Effect of Public Squares on Social Interaction

Effect of Public Squares on Social Interaction SOCIAL COHESION AND THE ROLE OF THE PUBLIC SQUARE IN CONTRAST TO THE THIRD PLACE Social cohesion is a term used insocial policy, sociology and political science to describe the levels of social inclusion, integration, interaction and participation within a society, particularly in the context ofcultural diversity. It is associated the structural functionalism and political conservatism of the built environment, hence is directly affected by the process of Urban Design (). The concept of Urban Design as a construct of the 20th Century is ambiguous in its definition (Carmona, 2003, p. 3). It suggests addressing (for the better) the characteristics of a city, by proposing revised plans through a process of pattern making, sketching and planning. (Carmona, 2003, p. 3) However, the city in its own right is a complex organ which functions on multiple levels; economic, socio-cultural, political and environmental. The city as an organ is in a constant state of reaction, either to stimulus from within or external to its geopolitical confines (Lynch, 1990). Stated plainly, in order that a city performs successfully, it is necessary that it maintains or strives towards a state of dynamic equilibrium by simultaneously maintaining economic relevance to its wider context, and addressing the socio-economic needs of its citizens(). Consequently by understanding the city (its elements) as containers for human activities, it may be observed that the notion of urban design today has evolved from the initial creation of building masses and the consequent articulation of public space (Carmona, 2003, p. 3). It is now to a greater extent concerned with the creation of a physical and socio-cultural public realm which is primarily enjoyed by its users, but also creates a greater sense of social cohesion, necessary for good community living (Carmona, 2003). Hence it follows that if the primary aim for urban design today is making places for people (Project for Public Spaces, 2009), we should examine critically the performances of different forms of public place in terms of encouraging social interaction and thus social cohesion. First the public square, a familiar concept to the average man (French, 1978). Expressions of civic pride, public squares are generally typified by its accessibility, often dominated by a landmark or civic building (French, 1978). Their resulting high level of legibility increases the user base from local members of the community to include the wider public (Whyte, 1980).Thus creating a highly vibrant space conducive to social interaction (Whyte, 1980). By contrast, less familiar with the average man is the concept of third place (Oldenburg, 1999, p. 15). Oldenburg observed that multitudes shuttle back and forth from the womb to the rat race in a constricted pattern of daily life that easily generates the desire to get away from it all (Oldenburg, 1999, p. 9). It is this place of escape that he defines as the third place, while the first (womb) is the home and the second (rat race) is the workplace (Oldenburg, 1999, p. 9). This third place arises from the human need for a routine recreation space, which serves as an intermediary between the activities of living and working.() Although generally an interaction space for members of a local community, it exists in a variety of forms ranging from the more easily identifiable cafes, pubs, libraries; to the not so obvious independent traders such as barbershops and cybercafà ©s (Oldenburg, 1999). Injecting such program within the urban fabric facilitates the notion of socio-cultural belo nging (Jacobs, 1993). It serves as neutral ground for the emergence of conversation across demographic profiles, and thereby the birth of friendships based on the common ground of community (Oldenburg, 1999, p. 169). This essay discusses in greater detail the characteristics of both the public square and the third place. It highlights the distinctions in the levels of social interaction that each of these spaces encourage. To illustrate these points this essay uses Hackney Central, London as a case study. City lights and gleaming windows Built in to fantastic shapes Overlook sounds of Vietnam Viaducts and artist landscapes Historic clues, canals and terraces Hint of workers struggle to survive Melting now into sound and colour, Sense the Caribbean come alive. Saturday debates in Kurdish cafes And shoppers choosing Turkish life. Mix with the sounds of synagogue To tell the stories of culture and belief. What we see is what we choose Inner soul or shabby shell outside. Downtrodden, dirty dereliction or a lifetime learning in a 15 minute ride. Gill Carter The east end is a much loved and much fabled part of London and Hackney at the heart of it. Hackney Central its administrative headquarters today possesses a culturally diverse demographic, with 65% of its population constituted of minority ethnic groups (Hackney Council, 2009). As home to the iconic theatre The Hackney Empire and birthplace to thespian and musical greats such as Harold Pinter and Leona Lewis, Hackney is witnessing a significant influx of creative industries, as part of a spill-over from trendy neighbours Shoreditch and Hoxton (Sergius, 2009). The spotlight again is turning towards Hackney as it is located on the principal axis for development culminating at the 2012 Olympic site in Stratford (Hackney Council, 2009). Despite its rich cultural heritage and promising future