Native Americans relations with Europeans Free Essays

According to the anonymous author , â€Å"Objectivity is neither possible nor desirable. It’s not possible because all history is subjective; all history represents a point of view. â€Å", which In other words means that people see history In the way they want to see It based on what they think Is Important. We will write a custom essay sample on Native Americans relations with Europeans or any similar topic only for you Order Now It Is not possible to be objective because everything one says and thinks Is based on our perceptions, knowledge, thoughts and feelings . It Isn’t desirable because If someone Is trying to get a point across, they have to be subjective. History, while trying to be objective is mostly subjective. The historian brings their feelings, prejudices, backgrounds, as well as their P. O. Vs. to historical situations. This effects how history is told and written about. The various authors that have wrote about Columbus arrival to the New World based it off of their own view of the world and of Columbus. In † A People’s History of the United States â€Å", Howard Zion approaches his view on history in a more opinion based way. Howard Zion beings by retelling the encounter between the natives and Columbus. Zion’s view of this Is different from the traditional encounter most historians talk about. Howard Zion points out that the Europeans came to the Americas in search of slaves and gold and brutally killed almost all the Indians, who according to many other people were a peaceful people. This shows that Zion Is subjective and doesn’t view Columbus as an â€Å"enlightened † explorer but rather a brutal one that would do anything such as torture others to get what he wants. Then Zion gives his opinion on how history is usually told from the Elite groups point of view. Zion points out that Columbus thought the Natives were weak and wouldn’t be able to defend themselves. Howard Zion does give facts about the encounter such as using Columbus own Journal as evidence but he does become biased in certain parts of the first chapter. In other words , Zion wanted to tell the Natives pop because he wants the reader to know about that part of history. Zion wanted to expose Columbus as a cruel man. The idea of exploitation of resources, of people, of cultural differences was an Important factor In the conquest of the New World. Zion’s way of thinking and his thought one how the elite shouldn’t be the only one that students should read about were reasons why Zion Is not objective at all. He does become biased and bases his reasons on thoughts about letting the reader hear the Natives side of the story. In A Different Mirror: A History of Multicultural America†, Ronald Attack is subjective as well because he takes the Natives side by pointing a lot of negative defects of the Europeans. At first , Ronald Attack talks about how the Natives viewed the Europeans. Attack states that the Natives saw the Europeans as â€Å"ugly † and â€Å"strange† . Ronald gives the reader an insight on how the Natives felt towards these explorers. A lot of other historians don’t teach about the thoughts of the oppressed people. Then Attack talks about how the the English Justified colonization, enslavement and murder. The English didn’t view their taking of the land as robbery. Attack points out that Columbus saw these people As loving their neighbors as themselves, and having the sweetest talk In the world, and gentle, and always with a smile. Then the author writes about how the Europeans would destroy the Natives villages. The Europeans reclaimed the natives as savages and non-human. As an opportunity to take over the land. The Natives would be categorized as â€Å"the other† while the Europeans were entitled to the land. Attack describes the Europeans as greedy and in control. Attack focuses on the severe treatment of the Indians and how this affected them in a negative way. This can be seen as being biased because Attack views the Natives as the victims and the Europeans as the villains . In the â€Å"American Pageant, chapter 1: New World Beginnings†, David M. Kennedy, Thomas A. Bailey, and Elizabeth Cohen present history in a more objective way. It is objective but the author still presents history in the way they want the reader to see it. They tell the reader only what they want them to know. These authors start off by talking about the shaping of North America and the theory of Pangaea is explained. Then they inform the reader about early Americans such as the Pueblo Indians , Mound Builders and and Eastern Indians. Later on in chapter one , the authors start to talk about Columbus arrival to the New World. Throughout this section of the text , there was no opinions made. The authors state that Columbus was trying to reach the East Indies and how he misjudged the size of Earth. They are informing the reader rather than trying to convince them about a certain topic. The authors don’t give their opinions on Columbus nor talk about his treatment towards the Natives. The quote does not go with this text because this text is showing that objectivity can be possible. The authors are being objective because they are basing their Judgment on the facts and what has been presented without putting any personal beliefs or bias comments. In â€Å"A Patriot’s History of the United States: From Columbus’ Great Discovery to the War on Terror, Chapter 1: The City On A Hill , 1492-1707†, Larry Shareware and Michael Allen’s way of telling the reader history can be seen as more objective. Shareware and Allen wants to give the reader a fair story of the nation to the reader but does the opposite. Both authors become subjective because their history telling is based on patriotism. They want the reader to see the proud history of America. Allen and Shareware want to show their appreciation and respect for the United States. They leave out the negatives that occurred in history . This book (chapter 1) shows that history is a product of it’s authors. Since both of these authors are proud Americans , they want to show the positives of the nation throughout history. In the first chapter , the authors point out that Columbus and other explorers such as Cortes were innocent and didn’t deliberately give the Native Americans diseases. The authors tell the history that all history books have in it but is also trying to go against â€Å"A People’s History of the United States. † The authors point out that because Americans had a Christian Culture , they took life, liberty and property as serious