Book Review of Saint, Surfer, and Ceo Essay Example for Free

Book Review of Saint, Surfer, and Ceo Essay When he opens his eyes at the hospital, he finds himself covered in bandages, as Jack recovers, he finds that his roommate in the hospital is his long-lost father who is on his last legs, he gives Jack some final advice before fading away forever. He tells Jack to ask himself these three questions; â€Å"They’re simply: ‘Did I live wisely? ’ ‘Did I love well? ’ and ‘Did I serve greatly? ’† (Robin Sharma, 2003, pg. 12). Next morning Jack finds out that his father has passed away and has left him a letter, which has three tickets to Rome, Hawaii, and New York City. At each destination awaits a teacher for Jack, who will answer the questions and guide Jack to his true destination in life. Jack starts his journey by travelling to his first destination Rome. Where he meets his first teacher named ‘Father Mike’. Father Mike lives in a cathedral where he will answer Jack’s first question ‘Did I live wisely? ’ Over the four weeks Father Mike tells Jack that most of the people tend to live their lives with fear and we fear being different from others. Father Mike tells Jack that parents play the role of God with their children’s lives. Rather than trusting their children with their own decisions in life, parents feel the need to make that choice for them. Father Mike says â€Å"Success is nothing more than living your life according to your truth and on your own terms. † (Robin Sharma, 2003, pg. 72). Last day of Jack’s stay in Rome, Father Mike tells Jack â€Å"Keep believing that this universe is a friendly place†(Robin Sharma, 2003, pg. 85). Jack goes to his next destination Hawaii to seek answer to his second question ‘Did I love well? ’ Jack stares at the beach with amazement, he soon finds his next teacher named ‘Moe Jackson’ who is a surfer, later on Jack find out that Moe was also the founder of a multi-million dollar ad agency named ‘MJ Group International’ He tells Jack that he left everything he owned and went on a bag-packing trip around the world to search for his true destination in life and his final stop was Hawaii. In the four weeks hat Jack spends in Hawaii, he learns that no matter how appealing your outer world looks, it’s the inner world that matters because if the inner world is in disarray, then anything you do outside will never make you happy. Moe goes on by saying â€Å"As Emerson noted: ‘Without the rich heart, wealth is an ugly beggar. ’† (Robin Sharma, 2003, pg. 100). Last Day of Jack in Hawaii, Moe tells him that his ‘Palac e’ referring to his small hut, will be always open to Jack anytime he feels like surfing. Jack travels to his final destination New York City, where he searches answer for his final question ‘Did I serve greatly? ’ Jack meets up with his final teacher named ‘Tess Welch’ she is the CEO of a brokerage firm. Jack’s describes her smile as â€Å"And that smile – 1,000 watts of pure charisma† (Robin Sharma, 2003, pg. 166). Over the four weeks, Tess teaches Jack about how to do good things for yourself and others in life, and others will do the same for you. â€Å"Life’s most persistent and urgent question is what are you doing for others† (Robin Sharma, 2003, pg. 83). She also tells Jack how important it is to have a positive relationship with a business client, because when the client knows that you care for them, you earn their trust and people do business with whom they can trust. On the final day of Jack’s stay in New York City, Father Mike and Moe Jackson surprise Jack and tell him that all three of them w ere working together and have done so in the past with other people as well. They wish Jack all the best in the future, and the three teachers drive off back to their lives. My favorite quote from the book was â€Å"for every finger we point at another, we have three pointing back at us† basically what this quote means is that when every flaw or a specific characteristics that you identify in someone else, in order for you to identify them, you must have the same characteristics. For example, if you call someone a liar, and you point towards him/her, your pointing one finger towards that person but the rest of the fingers are pointing towards you. This quote might not be true for everything, but in my point of view it is true in most cases. The only fault I found in this book was that it was written as if everything was perfect. Yet most of the readers who would read this book might be going through a rough phase in their lives, however that statement does not apply to me, and when they read a book, which is too optimistic, that may make the readers think that most of the material discussed in the book, cannot happen in real life. I personally believe that the author was biased in this sense, but regardless of the author being biased, the book has a lot life lessons which are truly life changing. When readers are reading the book they will soon realize that it changes the conception of the right way a life should be led. The book teaches us that we should not allow the society to take over and control the way we live our lives. It also teaches about how small things in life matters and we should never take anything for granted. In the end, I would summarize this book by saying that it is very well written and a lot of thought has gone in the making of the storyline of the book and I would recommend this book and share the gained knowledge with everyone.