prospects, Hackney is still very much plagued by a reputation as being a deprived and unsafe neighbourhood, with a propensity to breed crime (Wikipedia, 2010). With these two conflicting views in mind, I visited Hackney for the first time. The Squares two primary elements are gardens symmetrically laid out on either side of the central walkway on the east-west axis which continues on to the Town Hall entrance. The main-stream of visitors to the Square access it via this central walkway. The gardens are almost completely enclosed by a wall measuring approximately half a metre in height. Although it is unknown whether this was the initial design intention for the wall, its height is conducive for sitting and is often used accordingly by visitors to the Square in the absence of any alternative seating. Undoubtedly, this results from the human inclination to seek comfort, the accommodation of which should be a priority in the design of a successful square (Project for Public Spaces, 2009). Yet it may be observed that the use of the garden walls to satisfy this basic human inclination actually negatively impacts the social dynamics of the space. In his studies of human interaction in plazas Whyte (Whyte, 1980, p. 227)observed that people exhibit a tendency to self congest, being attracted to spaces that are significantly occupied by other people. This behaviour is socially motivated and logically has the potential to facilitate social interaction in public spaces. However, although visitors do self congest generally within the Hackney Town Hall Square, the aforementioned lack of specifically allocated seating areas causes them to do so haphazardly, clustering together and sitting in groups of acquaintances (Whyte, 1980, p. 227). This actually discourages social interaction between strangers, fragmenting the visiting population (Whyte, 1980, p. 227). Furthermore, the majority of seated visitors tend to sit either side of the mainstream of pedestrian flow, the central walkway (Whyte, 1980, p. 228). However, despite this prevalent self congestion, the walkways significant width does not facilitate communication between users seated on opposing garden walls. Instead this layout encourages people-watching, as seated users watch passers-by along Mare Street and along the central walkway Arguably the Square also attempts to encourage ground floor activity by housing mass-appealing attractions and facilities as the Library Cafe and Hackney Empire bar (Project for Public Spaces, 2009). However the positive effects of these venues are negated by the introduction of side streets Wilton Way and Reading Lane between the Square and both Hackney Empire and Library respectively. These two boundaries are connected by a service road in front of the Town Hall. This U-shaped enclosure discourages pedestrian movement as there is no clear indication as to whether pedestrian or motorist has right of way. This adversely affects the ambience of the Square by reducing the pedestrian footfall. Consequently, as the inclination of the individual to self congest prevails, pedestrians are attracted toward the dynamic buzz of Mare Street, and proceed to converse in the mainstream of its pedestrian flow (Whyte, 1980, p. 227). Thus the Square underperforms as a vehicle for social interaction a nd indeed performs less effectively than Mare Street. The limitations that the layout of the Square places upon the scope of the social interactions within itself are apparent in the limited variety of visitors that the Square attracts (Whyte, 1980, p. 226). IMG_1886.JPG The Squares clear site lines and is easy access (as previously explained)are intended to broaden its portfolio of visitors from members of the local community to the wider public who may not be as knowledgeable of their local environs. Whyte (Whyte, 1980, p. 226) deduced from his observations that public square users usually have a short commute distance, usually from nearby places of work or are visitors to attractions on the square. Although it was not possible to verify the work place of all Town Square users, I did identify an influx of construction workers on a break from nearby works taking place on Morning Lane. I also observed that the majority of the users were visitors to the main attractions on the Square the Hackney Library and the Hackney Empire. Undeniably the location of a bay of bus stops along Mare Street east of the Square attributes to its function as an orientation space. Hence we see that the Square mainly attracts users that are more likely to be non-residents of the area. Whether day tourists, theatre clientele or workers that may not necessarily be very familiar with the area, non-local users of the Square are more inclined to keep their social interaction within the confines of their group (Whyte, 1980, p. 227). Social interactions within the Square can therefore serve to largely exclude the local community and hence the Town Hall Square is limited in promoting social cohesion (Oldenburg, 1999, p. 14). It would indeed take a very vibrant Square to facilitate the rare occurrence of conversation between strangers (Whyte, 1980, p. 228), and this is clearly not the case with the Town hall Square. Owing to shortcomings in its layout, and lack of adequate sitting areas, the pedestrian footfall does not achieve its potential capacity. Arguably, The Town Hall Square therefore serves more efficiently as a lobby for visitors to Hackney Central. Its functio n to the visitor is adaptable certainly. It can serve as an orientation