manners. They also point out that hard work was a building block of the success of America. From chapter one , Allen and Shareware show a conservative perspective because they want the reader to see that the U. S is a special nation because when the New World was found, settlers adopted several systems such as religious integrity, private property rights and also competition amongst groups like political parties. These authors want to show the reader that history can be subjective while containing facts. In â€Å"The Devastation of the Indies: A Short Account†, Bartholomew De Lass Cases does show a subjective way of telling history because he takes a side. Bartholomew tells the reader that the Europeans were cruel Soldiers would use this hospitality as an advantage to take over cities and villages. This would allow them to get to the gold and slaves they wanted. Bartholomew goes on saying that the Europeans would massacre millions of natives , raping innocent woman and killing innocent children. The Spaniards would use slaves to build buildings and to attack other villages since sometimes the Spaniards didn’t want to use their own men. Bartholomew points out that the Spaniards committed genocide. There are two sides to every story and Barcarole goes with the side of the indigenous people. Bartholomew focused on the horrific actions taken by the Spaniards. Ironically , Barcarole was a Spaniard priest but still went against his people . He believed that the conduct of the Spaniard Christians were not one of someone that followed the Christian faith. This ties in with the quote because Bartholomew is being subjective and is making it clear that objectivity can’t be possible in his brief account . Bartholomew wanted to portray the Spaniards in the worst light and also tell people the unfairness treatment that the Natives had to go through. Therefore , various authors that have wrote about Columbus arrival to the New World and the history of Early America have based it on their point of view and thoughts. An authors ultra and worldview can affect the way they write about history by making it bias. Some authors might take a side and argue for that side. Authors will make their point using facts to back up their opinions. This leads to the conclusion that objectivity is rare in writings about history although it isn’t impossible . While the authors of â€Å"The American Pageant † present history using facts and don’t take sides , other authors want to pursue the reader and make the reader believe what they believe. This shows that history is subjective because an author will base tell history in the way they want to. How to cite Native Americans relations with Europeans, Papers

Reading Philosophies free essay sample

Is the student| |Constructivist |and cultural belief can influence the |along with the teacher a book. |responding or actively participating in class | | |learning along with interactions of other |Teacher will give the student a project on a topic|discussions | | |students in the classroom. and then will present it in front of the class |Mind mapping will have the students list and | | |In a classroom that utilizes the theory of |Have the students watch a clip or a movie and then|categorize new concepts | | |constructivism, there would be: |the teacher will conduct a discussion afterwards |Pre-assessments allows the teacher to know what | | |Vigorous participation |Teacher can take the students on a field trip to |the students know and what topics they will need | | | Small group interactions |relate real world experiences to the concepts |to be taught | | |New concepts shown within context |learned in class |Hands on activities assess how the students can | | |Previous knowledge used to create new | |utilize a particular learning tool | | |knowledge | | | |Questions or activities to lead to new | | | | |concepts | | | | |This theory is based on the teacher defines |Teacher can have the students underline a portion |Assessments though individual work. We will write a custom essay sample on Reading Philosophies or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Is the | |Explicit or Direct |and model the concept, guides the students |of the text on an overhead or on the board to |student completing and doing individual | |Instruction |through application, and creates guided |depict whatever topic is being discussed, like |assignments? | | |practice until there is mastery of the |naming the nouns, proper nouns, prepositions, etc. |Assessment through a test or quiz with an essay | | |concept. Ask the students to check the text on the overhead|writing or project report | | |In this model, the classroom will consists |because you need to prove whatever topic is being |An informal assessment through having the | | |of: |discussed |children do â€Å"thumbs up or thumbs down† | | |Direct instruction of phonemic awareness |Ask the students to read a passage to see if it | | | |Decoding skills |sounds right and makes sense, then ask if there | | | |Rules of language |should be any revisions | | | | |Skill based worksheets, flash cards, or ga me | | | | |relating to the new concept | | Reading Philosophies It is important to know what type of effective teaching strategies you want to have when you step inside the classroom doors. Although there are many different teaching styles, the two most common philosophies are direct/explicit instruction and constructivist. Choosing either method is a matter of preference and what will work best for the teacher and the students. No matter what, the information that is given to the students must be informative and related to their needs as well as their particular grade level. This essay will discuss both approaches and what method I would like to utilize when I become a teacher. â€Å"Teachers can give students ladders that lead to higher understanding, yet the students themselves must climb these ladders† (Slavin, 2009, p. 231) emphasizes the view of a constructivist in which the students are vital roles in their own learning and development. A traditional idea about teaching is comparable to the constructivist method of teaching. This method commonly has the teacher identifying learning objectives, planning learning activities, and creating assessments. However this theory relies on the student’s knowledge and more hands on activities. The teacher’s role is to facilitate personal learning by establishing a community of learners, and by making it clear to the student that he or she is part of the community (Baines Stanley, 2000). Jean Piaget is well known for