Canadian Women and the Second World War Essay Example for Free

Canadian Women and the Second World War Essay The changing roles of women throughout history has been drastic, and none more so than the period during and after World War II. The irrevocable changes that occurred once the war started and women went to work were unprecedented. In the end, the changing role of Canada’s women during the War was the beginning of a chain reaction of events that have forever changed the Canadian workplace and also that of men’s archaic views on the capabilities of women in general. Many look back to the period during the war in which women were encouraged to get out of the kitchen and go to work, and wonder how a five year period could be so instrumental in forever changing the norms of society? Two authors, who attempt to sift through a mountain of information and provide a clear picture in response to this question, are Jeff Keshen and Ruth Roach Pierson. Both authors paint a slightly different picture from the piles of papers, minutes, war diaries and publications that covered that pivotal period during World War II where so many Canadians women found their voice and their freedom from domesticity. Canadian Women and the Second World War Ruth Roach Pierson’s essay is written with purely the perspective of women in mind, and the article itself is geared towards a female audience. The writer briefly describes the conditions of Canada at the onset of the war and the societal views of the role of women. Although there are no quoted references sited for this essay, there was a vast amount of alternative reading where I am sure one could draw numerous conclusions. Even with the lack of references, I did find this essay the most compelling especially, given the current climate of women in the work force. Ruth Roach Pierson describes in great detail the plight women faced during the war, when they were encouraged by the government and the needs of their families to get out and help support their families financially while all of the men were away at war. She goes on to describe the working conditions and child care situations for working women which were less than adequate. As a member of the Canadian Forces and a woman, the most interesting part of the article for me was the descriptions of how women became a uniformed part of the military and how all three branches of service came to assimilate women into active duty and the roles they were allowed to serve in. Throughout the essay, we were told about the deplorable conditions, the lack of equality the women faced in the workplace, and the stereotypes that were attached to women that proved very difficult and almost impossible to overcome. At most concern was the inequality found between men and women’s pay, benefits and allowances throughout the World War II era and beyond. The lack of equal pay for equal work caused great contention for women and still does to this day (although it is not quite as blatant in the civilian workforce today). The argument of the writer is that the roles taken on by women during the war forever changed the roles of women in society. I agree with her argument. Had it not been for the war, and the call to work and the military, things would be very different in our society for women, even today. The war was the instrument to get Canadian women to work, and once there, women found their voices to fight the inequality with respect to working conditions and pay, and paved the way for the next generation of women to continue to work and fight for an equal playing field with their male counterparts . Revisiting Canada’s Civilian Women during World War II Jeff Keshen’s essay is without a doubt written from a man’s perspective without much sympathy to the plight civilian women experienced during the World War II era. This article is very well written and cites over 100 references, making for a very factual account of the times. This article was geared more towards what contributions were made by civilian women versus the article by Ruth Roach Pierson which put most of the focus on women’s roles within the military. Jeff Keshen’s article explains how the media plays a of the time played a pivotal role in doing two things specifically, one was to get the women out to work, support their families and contribute to the war cause. The second countered the last by telling women were over and over told how important their role in the home was. Throughout this article the writer makes numerous references towards how the government of Canada attempted to do the right thing towards female workers during the war, but it also shows how the government’s heart wasn’t into it, thus just making offers to female workers just to appease their complaints for the time being until the war was over. The government was terrible on providing financial support to women whose husbands were away at war, offering only meager amounts of their pay each month, thus forcing more women into the workforce. The article goes on to further explain how during the war, women felt empowered by their circumstances and how once the war was over that women continued to fight towards equality and many refused to ‘go back to the kitchen’ after the war and further challenged the norms by continuing to work. In conclusion, the most compelling argument found during both articles was the willingness of women to move forward and support their families, no matter the cost or the inequalities found between their male counterparts. I have always heard said that ‘women are the backbone of society’. Now, this may not be entirely true in the year 2011 with the shared roles of women and men in families, but it certainly can be said for the years during World War II. Women were faced with the challenge of having their spouses and breadwinners away from home, and they were also faced with the uncertainty of their safe return home to their families. When you couple this with the call from their government and society to join the work force to help the war effort and take over the roles of the men in society while they were away. Eagerly the women answered that call, and stepped up to take over the roles the men used to hold before the war. Not only were they working full-time jobs, but they were still in charge of their households and raising their children and taking over and completing the roles of husband and fathers for an extremely long period of time.