Paraprofessional for Special Needs Children

Paraprofessional for Special Needs Children Paraprofessional for Special Needs Children For the past eleven years I have been a paraprofessional for special needs children. During those years I have learned about the different treatments and intervention techniques used for the various disorders among children. Through hands-on activities at work, various workshops , seminars and my own research, I have acquired knowledge about the different disabilities. I now feel I know what to expect from a student and can make the right judgment calls in different situations in order to facilitate learning. I have learned to manage children in both groups and individually, clerical responsibilities, organizational and creative abilities, , written and spoken communication skills, following instructions given by the teacher, and classroom management. Children with special needs have certain deficits, which warrant special support to â€Å"survive† a day at school. Room preparation and preparation of class materials is very important. The classroom should be set up so that there is a smooth â€Å"flow† to it. From the moment the child arrives in the morning, the daily routine should start. An example of a classroom for special needs children will be found at the end of this paper. Preparation of classroom materials is also important. Children should have a â€Å"bin† of some sort filled with materials to use for their programs and tasks. For example, if John is working on counting, alphabet and colors then the flash cards, manipulatives and picture cards should be in the bin labeled with his name on it. This way,when it is time for him to work everything is ready. Also, if there is an art project scheduled, all necessary materials should be ready. Children with special needs find it very difficult to wait for any lengthy period of time. It is very important to have the day flow as easily and as smoothly as possible. The daily schedule is important aspect in having a successful day. Each child has his own schedule due to the different services that each one has. Not all children receive all services, which may be OT (occupational therapy), PT (physical therapy), or speech. Some schedules may be in pictures and other in words. Not all children are capable of reading and therefore some children may be more adaptable to pictures. The classroom teacher would determine this. All of these supports and organizational aids help in supporting children with special needs especially those with ASD (autism spectrum disorder) and AD/HD (attention deficit/hyperactive disorder). Their information processing difficulties and auditory weaknesses require much support. In addition, their problems in the areas of social understanding make it difficult for them to distinguish between what is important and what is not. Their problems with organizational skills sometimes make them look lazy which is another reason why they need visual supports such as pictoral or written schedules. An example of a child’s schedule is as follows: Independent work Work session 1 Work session 2 Lunch Group work Work session 3 Speech Music All done Pack-up Go home A piece of construction paper is laminated as well as all the instructions. Each instruction is velcroed onto the construction paper. When the child enters the class in the morning he removes the first instruction over to â€Å"Time for†. Then when that task is done the child goes back to his schedule and places the completed task into the pouch marked â€Å"All done† and moves the next task over to â€Å"Time for†. This is done throughout the day. Directing and facilitating attention to the teacher and/or task is another responsibility of the paraprofessional. Children who are more able – those with mild learning disabilities and attention problems – can basically take in and process information that the teacher is presenting and just need to be refocused toward the teacher. Less able students are less capable to take in information successfully so in this case the paraprofessional needs to take a more directive role with regard to instruction. The Para also needs to take on a greater responsibility for using the modifications and supports needed to promote the student’s attention. This is where the role of the Para is extremely important. He/she needs to make effective decision-making in selecting the best supports to aid in the student’s understanding and which promote learning. Another important aspect, which I have learned, is pre and post-teaching. They are the backbones of direct Para support for students with significant disabilities especially in the inclusion classroom, which is at a much faster pace that a self-contained class. (A self-contained class is a class which has only special education students in it.) Pre-teaching is a concept or lesson that helps the student to become more familiar with the materials and activities at their own pace. Therefore when the lesson is given in a group the student will have already become familiar with the topic. It would be like going to Spain without any knowledge of the Spanish language. Your anxiety level would be very high when spoken to and you would have no idea what was said. However, if you had taken a few Spanish speaking classes you would at least be familiar with some of the conversation and able to put the whole idea together. Post-teaching is also very important because it reinforces any question th e student may have. It also promotes generalization, which is one area in which children with ASD have great difficulty. Many children with ASD can learn in one setting but when taken out of that setting they can’t seem to know what was taught in the original setting. The importance, which I have learned, of pre and post-teaching cannot be over-exaggerated because it can help the student become more comfortable and more responsive in the learning environment. In working with ASD children I have also learned that breaking down tasks into smaller units is very helpful because then the task will not be so overwhelming. For example, during a math lesson the teacher will instruct the students to do the twelve problems on a certain page and when they are done the whole class will go over it. For a child with ASD these twelve problems may look like 100 problems. Not able to verbalize what the problem is, the student may act out and become disruptive in the class. It may appear that the student just didn’t want to do it. There may be several solutions to this problem. One may be to cover half the problems with a sheet of plain paper so that visually there are fewer problems that need to be done, or have the student do them at intervals throughout the day. This will result in the student being successful with the task and will also eliminate any behavioral disruption. As a Para, I learned that there are countless ways to adapt and modify the curriculum to help the special needs child perform and participate more effectively. Appropriate materials and the correct environment can also support the child in the learning process. There are long-standing supports such as daily schedules and short-term supports which would be direct instruction modification. The math example, as stated above, is short-term. For the most part, adjustments regarding teaching materials and modifications are the responsibility of the Para. However, it is the duty of the Para to review any adaptations with the certified staff member. We, as Paras, are the support staff. We are under the direction and supervision of the classroom or special area teacher. Any curricular modification directly affects the content of the student’s educational program. I learned data taking is another important responsibility of the Para. Many times, because