Concept of true and fair view Essay Example | Topics and Well Written Essays - 500 words

Concept of true and fair view - Essay Example It is perceived to be realized by abiding by all additional minor accounting standards. True and fair view is the rule that is utilized in guidelines ranging from financial standard and auditing to an organization’s law acts. The phrase is applicable to the process an auditor will execute a verdict on the accounting activities of a corporation (Elliot & Elliot 2004, p. 21). The true and fair value concept is significant because it is employed in guaranteeing and examining if accounts indicate the correct business activities. In addition, the true and fair value concept has helped in abolishing mechanical utilization of accounting principles (Arnold, Hope, Southworth & Kirkham 1994, p. 17). The users of the true and fair value concept include auditors and accountants. Both the auditors and accountants use this concept to set down accounting statement whether they are internally-focused management accounts or external financial accounts. Auditors use the concept to design and perform with extreme determination that will help reveal any significant or material misstatements or errors (Friedlob, & Plewa, 1996, p. 67). Firms that utilize the true and fair value concept are those that are registered in the London Stock Exchange, for example, ABB, an international organization dealing in mechanics and primarily in the automation and power technology sectors, and Heathrow Airport Holdings, which operates four airports in Britain (Glautier & Underdown 1994, p. 51). There are a number of issues relating to the true and fair value concept. One, the accounting books should have noted all the business dealings accurately. The concept should record correct business dealings to ensure proper functioning. Two, the accounting books should be made according to the appropriate standards of accounting and have adhered to accountancy principles given by a number of regulatory agencies (Kotter &Cohen 2002, p. 35). This should reflect the adequate accounting standards in finance.

The Impact of Child Abuse(Neglect) on a Child Essay Example for Free

The Impact of Child Abuse(Neglect) on a Child Essay Background of the issue Many of you might wonder why many children attend school and do not say a word in your class. Today I am here to talk to you about the reasons why this may occur because many teachers are not aware of these problems that are affecting many of our children today. One of the social issues that I have chosen is Child abuse-neglected children. I chose child abuse because it is a silent killer that tends to have a major effect on our children at the primary and secondary school level. Many of us might not know the problems that our children are faced with at home with parents, step parents or guardians. They might appear really calm or they might just be the one child in our class that is always on a bad behavior level. We are the only ones that can help these children but first we need to know how to recognized and point out if these children are in the category of child abuse or neglect. I will first begin by informing what child abuse is and then I will continue by explaining other things that will help teachers to assist these type of children in the classroom. Child abuse in Belize continues to be a serious and ever-increasing problem. Although the media report extreme and tragic examples of abuse, many children are living in less newsworthy, but alarming circumstances. The statistics are shocking. An incident of child abuse is reported—on average—every 10 seconds. The most recent government national study reported that more than 2.9 million reports of possible maltreatment involving children were made to child protective services in 2003. The actual incidence of abuse and neglect, however, is estimated to be three times greater than the number reported to authorities. Every day more than 4 children die as a result of child abuse in the home. Child abuse is more than bruises and broken bones. There are several types of child abuse that is happening to our children either at home or school, but the core element that ties them together is the emotional effect on the child and the deep, long lasting scars that they leave on a child. Some children might be so detrimental that they seem to block out their peers and other social groups. Children need predictability, structure, clear boundaries, and the knowledge that their parents are looking out for their safety. They need to be love so that they can succeed in the outside world. Problems identified There are many problems that children can face inside and outside of the classroom when they are being abuse or neglected. One of the most heart breaking things in life is when a child is hurt, whether by accident or by abuse. A lot of the time, there are visible signs of abuse such as bruises, cuts, and broken bones, but sometimes it isnt easy to see signs. Some of the invisible signs can seem to be withdrawn, angry, quiet, and/or violent are just a few. These are warning signs for parents, teachers, and caregivers that something is wrong. If abuse is suspected then it should be reported to the proper authorities. But not all children that seem to be withdrawn and shy are abused; they could simply lack the social cognition to interact in society. When this is the case working with the child can help them to feel more comfortable in society. Children that need help with social cognition will be the ones that are so quiet that you forget they are there. They are the ones that do not seem to participate in activities in and out of school, and do not seem to have any friends. There are surveys to determine if a child fits in this description, but it could damage the child even further if he feels that he is singled out. That is the problem in the first place; he does not feel like he fits in. Simple observation can determine whether the child is feeling neglected. Neglected children are very passive and unable to be spontaneous, have feeding problems and grow slowly, find it hard to develop close relationships, be over-friendly with strangers, get on badly with other children of the same age, be unable to play imaginatively, think badly of themselves, and be easily distracted and do badly at school. It can be hard to detect long-standing abuse by an adult the child is close to. It is often very difficult for the child to tell anyone about it, as the abuser may have threatened to hurt them if they tell anybody. A child may not say anything because they think it is their fault that no one will believe them or that they will be teased or punished. The child may even love the abusing adult, they want the abuse to stop, but they dont want the adult to go to prison or for the family to break up. Neglect can have a strong impact on, and lead to problems in, a childs emotional, psychosocial, and behavioral development. As with other effects already mentioned, these may be evident immediately after the maltreatment or not manifest themselves until many months or years later. All types of neglect and emotional neglect in particular, can have serious psychosocial and emotional consequences for children. Some of the short-term emotional impacts of neglect, such as fear, isolation, and an inability to trust, can lead to lifelong emotional and psychological problems, such as low self-esteem. A major component of emotional and psychosocial development is attachment. This behavior may in turn cause teachers or peers not to offer help or support, thus reinforcing the negative expectations of the neglected child. One mitigating factor, however, may be having an emotionally supportive adult, either within or outside of the family, such as a grandparent or a teacher, available during childhood. Another mitigating factor may be having a loving, accepting spouse or close friend later in life. Neglected children who are unable to form secure attachments with their primary caregivers may: Become more mistrustful of others and may be less willing to learn from adults, have difficulty understanding the emotions of others, regulating their own emotions, or forming and maintaining relationships with others, Have a limited ability to feel remorse or empathy, which may mean that they could hurt others without feeling their actions were wrong, Demonstrate a lack of confidence or social skills that could hinder them from being successful in school, work, and rel ationships, demonstrate impaired social cognition, which is ones awareness of oneself in relation to others and an awareness of others emotions. Impaired social cognition can lead a person to view many social interactions as stressful. Different other problems that teachers can encounter in the classroom that may be a sign of neglected abuse are difficulty paying attention, not listening when spoken to, difficulty organizing tasks and activities, being easily distracted, being forgetful, excessive talking, difficulty awaiting their turn, bullying or threatening others, being physically cruel to people or animals, stealing and destroying others property. Review of the issue Child neglect is the most common type of child maltreatment. Unfortunately, neglect frequently goes unreported and, historically, has not been acknowledged or publicized as greatly as child abuse. Even professionals often have given less attention to child neglect than to abuse. In some respects, it is understandable why violence against children has commanded more attention than neglect. Abuse often leaves visible bruises and scars, whereas the signs of neglect tend to be less visible. However, the effects of neglect can be just as detrimental. In fact, some studies have shown that neglect may be more detrimental to childrens early brain development than physical or sexual abuse. How neglect is defined shapes the response to it. Since the goal of defining neglect is to protect children and to improve their well-being not to blame the parents or caregivers—definitions help determine if an incident or a pattern of behavior qualifies as neglect, its seriousness or duration, and, most importantly, whether or not the child is safe. Although specific causes are not known, a significant body of research has identified several risk and protective factors. Multiple risk factors are more likely to increase the probability of abuse. For example, lack of preparation or knowledge of the demands of parenting can lead to abusive or neglectful parenting. Parents may lack understanding of their childrens developmental stages and hold unreasonable expectations for their abilities and behavior; they may be unaware of effective discipline or alternatives to corporal punishment and may also lack knowledge of the health, hygiene and nutritional needs of their children. Individuals who have difficulty in single parenting, in controlling anger in relationships, who have mental health or substance abuse problems, financial stress or housing problems can appear uninterested in the care of their children and are also at risk for abusive behavior. Child abuse and neglect represent a problem of alarming proportions, with tremendous psychological and economic costs to both the individuals involved and to society. Early identification and treatment is important to avoid or minimize the long term consequences of abuse. Through treatment the abused child is helped to regain a sense of self-esteem and trust, and the family learns new ways of support and communication. It is critical to support ongoing and new research to point the way to effective strategies of prevention and intervention to change the course of the lives of victimized children. Abused children cannot predict how their parents will act. Their world is an unpredictable, frightening place with no rules. Whether the abuse is a slap, a harsh comment, stony silence, or not knowing if there will be dinner on the table tonight, the end result is a child that feel unsafe, uncared for, and alone. However, by learning common types of abuse and what you can do, you can make a huge difference in a child’s life. The earlier abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle. One of the main types of abuse that see happening in our schools today is child neglect. Child neglect is a very common type of child abuse, it is a pattern of failing to provide for a childs basic needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious injury, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even taking on the role of the parent. But at the end of the day, neglected children are not getting their physical and emotional needs met. While child abuse and neglect occurs in all types of families—even in those that look happy from the outside—children are at a much greater risk in certain situations. All parents upset their children sometimes. Saying `no and managing difficult behavior is an essential part of parenting. Tired or stressed parents can lose control and can do or say something they regret, and may even hurt the child. If this happens often enough, it can seriously harm the child. Children are usually abused by someone in their immediate family circle. This can include parents, brothers or sisters, babysitters or other familiar adults. It is quite unusual for strangers to be involved. Analysis of the issue Child abuse and neglect is a problem that has existed for many years. Laws make it necessary for the teachers and other adults to be aware of the definitions that describe abuse and neglect. In addition, it is necessary to review the characteristics of the child and caregiver to ascertain who may be at risk. Physical signs, such as specific types of fractures, burns, scalds, and bruises, should act as a key to suspected abuse. In 2005, the National Organization for the Prevention of Child Abuse and Neglect (NOPCAN) in Belize carried out a study which was aimed at raising awareness among the general public about the use of corporal punishment in schools and the home and the damage this does to children and to generate interest in the use of alternative measures. Information on the views and experiences of children aged 7-15 years was gathered through focus groups (87 children) and questionnaires (292 children). In focus groups, 45% of children aged 7-10 years felt that adults should immediately address wrong behavior, and 45% of all involved felt that it was wrong and ineffective for adults to use corporal punishment as a means of controlling children. Responses to the questionnaires revealed that 91% 7-10 year olds had been lashed at home/school, and 87.7% were still being punished in this way. The most commonly used implement for beating was a belt (59.9%), followed by a slipper (42.2%), a rope (16.4%), a ruler (11.9%) and a stick (11.3%). Some of the children were scarred from the beatings. Of children aged 11-15 years, 97% said that corporal punishment had been or was still being inflicted at home and school, with punishments including having to kneel on bottle stoppers and being hit on the head. More than two thirds (69%) considered corporal punishment to be cruel and inhumane, and a similar number said that when the punishment was administered they felt hurt, shameful, fearful, upset, vexed, bad, angry and resentful. Students explained that they were told by their parents and teachers that they were being punished out of love and this led many to believe that it was right to administer corporal punishment to them. However, they stated that they cannot learn when there is the threat of the whip, and that they need to feel loved not threatened with violence. Children who have experienced neglect have been found to demonstrate higher frequencies of insecure, anxious, and avoidant attachments with their primary caregivers than non-maltreated children. In fact, studies have demonstrated that 70 to 100 percent of maltreated infants form insecure attachments with their caregivers. Often, emotionally neglected children have learned from their relationships with their primary caregivers that they will not be able to have their needs met by others. This may cause a child not to try to solicit warmth or help from others. I believe that child abuse and neglect damages and break apart a child’s life. It is our role as teachers to help these children overcome these dying situations. We must realize that when a child appears to be, not of a normal child and acts in a rather calm or aggressive mode than he or she usually appears, that something might be wrong. There are many children each year in our classroom that seems to have some kind of problems in their household. Statistics have shown that 4 out of every 10 children in a class have some kind of abusive relationship especially neglect. The maltreatment of children does not occur within a vacuum. In nearly every case, it is important to assess the functioning, strengths, and needs of a child within several contexts. Usually the dominant context of the abused child is the childs immediate family. However, there are also many other contexts or cultures that may have a greater or lesser influence on the abused child depending on the childs age (social networks, extended family, etc.). In many cases of child maltreatment, therapists have a negative perception of the family (i.e., parents) because of the harm they have caused the child. The therapist may be angry or think less of the childs parents if they are the source of the childs maltreatment. However, the therapist should negate neither the importance of the family (from the perspective of the child) nor each family members ability to contribute important information concerning the childs level of functioning. Whether or not they are involved in the abuse, parents are usually one of the most informed sources of information about the childs daily functioning and presenting problems. Similarly, an assessment of the childs functioning within settings such as school, social gatherings, daily after school activities and day care provide information about the maltreated child from several sources and in several environments. One benefit of developing a multi environment, multisource assessment of the child is that patterns of behavior, identified across contexts, increase the validity of the presence of a particular behavior or characteristic. For example, reports from a parent that a child is frequently belligerent and noncompliant might be supported by reports from his/her teacher that indicate that the child is frequently involved in physical fights with peers, has temper outbursts, and refuses to complete schoolwork. A valid conclusion that could be drawn from these reports is that this child possesses a relatively stable pattern of oppositional or defiant behavior. Conclusion Although child neglect is the most common type of maltreatment, its causes, effects, prevention, and treatment often are not as prominently discussed and explored as are those for physical or sexual abuse. Neglect, like other types of maltreatment, has many contributing factors at the individual, familial, and community levels. The complexities of neglect present difficulties not only for an overburdened child welfare system, but also for community- and faith-based programs, researchers, legislators, and other service providers. It is key, therefore, that these groups work collaboratively to develop promising and effective practices for preventing neglect and for mitigating its effects on children and society. Part of this process is providing individuals, families, and communities with the knowledge, resources, and services to deal with the challenges associated with neglect. Neglect must be viewed not only as an individual or a family problem, but also as a community issue requirin g a community response. Teachers that observe signs of neglect in the classroom must inform the childs parent of what is going with their child. Parents will have valuable information that will help the child. A child may feel uncomfortable in a social situation, but be a completely different child at home. This would indicate that the problem is at school. Information gathered by the parents and teachers will assist in forming a plan to help the child. This should be done in collaboration between parent and teacher. If a child does not get the necessary help that need in order to be successful in life and education they will suffer the many years that they have to pass through this burden. Recommendations A child that feels neglected needs to feel that they are important. Allowing them to read to a younger group of children may help them to feel that they are needed. Putting them in charge of a group project can help them to build confidence. Pairing them up with a more socially comfortable child can help to learn about proper social behavior. Many children will learn more effectively from their peers. After working with the child using the plan agreed by the parents and teacher, a follow up meeting should be scheduled. If what is being used to help the child is not working, then something else should be agreed upon. The important thing to remember is parents and teachers should work together. As a teacher, it can be overwhelming and difficult to adapt your classroom for abused and neglected children. It is possible to create a positive environment for all students. It is important to know how to appropriately interact with abused and neglected children in order to make your classroom a safe and comfortable environment for everyone. In order to help a neglected student, teachers need to gather as much information on the student as possible however is careful not to define the student by their past history and behaviors because it is easy to treat abused and neglected children differently. We often pay them more attention, feeling sorry for them and minimizing their behaviors due the abuse and neglect. Although it is good to be sensitive to their individual needs, it is important to treat them like any other student in your class. Responsive adults, such as parents, teachers, and other caregivers make all the difference in the lives of maltreated children. They need to be held, rocked, and cuddled. Be physical, caring, and loving to children with attachment problems. Be aware that for many of these children, touch in the past has been associated with pain and torture. In these cases, make sure you carefully monitor how they respond — be attuned to their responses to your nurturing and act accordingly. In many ways, you are providing replacement experiences that should have taken place during their infancy — but you are doing this when their brains are harder to modify and change. Therefore, they will need even more bonding experiences to help them to develop attachments. . Abused and neglected children will often be emotionally and socially delayed. And whenever they are frustrated or fearful, they will regress. This means that, at any given moment, a ten-year old child may emotionally be a two-year old. Despite our wishes that they would act their age and our insistence to do so, they are not capable of that. These are the times that we must interact with them at their emotional level. If they are tearful, frustrated, or overwhelmed (emotionally age two), treat them as if they were that age. Use soothing non-verbal interactions. Hold them. Rock them. Sing quietly. This is not the time to use complex verbal arguments about the consequences of inappropriate behavior. Many abused and neglected children do not know how to interact with other people. One of the best ways to teach them is to model this in your own behaviors, and then narrate for the child what you are doing and why. Become a play-by-play announcer: I am going to the sink to wash my hands before dinner because†¦ or I take the soap and put it on my hands like this†¦. Children see, hear, and imitate. . One of the most helpful things to do is just stop, sit, listen, and play with these children. When you are quiet and interactive with them, you will often find that they will begin to show you and tell you about what is really inside them. Yet as simple as this sound, one of the most difficult things for adults to do is to stop, quit worrying about the time or your next task, and really relax into the moment with a child. Practice this. You will be amazed at the results. These children will sense that you are there just for them, and they will feel how you care for them. It is during these moments that you can best reach and teach these children. This is a great time to begin teaching children about their different feelings. Regardless of the activity, the following principles are important to include: (1) All feelings are okay to feel — sad, glad, or mad (more emotions for older children); (2) Teach the child healthy ways to act when sad, glad, or mad; (3) Begin to explore how other people may feel and how they show their feelings — How do you think Bobby feels when you push him? (4) When you sense that the child is clearly happy, sad, or mad, ask them how they are feeling. Help them begin to put words and labels to these feelings. References †¢ Carr, A. (ed) (2000) What Works with Children and Adolescents? A Critical Review of Psychological Interventions with Children, Adolescents and their Families. London: Brunner-Routledge. †¢ Jones, D. Ramchandani, P. (1999) Child Sexual Abuse Informing Practice from Research. Oxford: Radcliffe Medical Press. †¢ Monck, E. New, M. (1996) Sexually Abused Children and Adolescents who are Treated in Voluntary Community Services. London: HMSO. Out of print. †¢ NOPCAN-BELIZE CITY BRANCH