events in history :: essays research papers

The year 1968 can be recognized by the mass-youth appeal in late twentieth-century political and intellectual culture. It's most frequently remembered for the assassination of Martin Luther King, the May uprisings by students and workers in France, the assassination of Robert Kennedy, the riots in Chicago during the Democratic National Convention, the massacre of government protesters in Mexico City during the weeks leading up to the Olympics, and the election of Richard Nixon--to name just a few of the more infamous events. It was a year marked by the beginning of America's decline as the single dominant economic power to emerge at the end of World War II. Many social changes that were addressed in the 1960s are still the issues being confronted today. The ‘60s was a decade of social and political upheaval. In spite of all the turmoil, there were some positive results: the civil rights revolution, John F. Kennedy’s bold vision of a new frontier, and the breathtaking ad vances in space helped bring about progress and prosperity. However, much was negative: student and anti-war protest movements, political assassinations, and ghetto riots excited American people and resulted in lack of respect for authority and the law. Edward Sanders' book-long poem entitled 1968: A History in Verse depicts all areas of the year 1968 from January 1st through the end of December. Sanders avoids depicting the year 1968 as either the last great hope for historical redemption in America or as the beginning of a reactionary turn in the culture. The book recaps the year in which he played an important socio-cultural activist, role model, musician, and poet. The poem continues to cite specific details centered mostly on where his rock band, the fugs, traveled to and whom and what he encountered along the way. â€Å"To me this was the last mote of proof in 1968 that the Nation was lost† (189). After witnessing the riots in Chicago, the "Nation" Sander’s referred to is an imaginary society in which community responsibility is shared equally between both government and citizens, and economic resources are distributed more rightfully among its members, when it is actually an existing set of political formations run by the government. The book continues to address 1968 as a rebellious era of the youth of America. The Yippies, or members of the anti-political association The Youth International Party, were active across America voicing their opinion and opposing the war.

Chemical Engineering

Theme : Electrical Sector and Chemical Engineer a) â€Å"The Chemical Engineer – His Role in Electrical Manufacturing† by N. R. Maleady The article is about the role of chemical engineer in manufacturing transformers in the electrical manufacturing sector. The important components of the transformer are copper wire, cellulosic insulation, insulating varnish and dielectric liquid. Wire enamel or resin is the insulting structure for copper wire. The resin can either applied as a solution or in solventless form.Mechanical arrangement and proper temperature between each dip are needed to be controlled to provide necessary multiple coats of resin to cure when resin is applied as a solution. Suitable dies and preheaters must be used when the resin is applied in solventless form to extrude the material on the moving wire. Cellulosic insulation is used to separate metal conducting parts. The cylinder on which the wire is wound is composed of continuously wound paper, bound toge ther by suitable impregnants and adhesives. To produce a stronger cylinder, modifications of the paper and adhensives and method of application are to be carried out.Insulating varnish is used in the treatment of components parts and assembled units to provide both insulation and mechanical strength. Viscosity of the material is ought to be maintained within certain limits and its electrical properties must be held at a high level through proper periodic filtration. A dielectric liquid – askarels (highly refined mineral oils and the newer non-inflammable insulating liquids) is used thoroughly free of air for insulating and cooling. Processing of assembled finished transformers is an important phrase of work in the transformer manufacture.Firstly, the insulated wire is wound about the cylinder. By applying heat to the unit while under vacuum, the high percentage of water, which is 8% of the weight of the cellulose present in cellulose insulation resulting in the low dielectric strength may be removed. Vacuum bake tank is used to provide rapid heating of the units through good air circulation, followed by removal of the absorbed water. By immersing the whole assembly into suitable insulating varnishes, which when cured, give it high mechanical strength to withstand the tremendous short circuit forces.Separate coils of wire are assembled and mounted on suitable laminated iron cores. The use of hot air baking and high vacuum resulting in high velocity air which cuts down the skin resistance of the insulation to heating and the heating-up time. When the final drying process which is free of both moisture and air have been completed, the dielectric fluid is run into the treating tank to completely immerse the coils for the absorption of water and allows the units to be handled before dropping into their own enclosures.The contributions of the