of frustration, anxiety and the lack of being able to verbalize what the problem is, children with ASD will have problem behaviors. It is important to understand that problem behaviors are different than a behavior problem. If you consider a student a behavior problem than you look no further than the student himself. However, if you view the student as having problem behaviors, you are more likely to look for causes either from the environment or within the student himself. When a Para recognizes that there is a problem behavior, the certified staff member and the psychologist should meet to discuss what behavioral supports may be necessary. You, as the Para, will be asked to take data. This data is called ABC; A-antecedent, B-behavior exhibited and C-consequence. ABC DATA Antecedent Behavior Consequence Math lesson fell to the floor removed from room When the behavior occurs, the Para will write down what occurred before, what the behavior was and what consequence was given for the behavior. How long you take the data is at the discretion of the certified staff and psychologist. Once the data is taken, it is reviewed and a behavioral support plan is put into place. One type of plan is â€Å"if-then† support. For example, â€Å"If you throw your worksheet on the floor, then you will lose time on the computer.† It is very important that the child understands and knows what the targeted behavior and consequence is in order for the behavioral support to work. Another type of behavioral support is a token system. The child is told that when he/she gets five tokens (pennies, stickers, smiley faces, etc.) he gets to choose a preferred activity for a certain amount of time. This type of behavioral support reinforces good behavior. There are many other types of behavioral support plans and it is important to know that no two are the same. The type of plans and how it is implemented depends on each child. If implemented correctly it can have a significant impact for positive behavioral change. One important aspect in problem behaviors is to watch that the inappropriate behavior not be inadvertently reinforced. Some children act out for task avoidance. In reality the student is acting out to be removed from the situation. When this occurs the Para needs to work through the behavior. However, there are circumstances in inclusive settings where the child must be removed because it is too distracting to the typical peers. If this occurs, the child should be removed but the task must be completed in order to show the child that his behavior will not be rewarded and â€Å"get him out of doing his work†. In addition to all, which I have learned, clerical tasks are another aspect of being a Para. One clerical task is to provide a written record of the student’s daily functioning. These records are a part of the student’s programming. Giving the team important information regarding progress, setbacks and an insight into future planning is critical. Another part of the clerical tasks is also keeping data on IEP (Individualized Education Plan) goals. A Para should be proactive in consulting with the teacher to find out the goals and keeping accurate records regarding them. One example of an IEP goal would be: John will initiate game playing with a peer with 80% accuracy. A data sheet with data will show if John is reaching the goal over a certain period of time. The data will also show whether John is having difficulty accomplishing this goal and if so, adjustments should be made to the way in which this goal is being addressed. The daily record and the data on IEP goals ar e very crucial parts of supporting the student and should not be taken lightly. They are essential because they provide records for meetings and will aid the child’s next teacher, and possibly a new Para, in the event you are reassigned. All of the supports, which a Para gives to a special needs child, serve an important purpose. The support given promotes understanding, minimizes anxiety, gives a positive influence on behavior, promotes independence and competence and strengthens the overall student learning. Without these supports, students with special needs are left to help themselves. Under those circumstances stress and anxiety increase and the learning process is compromised. The proper support can mean the difference between success and failure. Through the past eleven years the knowledge that I acquired is endless and ongoing. I’ve learned about different learning disabilities, child development, instructional process for different special needs children, and most of all, working together as a team with the certified staff. As a Paraprofessional I know my role is critical to the successful school experience of the student. When a child has accomplished even the smallest goal it gives me great satisfaction and pleasure to know that I played an important part in making a difference in the life of a special needs child. These are positive steps and make me feel proud of the particular child. What happens as a result is that they themselves become encouraged by their achievement. There are days when it is particularly challenging to help a student complete a task, but these challenges are usually overcome by meeting with the team and following specific suggestions. From the Author Unknown â€Å"†¦it will not matter what my bank account was, the sort of house I lived in, or the kind of car I drove†¦ but the world may be different because I was important in the life of a CHILD.†

Change Management Within Cadbury Schweppes

Change Management Within Cadbury Schweppes In todays changing and vague environment, challenges and ambiguities are growing in the market (Boatright, 2007). Globalization and rapid technological advancement placed organizations under immense pressure and necessity to coop with changes in the market. If organizations seek to avoid risks, then they must be prepared to make the required management changes that preserve their position in the market (Stanleigh, 2008). If planned effectively, change will turn a key success factor. Organizations cant implement the change without planning. In fact, change must be realistic, achievable and measurable.ÂÂ  Therefore, organizations must allocate and align all needed resources and capabilities for the project. In late 2003, Cadbury Schweppes, an international confectionery and beverage company, began working with Future Considerations, a management consultancy, to develop a new corporate social responsibility (CSR) learning tool. This tool was designed to make a change in corporate values and move them from booklets and posters into processes, actions plans and culture change inside and outside the company. Thus, this was considered a priority on the desk of the board room of Cadbury and all managers and stakeholders were prepared and engaged in order to adapt the change challenge. This study will examine thoroughly how Cadbury successfully managed this change and prepared the appropriate and suitable capabilities and resources and educate the company, especially their senior managers and employees, about CSR. However, we will start by literature review section about change management and its drivers, key success factors and approaches to make the change a successful project. Then, a brief summary about the case that we are studying-Cadbury Schweppes- will be presented. Finally, a conclusion summarizing the key points in the case and lessons learnt will be offered. Literature Review To start, defining any concept in the area of research and academic work is indeed the first step before moving and discussing the framework and applications and the concept of change management is no exception. Thus, it is important to define what is meant by change management and how can we tell that a certain