generally attributing to the formalization of constructivism. Piaget felt that accommodation and assimilation will help students construct new knowledge from their past experiences. When students assimilate, they will digest their new experience into a pre-existing context without altering the new context. It is also important to know that constructivism is not a specific pedagogy. In short, this theory describes how learning happens, despite of whether students are using their past experiences to comprehend the lesson. In a constructivist classroom, there would be (1) vigorous participation (2) small group discussions (3) concepts introduced within context, and (4) authentic literature, (GCU, 2013). Truthfully, many aspects of constructivism are commendable (Baines Stanley, 2000). One component of this theory is small group discussions. The next theory is direct or explicit instruction. This model (1) sets the stage for learning (2) teacher provides clear explanation of what to do (3) modeling the process (4) guided practice, and (4) independent practice. Throughout explicit instruction, teachers are responsible for monitoring the students’ needs and providing them a kind of scaffolding that is appropriate throughout their learning process. Modeling is a key component of scaffolded instruction (Truscott Truscott, 2004). When this strategy is used there will be gradual withdrawal of supportive learning structures to eventually become the sole responsibility of the student (Truscott Truscott, 2004). This concept has been known to improve learning however it may take a long time for the student to master. However once it is mastered, the student feels a sense of accomplishment and self-sufficient. Explicit instructions make the student responsible as well in a different way that constructivism is administered. Students will know and understand what they are expected to perform by themselves and what goals that they will work towards. In the content of reading, studies have shown that direct teaching of word meanings in a reading passage is more effective than an uninstructed vocabulary learning approach (Sanbul Schmitt (2010). There is an allowance for student engagement as well. Learning is an active process. Teachers of this model will maintain the classroom with proper behavior; however students should stay actively involved in the lesson in order to have the greatest impact on their learning. While they are being taught, students will be focused on the lesson as well as try to make sense of the new material. I feel that either theory is the not better than the other. I feel that both theories can work together in a classroom if they are balanced out. A study was conducted at the University of Kansas of 83 students who were targeted in the winter of kindergarten as being high risk for reading failure. Interventions were conducted in small groups of one to six students for thirty minute sessions, three times per week, for a two year period (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). Reading comprehension is a very complex skill to teach. In this study, the students worked on comprehension strategies including decoding words, phonological awareness, alphabet knowledge and rapid letter naming. As a result, the findings from this study proved that small group instruction improved in critical early literacy skills. Some students even advanced to grade level performance (Kamps, Abbot, Greenwood, Wills, Verrkamp, Kaufman, 2008). I feel this is a great example of both theories placed into one. The teacher was incorporated by working directly with the students; however the students were placed in smaller groups like in the constructivism theory. In my classroom, I would use constructivism to create a print-rich environment with student’s work posted and a time that students are free and able to discuss classroom topics. I would also relate the content that is being taught to a life experience so the students can understand that specific content area. I would also create high levels of interaction with lots of group work. However there will be a time for explicit instruction. I will monitor the students for understanding to make sure that they are deriving meaning from the instruction. I also think it is important that I model the assignment before I give it, especially for kindergarten because their understanding for directions is still very new. All teaching strategies or theories require some form of assessment to make sure the student understands the given concept. Although both theories are quite different, the assessments are the same. The assessments are either formative or summative. Teachers will use formative assessments through class observations of participation, questioning strategies, and peer or self assessment. Through summative strategies, it is usually benchmark exams or state mandated standardized testing. In conclusion, both theories have been proven to be very successful. Researchers agree that teachers need to be adaptive to meet students’ diverse and individual needs (Parsons, Davis, Scales, Williams, Kear, 2010). No one can clearly state which theory works better. I have observed both theories inside classrooms of today and the students were successful in their learning. I feel that whatever works best for you and your students, then just go for it. Bottom line, we need the students to become successful and proper citizens once they graduate so I hope to do my best when I am teaching and use both theories to make it happen. References Baines, L. A. , Stanley, G. (2000). We Want to See the Teacher. . Phi Delta Kappan, 82(4), 327. Kamps, D. , Abbott, M. , Greenwood, C. , Wills, H. , Veerkamp, M. , Kaufman, J. (2008). Effects of Small-Group Reading Instruction and Curriculum Differences for Students Most at Risk in Kindergarten. Journal Of Learning Disabilities, 41(2), 101-114. Parsons, S. A. , Davis, S. G. , Scales, R. Q. Williams, B. , Kear, K. A. (2010). How AND WHY TEACHERS ADAPT THEIR LITERACY INSTRUCTION. College Reading Association Yearbook, (31), 221-236. Slavin, R. E. (2009). Educational Psychology. In R. E. Slavin, Educational Psychology (pp. 30-44). Upper Saddle River: Pearson Education, Inc. Sonbul, S. , Schmitt, N. (2010). Direct teachi ng of vocabulary after reading: is it worth the effort?. ELT Journal: English Language Teachers Journal, 64(3), 253-260. doi:10. 1093/elt/ccp059 Truscott, D. M. , Truscott, S. D. (2004). A professional development model for the positive practice of school-based reading consultation. Psychology In The Schools, 41(1), 51-65.