space from which the rest of Mare Street may be articulated, as a resting place for visitors to nearby attractions or indeed a meeting place for friends before an evening outing (Whyte, 1980). However, what it fails to do is encourage interaction between the local community and tourists (Oldenburg, 1999, pp. 10-11). The Square in announcing all that Hackney Central holds dear neglects its greatest asset its people. The people of Hackney Central are unique to their London context in that they exist as a close-knit community. This is no doubt as a result of the proliferation of the third place in the local neighbourhood (Oldenburg, 1999, p. 162). Greasy Spoon Cafes, barbershops and pubs make up the fabric of Hackney Central. These independent traders line the main routes through the district; Graham Road, Amherst Road, Morning Lane with their greatest concentration on Narrow Lane. Walking up Narrow Lane the bustling street showcased wares and cuisine from all over the world converging in a unique communal existence in Hackney Central. I began to understand with greater clarity the nature of the neighbourhood that poet Gill Carter described when she spoke of ; debates in Kurdish cafestelling stories of culture and belief.'(Op Cit) It is in these spaces described by Carter that the people of Hackney Central seek respite from the monotony of daily work and home life (Oldenburg, 1999, p. 163). There is a fundamental need for people to enjoy the company of neighbours on neutral ground, however neutral ground outside the cash nexus is preferred (Oldenburg, 1999, p. 13).Thus, the emergence of St John Churchyard Gardens as the primary third place in Hackney Central. The St. John Churchyard Gardens is a large expanse of urban green that runs parallel to Narrow Lane. A park green of such significant size usually has a high propensity to develop in to an urban vacuum, as it requires a lot of activity in order for it to remain convivial (Jacobs, 1993). However, despite this disadvantage the Park works quite effectively as a public space. The park has a homely quality to it that does not exclude any particular member of the community.() Its weathered grave stones and worn flagstones give it a lived-in feel, hence it is perceived as a more informal public space an extension of the local users homes. These are all qualities highlighted by Oldenburg in his argument for the third place (Oldenburg, 1999, pp. 163-169) Again in line with observations by Jane Jacobs in her studies of American neighbourhoods, the parks rim is articulated with a zone of dense mixed use program varying from residential to retail, which encourages a significant pedestrian footfall (Jacobs, 1993). It may also be observed that the park as a whole, although of considerable size, is in essence a collective of several green spaces, each with its own focal point. CHURCH.jpg his.jpgFirst is the garden in the forecourt of the St Johns Church, which is a lobby space for the Church with clearly designated seating areas. Second is the Walled Garden, this enclosed space provides an intimate and safe area for young families to use the designated playground. Third is the central park green, where the routes converge (Jacobs, 1993, p. 136). Finally, fourth is what I refer to as the Historical green, so called because it serves as the foreground to historical landmarks St Augustines tower, the old town hall and the preachers corner. This subdivision of the park in to four smaller gardens reduces the perceived circumference of enclosure. This promotes self congestion as, users of the park can asses their level of comfort based on the congestion level of the garden that they are in at any one particular time. his.jpgAnother advantage posed by creating varied functions for the different gardens, is that the user base is varied. A heterogeneous user base helps to keep the park active at different times throughout the day (Oldenburg, 1999, p. 167). This user base is thereby structured into subcategories of users who share common ground (Oldenburg, 1999, p. 164). For instance a high proportion of the walled gardens users tend to be young mothers with their children using the play ground areas. Their children serve as icebreakers as the mothers sit in the allocated adult supervision area and share anecdotes on childcare and childs play. Never delving too deep in to their private lives, these friendships amongst the parents are groomed until the children are mature enough to conduct their own excursions to the park (Oldenburg, 1999, p. 166). Similarly the elderly and indigent folk congregate in the historical green, waiting to hear the assertions of whoever decides to lead the sermon on preachers corner, hoping of course to offer their own pearls of wisdom (Jacobs, 1993). The possibility of encountering a familiar friendly face, for a helping of entertaining conversation, transporting you if only momentarily from the mundanity of daily living, according to Oldenburg is one of the greatest allures of the third place (Oldenburg, 1999, p. 167). Indeed users are more inclined to use the park as they are assured that it will be accessible at any hour during the day and the specific subcategory of user has an idea of when to catch a particular crowd at the park (Oldenburg, 1999, p. 167). Whether young mothers, street preachers, early morning joggers or even the lunch breakers, each category of user has a specific pattern of time and location (Oldenburg, 1999). The charm of the St Johns Garden as third place is in no way exclusive