john grisham :: essays research papers

John Grisham a graduate of Mississippi State University and Ole Miss Law School, he finished his law degree in 1981 and afterwards practiced law for about 10 years, specializing in criminal defense and personal injury litigation. He was elected to the House of Representatives in 1983 and served until 1990. He began writing in 1984 and 3 years later finished hid first novel, A Time to Kill, published by Wynnewood Press in June 1988. John, Renee and their children now live in Charlottesville, Va.. Grisham, John. A Time to Kill. New York: Wynnewood Press, 1989.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"A Time to Kill† wrote by John Grisham was a riveting story of retribution and justice. In this searing courtroom drama, best-selling author John Grisham probes the savage depths of racial violence as he delivers a compelling tale of in certain justice in a small southern town in Clanton, Mississippi. In the end, Jake comes up with an outstanding closing argument, turning the story towards a different perspective for the white people of the jury and then turning it back to how it actually happen. Grisham, John. The Summons. New York: Doubleday, 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ray Atlee is a professor of law at the University of Virginia. Ray is forty-three, newly single and still enduring the aftershocks of a surprise divorce. He has a younger brother, Forrest, who redefines the notion of a family’s black sheep and he has a father, know as Judge Atlee, a very sick old man who lives alone in the ancestral home in Clanton, Mississippi. With the end in sight, Judge Atlee issues a summons for both sons to return home to Clanton, to discuss the details of his estate. But the family meeting does not take place. The Judge dies too soon and in doing so leaves behind a shocking secret known only to Ray and perhaps someone else. Grisham, John. The Firm. New York: Doubleday, 1991.   Ã‚  Ã‚  Ã‚  Ã‚  When Mitch McDeere signed on with Bendini, Lambert & Locke of Memphis, he thought him and his beautiful wife were on their way. The firm leased him a BMW, paid of his school loans, arranged him a mortgage and hired him a decorator. Mitch McDeere should have remembered what his brother Ray- doing fifteen years in a Tennessee jail- already knew. You never get anything for nothing. Now, the FBI has the lowdown on Mitch’s firm and needs his help. Mitch is caught between a rock and a hard place, with no choice, if he wants to live.