managerial project is a change or not. Making this differentiation unambiguous from the beginning is pivotal in order allocate the needed capabilities, communication plans and managerial tools and avoid wasting time and resources. For the purposes of Cadbury Schweppes case study, change management is defined as a set of organizational methods and procedures used for effective and prompt handling of change (ITIL, 2000) in the way the business operates and its management approaches (Worren, Ruddle and Moore, 1999). In fact, change management is a discipline that prepares and endures that organizations meet new or existing management objective in a rapid and effective way. To do so, the most appropriate management tools and communication facilities are chosen in order to help the organization, including managers and employees, create the right management disciplines and processes, organization structures, culture, competencies and capability for superior human performance so that change goals are achieved and sustained (Worren et al., 1999, p.277). Drawing on this conception and understand of change management, two important concepts are identified. The first concept is the importance of human performance in change management; thus the organization must prepare the necessary tool, resources and capabilities to increase the contribution and readiness of its managers and employees to adapt the change and build the human performance in their organizations (Michael and James, 1993). The second concept relates to the importance of stakeholders awareness; therefore it is important to help stakeholders who are engaged and affected by the change to determine ways to manage the change process effectively to ensure this occurs. In order to understand more change management, we need to shed light on the drives the make a company decide to employ the change. According to Stanleigh (2008), the following are some drivers: Decisions of mergers and acquisitions with other companies Innovation Adapting new business concept Advent in technology and the need to deploy a new technology Restructuring the organization (downsizing) Globalization Expansion and growth Any of these drivers leads to a change in the way companies management approaches and they way they perform and do their business activities. These drivers are then translated into business objective. So, for example, if a certain company decided to adapt a new technology then adapting this new technology is the objective under which it should prepare the appropriate management tool and project in order to meet the objectives of the change (Storey, 2001). After defining change management as a concept and examining the drivers of the change, it is important know to answer very important question: What make a change project successful? The literature is full of information, best practices and implementation guidelines (Beardwell and Claydon, 2007, Schuler and Jackson, 2006, Storey, 1989) that should be followed in order to manage the change and obtain the foundations for success. However, for the purposes of Cadbury Schweppes case study we will highlight the relevant success factors of a change tool. According to Salaman, Storey and Billsberry (2005) and Kotter and Change (1995), the following factors, which can be used as an approach for successful change, are keys for successful implementing change management: Setting a clear vision and objectives for the change Planning and programming Senior and top management determination Engaging managers and employees Managing change at all departments Telling the organization the benefits of the change Working with staffs in teams on the change program and expecting change to occur Giving time for staff to vent first and then change As it appears clear, a clear vision and objectives at early stages of the change are essential since they are predetermined for change tools and processes. In order to emphasize more the centrality of the vision and objective in any change, we will use here the works of Kotter and Change (1995), leader authors in the area of change management. According to them, a vision always goes beyond the numbers that are typically found in five-year plans. A vision says something that helps clarify the direction in which an organization needs to move. Themes of engagement and effective communication are also important for change management as explained in factors of successful change. It is impossible for the change to achieve its objectives unless managers and employees are motivated to contribute and help. Managers and employees will not make the needed sacrifices unless they believe in the benefits of the change. Here comes the role o the organization, especially the team responsible for implementing the tool for change management, to launch a credible communication that gain the hearts and mind of managers and employees (Ulrich, 1997). To recapture, clear vision, well articulated plans and effective communication are all what a change is about (Ulrich and Beatty, 2001). The aims and objectives of the change project have to be clear and transparent. In addition, need resources, teams and capabilities should be allocated. The company managing the change must be learning company. It must accumulate its experiences and benefit from other companies who failed or successes in their change project in order to avoid sources of failure and adopt factors of success. In the following section, a good example of successful change management tool, namely Working Better Together CSR tool, created and implemented by Cadbury Schweppes will be offered. The Case: Cadbury Schweppes Cadbury is a leading global confectionery company with an outstanding portfolio of chocolate, gum and candy brands. We create brands people love brands like Cadbury, Trident and Halls. The companys heritage starts back in 1824 when John Cadbury opened a shop in Birmingham selling cocoa and chocolate. Since then the company have expanded its business throughout the world by a programme of organic and acquisition led growth (Cadbury Schweppes, 2009). On 7 May 2008, the separation of the companys confectionery and Americas Beverages businesses was completed creating Cadbury plc with a vision to be the worlds biggest and best confectionery company. The strategy at Cadbury Schweppes is clear. The company believes that the business still has significant untapped potential both in terms of top line growth and returns. By exploiting the strength of its leadership positions to continue to grow its market share and significantly increase its margins and returns, the company aims to achieve its vision of becoming the biggest and best confectionery company in the world (Cadbury Schweppes, 2009). In addition to the strategy, Cadbury Schweppes is keen to maintain its special and unique culture in order to achieve its objectives. The company is led by its performance driven values. The key success factors are: a clear vision, performance scorecard, priorities and sustainable commitment. As a culture the company value performance, quality, respect, integrity and responsibility (Young, 2006). The company works as one team across geographic and functional boundaries to be the best.