Best Ways to Study for Economics Exams

Best Ways to Study for Economics Exams Exams are coming, or they might already be here for some of you! Either way, its time to study. First things first, dont panic. Look at how to study for an economics exam that is a few weeks out, and then consider how to cram the night before a test. Good luck. The Best Way to Study for Economics Exams One to Three Weeks in Advance Congratulations on starting to study early! Heres what to do: Ask your instructor for an exam outline and what to expect on the exam.Create an overview. Review your notes and any assignments you had.Review the courses main ideas.For each big idea, review its sub-topics and supporting details.Practice. Use old exams to get a feel for the style of questions you might be asked. Hints Be realistic. No one can study for 8 hours a day.Make sure you get plenty of food, sleep, and relaxation.Try to study in the same place at the same time every day.At the beginning of each study, period review the last thing you studied for 10 minutes.Rewrite your notes. It can help you retain information.Read your notes out loud.If you dont complete a particular task, dont worry just carry it over to your next session.Dont simply memorize facts. Ask yourself broad open-ended questions about the material thats been covered. The Night Before the Exam Sleep!Try to stick to  review. Dont try to learn anything new.Picture yourself succeeding. One of the key elements for many world-class performers is visualization. The Day of the Exam Eat. Dont skip the meal before your exam because not eating can result in tiredness and poor concentration.Arrive just a few minutes before your exam to avoid the usual wide-spread and contagious panic During the Exam Use a cheat sheet even if youre not allowed to bring one into the exam.Make a cheat sheet of the material you are certain will help. Take it to the exam; throw it out before you sit down, then recopy it from memory, somewhere on the exam booklet, as soon as you can.Read all of the questions (except multiple choice) before beginning, and write notes on the paper for anything important that occurs to you as you read.If youre having a problem with one question move on and return to the problem question if you have time left at the end.Watch the clock. The Best Way to Study If Your Economics Exam Is Tomorrow   While no one really recommends cramming, sometimes thats what you have to do. So here are some hints to get you through it: Pick the most important subjects in your study material.Look over your lecture notes, or someone elses if you dont have any, and see what the lecturer focused on. Concentrate your cramming on these broad areas. You dont have time to learn specifics.The key to cramming is memorization, so it only works for knowledge questions. Focus on material that can be memorized.Spend 25% of your time cramming and 75% drilling yourself.  Recite  and repeat the information.Relax: being upset at yourself for not studying earlier wont help and may hurt your performance in the classRemember how you felt while studying and while writing the exam and plan to study earlier next time! Hints Be realistic. No one can study for 8 hours a dayMake sure you get plenty of food and sleepTry to study in a quiet placeRewrite your notes. It can help you retain informationRead your notes out loud The Day of the Exam Eat. Dont skip the meal before your exam because not eating can result in tiredness and poor concentration.Arrive just a few minutes before your exam to avoid the usual wide-spread and contagious panic During the Exam Use a cheat sheet even if youre not allowed to bring one into the exam.Make a cheat sheet of the material you are certain will help; take it to the exam; throw it out before you sit down, then recopy it from memory, somewhere on the exam booklet, as soon as you can.Read all of the questions (except multiple choice) before beginning, and write notes on the paper for anything important that occurs to you as you read.If youre having a problem with one question move on and return to the problem question if you have time left at the end.Watch the clock.

How to Set Academic Goals

How to Set Academic Goals In all walks of life, goals are set to keep us focused. From sports to sales and marketing, goal setting is common. By setting goals, an individual can be more aware of what will be needed to move forward. For example, by setting a goal to have our homework finished by Sunday evening, a student will have thought through the process and in so doing made allowances for other things he or she would typically do on a Sunday. But the bottom line on this is: goal setting helps us to focus on the end result.   We sometimes refer to goal setting as plotting a map for success. After all, you are likely to wander a bit off track if you dont keep your eye on a clear goal. Goals are like promises we make to our future selves.  It is never a bad time to get started when it comes to  setting goals, so you should never let a few setbacks get you down if you feel like youve been off track. So how can you be most successful? Setting Goals Like a P-R-O There are three key words to keep in mind when you set your goals: PositiveRealisticObjectives Be Positive: There are many books written about the power of positive thinking. Many people believe positive thinking is an essential factor when it comes to success, but it doesnt have anything to do with mystical powers or magic. Positive thoughts merely keep you on track and prevent you from holding yourself back in a negative funk. When you set goals, concentrate on positive thoughts. Dont use words like I wont fail algebra. That will only keep the notion of failure in your thoughts. Instead, use positive language: I will pass algebra with a B average.I will be accepted into three superior colleges.I will increase my SAT total scores by 100 points. Be Realistic: Dont set yourself up for disappointment by setting goals that you cant realistically achieve. Failure can have a snowball effect. If you set a goal thats not attainable and miss the mark, you are likely to lose confidence in other areas. For instance, if you fail a midterm in algebra and you resolve to improve your performance, dont set a goal of a final A grade overall if it isnt mathematically possible. Set Objectives: Objectives are the tools you will use to reach your goals; they are sort of like the little sisters to your goals. Objectives are the steps you take to ensure you stay on track. For example: Goal: Passing algebra with a B averageObjective 1: I will review the pre-algebra lessons I learned last year.Objective 2: I will see a tutor every Wednesday night.Objective 3: I will mark every future test in my planner. Your objectives must be measurable and clear, so they should never be wishy-washy. When you set goals and objectives, be sure to include a time limit. Goals should not be vague and unbounded.