chemical engineer are many and varied. In both the application of basic chemical knowledge and in the electrical desig n, the use of the chemical engineer principles and the solving skills in electrical manufacturing problems helped to supplement the specialized knowledge of the electric engineer in the processes involving physical and chemical changes.The cooperation of electrical engineers and chemical engineers has created many beneficial and useful tools in our life. b) â€Å"Getting students to approach microelectronics Processing as Chemical Engineer† by Koretsky et al. The article is about the ways of getting students to approach microelectronics processing as a chemical engineer. About 70% of the B. S. ChE graduates from Oregon State University (OSU) have been employed in the microelectronics industries.To enable the students to apply core ChE skills towards microelectronics processing, experiences in the microelectronics processing are being synthesized into the undergraduate program on four levels – Lab-based microelectronics unit operations, Options programs utilizing Thin F ilm Materials Processing (ChE 444/544), Multiple Engineering Co-op program (MECOP) Internship Program, and Undergraduate Research Projects and the University Honors College.In the lab-based microelectronics unit operations, there are six unit operations (Plasma Etching, Chemical Vapor Decomposition, Spin Coating, Electrochemical Decomposition, Silicon Oxidation and Chemical Mechanical Planarization) containing complex systems that involve the interaction of physical and chemical processes. Both lab-based and class room based instruction are carried out to reinforce the fundamental engineering science taught in the curriculum. Students are required to integrate into the lab based on the Unit Operations Laboratories (ChE 414 and 415) and Thin Film Materials Processing (ChE 444).The first quarter of the two-quarter senior lab sequence (ChE 414) focuses on the students to complete 3 unit operation experiments while the second quarter of the senior lab course (ChE 415) focuses on the stu dents to work independently, develop a project proposal, complete experimental work and write a final technical memorandum. Class room based instruction will give out example exercise or homework problems to be integrated into a core chemical engineering science or design course to draw upon core fundamentals.Some ABET criteria are also considered in the microelectronics unit operations so that the students can master both technical skills and professional practices (effective oral and written communications, project planning, time management, interpersonal interaction, teamwork, and proactive behavior). Students can choose the program they prefer from transcript visible Options in the microelectronics processing or material science and engineering, but Thin Film Materials Processing (ChE 444) is a must for the students.The course is to help the students to broaden and strengthen the undergraduate ChE curriculum. The Film Materials Processing (ChE 444) is mainly focusing on the appl ication of core chemical engineering sciences (transport. kinetics, thermodynamics and reactor design) to thin film process. This approach creates a mind set in the process engineer to apply engineering skills in problem solving. Guest seminars are important feature of this course. Popular industrial scientists are brought to share their industrial perspective and lectures in their areas of specialization.After the seminar, the students are required to submit a critical analysis on the talk to catalyze interest effectively and show the interaction between the speakers and the class. A Final Design Project consisting of a detailed design of an apparatus for a given thin film process, performed in teams, is a Final Exam for the students. Written report have to be prepared to explain and justify the design whereas oral presentation of the design is made to their classmates for critique.The Multiple Engineering Co-op program (MECOP) offers two six-month internship program at different c ompanies so that the student gets exposure to contrasting industrial environments. Written applications and an interview process are carried out when placing a student into an internship program. Second interview is held to focus on the students’ abilities and interests. There are midterm and final appraisals at the company where the intern is working.The intern’s performance and the company’s supervision are evaluated by the intern and the supervisor. The undergraduate research projects and the University Honors College (UHC) play a key role in getting students to approach microelectronics processing as a chemical engineer. Undergraduate research is to promote active learning. Undergraduates work with graduate students on independent, creative research projects to pursue independent long-term initiatives and to follow an idea to its logical conclusion.The University Honors College (UHC) Senior Thesis is not only a UHC curriculum, but an incredibly rewarding lea rning tool that provides the students with the skills to undertake similar projects in their Masters Program or career field. Chemical engineer is a professional skilled in the manufacture of chemical products. They use their specialized chemical knowledge and chemical engineer principles to create functional tools in our life.