ÂÂ  The company works hard and have fun along the way. This requires form the company to listen to its consumers, customers, suppliers, shareowners, colleagues and communities. Understanding and responding to their need is the driver of the sustained success of the company. The company believes that doing good is good for business (Cadbury Schweppes, 2009). This belief is at the heart of the way the company works today and will remain as key to its future success. Origin of the Change, Setting objective and Planning the CSR New Tool As mentioned in the introduction, Cadbury Schweppess new project included the development and introduction of a new learning tool which required a change in the way the company operates and does its business (see figure 1). The title of this project was Working Better Together a kit of 50 organizational development tools. Figure 1 Working Better Together Template Adapted from (Young, 2006) In fact, the aim of the company from this transformational project was to build collaborative behaviour among different departments inside the company and across all its stores and offices in different countries especially US and UK (Vogel, 2005). In addition, this collaboration includes communication and engagement of the companys stakeholders in order to teach them that CSR is integral and cornerstone for the companys business and the way it deals with its stakeholders. In brief the main objective of the change project at Cadbury Schweppes is to make the company socially responsible in everything it does. At the heart of this project is the commitment of the company to foster the notion of CSR which is a key to Working Better Together. This is the vision of the company and the general objective under which the whole changing process and application phase will work. Thus, we need know to examine how Cadbury Schweppes translated this vision into action and achieved its objective. The first name given to the tool was Ethical Risk in order to respond to the challenges facing CSR. At early stages, a team of 50 most senior HR and CSR managers was formulated to manage the change project (Young, 2006). The first thing this team did was to change the name of the tool which was rebranded the CSR Living Our Values Learning Tool to reflect the interrelation and synergies between CSR and Cadbury Schweppess values (Sharma et al., 2009). Then, CSR at the company was defined by five main pillars: Human rights and employment standards Ethical responsibilities Marketing, food and consumer issues Environmental, health and safety responsibilities Community relationship This HR-CSR joint team recognized that the tool needed development in order to engage the whole organization especially line managers and employees. In the following section we will explain how Cadbury Schweppes prepared the organization for the change and what tools did the company use to successfully implement the project. Implementation Phase Employee Engagement Employee engagement and contribution to CSR (Davis, 1973, Frederick, 1994, Lantos, 2001, Orlitzky, 2000, Porter and Kramer, 2006), which is intrinsic to the values by which any company does business, was priority Cadbury Schweppes. In fact, employees engagement and raising their readiness for the change is essential part of any change project (Buyens and De Vos, 2001). In light of this understanding, the company formulated a team activity around values-based decisions. The main task for this team is to consult employees in relation to what are the best CSR programs, ides and initiatives that provide the framework to integrate the companys values into its practices, culture, values and daily activities (Young, 2006, Sharma et al., 2009). Also, the team discussed real and relevant business issues including making decisions about products and marketing. The company felt that in order for the change to be implemented successfully, its employees must be aware of the projects and what are CSRs objectives and why the company is adopting this concept. Engaging senior managers The HR-CSR joint team lunched a series of meetings with senior managers at Cadbury Schweppes. The aim was to educate them and raise their awareness toward the five CSR pillars and study the role and contribution of senior managers at the company in embedding CSR into their departments in collaboration with all other departments (Young, 2006). All departments are working under the umbrella of CSR. The HR-CSR team worked in practice with all senior mangers on the tool and showed them how it should be applied. This practical insight provided engaged managers more effectively than any other theoretical description through a seminar or booklet. In addition, the team was keen to get a feedback from senior managers on the practicability of the tool and areas of improvement (Vogel, 2005). In fact, the HR-CSR team succeeded to choose the appropriate and mostly effective means of communication. It is important to note here that the mean of communicate that a company encompass is decisive in any change project (Hemingway and Maclagan, 2004). It is highly recommended to couple practical exercise with theoretical aspects of any learning tool. Learning design Following the feedback obtained from employee teams and series of meeting with senior manager, many refinements were made to the learning tool. The competitive nature of the tool was toned. So, instead of assigning CSR pillars, the tool ranked the possible answers to CSR issues from most to least preferred. This refinement and change deepened the dialogues and prompt the possibility to weight one option against another (Said, Zainuddin and Haron, 2009). Flexible application The key of having this tool was flexibility. At Cadbury Schweppes, the CSR tool was not just used by mangers and within all departments but also with local, functional, leadership teams and new hires in induction programs. In addition, the tool was used with a procurement team and served the original CSR objectives. Thus, the flexibility of the tool makes the change flexible not rigid. This dimension is very important in change management because if the change was static this could restrain its applicability to very specific context and limit the effect of the change and the success of the project. In Cadbury Schweppess case, the CSR tool was applied and adapted in different contexts (Said et al., 2009). For example, HR discloses CSR report to employees and they are asked to sign the statement of business principle and track its adherence. Also, HR used the CSR tool to embeds CSR in the culture of the organization (Young, 2006). This is how the change is translated into different org anizational process, policies and practices. Partnership in change management: HR and CSR The training and communication facilities used to instil the CSR culture among employees, line mangers and the entire Cadbury Schweppess company is indeed a neat example of how the partnership between the CSR and HR department is key a success factor in managing change. Make employees learn and practice CSR activities was the role of HR, while the CRS department helped to define what CSR priorities and pillars. The training of employees through CSR Living Our Values Learning Tool at Cadbury Schweppes is a good example of partnership between HR and CSR (Sharma, Sharma and Devi 2009). Later the HR department included social responsibility in the latest management development initiatives like the global Passion for People management skills programme. Conclusion To conclude, Cadbury Schweppess new learning succeeded to achieve its objective. However, behind this success is well articulated and synthesized change management. Themes of communication, plans, feedback, collaboration, engagement, refinement, flexibility and partnership are indeed the secret behind this success. All these themes are needed and necessary in any project aiming to change behaviours, values and traditional management approaches. The whole organization must be informed about the change (Hemingway and Maclagan, 2004) because, by way of example, the contribution of employees and potential ideas and skills they offer should not be undermined. Any change without employee engagement and contribution runs the risk of sustainability and long-term survival (Amabile and Conti, 1999, Grant, 2002, Kotter and Change, 1995, Stanleigh, 2008).