Organizational Change Essay

1 INTRODUCTION 1 THE NEED FOR ORGANISATIONS TO CHANGE Organisations worldwide are currently facing increasing competition, price pressures and slower growth rates and in order to be successful, for many organisations, this prompts the need to constantly change to survive (Appelbaum, Delage, Gault & Labib, 1997; Burnes, 2004; Ndlovu & Parumasur, 2005) This new type of organisation is dynamic and change has become strategic to stay ahead of the game. Successful organisations are changing continuously but managing their change positively and carefully which results in increased productivity, commitment and involvement from employees (Kenton & Penn, 2009; Ndlovu & Parumasur, 2005). According to Luthans (2011), a successful organisation needs to create a learning culture that is proactive in its approach to both internal and external forces of change. 2 AIM OF DISCUSSION In an economy that is rapidly changing, an organisation’s ability to anticipate and respond to forces of change is a key success factor (Luthans, 2011; Robbins et al, 2009). The aim of this discussion is to provide a critical overview of change in the organisational context, using the field of Organisational Behaviour to analyse change at the individual and organisational level and to examine the ways in which organisations try to  eliminate resistance to change in the workplace. More specifically, the case study of organisational change at Nissan South Africa will be used to illustrate the impacts of change and the ways in which organisations try to manage change at the individual and organisational level. The following aspects will be further discussed to give an extensive understanding of organisational change: An overview of the concept of change, and the ways in which organisations should prepare for change An analysis of the change process using Kurt Lewin’s model, A discussion of the ways of reducing resistance to change in the workplace, An examination of the reasons for resisting change at the individual and organisational level An overview of the ways in which organisations should manage resistance to change in the workplace. 2 PREPARING AN ORGANISATION FOR CHANGE 3 THE CONCEPT OF CHANGE The concept of organisational change has many different meanings, but simply, it can be explained as the transition of an organisation from its current state to a desired state. Kenton & Penn (2009) highlight two types of changes, evolutionary and revolutionary change. Evolutionary change refers to continuous improvements of an organization which is gradual. This type of change becomes part of the norm in the ways of working. Revolutionary change refers to radical changes in ways of working where there are periods of normal operations followed by periods of drastic change (Kenton & Penn, 2009). Robbins et al (2009) describe change as planned or unplanned. Both of these types of change refer to a transformation, however, planned change is seen as a proactive approach to improve an organisation’s ability to adapt to anticipated forces of change. Forces of change can be internal or external. For South African organisations, change is overdue. After the sanctions of political Apartheid regime were lifted, South African organisations have  found themselves in a climate where the need for change has intensified due to the political and economic changes, an increasing diverse workforce, technological advances, increasing global competition, and rapid social developments. These internal and external forces of change need to be closely managed for an organisation to be profitable. 4 THE USE OF CHANGE AGENTS At the heart of an organisation are its people. Thus for any change to occur an organisation needs it’s people to change (Pasmore & Fagans, 1992). To prepare employees for change organisations often use change agents to facilitate organisational change. These change agents can be internal (e.g. managers, H.R. practitioners) or external (e.g. consultants). Internal agents, such as managers, are useful in that they have a deep understanding of the organisation’s systems and culture whereas an external agent, such as consultants, offer more objectivity and have a deeper understanding of change processes (Cummings & Worley, 2009; Kenton & Penn,2009; Robbins et al, 2009; Worren, Ruddle & Moore, 1999). 5 THE LEARNING ORGANISATION Burnes (2004) refers to organisational change as a constant feature both at an operational and strategic level. Thus for organisations to ensure their sustainability they need to constantly and actively identify the forces of change, their desired state and take the necessary actions to manage these changes to achieve the desired state. These organisations need to become learning organisations where there is a systems thinking approach, open and honest communication, teamwork, the presence of innovation and change, a gap between a desired state and current state to serve as motivation for change, critical reflection, empowerment and empathy, inspired leadership and other external factors (Luthans, 2011; Robbins et al, 2009). 6 DEVELOPING A CHANGE MODEL As discussed, learning organisations are key to successful organisational  change. The characteristics of a learning organization are at the core of the organisation’s culture. One of the important steps to prepare an organisation for change is to assess its current culture and desired culture. From this an organisation can identify how to manage change. A change model or a development process should be used to identify an organisations current and desired culture and to facilitate the change process (Burnes, 2004; Cummings & Worley, 2009; Luthans, 2011; Robbins et al, 2009). According to Worren et al (1999), this change model needs to be an integrative and holistic approach for change management that focuses on strategic changes to process and people. Some of these models for change include Kurt Lewin’s three step change process, action research, and the positive model, amongst others (Cummings & Worley, 2009; Luthans, 2011; Robbins et al, 2009). Kotter’s eight step plan for change will now be used to illustrate how to prepare for change management in an organisation followed by a detailed discussion of Kurt Lewin’s model for change process. 7 PREPARING NISSAN SA FOR CHANGE USING KOTTER’S EIGHT STEP PLAN Kotter’s eight step plan was developed as a result of findings that majority of organisational change efforts failed. This model indicates that the change process is a series of long phases and mistakes in any of these phases can have a considerable impact of the success of the change effort (Robbins et al, 2009). Kotter’s model will now be further explained with application to the Nissan S.A. case study. 2.1.1 Establish a sense of urgency The first step to avoiding failure of a change management process is to create a reason for the need to change (Robbins et al, 2009). For Nissan S.A. this could be a number of factors (both internal and external) to change. Externally, the organisation needs to change to meet world class standards of performance and to be able to compete. Internally the organisation needed to improve its efficiency, align to internal global standards, as well as to improve on its labour workforce to be sustainable in the future. Nissan S.A. should develop scenarios identifying the threats and opportunities for the future. Nissan S.A. needs to communicate well the  reasons for transformation and downsizing, the internal and external forces that have prompted change and the factors that are within the employees control and out of their locus of control. The organisation could also request support from outside stakeholders to support their argument. 2.1.2 Form a powerful coalition to lead change The second step to managing change is to create a team of change agents. These change agents need to be strong leaders that constantly communicate the urgency for change (Robbins et al, 2009). NUMSA members, managers as well as some older influential employees could be targeted for this team at Nissan S.A. This team should be used to convince others of the urgency for change and the need to take voluntary severance packages vs. forced retrenchment. 2.1.3 Create a vision for change The next step in the change management plan is to create a clear understanding of why the change is needed and what is the end goal (Robbins et al, 2009). Creating this vision can help convince and direct employees. Nissan S.A. should create a vision that would encourage employees to take severance packages, creating a vision of the end state for them, for example, starting their own business as suppliers. 2.1.4 Communicate the vision Once the vision is created it needs to be continuously communicated (Robbins et al, 2009). Poor communication about the downsizing process, the new structures, roles and future of the organisation can impact on trust and loyalty of survivors (Appelbaum et al 1997; Aucamp, 2001). Organisations need to constantly communicate to employees throughout the downsizing process as well as after, providing support and encouraging positive attitudes and commitment (Ngirande & Nel, 2012). Organisations should communicate the future of the organisation, clarify the new roles of employees, and be transparent about the reasons for downsizing. Constant communication will build security, trust and commitment (Aucamp, 2001; Luthans, 2011; Ndlovu & Parumasur , 2005). Nissan S.A. could follow the example of the tools the mining company De Beers used for staff  communication. Some of these include open employee engagement sessions, videos from leaders communicating the vision, one on one sessions, helpdesks and regular emails/ letters (Bomela, 2007). 2.1.5 Empower others to act on the vision Once the vision is created and communicated it needs to be actioned. But there will be obstacles to make this happen. Therefore it is important that the team of change agents are empowered to keep the vision and direction alive. One of the ways Nissan S.A. could do this is to identify those resisting change and help them move past their conflict as well as rewarding the team of change agents that are working to facilitate the transition (Furst & Cable, 2008; Robbins et al, 2009). 2.1.6 Create short term wins The next step is to identify the low hanging fruit that aids the vision and celebrate achieving these steps to motivate employees (Robbins et al, 2009). For example, Nissan S.A. could have celebrated the agreement reached with NUMSA and communicated this widely across the organisation as a positive agreement. Another example, Nissan S.A. could celebrate and reward the first few employees that have taken the severance packages and that have become suppliers. 2.1.7 Consolidate and build on change To avoid failure of a change process it is important to continuously assess the change plan, vision/actions and to change and make improvements along the way (Robbins et al, 2009). Nissan S.A. should have constantly assessed their change program and when they found poor responses to severance packages they should have revised their plans and changed the way of doing things to target more responses. Some of the improvements that could be made is in communication to employees or educating and training employees in becoming â€Å"change masters† (Aucamp, 2001, Oxtoby, Mcguiness & Morgan, 2002). 2.1.8 Reinforce the changes One of the most important steps in Kotter’s plan is to embed the plan such that it becomes core to the organisation’s culture. This is about creating a learning organisation where change becomes part of the normal ways of working and where employees have the ability to manage change easily (Luthans, 2011; Robbins et al, 2009). Some of the things that Nissan S.A. could do is to add and constantly empower their team of change agents and publicly recognise these change agents, as well as include change management values when hiring their new staff to ensure continuity of the culture (Oxtoby et al, 2002). 8 PREPARING NISSAN S.A. FOR CHANGE As discussed, to manage change, a model or process is an important tool in facilitating the change process. Key to the process though are the employees who themselves need to change. The use of change agents is an impactful way in which to encourage employees to change and to create a learning culture. Some of the key highlights that Nissan S.A. could use in preparing their organisation for change include assessing their current and desired culture, developing a team of change agents to facilitate change, creating a short term and long term change strategy and constantly improving on their change plans to achieve their goals. Some of the things that may impact an organisation’s readiness for change are the employees’ perception toward change efforts, the level of trust, communication and support from managers, and the employees’ level of acceptance of the change (Susanto, 2008). Central to the steps in preparing for change is to create a learning culture/ organisation to manage planned change. Planned change if managed through a model or process can improve an organisation’s efficiency and effectiveness in achieving its goals (Burnes, 2004; Robbins et al, 2009). 3 KURT LEWIN’S THREE STEP CHANGE MODEL One of the models for planned change that can be used for the Nissan S.A. case study is Kurt Lewin’s three step model for change process which is based on the theory that for change to occur there needs to be a challenge  to the status quo whereby the forces driving change must overcome the forces against change (Robbins et al, 2009). 9 STEP ONE: UNFREEZING This first step for change involves challenging the current status quo and weakening forces against change. Lewin indicated that for employees to accept the new change then they need to â€Å"unlearn† the current status quo (Burnes, 2004). To do this it is important to convince employees of the need for the change (Cummings & Worley, 2009; Robbins et al, 2009). According to Robbins et al (2009) unfreezing involves either increasing the driving forces, reducing the forces against change or a collaboration of both of these approaches. Currently at Nissan S.A. the forces against the change is clearly stronger than the forces driving change. Nissan S.A. need to clearly communicate the needs for the change and work on strategies to convince employees of the desired future state. The use of change agents in this instance could be very useful as they will introduce the new desired state in a positive way to challenge the current status quo and convince others (Robbins et al, 2009). Some of the things that need to be clearly communicated are the need and reasons for downsizing as well as the short term benefits of the rejuvenation process (severance package, small business start up, staying on longer to train others) vs. forced retrenchment and long terms benefits of the rejuvenation process (increased efficiency, effectiveness and sustainability of the business). 10 STEP TWO: MOVING Once the current status quo has been unfrozen and employees start to accept and adopt new status quo it is important that the new status quo is strengthened. To do this involves changes to structures and processes (Cummings & Worley, 2009; Robbins et al, 2009). Nissan S.A. needs to identify those change agents and empower them to facilitate change. Another step that is important is creating short term goals for the change process and communicating this throughout the organisation as well as to assist those employees resisting change to accept change (through communication, education, more involvement). According to Oxtoby et al (2002), apart from methods and changes to structures, equally important is the time need to build employees’ career resilience. 11 STEP THREE: REFREEZING Refreezing involves reinforcing the new status quo that has been created by balancing the forces for and against change (Robbins et al, 2009). It is important that the new strategies implemented become permanenent through creating a learning culture/organisation (Burnes, 2004; Luthans 2011, Robbins et al, 2009). This can be done through introducing a reward system. Another important step is for Nissan S.A. to constantly assess their change strategies and adjust it so they can achieve their desired goal. Some of the things that Nissan S.A. could do is to add and constantly empower their team of change agents and publicly recognise these change agents, as well as include change management values when hiring their new staff to ensure continuity of the culture. 12 REDUCING RESISTANCE TO CHANGE Resistance to change can be evident at both the individual and organisational level (Cummings & Worley, 2009). From Lewin’s model of change and Kotter’s eight step plan it is evident that there will always be some resistance to change from employees. It is important that the resistance to change is managed appropriately for change to occur. For change efforts to be successful organisations need to reduce resistance from employees for them to adopt new behaviours (Furst & Cable, 2008). 