Assignment Checklist Questions Essay

1. Did you adhere to the length requirement of the assignment? If not, reduce your words.Essay will not be accepted if it is more than 50 words beyond the max. The essay contains 1095 words. 2. Did you use MLA first-page format and do it properly? Did you check your first-page against the textbook example? Proper MLA first page format has been used. 3. Did you include a lead in at the start of your introduction? If you don’t know what this is, you are not ready to submit your assignment. The essay contains a captivating introduction. 4. Did you briefly and neutrally summarize both sides of the debate in your introduction and/or did you provide necessary background and then add a transitional sentence before your thesis? The other side of the debate has been briefly addressed. 5. Is your thesis the last sentence of the first paragraph, or do you have a good reason it is not? The thesis is the last statement of the intro para. 6. Did you include a parallel-structured essay map with your thesis sentence? The essay contains a parallel-structured essay map. 7. Have you used third person point of view throughout? Check and make sure you have not shifted into first person (I) or second person (you) without having a good reason. You can use a global search to double check. Third person is used. 8. Does each paragraph have a topic sentence (stated or implied) with at least two supporting points, details, and a conclusion? Each paragraph contains all necessary elements. 9. Did you use a transitional word, phrase or sentence at the beginning of each body paragraph? Did you use transitional words or phrases between sentences within paragraphs, as necessary? Transitions are used. 10. Did you follow all 18 instructions on page two and three of this assignment handout? All 18 instructions have been used. 11. Did you correctly follow the four-step research inclusion method we discussed for both paraphrases and quotations? The four steps are as follows: introduce, present according to MLA, credit your source parenthetically and discuss. Research inclusion methods are followed. 12. Did you check each use of research to determine whether you integrated it? Which integration methods did you use? Check each instance and report it here. Do not skip this step.I am asking if you integrated paraphrases and quotations into your own writing by using either (1) a snippet; (2) a colon; (3) the author, title, or both. Author, Colon and Snippet methods were used. Avoided the use of titled integration due to lengthy titles which made it choppy. 13. Did you make sure that no paragraph ends with a quotation? No paragraph ends with a quotation. 14. Did you check any titles you named in your essay against the handout I put on BB called Titles: Italics vs. Quotation Marks No titles are used. 15. Does your in-text citation properly match the corresponding Works Cited entry? Check this very carefully – remember the first word/first word formula. Proper match of citations. 16. Did you make sure to do your in-text and Works Cited entries correctly? Did you check each citation word for word and punctuation for punctuation against an example from our textbook or the MRU library handout or another reputable source? Make sure you checking against MLA, not APA. In text and works cited entries are correct. 17. Did you create a suggestive, emphatic conclusion rather than one in which you unnecessarily repeat the main supporting points? The conclusion is suggestive and emphatic. Jeremy Roberts Sharren Patterson GNED 1401 26 October 2014 The Importance of Teaching the Holocaust Inhumanity reached a point in the early 1940s that will be spoken about for years beyond our existence. The largest genocide of the 20th century, the Holocaust, was described by Samuel Totten as the â€Å"systematic, bureaucratic  annihilation of six million Jews by the Nazi regime and their collaborators as a central act of state during World War II† (â€Å"A Note†). This significant event in history presents an ongoing discussion regarding its role within high school curriculums. The Holocaust’s profound nature is why numerous individuals avoid teaching the subject in school, despite its historical significance. Farnham states that even though there is â€Å"potential for direct pain and guilt from [teaching the Holocaust], the significance of the subject in human as well as in historical terms is such that the burden [of teaching the subject] must be endured† (â€Å"Teaching the Holocaust† 274). Even though the subject needs to be taught with great care due to its sensitive nature, high school history classes should include the Holocaust because it is a major event that helped shape the world we live in