to the local user, it also appeals to the day tourist (Oldenburg, 1999, p. 167). Its unassuming appearance inspires the reminiscent, instilling a confidence created by the feeling of having visited a place a number of times, but in reality no times at all. ()Its well lived-in look, clear paths and colourful characters awaken the inner explorer in a bid to discover the true nature of Hackney Central (Oldenburg, 1999, p. 168). Even the regulars submit themselves to be explored (Oldenburg, 1999, p. 167). In fact it was while visiting the historical green on my photographic excursion of the district that I would garner firsthand this most bizarre of experiences. I was trying to set up the perfect angle for a shot of the St Augustines tower, when a gentlemans voice from behind me suggested that I move back and angle my camera closer to the ground, in order to capture the grandeur of the tower. As is customary British politesse, I smiled sweetly said nothing in response and instead turned back to my assignment, whilst seemingly taking on board some of his suggestions. He clarified that he was a cinematographer, although his appearance would infer otherwise. He then elaborated on a plethora of other principles that I should take in to account such as the rule of thirds. This tutorial would slowly melt in to a brief summation on what had brought our paths to cross. I spoke briefly of my university assignment and career aspirations. He recounted stories from his past, and what he had hoped then for his future, all the time using Hackney Central as the backdrop to his tales.  ­ Now I must clarify that this would not be the first time I have ever had a polite conversation, what was unique to this encounter was the manner in which this gentleman approached me. He was warm and welcoming, to what he had obviously assumed as his territory (Oldenburg, 1999, p. 167). He moved towards me, and by reducing the radius of personal space he required more than just a smile, his intentions were to engage me in a conversation (Oldenburg, 1999, p. 167). Having lived in central London for a number of years, I had become accustomed to averting eye contact and maintaining a guarded silence even in the most uncompromising confines of the tube during rush hour. Yet I would encounter this bizarre urban behaviour repeatedly throughout my tour of the third place. Evidently, the St Johns Gardens as a third place serves as a vehicle of social cohesion as it is inclusive of visitors from all backgrounds, encouraging social participation on a plateau of social equality (Oldenburg, 1999, p. 169). Its location opposite to the train station, parallel to commercial Narrow Lane and residential areas ensures that it is easily accessible to both locals and tourists thus creating potential for encounters between the two groups (Oldenburg, 1999, p. 166). The absence of commercial function and its unpretentious physical structure, ensures that people of modest means feel comfortable to use the space (Oldenburg, 1999, p. 168). This further widens the scope of its user base to include the indigent a significant proportion of the districts population (Oldenburg, 1999, p. 168). To the tourist the park reveals the true nature of Hackney Central, showing its historical heritage, its cultural and socio-economic diversity and moral views all in a days visit. Admittedly, as with most third places, (depending on the sensibility of the tourist) St Johns gardens aesthetic quality and its eclectic selection of regulars may prove daunting (Oldenburg, 1999, p. 168). They would rather a public space void of character that showcases all the exploits of a consumer society (Whyte, 1980)(. The elegant architecture of the Hackney library and recognisable global franchises such as Subway, situated around the Town Hall Square cater to such needs. Conversely, this constricts the user base to exclude to a large extent the average resident of the district. Thus, I refer to my initial question, if the priority of urban design is making places for people, should we not be encouraging effective social interaction in order to establish social cohesion and par venture should the promotion of third place not be our goal? However a district operates similar manner to a city, hence is governed by similar rules. Consequently (as earlier stated) the district needs to maintain economic relevance to its wider context, whilst addressing the socio-economic needs of its inhabitants. Hence, I conclude. It would seem that there is argument for the role of both the third place and the public square in facilitating social cohesion. The third place acts directly as the vehicle for social cohesion by keeping the community together and preserving its identity. Conversely, the public square acts indirectly by catering for the tourist, thereby maintaining the districts economic relevance to its wider context. In so doing, it makes it economically viable for a community such as in Hackney Central to even exist. CITED WORKS Carmona, H. O. (2003). Public place Urban Spaces Dimesnsions in Urban Design. Oxford: Architectural Press. French, J. S. (1978). Urban Space- A brief History of the City Square. Iowa: Kendell Hurt Publishing Square. Hackney Council. (2009, December 22). Retrieved December 22, 2009, from Hackney Council Website: www.hackney.gov.uk Jacobs, J. (1993). The Death and Life of American Cities. New York: Random House. Lynch. (1990). City Sense and City Design. Massachussets: MIT Press. Oldenburg, R. (1999). The great good place. New York: Manlowe