3.1.1 Ways to reduce employee resistance to change According to Cummings & Worley (2009) some of the ways to reduce employee resistance can be achieved through the following five phase approach: Motivating Change This involves preparing employees for change through communicating the need for change , the current state and desired future state of the organisation as well as reassurance that the desired future state can be achieved successfully. It also inlvoves management developing strategies to implement change and ensuring support mechanisms are in place to help employees overcome resistance to change. Creating a vision This phase includes creation and communication of the vision of the future state of the organisation. This vision needs to be convincing for employee buy in of the change efforts. It therefore needs to be relevant, realistic and needs to communicate the message of the improvements the change will make for individuals and the organisation. Managing the transition This includes the activities planned to manage the change, the changes to structures and processes to achieve the desired future state and commitment planning. Important is that these plans and activities are constantly assessed and modified if needed. It is important to keep employees engaged and informed throughout the process so that they understand the needs for change, the processes to getting there as well as keep them in the loop of the progress made. Developing political support This phase involves identifying key stakeholders that have powerful influence on the change process and managing these stakeholder interests and engagement in the change process. It also involves assessing the power that change agents have on the change efforts and their ability to influence others. Sustaining momentum This includes providing the necessary resources and support for change to occur. Some of the aspects that are important is providing support from managers, training and education of employees, empowering change agents, reinforcing new behaviours (for example through reward systems) and providing feedback to employees. Telkom SA developed a change model focusing on building individuals career resilience to adapt to change more positively and empowered individuals by providing training for new roles and assuring them of their value to the organisation (Aucamp, 2001). 3.1.2 Reasons for resistance to change : Individual level According to Robbins et al (2009) there are a number of sources of resistance at the individual level. These include: Habit and Security Individuals lead complex lives and are constantly faced with having to make decisions. One of the ways to reduce and manage complexity is to rely on habits (programmed responses). Some individuals have a high reliance on their feelings of safety. Any threats to security can result in individuals resisting change as new behaviours sit outside of their comfort zone and any changes that conflict with existing habits can also be a reason for resistance as individuals have a tendency to rely on habitual behaviour. (Robbins et al, 2009). According to Peus et al (2009), individuals may feel uncertainty regarding their positions, roles and responsibilities in the organization and a result will resist change. Fear of the Unknown and Economic Factors We live in a volatile and uncertain era where there are constant changes in the business world. Individuals faced with this constant uncertainty of the future may resistant change due to the fear of the unknown (Robbins et al, 2009). According to Peus et al (2009) individuals seek to gain prediction over future events to reduce the fear of the unknown and their loss of control. Another resistance to change can be an individual’s concern for loss of or lower income as a result of the changes. Selective information processing Individuals perceptions shape their thinking about the world. Robbins et al (2009) recognize that the ways in which individuals perceive their world can also be a factor in their response to change. Anything new to their way of thinking will be resisted as it is not part of their current knowledge system. Fear of Failure Peus et al (2009) also recognises the fear of not being able to cope with the new changes to processes or technologies as one the reasons individuals may resist change. If an individual believes he or she is not able to cope with the changes then there are likely to resist change. Kotter & Schlesinger (2008) also recognise that individuals may resist change if they feel they are not capable of learning new skills and behaviours to adapt to the  changes. Other factors of resistance Kotter & Schlesinger (2008) also highlight some other reasons individuals resist change including parochial self interest, misunderstanding and lack of trust as well as different views of the benefits and costs of the changes intiated. Parochial Self interest refers to the individual’s perception that he or she will lose something of value because of the imminent changes and as a result focus on their own interests and not the organisations. This in turn results in political behaviour which can be overt or implicit. 3.1.3 Reasons for resistance to change: Organisational level Robbins et al (2009) highlight some of the reasons organisations resist change as the following: Structural inertia This refers to the structures and processes in place that produces stability in an organization. This can be an organisations selection and training techniques, job descriptions and procedures for operations. When confronted with change â€Å"this structural inertia acts as a counterbalance to sustain stability† (Robbins et al, 2009: 486). Limited focus of change Organisations are made up of interdependent subsystems and any changes in one part of the system will impact the greater system. Therefore any changes in an organisation that are only focused on one area without recognizing the impact of other areas will experience resistance to change. For example implementing a new technology without considering the training requirements and procedures that also need to change will likely experience resistance to change (Robbins et al, 2009). Group inertia This refers to the group norms and perceptions that exist that direct the behaviours of individuals and that can impact decisions for change by individuals (Robbins et al, 2009). Threat to expertise Some organisational changes will have an impact on the expertise of  specialised groups. Implementing a new way of working may mean that a specialist group of experts are now redundant to everyday operations (Robbins et al, 2009). Threat to established power relationships Any threat to existing power relationships can have an impact on change efforts. Introducing participative decision making for example is threatening to supervisors and middle manager power roles (Robbins et al, 2009). Threat to established resource allocation Some departments in an organisation may be threatened by changes if they perceive the change as a threat to their current or future resource allocation (Robbins et al, 2009). 3.1.4 How can Nissan S.A. manage resistance to change Some of the ways that Nissan S.A. can manage individual and organisational resistance to change include the following: Education and Communication Organisations need to constantly educate and communicate to employees throughout the change process as well as after, providing support and encouraging positive attitudes and commitment (Ngirande & Nel, 2012). Nissan S.A. should communicate the future of the organisation, clarify the new roles of employees, and be transparent about the reasons for change. Constant communication will build security, trust and commitment as well as reduce resistance to change (Aucamp, 2001; Luthans, 2011; Ndlovu & Parumasur 2005; Robbins et al, 2009). Participation According to Oxtoby et al (2002), all employees should have a sense of ownership over the changes that are being implemented in their organisation. Creating a higher level of involvement and participation from employees will create commitment from employees. Nissan S.A. need to value the importance of people and their influence in the changes that are desired. Involving employees at all levels can deliver better commitment to the workforce rejuvenation plan. Creating opportunities for all employees to be involved  in some way of the decision making process for change can have a positive impact on the morale of employees (Robbins et al, 2009). Building support and commitment The use of change agents at Nissan S.A. during the change process is a way in which to reduce the resistance of the fear of the unknown and provide direction and support to employees. Change agents can also assist those that are resisting change by convincing them of the benefits of the changes, improving perceptions and commitment to change. For example, Nissan S.A. could provide counselling sessions, increased management visibility and one on one sessions, providing skills training, etc. (Robbins et al, 2009). Choosing people who accept change Nissan S.A. need to recognise those that adapt to the new changes best and use these individuals as change agents. Change agents can assist in creating a positive attitude of the change process. It is also important that the new employees that Nissan S.A. hires have the same capability as the change agents in that they are open and able to adjust easily to change (Robbins et al, 2009). Implementing change fairly For Nissan S.A. this means due diligence in the procedures for change ensuring fairness and consistency across the change process. For example, if the aged employee given the training can improve his capability and performance then is it necessary for him to be retrenched and replaced with a younger employee? Should this aged employee not be given the chance to prove him or herself? Nissan S.A. should ensure the criteria for retrenchment are also fair. The changes that Nissan S.A. propose should be made from top management down to employees on the line to ensure consistency. Manipulation and Co-optation Both manipulation and co-optation are sneaky tactics but can be useful to gain support (Robbins et al, 2009). Nissan S.A. may use co-optation as a method to gain buy-in from NUMSA or may distort the information about the severance packages offered to make the benefits seem higher than the costs  to the targeted employees. Coercion Threats, poor performance reviews, or any other form of sanctions and legitimization tactics can be used to resist change. The strength of the LMX (leader-member exchange) relationship may have the desired or negative impact on the reaction of employees to such efforts. Research shows that a low-quality LMX relationship results in greater resistance to change whereas those employees with high quality LMX relationships may attribute the sanctions to situational factors and reduce resistance (Furst & Cable, 2008). Nissan S.A. need to identify which relationships require specific tactics. The use of change agents are a more useful way to reduce resistance than coercion however if the desired results are not achieved then threatening with forced retrenchment may be necessary to gain more responses. 4 CONCLUSION This discussion has shown how change should be managed to move an organisation from its current state to its future desired state. In order to facilitate the change process successfully there is a need for the use of a model or process. Resistance to change can occur at both the individual as well as the organisational level. It is important throughout the change process that resistance to change is managed appropriately. According to Luthans (2011), changes to an organisations culture needs to occur for change to become permanent. Organisations should strive to become learning organisations where learning and change is central to business culture and processes (Burnes, 2004; Luthans, 2011). Some of the ways in which organisations can achieve this is through assessing the current organisation culture, setting realistic goals, hiring the right people to facilitate change, ensuring consistency in change management, removing the old culture, managing the resistance to change effectively, keeping the momentum of change and to be persistent (Luthans, 2011). For Nissan S.A. these guidelines could be very useful in developing a learning organisation to ensure that they do not find themselves in this similar position in the future. 5 REFERENCES Appelbaum, S.H., Delage, C., Gault, G., Labib, N. (1997). The survivor syndrome: Aftermath of downsizing. Career Development International, 2 (6), 278-286. Aucamp, N. (2001). Change management implications of a retrenchment strategy in a selected section of a telecommunications organisation. Unpublished MBA dissertation. Port Elizabeth Technikon. Bomela, M. (2007). Retaining critical skills and talented employees during and after organisational downsizing. Unpublished MBA dissertation. University of Pretoria. Burnes, B. (2004). Kurt Lewin and complexity theories: back to the future? Journal of Change Management, 4(4), 309-325. Cummings, T.G., & Worley, C.G. (2009). Orgaization development and change (9th ed.). Cengage. Furst, S.A., & Cable, D.M. (2008). Employee resistance to organizational change: Managerial influence tactics and leader-member exchange. Journal of Applied Psychology, 93(2), 453-462. Kenton, B., & Penn, S. (2009). Change conflict and community: Challenging thought an d action (1st ed.). Elsevier Ltd. Kotter, J.P and Schlesinger, L.A (2008) Choosing strategies for change. Harvard Business Review, 86(7/8). July-August, 130-139. Luthans, F. (2011). Organizational behaviour: An evidence-based approach (12th ed.). McGraw Hill. Ndlovu, N., & Parumasur, S.B. (2005). The perceived impact of downsizing and organisational transformation on survivors. South African Journal of Industrial Psychology, 31(2), 14-21. Nel, A., & Ngirande, H. (2012). The psychological impact of downsizing on employee survivors in the manufacturing industry. African Journal of Business Management, 6 (11), 4371-4375. Oxtoby, B., Mcguiness, T., & Morgan, R. (2002). Developing organisational change capability. European Management Journal, 20(3), 310-320. Pasmore, W.A., & Fagans, M.R. (1992). Participation, individual development and organisational change: a review and synthesis. Journal of Management, 18(2), 375-397. Peus, C. Frey, D., Gerkhardt, M., Fischer, P., & Traut-Mattausch, E. (2009). Leading and managing organizational change initiatives. Management Revue, 20(2), 158-175. Retrieved april 18 2014 from the World Wide Web: http://www.jstor.org/stable/41783612. Robbins, S.P., & Jude, T.A. (2009). Organisational behaviour: Global and southern African perspectives (2nd ed.). Pearson. Susanto, A.B. (2008). Organisational readiness for change: A case study on change readiness in a manufacturing organisation in Indonesia. International Journal of Management Perspective, 2(1), 50-62. Worren, N.A.M., Ruddle, K., & Moore, K. (1999). From organizational development to change management: the emergence of a new profession. The Journal of Applied Behavioural Science, 35(3), 273-296. 6 SELF ASSESSMENT QUESTIONS 6.1 I logically and systematically applied the resources to explain and give support to my understanding of the content and central concepts and provided examples where necessary. I understood best the sections on survivor syndrome. I am not confident in my application of the frustration model. I think I have covered Kotter’s 8 step plan best and need to improve on my understanding of managing resistance to change. 6.2 I found Robbins et al (2009) most useful as it provided an overall understanding of change management process and included all aspects that needed to be convered in this assignment. 6.3 I used information on change management from articles and research done in South African industries to use as examples in illustrating my answer as well as to help me further understand some of the models of change 6.4 3 months (March – May) approximately 1 hour each day. This includes reading the material, researching additional resources, planning, writing and checking. 6.5 The material covered is relevant to South African work environment where change is common in industry. Having an understanding of this will assist in helping organisations improve business processes and at the same time improve individual well being. The resources also provided proactive and positive ways to deal with change. 6.6 Areas of knowledge: Referencing Techniques, Motivation Theory; Skills: Planning, Problem Solving;   Other Qualities: Diligence, Perseverance, Critical Thinking. 6.7 Yes. Having an understanding of the ways in which change can be managed can help with improving how I manage and interpret change as an individual as well as I see some beneficial aspects that my current employer can use to manage change. I would like to further develop my knowledge gained on the learning organisation as it has never occurred to me, until now, as a priority to be dealt with in the change process in order for future business success. 6.8 The assessment criteria provide a good framework to answer the questions, clear guidelines; it gives one the opportunity to reflect on the overall concepts and to assess the quality of work presented. 6.9 I would like to improve my understanding of the different models of change apart from Lewin and Kotter. I would like to do more reading on action research etc and see how I can apply this knowledge better. I will by reading more and improve my referencing techniques which I feel I will gain with more practice.