today. Including this act of genocide in curriculums will provide an accurate representation of history, an ethical framework for students, and a foundation for our future history. To better understand history, it is paramount that the most accurate and detailed information about the Holocaust is taught to students. By detailing how and why the event occurred, students will be given an opportunity to fully understand the pain and suffering individuals endured in Germany during this time period. â€Å"One of the values of Holocaust education, one hopes, is that it increases sensitivity to the suffering of others† (Farnham, â€Å"What is† 22). In addition to helping students empathize with the suffering, Holocaust education should also address the role politics and media played in organizing the massacre of millions of individuals. The views that led to this massacre were deeply embedded within the German culture and surrounding countries prior to the Holocaust. However, it was the radical leader, Adolf Hitler, who utilized politics, media, and technology to impose his â€Å"final solution.† The following statement from Totten emphasizes the importance of teaching how the genocide took place: [T]he education that students receive about the Holocaust has to be unique, powerful and bereft of perfunctory nature. . . . [The teachers] also need to appreciate and teach the fact that the persecution and extermination of the Jews . . . was bureaucratic in nature, and that modern technology was used to maximize the killing process. Most importantly, though, teachers and  students need to realize that the Jews were killed not for what they were or for what they practised or believed, but for the fact that they were; that, all Jews were to be exterminated simply because they existed. (â€Å"A Note†) Keeping such a significant event out of high school curriculums might increase the likelihood of misconceptions and stereotypes. Kitson states, there are many students who have misconceptions and stereotypes related to the Holocaust: all Germans are Nazis, the Jews were helpless victims and didn’t fight back, Jews living in Germany were not German, and all victims died in gas chambers (42). Providing accurate information to today’s youth about the Holocaust allows students the opportunity to eliminate misconceptions and understand the suffering that millions of individuals endured because of the tremendous influence and power that Adolph Hitler had. Broadening a student’s view of how and why the Holocaust occurred is just as important as outlining and understanding its unethical nature. Inclusion of this event in high school curriculum will help young students broaden their perspectives, and shape their moral foundation. Farnham asserts this point by stating, â€Å"[t]his is a moral function, for being able to imagine the effect of one’s contemplated deed on another person is necessary to any moral or ethical judgment one might make of a proposed act† (â€Å"What is† 22). Teaching the Holocaust, in combination with using our imagination, allows us to think of the conditions of the victims, and, in turn, increases our empathy towards them (Farnham, â€Å"What is† 22). The subject’s controversial nature will provide the type of engaging context that students require to think critically about the effects of their decisions. In addition, this subject provides context for individuals to examine the â€Å"use and abuse of power, and the role and responsibilities of individuals, organizations, and nations when confronted with civil rights violations and/or policies of genocide† (Totten, â€Å"A Note†). In-depth analysis of the Holocaust’s unethical nature will allow students to form and further strengthen their moral and ethical principles to which they hold themselves accountable in decision making. The development of students’ moral and ethical framework is not only vital to their future actions and decisions, but also the future of humanity.  Through the teaching of the Holocaust, today’s youth are given an example of one of the very worst acts of inhumanity. Students will learn that it was not only Germany who was responsible. Numerous countries refused to accept Jewish refugees, and, in doing so, were partly responsible for the events that took place. Totten provides graphic insight towards the inactivity of surrounding nations when he explains, â€Å"Germany alone is not to blame. If Hitler turned Europe into a pressure cooker for the Jews, then much of the free world helped to seal it by refusing to accept Jewish refugees† (â€Å"A Note†). By detailing this fact, students are made aware of the â€Å"danger of staying silent, apathetic and indifferent in the face of others’ oppression† (Totten, â€Å"A Note†). Students