How can we evolve through virtual augmentation Coursework

How can we evolve through virtual augmentation - Coursework Example Michael & Washburn outlines that technology is an improvement that is made on an already existing idea. Technology has greatly improved the intellectual and physical capability of human beings and has changed their lives, as well. The evolution of mankind has also changed people's attitudes, perceptions, and even lifestyle. For instance, life during the 18th century is very different from that of the 20th and 21st century. The main reason for this is because of people's needs, taste, and preference keep changing as the result of innovations and developments. According to Michael & Washburn, Change in worldviews is also evidence that mankind keeps evolving. In the ancient period, people always understood that they had a role to play in the society and everything they did was for the community. A child belonged to the community, and it was, therefore, the responsibility of every member of the community to take care of them. However, in the current society, individualism is the way of l ife and people seek to develop themselves rather than the society as a whole. Science fiction also has a role to play in man's evolution, and most innovations and inventions are attributed to science fiction. Science fiction has brought out the creativity in mankind as it prompted them to carry out experiments to prove the scientific concepts. In the process of carrying out these experiments, many other discoveries have been made some, which have been beneficial, and some harmful to mankind.

Foreign Policy of China Essay Example | Topics and Well Written Essays - 4500 words

Foreign Policy of China - Essay Example China's total fertility rate is 1.7, which means that, on average, each woman gives birth to 1.7 children throughout her life, nonetheless, China's population is expected to grow over the next few decades.4 (PGR) This can be attributed to immigration and a decrease in both infant mortality and death rate as national health standards improve. By the late 2010s, China's population is expected to reach 1.4 billion. Around 2030, its population is anticipated to peak and then slowly start dropping. However, one of the demographic consequences of the "one child" policy has been that China is now one of the most rapidly aging countries in the world. 5 Ethnic and religious groups China has numerous ethnic groups (56) as constituents of its population. (Appendix ). The Han Chinese is the most numerous. Many of the ethnic minorities have their own culture and language, but many are becoming more like the Han who dominates the whole of China except Tibet and Xianjiang where the Han is still a minority. In the absence of an 'equal opportunity law', one is free to advertise for a preferred ethnic group for employment. However, most government bodies are required to employ at least one member of an ethnic minority. China was established in 1949 as an officially atheist state, and organized religion was banned and religious belief and practice were discouraged. During the Cultural Revolution, religion was condemned as feudalistic and thousands of religious buildings were looted and destroyed. The 1978 the Chinese Constitution reversed the atheist stance of the government and guaranteed freedom of religion. Many Chinese actually continue to practice a wide variety of religions. One source gives about 100 million religious worshippers in China: Buddhists 72%;... Trade has been growing rapidly during the reform period. In 1952 exports and imports were each running at a miserable US$1 billion. By 1970 they were just over double that, though world trade had expanded many times since 1952. The limited opening up that occurred in the late Mao period brought exports and imports each to about US$7.5billion, only slightly better. Then under Deng Xiaoping, two-way trade shot up: from less than US$15billion in 1975, it grew to $38billion in 1980, nearly $70billion in 1985, and $115billion by 1990. The rapid growth continued in the 1990s, especially after Deng's southern tour in January 1992, and by 1999 two-way trade was worth US$360bn. Imports were balanced with exports when the two were too small to be worth worrying about, then in the 1980s imports exceed exports, and in most years in the 1990s there was a substantial trade surplus. China's foreign trade figures were US $1150 billion in 2004, more than double that of 2001. At the end of 2004, China became the world's third largest trading nation behind the United States and Germany. China’s trade surplus has been positive over many years. In 2005, her exports were valued at $762.0 billion and imports at $ 660.12 billion, giving a BOT surplus of US$ 102. China's principal trading partners are US, Japan, Germany, Singapore, South Korea, Russia, and Australia. With the US, China had a trade surplus of $170 billion in 2004, more than double of the 1999 figure. China has become an integral part of the world’s trading system.

Reflective Account on Implementation of Change Process

Reflective Account on Implementation of Change Process This reflective account deals with implementation of a change management process at a workshop, where the author was employed for some years a few years ago. The workshop provides a range of electrical, mechanical and overhauling services to different departments of an industrial firm. It has separate departments for activities like electrical and mechanical work, fabrication, transmission and general repair and overhauling. The workshop was set up in the early 1980s and has its own accounting, administration and inventory functions. The conduct of an efficiency audit revealed numerous deficiencies in the working processes of the workshop and the emergent need to implement significant changes for enhancement of productivity and achievement of (a) swifter turnaround time, (b) reduction of labour and (c) cost savings in various areas. External consultants recommended the adoption of a sophisticated ERP system for coordination of various workshop activities and optimisation of its operations. The organisational management accepted these recommendations for the implementation of a modern ERP system and initiated processes for its introduction in the organisation. It was estimated that the adoption of the new system would lead to reduction of workshop strength by 30 employees, significant lowering of inventory levels, elimination of material shortages for workshop operations, and shrinking of turnaround time. The external consultants and the senior management of the company were convinced that the combined effect of these different advantages would result in substantial improvement in workshop productivity and profitability. The workshop manager was informed about the decision by the CEO and two board members and was asked to initiate and implement the change management process. He asked for some time to study the proposal and involved me and two other junior workshop managers in the exercise. We found in the course of our investigation of system features that whilst its introduction could certainly result in improvement of workshop productivity and efficiency, it would be very difficult for the existing workshop employees, many of whom had