Medieval world reflected in Japanese literature: examples of changes an

As with most societies, as time progresses there will always be many changes. Likewise, as Japan moved into the medieval period there would be changes, specifically in some noticeable changes that are found in the literature. In looking at how prose and poetry was affected during this time, it should be noted that in many ways the literature of the period was made as a method of honoring the old literature and building beyond it. An example can be seen in the poems of ShinkokinshÃ… «, and in drawing from KokinshÃ… «, Shinkokin waka shÃ… « is a â€Å"New Collection of Poems Ancient and Modern† (Handout 10). That being said, ShinkokinshÃ… « was compiled exactly 300 years after KokinshÃ… « was originally compiled, therefore making ShinkokinshÃ… « an anniversary collection that would also be inspired by the original works. ShinkokinshÃ… « shows within it there are parts that draw a lot from the past, while there are also works from the modern time period. As for prose, there have been some changes in language that can be seen between some examples. Descriptions of residencies and everyday life will always vary from person to person, as it is seen in The Pillow Book by Sei ShÃ… nagon with its decriptions of life in the Imperial court and the very different An Account of My Hut by Kamo no ChÃ… mei and its description of a very different world as seen by the humble Buddhist monk. The two accounts were also written about 200 years apart, which allows for there to be some significant societal changes to be seen between the writings, in addition to the difference in the lifestyles of the of the respective authors. These examples are just a small representation of the changes that occurred in Japanese literature, particularly poetry and prose during the medieval period, ... ...s that both have as they build upon the previous works from earlier times. The very obvious example is KokinshÃ… « and ShinkokinshÃ… « and their connections. There are many aspects of the works that are similar, and quite possibly the same, but there are the innovations and changes that are very noticeable in these works as there is progression through time. The most notable innovation, which is also seen in the zuhitsus, is the changes in structure. The best examples are the use of the x-no-y-no-z pattern and taigendome as found in ShinkokinshÃ… « as they stand out very clearly and the coherent and broken into groups and sections in the structure between the two zuhitsus. With all art forms, there will be changes and innovations as they evolve. While they eventually not resemble their predecessors, they will represent the survival of the art and honor it in its own way.

Free Siddhartha Essays: The River and the Mind/Body Dichotomy :: Hesse Siddhartha Essays

The River and the Mind/Body Dichotomy in Siddhartha In Herman Hesse's work Siddhartha, the primary physical symbol of division is the river. One side of the river represents "geist", or a realm concerned with the spiritual world. The second side represents "natur", the natural world where the flesh is engorged with pleasure and earthly satisfaction. Siddhartha begins on the spiritual side of the river. He is in training to become an excellent Brahmin like his father, much is expected of this intelligent and attractive young man. Yet Siddhartha feels a rumbling in his body and mind. His soul is not satisfied with the answers that he has received about problems in life. He feels the need to live his home in order to find these answers. He is willing to sacrifice security for insecurity and danger. His travels renew and strengthen his spirit. The structure of the story is centered around the apparatus of "iterative-durative time", a technique in which the author follows a loose linear chronlogy, with each part covering approximately twenty years, while only about one or two of those years are described in any detail. The effect easily lulls the reader into a perception of the passing time. He first spends time with a roving band of asceitics, forest-dwelling nomads that prefer to live a life of extreme sacrifice and self-denial. Siddhartha masters their art and goals, but shortly decides to move on after only a few years. He is not able to find his quest for salvation and understanding on such a path. Throughout his journey, his friend Govinda stays by his side. He decides to leave the town with him, come with him and practice with the ascetics, and then agrees to leave with him to seek out the Illustrious One, Gotama. Siddhartha does not find the answers to his spiritual queries here either, and decides to move on again. This time Govinda, his "shadow", decides to stay and make a niche for himself. Siddhartha strikes out on his own, crossing the center symbol of the river with the help of the boatman Vasudeva. After crossing the river he encounters an Indian woman who encourages him and allows him to kiss her nipple. His experience with the "natur" world has begun, hi s experiences of the sense being heightened and readied for a sensual deluge. He remains on the sensual side of the river for twenty years and in that time impregnates his seductive teacher and partner Kamala.