The Lost Thing Few Techniques

-The shape of the lost thing juxtaposes society in terms of colour and size. It is therefore ignored because of this fact (I found this post helpful http://community. boredofstudies. org/†¦ d. php? t=284556 , http://community. boredofstudies. org/†¦ d. php? t=205746) – Each individual is independent but together, they are seen as a group and belonging. which is ironic in a way? – When the lost thing was returned to the place, each of those characters was different and also the buildings inside were round compared to the human's ‘world'. There is also a sense of belonging but in what way?I can't seem to find the right word for it. – The protagonist is also seen as belonging when in the end, the frame zooms out showing that his tram is identical to the many others around it. IMG_20121113_185738. jpg – This picture shows how the society is identical and therefore they belong together IMG_20121113_185818 (1). jpg – This shows the duo goi ng against the crowd which shows not belonging and individualism. Also the crows is seen as belonging because they look the same and are walking towards the same direction IMG_20121113_185802 (1). pg So can anyone tell me if I am going on the right path in terms of finding the concepts of belonging in this text? and also what are the basis for concepts of belonging? Is it acceptance, understanding, relationships and identity? what else are there? Yes, you're on the right path, never read the picturebook but have seen the short film. The factors you have mentioned are important to belonging, but in respect to the Lost Thing I remember his isolation from family, also conformity is a big thing in it.In the picture book is there the scene where they go to the big dark place to find the lost thing's place? The tall, leering authoritarian figure is definitely something that stuck in my mind. I think the part at the end asserts that to have meaningful engagement of others, you have to have self acceptance and acceptance of others differences. It is exploring that to belong you don't have to be completely the same. The ones you have picked out are great, particularly the two protagonists visually going against the crowd.

The 1993 Storm of the Century

The 1993 Storm of the Century The blizzard of March 12 to 14, 1993 remains one of the worst U.S. snowstorms since the Great Blizzard of 1888, and its no surprise, considering that the storm stretched from Cuba to Nova Scotia, Canada, affected 100 million people across 26 states, and caused $6.65 billion in damage. By the storms end, 310 fatalities had been reported, more than three times the number of lives lost during Hurricanes Andrew and Hugo combined. Storm Origin and Track On the morning of March 11, a strong ridge of high pressure sat just offshore the U.S. west coast. Its position oriented the jet stream so that it plunged south out of the Arctic, allowing unseasonably cold air to flow into the U.S. east of the Rocky Mountains. Meanwhile, a low-pressure system was developing near Brownsville, TX. Fed by a number of upper air disturbances, energy from jet stream winds, and moisture from the north-central Gulf of Mexico, the low began to rapidly strengthen. The storms center traveled near Tallahassee, FL, in the pre-dawn hours of March 13. It continued north-northeastward, centering over southern Georgia near mid-day and over New England that evening. Near midnight, the storm deepened to a central pressure of 960 mb while over the Chesapeake Bay area. Thats the equivalent pressure of a Category 3 hurricane! Storm Impacts As a result of heavy snow and high winds, most cities across the Eastern Seaboard shut down or were completely inaccessible for days. Because of such societal impacts, this storm has been assigned the highest rank of extreme on the Northeast Snowfall Impact Scale (NESIS). Along the Gulf of Mexico: The Florida panhandle received up to 4 inches (10.2 cm) of snowA squall line out ahead of the cold front caused a powerful derecho (straight-line windstorm) with gusts in excess of 100 mph (160 km/h) felt down to Havana, CubaA Supercell spawned 11 tornadoes across the Sunshine State, ranging from F0 to F2 in intensityA 12-foot (3.7 m) storm surge caused flooding along the coasts of western Florida and northern Cuba In the South: Accumulations ranged from 3-5 feet (0.9 to 1.5 m)Snow drifts of up to 15 feet (4.6 m) were reported at Mount Mitchell, NCRare convective elements such as lightning, thundersnow, and snowfall rates of 2 to 4 inches (5.1 to 10.2 cm) per hour were experiencedHundreds of thousands of residents were left without electricity for up to a week In the Northeast Canada: Accumulations ranged from 15 to 45 inches (38.1 cm to 1.1m)Syracuse, NY, broke five of its snowfall records, including 24-hr snowfall, maximum daily snowfalls for March 13 and 14, snowiest March, and snowiest seasonWith the storms passage, New Brunswick, Canada, reported a 45 F (7 C) temperature drop within 18 hours Forecasting Success National Weather Service (NWS) meteorologists first noticed signs that a fierce winter storm was brewing during the preceding week. Due to recent advances in computer forecast models (including the use of ensemble forecasts), they were able to accurately forecast and issue storm warnings two days in advance of the storms arrival. This was the first time the NWS forecasted a storm of this magnitude and did so with several days lead time. But despite warnings that a big one was on the way, public response was one of disbelief. The weather preceding the blizzard was unseasonably mild and didnt support the news that a winter storm of historic proportions was imminent. Record Numbers The Blizzard of 1993 broke dozens of records of its time, including over 60 record lows. The top fives for U.S. snowfall, temperature, and wind gusts are listed here: Snow Totals: 56 inches (142.2 cm) on Mount LeConte, TN50 inches (127 cm) on Mount Mitchell, NC44 inches (111.8 cm) at Snowshoe, WV43 inches (109.2 cm) at Syracuse, NY36 inches (91.4 cm) at Latrobe, PA Minimum Temperatures: -12 F (-24.4 Â °C) in Burlington, VT and Caribou, ME-11 F (-23.9 Â °C) in Syracuse, NY-10 F (-23.3 Â °C) on Mount LeConte, TN-5 F (-20.6 Â °C) in Elkins, WV-4 F (-20 Â °C) in Waynesville, NC and Rochester, NY Wind Gusts: 144 mph (231.7 km/h) on Mount Washington, NH109 mph (175.4 km/h) at Dry Tortugas, FL (Key West)101 mph (162.5 km/h) on Flattop Mountain, NC98 mph (157.7 km/h) at South Timbalier, LA92 mph (148.1 km/h) on South Marsh Island, LA