been with the department for years, to handle the complexities associated with operating the proposed system. It would be necessary to appoint some fresh individuals with expertise in handling such ERP systems and train other workshop employees in the operations and mechanisms of the new system. Concerns were also raised about the organisational implications of terminating 30 employees who had worked sincerely for the workshop for many years. The change management group, headed by the workshop manager and staffed by myself and two other members examined the various implications of introducing and implementing the system and came to the conclusion that it would be necessary to recruit at least 7 fresh employees with requisite knowledge to implement and operate the ERP system. We felt that in such circumstances it would be better to remove 37 departmental employees and induct 7 ERP specialists in order to meet organisational objectives, both in areas of system proficiency and in reduction of employee strength. The workshop manager and the rest of us in the change management team had some theoretical knowledge of Lewins and Kotters change management process. We decided to implement the change management process in specific phases comprising of (a) informing the workshop employees of the proposed change process and its implementation schedule, (b) the implications of the proposed change on the productivity and efficiency of the workshop, (c) the various inputs that would be provided by the company to facilitate the change, and finally (d) the imperative requirement to reduce existing employee strength by 37 people and induct 7 specialist employees (Gary, et al, 1995, p 114). Deliberating on the possible adverse repercussions of the decision to terminate employees, our group leader specifically sought a meeting with the CEO and asked him to accommodate the surplus employees in other areas of the company (Heller, 1998, p 37). The CEO understood our apprehensions and after discussions with the HR department was able to confirm alternative positions for 25 people on similar terms and conditions, but placed at different locations. Handsome severance packages were also worked out for the employees who would have to perforce be released (Heller, 1998, p 37). The first task of the change management team concerned dissemination of information about the proposed change to all workshop employees (Joseph, 2006, p 24). The announcement about the impending change and its implications were made at a general meeting where all employees were asked to be present (Joseph, 2006, p 24). The announcement at this meeting was followed up by detailed meetings with smaller groups where members of the change management team individually informed workshop employees about the need for the change process and the ensuing benefits (Joyce, 2000, p 73). It was decided by us that the existing system would continue for at least 3 months after the implementation of the ERP system (Joyce, 2000, p 73). The training of existing employees in the new system was delegated to external trainers and the change process was formally put into motion (Joyce, 2000, p 73). The proposed change however met with very severe resistance from a section of employees, most of whom had been shortlisted for termination of employment or transfer to other departments (Moss, et al, 1992, p 67). Whilst approximately 20% of the employees chosen for release were reasonably satisfied with the carefully formulated severance package, the other 30 employees became vocal in their opposition to the plan and asked to see the CEO in order to vent their concerns and apprehensions. With employee relations in the workshop being happy for many years, the internal workers union had been disbanded many years ago. The workers however began to feel betrayed and vulnerable and started discussing the idea of forming a new workshop union with national trade union organisations (Moss, et al, 1992, p 67). The CEO and the workshop manager had detailed discussions with the affected workshop employees but were unable to convince them to take up alternative postings, many of which were in distant places and required them to live separately from their families (Moss, et al, 1992, p 68). The breakdown in discussions between the workers and the management led to disruption in production schedules and made it very difficult for us to recruit new employees to operate the new ERP systems. Such difficulties led to significant delays in implementation and to disruption of workshop activity (Joyce, 2000, p 81). The organisational management was however firm in its decision and arranged for subcontractors to compensate for the drop in workshop productivity (Joyce, 2000, p 81). Many of the existing employees also started feeling demoralised and started looking elsewhere for alternative employment (Joyce, 2000, p 81). It finally took the organisation more than a year to complete the implementation of the new ERP system and stabilise workshop production (Joyce, 2000, p 81). Whilst the introduction of the system has resulted in significant improvement in workshop efficiencies, productivity and profitability, I do feel that the change management process could have been handled better (Buono Kerber, 2010, p 4). My theoretical knowledge of change management processes informs me that successful change management needs to be planned very carefully and is dependent upon the effectiveness of communication with the people most likely to be affected by the change process (Buono Kerber, 2010, p 4). I feel that the decision to introduce the system was pushed with too much haste and without allowing the employees to acclimatise to the change proposal (Frame, 2002, p 54). My colleagues in the change management team also agree with me that our communication of the various implications of the proposed change was possibly inadequate and did not instil feelings of the emergent need of bringing about the proposed change (Frame, 2002, p 54). Whilst the senior management of the company was committed to the change management process and extended all possible help, communication failures and hasty action at the operational level precipitated concern and crystallised resistance among employees, which eventually resulted in implementation delays, loss of productivity and incurrence of subcontracting costs (Doherty, 2002, p 89). I personally have learnt significantly from my experience and realise that theoretical knowledge of change management processes, whilst helpful for implementation of change, needs to be supported by strong management skills, clear and careful planning, preparation for contingencies and sound knowledge of employee behaviour for bringing about successful completion of change management initiatives. Situation 2: Reflective Account on Team Work and Leadership I have had the opportunity to participate in a diverse team, comprising of individuals from different ethnic and national backgrounds, which was given the specific tasks of preparing a promotional and marketing campaign for an NGO working in different areas of environmental conservation. The opportunity came about because of my interest in environmental issues and the acceptance of my request to volunteer with a well known international NGO. Teams comprise of