Look Back in Anger

Alienation and Loneliness Jimmy Porter spoke for a large segment of the British population in 1956 when he ranted about his alienation from a society in which he was denied any meaningful role. Although he was educated at a â€Å"white-tile† university, a reference to the newest and least prestigious universities in the United Kingdom, the real power and opportunities were reserved for the children of the Establishment, those born to privilege, family connections, and entree to the â€Å"right† schools. Part of the â€Å"code† of the Establishment was the â€Å"stiff upper lip,† that reticence to show or even to feel strong emotions. Jimmy's alienation from Alison comes precisely because he cannot break through her â€Å"cool,† her unwillingness to feel deeply even during sexual intercourse with her husband. He berates her in a coarse attempt to get her to strike out at him, to stop â€Å"sitting on the fence† and make a full commitment to her real emotions; he wants to force her to feel and to have vital life. He calls her â€Å"Lady Pusillanimous† because he sees her as too cowardly to commit to anything. Jimmy is anxious to give a great deal and is deeply angry because no one seems interested enough to take from him, including his wife. He says, â€Å"My heart is so full, I feel ill – and she wants peace!† Anger and Hatred Jimmy Porter operates out of a deep well of anger. His anger is directed at those he loves because they refuse to have strong feelings, at a society that did not fulfill promises of opportunity, and at those who smugly assume their places in the social and power structure and who do not care for others. He lashes out in anger because of his deeply felt helplessness. When he was ten years old he watched his idealist father dying for a year from wounds received fighting for democracy in the Spanish Civil War, his father talking for hours, â€Å"pouring out all that was left of his life to one bewildered little boy.† He says, â€Å"You see, I learnt at an early age what it was to be angry – angry and helpless. And I can never forget it.† Related reading: My Problem With Her Anger Apathy and Passivity Although Alison is the direct target of Jimmy's invective, her apathy and passivity are merely the immediate representation of the attitudes that Jimmy sees as undermining the whole of society. It is the complacent blandness of society that infuriates Jimmy. When speaking of Alison's brother Nigel, he says, â€Å"You've never heard so many well-bred commonplaces coming from beneath the same bowler hat.† The Church, too, comes under attack in part because it has lost relevance to contemporary life. For Helena it spells a safe habit, one that defines right and wrong for her – although she seems perfectly willing to ignore its strictures against adultery when it suits her. Jimmy sees the Church as providing an easy escape from facing the pain of living in the here and now – and thus precluding any real redemption. Of course, Jimmy has also slipped into a world of sameness as illustrated by the three Sunday evenings spent reading the newspapers and even the direct re placement of Alison at the ironing board with Helena. Deadly habit is portrayed as insidious. Class Conflict Jimmy comes from the working class and although some of his mother's relatives are â€Å"pretty posh,† Cliff tells Alison that Jimmy hates them as much as he hates her family. It is the class system, with its built-in preferential treatment for those at the top and exclusion from all power for those at the bottom, that makes Jimmy's existence seem so meaningless. He has a university degree, but it is not from the â€Å"right† university. It is Nigel, the â€Å"straight-backed, chinless wonder† who went to Sandhurst, who is stupid and insensitive to the needs of others, who has no beliefs of his own, who is already a Member of Parliament, who will â€Å"make it to the top.† Alison's father, Colonel Redfern, is not shown unsympathetically, but her mother is portrayed as a class-conscious monster who used every tactic she could to prevent Alison from marrying Jimmy. The only person for whom Jimmy's love is apparent is Hugh's working-class mother. Jimmy likes Cliff because, as Cliff himself says, â€Å"I'm common.† Identity Crisis While Jimmy harangues everyone around him to open themselves to honest feeling, he is trapped in his own problems of social identity. He doesn't seem to fit in anywhere. As Colonel Redfern points out, operating a sweet-stall seems an odd occupation for an educated young man. Jimmy sees suffering the pain of life as the only way to find, or â€Å"earn,† one's true identity. Alison does finally suffer the immeasurable loss of her unborn child and comes back to Jimmy, who seems to embrace her. Helena discovers that she can be happy only if she lives according to her perceived principles of right and wrong. Colonel Redfern is caught out of his time. The England he left as a young army officer no longer exists. Jimmy calls him â€Å"just one of those sturdy old plants left over from the Edwardian Wilderness that can't understand why the sun isn't shining anymore,† and the Colonel agrees. Cliff does seem to have a strong sense of who he is, accepts that, and will move on with his life. Sexism A contemporary reading of Look Back in Anger contains inherent assumptions of sexism. Jimmy Porter seems to many to be a misogamist and Alison a mere cipher struggling to view the world through Jimmy's eyes. Note: There are comments associated with this question. 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Algorithm: Flowchart and Trailer Record