101 They Say Summary Professor Ramos Blog

101 They Say Summary Break Quick Write Take 3 minutes and find a quote or important point from the article we read for today. Anything that stood out to you that you can add to our conversation? MICHAELA CULLINGTON â€Å"Does Texting Affect Writing?†Ã‚  p. 462 The Art of Summarizing Chapter 2 explains how to write an extended summary. We will be working with this today moving into beginning our essays. Careful you do not write a list summary or â€Å"closest cliche†. The book treats summary and paraphrase similarly. Keep in mind that you will also be using quotes. What argument is Cullington responding to? What other arguments are they responding to? Are they disagreeing or agreeing with the issue? Break Be back in 10. Timeline Take a piece of paper and turn it on its side. On the left put the year you were born. On the right add in today. Fill in as many different literacies that you have learned. Literacy Sponsors According to Deborah Brandt,  sponsors of literacy are â€Å"any agents, local or distant, concrete or abstract, who enable, support, teach, model, as well as recruit, regulate, suppress, or withhold literacy- and gain advantage by it in some way.†Ã‚  Source In other words, sponsors can be anything that helps or hinders your literacy. For this class, I would like you to focus on positive sponsors. Multivocal Arguments A great way to explore an issue is to assume the voice of different stakeholders within an issue. Who are the stakeholders in the Cullington article? Assume a voice of one of the stakeholders and write for a few minutes from this perspective. We will discuss this briefly. Now we will assume a different voice on the issue. Write briefly from this perspective. Discuss. Quick Write What does assuming different voices help us with in regards to an issue? What are current issues where this approach would help us? 101 They Say Summary Kelly â€Å"Better Than Human† Quick Write Kevin Kelly argues that machines will eventually take over many jobs that we now perform. Depending on how you are looking at this scenario, this could be a good or bad thing. How do you see machines taking over our jobs? Can a machine replace your job? The Art of Summarizing Chapter 2 explains how to write an extended summary. We will be working with this today moving into beginning our essays. Careful you do not write a list summary or â€Å"closest cliche†. The book treats summary and paraphrase similarly. Keep in mind that you will also be using quotes. Kelly â€Å"Better Than Human† In small groups, find statements in the articles that explain their attitudes. Find a positive and negative statements from both the Carr (424), â€Å"Is Google Making us Stupid?† and Kelly, â€Å"Better Than Human† articles. Carr Positive Statement Negative Statement Kelly Positive Statement Negative Statement Nicholas Carr is less optimistic about the future impact of technology. Who do you find more persuasive, Carr or Kelly? Audience Who are you writing to? Why are you writing to them? Narrative Structure Focus on events in your story. What events help you to tell your story? First Event Next Event Next Event Final Event Do tell us what you went through. Show us what happened. Place us there with you. Free Write What literacy are you going to write about? What moment are you going to focus on? or Tell us about a moment in your literacy? Who was there, how did it happen, where were you? Homework Turn one of the free writes you have written into a longer shitty rough draft.

Russell Surname Meaning and Family History

Russell Surname Meaning and Family History Russell is a common patronymic surname derived from the given name Rousel, old French for someone with red hair or a ruddy complexion. Russell is the 93rd most popular surname in the United States and England, and the 47th most common surname in Scotland. Surname origin:  English, Scottish, IrishAlternate surname spellings:  Russel, Rusell, Roussell, Ruessell, Roussel, Ruessel   Famous People With the Surname Robert C. Russell - Inventor of the Soundex system for indexing names by the way they soundJames Russell - Invented the compact disk (CD) in 1965 Where Is This Surname Most Common? According to surname distribution data from Forebears, the Russell surname is among the top 100 most common surnames in a number of countries, including The Bahamas (15th), Scotland (60th), Australia (68th), New Zealand (72nd), the United States (87th), England (90th), and Jamaica (91st). In England, the name is most commonly found in the southwestern counties- Kent, Sussex, Hampshire, and Surrey. WorldNames PublicProfiler identifies Australia as the country where the Russell surname is most common today, as well as in Scotland, particularly in South and North Lanarkshire, West Lothian, Falkirk, and Clackmannan. Genealogy Resources Russell  family crest: Contrary to what you may hear, there is no such thing as a Russell  family crest or coat of arms for the Russell surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.Russell family genealogies: Links to descendant genealogies for a number of early Russell families in the United States.Russell family genealogy forum: Search this popular genealogy forum for the Russell surname to find others who might be researching your ancestors, or post your own Russell query.FamilySearch - Russell genealogy: Explore over 5.6  million  historical records which mention individuals with the Russell surname, as well as online Russell family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints.GeneaNet Russell  records: GeneaNet includes archival records, family trees, and other resources f or individuals with the Russell  surname, with a concentration on records and families from France and other European countries. The Russell  genealogy and family tree: Browse family trees and links to genealogical and historical records for individuals with the last name Russell  from the website of Genealogy Today. Sources Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997.

Student Freedoms Assignment Example | Topics and Well Written Essays - 1000 words

Student Freedoms - Assignment Example Student freedom is one of the most controversial issues that school officials are confronted with in the present day education system, according to Rossow and Stefkovich (2006). This has particularly been the came when it comes to deciding whether to search a student’s belonging or seize a property. Students have often cited the Forth Amendment of the U.S. constitution that bars school administrators from searching or seizing their property. The Fourth Amendment protects American citizens including students from unwarranted search and seizer (Bedden, 2006). However, there are exceptions to the Fourth Amendment where school administrators should carry a search or seize properties in public schools. The aim of this paper is to analyze the limits that should be placed upon search and seizer in public schools. Students’ freedom has been a controversial issue in the present day education system. Bedden (2006) attributes the controversy to the fact that the Fourth Amendment o f the U.S. constitution protects students from unreasonable search and seizer. Bedden argues that even though the Fourth Amendment protects the students’ privacy rights, it has opened an avenue of misbehaviors among students in public schools. According to education experts, students expect the right of privacy in their lockers and as such, lockers ought to be protected against unreasonable search. ... In addition, they are responsible for instilling discipline in students to ensure they grow up with high moral standards. However, this can only happen when problems are maintained at a minimum level at school, according to Bedden (2006). To ensure that students are disciplined, they must have the right to search or seize anything they believe infringes on the school policy or is likely to cause violence or crime. For example, when a student is reasonably suspected of possessing a gun or drugs in class, the law permits school administrators to conduct a search on the locker belonging to the suspected student. This is because some students might use the guns to shoot their fellow students or teachers. This was witnessed when a student shot at his fellow student in Ga school recently and the other witnessed in Atlanta school. Therefore, as much as the Fourth Amendment protects students from unreasonable search and seizer, the right is not protected when there is a reasonable suspicion or causes that a student posses dangerous weapons that are likely to be used in committing a crime. Therefore, before conducting a search on a student’s locker, teachers must ensure that there is a reasonable cause for doing so. This includes ensuring that there is reasonable cause to suspect a student of violating school policy or likely to commit a crime, suggests Palicz (2011). The school rules must also be reasonable and compatible with educational purposes. This implies that a random search without any justifiable cause will amount to an infringement of the privacy of a student, which is protected by the Fourth Amendment of the U.S. Constitution. The main case in support of this claim is found in

Leadership Skills Required For A Large Multi-Department Organisation Essay - 4

Leadership Skills Required For A Large Multi-Department Organisation - Essay Example To analyze the leadership response to trends and tensions, the paper looks at transformational and transactional leadership, and the leadership qualities needed to overcome changes trends and tensions. The skills to be analyzed will emphasize on building effective LMX, and becoming a transformational leader. The conclusion provides a logical summary of the contemporary leadership skills required for a transformational leader in a large multi-department organization. According to Halinen and Tornroos, the current business world has changed significantly compared to a decade or so ago. Furthermore, the aspect of new economy and globalization introduces continuous change, and this might indicate that organizations need to regularly monitor their strategies to incorporate change. Heller highlights that the new economy requires restructuring and reorganization of a former economy of primary extraction of resource and transformation of the industry. Leading within the environmental context characterized by globalization and a new economy, Brooks, reveals that leaders are expected to be swift in identifying resulting global and local tensions to avoid accepting a traditional isolationist status quo expecting success. Additionally, leaders must learn to balance their responsibilities within a global society with national and global interests. In this case, multi-department leaders are expected to simultaneously make long-term investments while continuously achieving short-term results. According to Phelps & Wood, global interests come with the integration of global economy which involves orchestration of business processes from above by an emergent transnational class which neglects autonomous involvements by sub-national opinionated coalitions reconciling between local and global welfare.