groups of two or more individuals who work dynamically, adaptively and interdependently for the achievement of common goals and objectives (Arya, 1997, p 9). Members of such teams are usually provided with specific roles and responsibilities (Arya, 1997, p 9).Our team consisted of 7 members and we were given the task of working together for the creation of a marketing and promotional campaign for reduction of environmental pollution in and around airports in the UK. The significance of team work for achievement of specific outcomes is now widely accepted in modern day organisational behaviour theory (Buller Bell, 1986, p 305). Modern day organisations are increasingly making use of teams for improving organisational performance in increasingly complex and changing business environments (Buller Bell, 1986, p 305). Organisational experts however ironically argue that whilst team work is now widely accepted as an important instrument for enhancement of organisational productivity and efficiency, many organisations that have built their operations around teams have found that the use of such teams very often results in little positive effect on organisational productivity. In some cases their use actually results in loss of productivity (Rees, 2001, p 19). It has often been witnessed that teams with numerous high calibre individuals with demonstrated performance capabilities fail, even as teams of people with far more mediocre abilities often produce excellent results (Banker, et al, 1996, p 868). The modern day business environment is replete with examples of freshly started innovative and committed teams getting the better of large and established corporations with far greater resources (Banker, et al, 1996, p 868). My experience of participation in a diverse team of people in a not for profit NGO environment provided me with the opportunity of understanding and appreciating team work mechanisms. Our team was significantly diverse with regard to gender, nationality, academic training, work experience and personality. The team consisted of six members Larry, Martha, Nora, James, (myself), Peter and Sheila. Larry, the oldest member automatically assumed the role of leader. Organisational theory and literature specifies that diverse teams lead to the availability of a variety of skills and perspectives (Brett, et al, 2006, p 84). These, if utilised appropriately, can result in significantly greater creativity and flexibility in creation of concepts, ideas, options and solutions in comparison with more homogenous groups and thus result in significantly better performance (Brett, et al, 2006, p 84). Whilst teams with diverse members often have access to a wider range of skills, abilities and perspectives, they also face challenges on account of differences in attitudes, cultures, perceptions and languages of team participants (Brett, et al, 2006, p 86). Our team members came from the UK, Latin America, Africa and South East Asia. Their educational backgrounds varied from the performing arts to the liberal arts, sciences and management. Whilst three of the group, including myself had experience of organisational work, the other four were fresh from college. The leadership of the team devolved upon Larry, who was the oldest and most experienced team member (Olmstead, 2002, p 79). This development actually took place, without his actively seeking it, because other team members came to him on their own for advice and suggestion on the functioning of the group (Olmstead, 2002, p 79). Leadership is an extremely significant element of team work processes. Much of the credit for both successes and failures of teams is given to leaders and to their decisions (Olmstead, 2002, p 79). Leaders are required to communicate with clarity on the goals of the teams, provide team members with appropriate and specific roles, build environments of cooperation and collaboration, encourage communication between team members, generate commitment towards achievement of team objectives and create atmospheres of inclusiveness by involving team members in various discussions and asking them for comment, feedback and suggestions (Rees, 2001, p 42). Leaders often ap preciate the roles of team members in order to motivate them to perform better in their tasks (Rees, 2001, p 42). Whilst leadership devolved upon Larry without his asking for it, he certainly did not disregard his responsibilities and worked for the development of an efficient, cooperative and focused team that was committed to its objectives (Ephross Vassil, 2005, p 109). All of us were given specific responsibilities for the development of the marketing and promotional campaign on airport pollution. We were asked to meet on determined dates, provide updates on our progress and asked to contribute by way of suggestions on the work of other team members (Ephross Vassil, 2005, p 109). I was asked to research information on legal aspects of airport pollution, assess the work of other team members, and help them in achieving their objectives (Ephross Vassil, 2005, p 109). Our team activity required members to engage in extensive discussions and generate numerous ideas and concepts for the campaign. Some of these sessions led to disagreements and even quarrels, which resulted in some members refraining from talking to others for some time (Olmstead, 2002, p 92). Nora, who was otherwise very friendly and outgoing, could not stand being opposed and would become excessively argument if she was contradicted by others. Larry would on such occasions take her aside and explain to her the necessity of collaboration and pleasantness between team members for effective team effort (Olmstead, 2002, p 97). We were asked to prepare the campaign in a period of six weeks and were happy to find that the job was completed in time despite arguments and delays. The marketing campaign was presented to the board of the NGO on the predetermined date. Larry deliberately chose Nora to handle the presentation, even as all of us were present to answer questions on our areas of work. We were at the end of the exercise happy to know that we had succeeded in our team objectives despite our diversity and our different social and cultural backgrounds. The results of our team reiterated that teams with diverse members could excel in areas of creativity if they were led with sincerity, provided with transparent environments, and encouraged to communicate and collaborate with each other. Section 3: Reflective Account on Motivation and Reward This reflective narrative concerns my experiences of working with a HR consultancy organisation entrusted with the task of formulating a reward and remuneration programme for textile workers in Bangladesh. The client of the HR consultancy services operates a garment manufacturing factory that is situated on the outskirts of Jessore, a small town in western Bangladesh. The organisation creates garment designs in their London studio and produces the garments in Bangladesh in a subcontracted factory with local Bangladesh labour. The produced garments are subsequently sold to clothing retailers across the UK and in some towns in Germany. The recent stress on sustainability in business operations in the UK has resulted in substantial pressure from UK clothing retailers and consumers for