responsibility of the management to define and communicate these goals organization-wide. By taking an example of Apple Inc, it can be stated that despite of number of changes in the chief executive level of the company, Apple Inc has maintained its corporate culture, which had been introduced when the company was founded in 1970s. By looking at the historical performance of the company, it can be said that the company has managed to keep a mix of two of the most important cultures: i. Innovative Culture ii. Adaptive Culture At the beginning, to certain extent, the culture of the company was Individualistic, which means that it put emphasis on the personal emp owerment and creativity of individuals. Concerning to the challenges and situations of 21st century, the top management of the company has revised their strategies. Therefore, the initial rebellious, riotous and individualistic culture has been converted into emerging, innovative and adaptive culture. However, the core values of the company have stayed