Knowledge of An Organisation Research Proposal Example | Topics and Well Written Essays - 2000 words

Knowledge of An Organisation - Research Proposal Example nt position in this as they are the real â€Å"knowledge producers† and hence any new knowledge that a company looks for is produced courtesy through these people. (Rocca, 1992) Competitive success is basically commanded by the companys capability to harness and indeed develop new forms of knowledge, gained either by observation or by experience attained, which can be called as assets that in turn create the required â€Å"core competencies† of the said organization. While these competencies do exist in many forms, learning on the part of a particular company plays a pivotal role, which eventually ventures into other resources of knowledge to generate high-class and exceptional showing from the company’s employees. (Dunn, 2001) Core competencies, which usually flow out of a company, provide characteristic benefits to both the customers as well as any other individuals attached with it. These are generally espied as being the foundation of forming a competitive advantage within the said company. It is quite true that there is a host of ways in which new knowledge within a company is facilitated within its ranks. The need here is to classify the m with respect to their importance, which include the cultural infrastructure can be changed within a company so as to gather some proportion to the fact of the actual remains that have to be taken care of in the company and in its employees’ minds. It demands idealization and disclosure of everlasting knowledge that is created over a certain period of time. This usually requires basic changes to already set cultural notions in companies and more so in the minds of their employees. (Fahy, 1996) Also operational infrastructure is changed through human resources organizational practices that are managed and received by the employees and other people in a different way altogether. A basic revamp of a knowledge-centered company is required here, which would involve the job ladders, compensations, work locales and command and

What was is it Like to Participate in Civil War Essay

What was is it Like to Participate in Civil War - Essay Example What was is it Like to Participate in Civil War Slavery was not only the cause of the spark of combat, but also extended its roots into the soldier’s camps when the war began. For instance, black soldiers participated in the war at a significant threat to their lives especially from the confederate government who threatened to execute summarily or sell them to slavery. Some of the black union soldiers were captured and severely humiliated. One black soldier Aerambo Boyart in a letter to his wife reveals the harsh realities of the war as union armed forces attempted to triumph over Charleston. In the letter Boyart writes, â€Å"It is with great pleasure that I send a few lines to alert you that I am in the land of living and in the midst of death in every form and shape†. Participation in the civil required some sense of discipline, it is the universal aspect of nobility in the brigade or army to full execute the mission. Both units maintained a relatively standard discipline in obeying the orders of the camp commanders despite little different expression of opinions during the war period. For instance, when President Lincoln responded to attacks on fort Sumter and called 75000 militia volunteers. One individual Robert Lee of Virginia opposed the decision and even resigned; as a result. Another area where discipline is exhibit is on the slave’s role in the liberation. The slaves in confederacy deserted the plantations and fled to union lines. There also were few insurrections during the war as slave style began to disentangle.

Multinationals and Global Business essay Example | Topics and Well Written Essays - 1500 words

Multinationals and Global Business - Essay Example Before the merger, these companies had been rivals and the process of bringing them together ensured that both of these companies were able to put aside their rivalry and cooperate in an international level; becoming among the most dominant oil and gas companies in the world. Since its formation, Royal Dutch Shell has continuously grown and evolved according to the different circumstances that it has encountered; essentially ensuring its success where many others have failed. According to Jones (2005, p.164), in the twentieth century, â€Å"firms sought to access knowledge to develop technology that are distinct from but contemporary to those created by their parent companies.† At the period of its formation, the two parts of Royal Dutch Shell were not merged, but were kept separate as a result of nationalist sentiments in both the Netherlands and the United Kingdom. The result is that these two parts of the company continued to be run as separate entities with one based in The Hague and the other in London. The portion based in The Hague took on the responsibility of production and manufacture while the one in London took over the transportation and storage of the products. Thus, in order to cater for nationalist sentiments in both countries, Royal Dutch Shell chose not to go ahead with the merger because to do so might have hampered its operations. This strategy can be related to Alfred Chandler’s structure follows strategy theory which s tates that the structure of a company is often determined by its strategy and this is based on the formation of independent units that operate under the umbrella of a parent company (Chandler 1990, p.61; Gopalan and Stahl 1998, p.32). Thus, through its headquarters, Royal Dutch Shell was able to continue coordinating the activities of its Dutch and British units without compromising their independent nature. Royal Dutch Shell chose to begin its

Cooperative Learning and Social Emotional Learning Research Paper

Cooperative Learning and Social Emotional Learning - Research Paper Example He discovered that two aspects in particular the student and student communication and interaction, and also the student and faculty communication and interaction, conveyed the largest influences and subsequently affected the largest majority of typical education results. His work endorsed earlier verdicts from Tinto’s (1989) imperative study on student retention that common and remunerating informal acquaintance with faculty associates is the sole sturdiest predictor of whether a student willingly withdraws from a school. Other analyses also encourage these results. Pascarella and Terenzini (1991) established that peer support is a significant aspect in student attentiveness in school. In the prologue to the Harvard Assessment Seminars: Second Report, Light (1990; 1992) concludes that all the research findings illustrate and point to one main idea which is that the students that get the most of school the happiest and who grow more academically organize their time well includ ing interpersonal activities with fellow students or with faculty members and build substantive academic work. Therefore, the value of amplified communication amidst students and amid students and faculty members ought to be evident. It is evident that technology if used wisely, can magnify the chances for eloquent discussion. Slavin, R. E., Stevens, R. J., & Madden, N. A. (1988). Accommodating Student Diversity in Reading and Writing Instruction A Cooperative Learning Approach.  Remedial and Special Education,  9(1), 60-66. Each student has his/her own learning bravura, individual learning and development speed or linguistic background knowledge. Therefore, the majority of student’s classes involve students with different learning capabilities. In this class settings of institutions such as state funded schools, beginners’ classes are directed towards students who have no previous

Multinationals and Global Business essay Example | Topics and Well Written Essays - 1500 words

Multinationals and Global Business - Essay Example Before the merger, these companies had been rivals and the process of bringing them together ensured that both of these companies were able to put aside their rivalry and cooperate in an international level; becoming among the most dominant oil and gas companies in the world. Since its formation, Royal Dutch Shell has continuously grown and evolved according to the different circumstances that it has encountered; essentially ensuring its success where many others have failed. According to Jones (2005, p.164), in the twentieth century, â€Å"firms sought to access knowledge to develop technology that are distinct from but contemporary to those created by their parent companies.† At the period of its formation, the two parts of Royal Dutch Shell were not merged, but were kept separate as a result of nationalist sentiments in both the Netherlands and the United Kingdom. The result is that these two parts of the company continued to be run as separate entities with one based in The Hague and the other in London. The portion based in The Hague took on the responsibility of production and manufacture while the one in London took over the transportation and storage of the products. Thus, in order to cater for nationalist sentiments in both countries, Royal Dutch Shell chose not to go ahead with the merger because to do so might have hampered its operations. This strategy can be related to Alfred Chandler’s structure follows strategy theory which s tates that the structure of a company is often determined by its strategy and this is based on the formation of independent units that operate under the umbrella of a parent company (Chandler 1990, p.61; Gopalan and Stahl 1998, p.32). Thus, through its headquarters, Royal Dutch Shell was able to continue coordinating the activities of its Dutch and British units without compromising their independent nature. Royal Dutch Shell chose to begin its

Corporate Power Global Trend to the Fashion Industry in Ethiopia Assignment

Corporate Power Global Trend to the Fashion Industry in Ethiopia - Assignment Example The fashion industry in Ethiopia is growing since it has received significant amounts of corporate investments. The investors, suppliers, and large corporations have been entering the country to take advantage of low costs of productions in terms of land and labor. The large tracts of land are also fertile for the growth of cotton. The stable government encourages investments. Additionally, Ethiopia has a young population that is trainable. However, the textile industry faces some drawbacks such as transport logistics, corporate scandals, and misuse of land and labor laws. The corporate power would continue to influence the fashion industry positively in Ethiopia if companies continued to take advantage of the country’s favorable factors and co-operated to eliminate drawbacks. The textile industry in Ethiopia has come from far and has a potential of soaring to greater heights if the current corporate investments persist. Ethiopia is in Sub-Saharan Africa, a region that experiences a nascent growth in the textile industry compared to the Northern parts of Africa. According to Fassil Tadesse, Kebire Enterprises Chief Executive Officer, Ethiopia textile tradition can be traced back a long way but its development had begun taking roots just a few years ago. A critical analysis shows that Ethiopian textile industry forms part of a wider pattern of the global trade movement. It moved to Japan after beginning in the United States. It advanced to South Korea before crawling to China (Mousavi). The soaring cost of conducting business in China over the last few years has made investors shift to Africa due to low costs in the region. Speaking to the Economist Intelligence Unit, Fossil said fashion development emanates mainly from Turkey, India, China, South Korea, an d Bangladesh.  