will understand how important it is to maintain their values and have the confidence to actually stand up against what they believe is right or wrong. Teaching the Holocaust will allow us to help guide our future generations to make morally sound decisions. There are very few events throughout the course of history which contain such a breadth of material. Learning about the Holocaust can be a transformative experience for students because it engages them to consider numerous elements, including, human rights, morals and ethics, and political injustice. It is for this reason that the Holocaust should not only be taught in high school, but should also be considered as one of the main topics for history classes. Although teaching the topic would not guarantee a world free of injustices or inhumane acts, the implementation of Holocaust into high school curriculums would be a way for the current educated population to help guide future generations towards a better society and a future history that everyone can be proud of. Works Cited Farnham, James F. â€Å"Teaching the Holocaust: A Rationale for Dealing with the Absurd.† The Journal of General Education 33.4 (1982): 273-283. Penn State University Press. Web. 11 Oct. 2014. Farnham, James F. â€Å"What is the Value of Teaching the Holocaust?† The Journal of General Education 41 (1992): 18-22. Penn State University Press. Web. 11 Oct. 2014. Kitson, Alison. â€Å"Challenging Stereotypes and Avoiding the Superficial: A Suggested Approach to Teaching the Holocaust.† Teaching History. 104 (2001): 41-8. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"Teaching the Holocaust: The Imperative to Move Beyond Cliches.† Canadian Social Studies 33.3 (1999): 84-7. ProQuest. Web. 11 Oct. 2014. Totten, Samuel. â€Å"A Note: Why Teach about the Holocaust?† Canadian Social Studies 31.4 (1997): 176-178. ProQuest. Web. 11 Oct. 2014.

Ship of Theseus and Personal Identity

Ship of Theseus and Personal Identity The Ship of Theseus will always be the same. This is due to some reasons. Correlation between identity and change in the world of idealistic field of metaphysics might appear easy but there are some complexities. Whenever an object transforms, it always changes in a certain way.Advertising We will write a custom essay sample on Ship of Theseus and Personal Identity specifically for you for only $16.05 $11/page Learn More For instance, a child develops to something different implying that it transforms in terms of size and age. For reptiles such as snakes, they shed their skins. Both the child and the snake remain the same in one way or another. Therefore, properties of an object determine its shape. For illustrative purposes, an item A changes with regard to property B. This could only take place when an object A has property B but at later stage B does not have A. Regarding the Ship of Theseus, the ship changed a lot but it remained the same in terms of its properties. It is the same thing with human life. People change from childhood to mid-adulthood and further to old age. An individual remains the same irrespective of whether he or she is at childhood, mid-adulthood or old age. The Ship of Theseus could have changed in size and shape but it still had some characteristics that distinguished it from other ships. What happened to the ship was mere refurbishment. The ship could have changed completely if the owner decided to destroy it and use the materials to construct something different that does not look like a ship. The concept of recreation vs. destruction is applied explaining this case. The ship cannot be any different because it has all parts that the previous ship had. In case the changes are taken seriously, things would be different whenever we view them for the second time. This would mean that any slight change in properties of an object would affect its existence. Therefore, it is true that properties should be explained in terms of time. Indeed, they are indexed to time. A property is temporarily indexed meaning that it is subject to change. According to Leibniz, the ship is the same at all times (Browne 182). This is because ship A has properties that would be found in ship B. On the other hand, ship B has properties that could have been found in ship A. In this case, the common property is the mast. Ships A and B have indexes that are temporary. Irrespective of philosophical theories applied, the Ship of Theseus would always remain the same. Endurantist theory holds that an object will always be the same throughout its history. At each moment in history, the object exists with all its properties. Perdurantist theory on the other hand would claim that objects are four-dimensional entities, which comprises of a sequence of temporal parts (Graves 445). An object is likened to a movie.Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More If someone recollected all boards that had been discarded and reassembled them by adding the original sail and mast then the person would still have the Ship of Theseus. Even the ship that had been sailing continuously is still the Ship of Theseus. The real meaning of the word ‘same’ depends on the context. For illustration, the original ship will be assigned letter X, the ship that had been sailing continuously would be labeled as Y while the assembled ship will be branded letter Z. In case the original ship was to be demanded by the original owner because of one reason or another, ship Z would be given to him or her. It would be illegal to give the owner ship Y. It is therefore true to argue that ships X, Y and Z are the same. Ship Y belongs to a different owner because the first owner did not take part in producing it. Materials used in making the second ship that is, Y, have the same features as those used in making both X and Z. Part or whole of Z is the same as X. In fact, the materials used to construct Z are the same as those used in manufacturing X. This does not mean that Y is different. For further illustration, materials used in making ship Y might be changed but the crew remains the same. The crew might as well be transferred to work in ships X and Z. The issue of ‘sameness’ is a matter of convention. There are some factors that people consider before declaring something to be the same with another. Two things might be declared the same based on one principle. For the Ship of Theseus, X was the same as Y because materials used in constructing them had the same characteristics. Equally, Y could be said to be the same as Z in terms of properties. Conversely, X and Z are said to be the same because materials from X were used in manufacturing Z. The three ships are also the same because the same crew can operate them. In conclusion, the problem of personal identity is related to change. An elderly person in his or her late 80s was the same person when he or she was in his or her early 20s. Browne, Ray. Objects of Special Devotion: Fetishism in Popular Culture. New York, NY: Popular Press, 1982. Print.Advertising We will write a custom essay sample on Ship of Theseus and Personal Identity specifically for you for only $16.05 $11/page Learn More Graves, Robert. The Golden Fleece. London: Hutchinson, 1983. Print.

A Study Of Lewins Model Management Essay

A Study Of Lewins Model Management Essay In the refreezing stage the company stabilized changes by establishing systems that can establish behavioural pattern in the organisation. A new performance appraisal system based on behaviour and results was introduced to encourage customer service. (Goodstein., D., L. & Burke, W., W., 1991) 14 It is not easy for an organisation change its structure and business processes since any change may lead to some level of resistance by the employees. One of the main causes for resistance is the fear of the unknown and loss of what is familiar. There are four reasons of resistance from employee to organisational change including 1) Parochial self-interest, 2) Misunderstanding and lack of trust, 3) Contradictory assessments, and 4) Low tolerance for change. (Buchanan D. & Huczynski A., 2004) BA tried to change behaviour by changing the management style from authoritative to participative. BA wished employees participate more in management decision but since this was unfamiliar employers woul d fall back to the old patterns. 15 A tactic that was used in BA to manage resistance to change was the HR policy which included training guidelines. Such an HR policy is important in making the employees understand and react positively to change. There is also an example where resistance to change hindered the organisations goals and objectives. In an attempt to cut down cost can compete with low cost airlines BA tried implementing a new payment system and also hiring workers for lower salaries. This created insecurity among the employees which ended in a strike that cost the company in millions in 2000. Therefore handling resistance and the HR aspects of the company is vital to a successful change process. 