ensuring of sustainable manufacturing practices at the workplaces of outsourced suppliers and manufacturers in developing countries (Marks, 2005, p 7). The organisation, in response to market demand, conducted an internal HR audit and found both working conditions and the remuneration of workers at the factory in Bangladesh to be significantly below acceptable norms. Workers, both male and female, were being paid salaries of approximately GBP 20 per month, which were 15% lesser than the minimum wages specified by the Bangladesh government. The factory operated in two shifts of 10 hours each, even as the maximum legal time of a shift was 8.5 hours. The HR audit also revealed deficiencies in working conditions in areas of sanitation, availability of water, separate washrooms for men and women and crà ¨che facilities for working mothers. The internal audit also revealed that some of the workers appeared to be a bit too young for taking up such strenuous work, even though HR records revealed that all workers were above 18 years in age. My organisation was given the brief of formulating suggestions for improvement of working conditions, rationalisation of remuneration and improvement of motivation of workers at the outsourced production centre in Bangladesh. I was a member of the small team of three that was entrusted with the responsibility for making a primary study on the issue and develop workable solutions that would serve sustainability objectives without placing undue financial pressure on the management of the company. Modern day HR theories are informed by the work and theories advanced by psychologists and behavioural experts like Maslow, Herzberg, Vroom and McGregor. Maslows well known theory of needs states that individuals essentially work to satisfy their needs, which progress from basic physiological needs like food, clothing and shelter to safety and security, love, status and esteem, and finally to self actualisation (Maslow, 1954, p 11). Herzbergs theory of motivation on the other hand states that individuals are influenced in their job choices by two distinct sets of conditions, namely hygiene factors and motivation factors. Hygiene factors represent issues like salary, security, workplace reputation and general working conditions (Herzberg, et al, 1993, p 21). Motivation factors on the other hand consist of issues like potential for learning and growth, scope for enhancement of responsibilities and official recognition for efforts of employees (Herzberg, et al, 1993, p 21). Our team found, whilst analysing the remuneration levels and working conditions at the clients factory in Bangladesh that the workers lived lives of basic subsistence and were just about able to meet their physiological needs with their existing salaries. Most of them lived in low quality slums and did not have the resources to buy liveable houses. The application of Maslows theory of needs in such circumstances led to the conclusion that the workers would be ready to put in significantly greater efforts in order to satisfy their physiological and security needs and work even harder to achieve their status and esteem needs. The application of Herzbergs theory revealed that the workers did not at the time of the study have access either to hygiene or to motivation factors. Their working conditions were poor, their salaries were low, and there was little scope for career progression, reward or recognition. Apart from such circumstances, it was also evident that the owners of the sub-contracted manufacturing facilities at Bangladesh were deliberately contravening governmental rules and regulations with regard to minimum wages, time of work and also possibly utilisation of underage labour. It did appear ironical to all of us that whilst people in the UK were concerned about the application of modern day HR theories and the work of Maslow, Herzberg and McGregor, people in the developing countries continued to work in extremely difficult conditions just to survive and meet the very basic needs of their families and their own selves. It was also very obvious that outsourcing by the client organisation to Bangladesh had been done primarily to exploit the low wages in the region. Any recommendation to improve the wages or the working conditions of the workers was bound to lead to greater costs, reduction of profitability and negation of the basic reasons for shipping the work abroad. Members of our team however understood that growing pressure from environmentally conscious buyers and final consumers was bound to create pressure on firms that shipped work to low wage regions to improve the working conditions of their workers (Latham, 2006, p 47). We thus formulated a detailed report recommending the improvement of wages to 20% higher than minimum wage levels and the construction of a scheme to reward sincere, efficient and productive workers. We recommended the establishment of washrooms, canteen facilities and crà ¨ches and the reduction of daily working hours to 8 hours a day, with overtime payments at established rates in case operations at the facilities had to be conducted for longer hours (Latham, 2006, p 47). We also recommended the establishment of a performance appraisal and management system for locating good performers who could be shortlisted for more responsible positions in future (Latham, 2006, p 47). We explained in detail in our report that the implementation of such measures would lead to significant organisational benefits, both in the market place and at the manufacturing facilities (Armstrong, 2006, p 5). Awareness of sustainable manufacturing practices among buyers and consumers would lead to improvement of reputation and increased demand for products (Armstrong, 2006, p 5). The implementation of the recommended measures at the workplace would also lead to improvement of productivity, reduction of wastage, lesser absenteeism and greater commitment among members of the workforce (Legge, 2004, p 16). Compliance with governmental regulations on the other hand would reduce the liability of prosecution and the levy of significant penalties (Legge, 2004, p 16). We were happy to find that the suggestions in our preliminary report were accepted with openness and appreciation by our clients. The clients called us for a detailed meeting wherein we explained of the likely benefits of adopting more worker-centric policies to organisations that shipped work to low wage regions. We provided the example of Nike and the extensive critical media reports on the company after the publication of exposes on the abysmal working conditions at its factories in South Asia (Dusen, 1998, p 1). The senior management of the company assured us that they would initiate plans to improve working conditions at their facilities in Bangladesh in line with our suggestions. I think of my experience in working on the project as one of the most rewarding and fulfilling episodes of my working career. It showed me how modern day HR theories can be used to good effect in different types of situations and workplaces. It not only gave me the opportunity to practically use my theoretical knowledge on motivation and reward but also gave me the chance to make a difference to the lives of people who work in difficult conditions for survival and subsistence.