Single-Parent Families Essay Example for Free

Single-Parent Families Essay There has been a lot of misconception being attributed to children who are raised by single parents in regard to their development and well being. Single parent phenomenon is no longer something unheard of in our society. Such families are commonplace in our societies today. According to the United States Census Bureau, close to a third of American families are headed by a single parent. The number of single parent families was estimated to be slightly above the 12 million mark in 2000 (Ketteringham, 2007). With an increasing trend in the single parent families across the US, researchers have conducted surveys to measure the impact of such households on the child’s welfare. There have been misconceptions that single parent families are doomed in that their children are usually associated with drug abuse, being delinquent and dropping out of school among other unconventional behavioral problems. This is however untrue because when such children gets the emotional support from the single parent, they are destined to show positive results just like any other kids from normal families. This paper shall look into the evidence that denounces the misconceived myths that are associated with children from single parent households. Single parent families: Single parent households are no longer considered as unconventional in the world today. A single parent can be defined as â€Å"a parent with one or more children, who is not living with any of the children’s other parents† (Ketteringham, 2007, para 3). In the United States, the number of children from normal family set up has been decreasing each year and an estimated 22 million kids live with single parents. Women headed families account for about 80% of the single parent households though men headed single households has been increasing in the recent past. Research reveals that mothers account for 85% of custodial parents whereas the fathers take the remaining 15%. It was also found that more than half of the children under the custody of the mothers do not access to their fathers regularly after a couple of years into the break up. The 2000 census revealed that 38% of single families resulted from divorce, 35% were never married parents, separation accounted for 19%, widowhood and separation due to other commitments each accounted for 4% of single parent families in the United States (Ketteringham, 2007). Generally, female headed households are more in comparison to male headed households. There are many reasons that can explain why mothers account for a majority share of the single parent families but the main reason would be the fact that women are seen as nurturing compared to men and thus have to take the responsibilities of the young children (Lamb, 1998). Historically, the father was seen as the central figure that could provide for the children and prepare them for the future. In the years that followed after the First World War, there was a shift and mothers were seen as vital in nurturing of the young ones and hence custody of the children was handed over to them. Starting in the last third of the 20th century, the courts have been trying to adopt a middle ground at least in theory to enable men have an equal chance of having their kids in custody as the women. Reality however suggests that very few fathers have been granted custody of their children in comparison to the mothers. David Blankenhorn observes that â€Å"the United States is becoming a fatherless society, a generation ago; an American child could reasonably expect to grow up with his or her father. Today, [the same] child can reasonably expect not to,† (Blankenhorn, 1995, p1). Initially, fatherhood was regarded as of great importance in the lives of children and death of the father was the worst tragedy to happen in a child’s life. In the current times, a father leaving the home has become too common and the society seems accommodative of the habit (Blankenhorn, 1995). Challenges of single parents: Child rearing is always full of challenges and the challenges are even intensified when one parent assumes the responsibilities that are associated with parenthood. Among the major challenges facing such families is usually financial as most of them cannot afford to stay in the homes babysitting unless they have a stable financial background. For such parents, combining working and caring for the children becomes a great challenge as they have to find a person who shall be handed the responsibility of taking care of the children as they go looking for a job. Though daycares provide these services for such parents, economical constrains forces these parents to look for financially viable options in the name of extended family members or child minders (Lamb, 1998). A single parent is therefore overwhelmed by the pressure of taking care of the children and looking for financial relieve by landing a job elsewhere. They usually swing between their daily jobs and the un-paying jobs waiting at home. Handling the house chores after a tiring job during the day is a great challenge especially when the kids are still very young. With the parent tied between responsibilities at the workplace and the home, little or no time can be dedicated to spending with the children and this may lead to other challenges. Single parents hardly find time to get involved in their children’s school work and other activities. Being involved in the child’s life is crucial as a parent (Ketteringham, 2007). Instilling discipline in children is also another challenge faced by single parents as they are sometimes too overwhelmed to notice it. It is crucial to observe good parenting skills, patience, and love among other aspects associated with parenthood when the kids are young so as to grow in an upright manner. It is also important to observe that the single parents have no time for themselves as they oscillate between the work place and household chores and this has proven to be a challenge in itself for it may worsen the other challenges being faced by these parents (Garis, 1998). More often than not, single parent families are discouraged with the generalized statistics that are revealed by studies into the impacts of single-parenthood. What the researches fail to reveal is the fact that also dual parent families also comes up with challenges of their own. Though single parent family is a concept that no one will encourage, the reality of the matter requires us to think positive of such families. With the statistics revealing increasing numbers of children being raised with single parents, there is need to offer realist tools and opportunities by highlighting the positives that come from the single parent families as opposed to dwelling much on the negative statistics (Lamb,1998). Generalized Myths about children from single Parent families: Studies conducted on the issue of single parent families have continued to associate all the negative behavioral aspects in children to the family set up. In the US, the concept of family structure has continued to reveal negative statistics that are associated with the children from single-parent families. Statistics indicate that low birthrates and high death rates are prevalent in the single parent households. There is a revelation that teenagers from these families have a higher school dropout rates and lacks good health compared to their counterparts from normal families. Incidences of teenage pregnancy have been reported to be higher in such children as opposed to those from dual parent families (Garis, 1998). The negative portrayal of single parent families has continued with the depiction that such families’ children becomes depressed, emotionally stressed, and exhibits general difficulties in school. Revelation has also associated delinquency with single parenthood as statistics reveal that over 70% of teenage murderers come from single parent households and 60% of rape crimes are committed by individuals from single parent families. Studies also reveal that individuals from single parent families have higher incidences of violent behavior compared to those from dual parent families. In a nutshell, single parent families have continued to be portrayed in negative light and no one can single out any positive elements from such a family set up (Ketteringham, 2007). Nowadays, problems that are associated with single parent families are common and this may leave those affected to think that they have no control over the success of their families as it is destined to be doomed. This should not be the case as critical analysis indicates that not all the children that have been raised in single parent households are maladapted in the society. When focusing on the negative aspects of single parenthood does not help the single parents and their children in rising up to the occasion and fight the negative aspects. In fact, by portraying the negativity of the single parent households kills the self esteem of the individuals affected and only adds to worsen the situation (Garis, 1998). Demystifying the Myths: The question that we need to pose to ourselves is about the children raised by single parent families and their supposed social mal-adaptations. Such children are said to find it difficult schooling, getting into conflict with the law, and developing other social problems. It should however be noted that the problems that are usually associated with children from single parent families are more from the financial inability of the parents as opposed to single parenthood as conventionally thought. There are incidences where single parents have brought up well behaved young individuals in the society (Ketteringham, 2007). Single parent families are faced with financial problems as the financial resources are cut leaving the family in dire need of finances. The single parent is left struggling to make ends meet and this leaves no or little room to attend to the children at the same time difficulties in meeting the financial requirements of the family. Studies have indicated that single parenthood and struggling for finances always coincides (Lamb, 1998). Children from single parent families are often associated with low self esteem compared to their counterparts from dual parent families. Self esteem is very crucial especially to young children as it helps them to counter the negative peer pressure giving them confidence to face new challenges and become innovative. Showing these children some bits of love is very crucial as it helps them develop a feeling that they are appreciated by someone. It should be noted that children can only emotionally benefit from a healthy parental relationship if not so; the children are going to suffer emotional neglect from the conflicting parents (Garis, 1998). Parental involvement in the child’s life is very crucial especially during the early developmental stages in life. The children require emotional support and understanding and sharing with the children is advocated for during this stage of development. Children who get the support that they need during this stage would definitely grow into normal citizens and thus rule out the connection between single parenthood and misbehavior of the children within the society. What should be an area of concern is how to ensure that single parents gets the financial support that is very central to the shaping of the child’s future. When the single parent starts struggling to cater for the financial needs of the family, it becomes the source of all evils. This is because struggling for financial upkeep leaves the single parent with little time if any to spend with their children. However, the affluent single parents can comfortably bring up an upright family as they have enough time to spend with their children (Garis, 1998). Single Parenthood can become a success story: There are misconceptions about single parent families branding them dysfunctional and associating children from such families with social maladaptive behavior. Though they are faced with unique challenges, single parents can successfully address these challenges and provide a good background to their children. It should be noted that the love, stability and safety requirements that are needed by the children is similar irrespective of the number of parents in the household. No one would wish for separation of any sort but though children of single parents are not showered with the much needed parental love, the love cannot be compensated for by the severe and prolonged stress in the relationship between parents (Lamb, 1998). It is often advisable for parents to separate for the good of the children other than exposing the children to the tension in the relationship. Single parent families do not have a common background as some results from divorce, others from separations, whereas others result when one parent passes away. Single parenthood can be a challenge to any other person irrespective of race and/or ethnicity. Every individual is set to undergo similar grief upon losing a serious relationship. All single parents are faced with similar emotive challenges in regard to the changed status and thus needs great strength to cope up with the new status (Garis, 1998). Children from single families become emotionally vulnerable and thus single parents have the responsibility to ensure that the emotional bit has been well catered for in the family. Their top most priority should be the family as they aspire to be the best single parents like no other. This means that the interests of the child should be placed first and that a lot of sacrifices are to be made in attending to the child’s welfare. Such parents need to be supportive and observing patience to help the children in coping. They should be consistent but not highly punitive like any other parent to provide the child with options, utilize the natural and logical effects and at the same time providing structure for the kids. There is need for open communication between the child and the parent which encourages clear and open expressions to develop an honest and a trustworthy relationship (Garis, 1998). Many single parents have to redefine their situation in order to fit in the new status. They have to learn how to live within the limits of a reduced income and restructure their relationships with the kids. Developing clearly defined roles within the household can come in handy in compensation to some of the challenges faced by the single parents. A clearly defined structure for the kids to regulate meals, chores, school work and entertainment among other activities is necessary. This helps in bringing a sense of security and reducing anxiety in the children. Communication, understanding and cooperation are very important to single parents but it should be noted that these parents should not leave adult responsibilities to the children (Lamb, 1998). Conclusion: Though we cannot deny the fact that separation or rather loss of a loved one in a relationship comes with its emotional distress, it should not be misconceived to mean that the remaining family is condemned. What is important though is the fact that the single parents have to accept their new condition and manage the depression that may accompany the situation. This is very important as it prepares one to deal with challenges that come with single parenthood. Single parenthood shall remain part and parcel of our society for ever. Instead of focusing on the challenges of single parenthood, researchers need to shift and focus on how single parent families can be helped to overcome the challenges facing them. Belonging to a single parent family should not be viewed as a ticket to an unhappy family since it is evident that with appropriate intervention, success in such families is realizable. In general, parenthood can be challenging and it is even more challenging when the responsibilities are left to one parent. Reference: Blankenhorn, D. (1995). Fatherless America: confronting our most urgent social problem. BasicBooks, ISBN 0465014836, 9780465014835. Garis, D. (1998). Poverty, Single-Parent Households, and Youth At-Risk Behavior: An Empirical Study. Journal of Economic Issues; pp 1079-1085 Ketteringham, K. (2007). Single Parent Households How does it affect the Children? Retrieved on 10th May 2010 from; http://www. associatedcontent. com/article/297615/single_parent_households_how_does_it. html. Lamb, M. E. (1998). Parenting and Child Development in Nontraditional Families. Mahwah: Lawrence Erlbaum Associates.