Student Name Syed Haseeb Hashmi Registration # FA11-BCS-075 Course Title Design and Analysis of Algorithm Assignment # 1 Submitted To Sir Tanveer Ahmed Siddiqui Due Date 19-03-2013 For Odd Role Number Group Q1. How does a flowchart help a programmer in a program development? Ans. Flowcharts provide the visual representation of a concept and make it clear. A flow chart serves as a blueprint of the program. Flowcharts helps a programmer organize his/her thoughts in a logical order and their presentation.Program development without graphics may be less effective. In big projects it gets difficult to keep things together. Flowcharts provide flexibility, so that you can make changes and restructure the project as you move further and, according to requirement. Flowcharts act as a guide during the analysis and program development phase. Moreover they are also helpful in debugging process. Q2. Draw a flowchart of the logical steps needed to produce a printed listing of all students over the age of 20 in a class. The input records contain the name and age of the students.Assume a sentinel value of 99 for the age field of the trailer record. Sol. Q3. The first 20 records in a data set are to be read and printed. Draw a flowchart for the algorithm to do this job. Make sure that the processing stops after the twentieth record. Sol. Q4. For the employees problem of Question 40 ( even group Q3), we want to count and print the number of only male employees in the age group of 25 to 30. Assume that the input records contain SexCode and Age fields to provide this information. Draw a flowchart for the algorithm to perform this job. Sol. Q5.A set of examination papers, which have been graded with scores form 0 to 100 is to be searched to find how many of them are above 90. The total has to be printed. Prepare a flowchart to do this job. Assume a suitable sentinel value for the trailer record. Sol. Q6. A shopkeeper wants to have a general program for his personal computer, which will prepare bills for each customer as and when he sells goods to them. His idea is that as soon as the customer purchases some goods from his shop, he will supply the description, unit price, and the quantity purchased for each item. s input to the computer. He wants that with this information, the computer should print each item along with its unit price, quantity purchased and the total price. Finally the computer should also print the total cost of all the items purchased by the customer. Assuming a sentinel value of zero for the quantity purchased field in the trailer record, draw a flowchart for the logic to do this job. Q7. Each employee pay record includes the hours worked and the pay rate. The gross pay is to be determined as hours worked times pay rate, and is to be printed for each employee.For all hours worked in excess of 40, the overtime rate, which is 1. 5 times the regular rate, is to be paid. Draw a flowchart for the problem logic to do this. Assume a suitable sent inel value for any of the input fields of the trailer record. Q8. The data file of Question 48 (even group Q7) is expanded to include several sets of data, each requiring calculation of its average. Each data set is followed by a trailer record with a value of -1; however the last data is followed by a trailer record with a value of -2.Draw a flowchart for the logic to perform this task. Solution. Q9. Draw a flow chart to add up all the even numbers between 0 and 100. Before ending, print the result of calculation. Solution. Q10. Draw a flowchart for the logic to find out whether a given triangle ABC is a right angled triangle. Assume that the sides are supplied as input and data. Print the answer as yes or no. Solution. Q11. Draw a flowchart for the logic to convert a number from base 10 to new base using division remainder technique. Solution. Question #2 ) Determine which characteristics of an algorithm the following procedures have and which they lack. Procedure 1 double(n:posit ive integer)// The purpose of this procedure is to double a positive integer while n > =0 do n 2n| Procedure 2 choose(a, b: integers)// The purpose of this procedure is to choose a number from two positive numbers x either a or b| Procedure 3 sum(n:positive integer)// The purpose of this procedure is to find the sum of first 9 digits. sum = 0while i < 10 do sum sum + i| 1.Procedure 4 divide(n:positive integer) // The purpose of this procedure is to find the reciprocal of a positive integer n till 1. while n>= 0 do m 1/n n n-1| Solution Procedure| Input| Output| Precision| Finiteness| Definiteness| Correctness| Generality| 1| NO| NO| YES| YES| NO| YES| YES| 2| NO | YES| NO| NO| YES| YES| NO| 3| YES| YES| YES| YES| YES| NO| YES| 4| NO| YES| NO| NO| YES| YES| NO| b) Modify above procedure so that they satisfies all the properties Procedure 1: if n >= 0 n 2n Procedure 2: if a>0 && b>0 either a or b Procedure 3: i 0 sum 0 while i < 10 do sum sum + i i++ Procedure 4: While n > 0 do m 1/n n n – 1 Question # 3 a) Find gcd(31415, 14142) by applying Euclid’s algorithm. Sol. gcd(31415%14142) gcd(14142%3131) gcd(3131%1618) gcd(1618%1513) gcd(1513%105) gcd(105%43) gcd(43%19) gcd(19%5) gcd(5%4) gcd(4%1) gcd(1%0) = 1 Answer. b) Estimate how many times faster it will be to find gcd(31415, 14142) by Euclid’s algorithm compared with the algorithm based on checking consecutive integers from min{m, n} down to gcd(m, n). Ans.The algorithm for finding gcd based on checking consecutive integers will take 14142 steps, whereas the Euclid’s algorithm took just 11 steps. So, 14142/11 we get 1285. We can say that Euclid’s algorithm is 1285 time faster. Question #4 What does Euclid’s algorithm do for a pair of numbers in which the first number is smaller than the second one? What is the largest number of times this can happen during the algorithm’s execution on such an input? Ans. According to Euclid’s algorithm if the first number i s smaller the second one then we have to swap the both values.We will have to swap only once. Question # 5 a) What is the smallest number of divisions made by Euclid’s algorithm among all inputs 1 ? m, n ? 10? b) Ans. For any possible combination of inputs among 1 ? m, n ? 10, the smallest number of division made by Euclid’s algorithm is 1. c) What is the largest number of divisions made by Euclid’s algorithm among all inputs 1 ? m, n ? 10? d) Ans. For any possible combination of inputs among 1 ? m, n ? 10, the largest number of divisions made by Euclid’s algorithm is 5 for (5,8). Question # 6Euclid’s algorithm, as presented in Euclid’s treatise, uses subtractions rather than integer divisions. Write a pseudo code for this version of Euclid’s algorithm. Ans. If a0 X b2-4ac If X < 0 print ‘no real roots exits’ else X1 -b+sqrt(X)/2a X2 -b-sqrt(X)/2a Return X1 and X2.