15 REFERENCES 16 Wilson, C.D., (1992), A Strategy of Change, Thomas Learning, London 16 British Airways, 2006, Leaders For Business: What are we looking for?, http://www.britishairwaysjobs.com/baweb1/?newms=info196 (22 December 2006) British Airways, 2006, Our Recruitment Proces s: The Assessment Process, http://www.britishairwaysjobs.com/baweb1/?newms=info48 (22 December 2006) 16 Paton, R.A. & McCalman, J. (2008) Change Management 2nd ed. Sage Publications, London 16 Cellars, T. (2007), Change Management Models: A Look at McKinsey’s 7-S Model, Lewin’s Change Management Model and Kotter’s Eight Step Change Model, Associated Content, [Online], http://www.associatedcontent.com/article/237685/change_management_models_a_look_at_pg5_pg5.html?cat=3, accessed on 30 November 2009 16 Green, M. (2007), Change Management Masterclass, Kogan Page Limited, Philadelphia 16 Syque. (2007). Lewin’s freeze phases. Retrieved April 12, 2007, from Changing Minds 16 12Manage. (2007, April 9). 7-S framework (mckinsey). Retrieved April 12, 2007, from 12Manage Web site: http://www.12manage.com/methods_7S.html 16 Chapman, A. (2006). Change management. Retrieved April 12, 2007, from Business Balls Web site: http://www.businessballs.com/changemanagement.htm 16 Mind Tools. (2007). Lewin’s change management model: Understanding the three stages of change. Retrieved April 12, 2007, from Mind Tools Web site: http://www.mindtools.com/pages/article/newPPM_94.htm 16 Morgan, O. (n.d.). Organization management part 1. Retrieved April 12, 2007, from Oliver Morgan Web site: http://www.omorgan.info/download/Part%20I/organisation_management_Part_I.pdf 16 Recklies, D. (2007). The 7-s-model. Retrieved April 12, 2007, from Recklies Management Web site: http://www.themanager.org/Models/7S%20Model.htm 16 Johnson G and Scholes k (2002) Exploring Corporate Strategy, Prentice Hall, 6th ed. 17

Enquiry Systems Case Study Example | Topics and Well Written Essays - 4000 words

Enquiry Systems - Case Study Example They have discovered that some of their previous customers simply plan their holidays by searching all touristic information about their destination on the internet. They can simply reserve a hotel in another country and they can easily reserve and buy their flight tickets through the World Wide Web. In addition, many airlines has sold travel packages to their customers themselves and they found they did not need to pay a commissions to travel agencies. The managers of Garbett Tours have also found that some travel agencies in recent years have changed/adapted their business to the changes of information technology. They have discovered that the concepts of B2B (Business to Business) and B2C (Business to Consumer) determines the relations of online businesses in new and modern information technology. Having a view on some of successful online travel agencies, they are determined to adapt Garbett tours to new internet based market. The method of enquiry for this case study is based on UST (unbounded system thinking) since the problem is complicated and the source of the problems seems to be the entities which effect each other. Therefore finding an exact source of the "problem", is difficult because we are dealing with the innovations in IT industry, change of the way other providers like Airlines serve their customers, the drivers that effect the tourism industry and the idea of removing layers from the package holiday distribution network. In order to resolve the problems faced by Garbett Tours, creative approaches to the solution are needed which will be discussed in following tasks. Task 2 "According to Poirier (2000) tourism today is second only to oil as the world's leading export commodity, accounting for global earnings of more than $300 billion, or nearly 25 per cent of total world GNP. Over the last two decades, tourism has proved to be the world's fastest growing economic sector, with average growth of 7.1 per cent per year in arrivals and 12.5 per cent in receipts."1(Citation Needed) "Despite these statistics, tourism growth in many countries has not been this high, in particular those countries confronted with various political instabilities that have slowed development in tourism."(JR Ryu, 2006) Political stability and political relations influence the image of destinations in touristic regions (Hall and O'Sullivan,1996, JR Ryu, 2006). "The political aspects of tourism are interwoven with its economic consequencestourism is not only a "continuation of politics" but an integral part of the world's political economy. In short, tourism is, or can be, a tool used not only for economic but for political means" (Edgell, 1990, JR Ryu, 2006). History shows that tourism has been always affected by political instabilities. An example of political instability is the issue of Tiananmen Square, June 4 1989 in China. "Prime time news coverage showed army tanks threatening the civilian population. After that, Tiananmen Square incident Hotel occupancy rates in Beijing dipped below 30 per cent and as a result, Tourism earnings for China declined by $430 million in 1989 alone."( JR Ryu, 2006) (This needs a citation) Other political drivers are the effects of military coups