and Company. Project for Public Spaces. (2009). Ten Principles for creating successful Squares. Retrieved December 14, 2009, from www.pps.org: http://www.pps.org/squares/info/squares_articles/squares_principles Sergius. (2009). Areas of London Hackney. Retrieved December 24, 2009, from Areas of London: http://www.areasoflondon.com/ Whyte, W. (1980). The Life of Plazas. In W. William, The Social Logic of Small Urban Spaces (pp. 227-229). Washington DC: Conservation Foundation. Wikipedia, C. (2010, January 2). London Borough of Hackney. Retrieved January 4, 2010, from Wikipedia: http://en.wikipedia.org/w/index.php?title=London_Borough_of_Hackneyoldid=335464346 BIBLIOGRAPHY BOOKS Carmona et al Public Places Urban Spaces Jane Jacobs The Economy of Cities Jane Jacobs The death and life of American Cities Ray Oldenburg The Great Good Old Place Tridib Banerjee Beyond the Neighbourhood Unit Lynch et al City Sense and city design William Whyte The Social Logic of Small Places Jere Stuart French Urban Space: A brief history of the City Space Adisa et al Hackney my Hackney: An Anthology of Poems and Photographs Lil Smith The Good Old Bad Days PUBLICATIONS Tridib Banerjee Urban Experience and the development of city image: A Study in Environmental Perception and Learning Hackney Council Local Development Framework: Draft Interim Hackney Central Area Action Plan Phase 1 Masterplan WEBSITES http://www.areasoflondon.com/hackney.html http://www.stjohnathackney.org.uk/ http://www.hackney.gov.uk/

Learning And Development As An Organisation Process Management Essay

Learning And Development As An Organisation Process Management Essay If the Challenge of the past has been to get organized, the challenge of the future is to find ways in which we can remain open to continous self-organizations: so that we can adapt and evolve as we go along (Gareth morgan, Imagination, p.17) Learning and development is an organisational process. Learning development is a multi-faceted study. LD activity first acquired a specific organizational meaning in the USA in the 1970s. Termed human resource development its purpose was regarded as primarily about short-term training ,encompassing skills acquistion and behavioural change . It was defined by one of its most influential commentators(Nadler 1970) as: a series of organized activites conducted within a specified time and designed to produce behavioural change. Hall(1984) defined it in more strategic perspective as Strategic human resource development is the identification of needed skills and active management of learning for the long-range future in relation to explicit corporate and business strategies According to CIPDs defnition LD purpose is as follows (CIPD 2001a): The organizational process of developing people involves the integration of learning and developing process,operations and realtionships.its most powerful outcomes for the business are to do with enhanced organizational effectiveness and sustainability .For the individual they are to do with enhanced personal competence,adaptability and employability. It is therefore a critical business process , whether in for profit or not-for-profit organizations. Rosemarys definition of LD purpose is shorter than the CIPDs and has a rather different emphasis: The primary puropse of learning and development as an organizational process is to aid collective progress through the collaborative and expert stimulation and facilitation of learning and knowledge that support business goals, develop individual potential, and respect and build on diversity Learning learning is a selfdirected, work based process leading to increased adaptive capacity in other words an environment where individuals learn to learn and possess the capabilities that enable them to build thier skills and help thier organisation retain competitive advantantage. Development Development implies a longer process of learning , acquiring skills or knowledge by different means such as training, coaching, formal and informal interventions, education or planned experience. It can be strutured by human resource development (HRD)professionals, or created as a personal plan. Learning and development (LD) as a field of management research and practice is concerned with how individuals acquire or create knowledge and skills which enable them to perform and grow in thier current or future occupational role. Historical background Terms for LD as an organisational process ; In the past three terms have been widely used to describe the LD field: training and development , employement development and human resource development.The term training development is still a popular one , however training is only way of achieving development . The term employee development is now touched by political correctness , it gives a view of master- servant relationship. It is no doubt that is falling out of use at time when many organisations are referring to their members as associates or partners rather than employees. The term human resource development retains its popularity amongst academics but it has never been as attractive practitioners. They tend to dislike it because reference to people as resource is felt to be demeaning. Putting people on a mission with money, materials and equipment creates an impression of development as an essentially unfeeling, even manipulative activity. However ,using the term learning and development is not the perfect solution. What is gained in scope is lost somewhat in generalisation. learning has so many meanings . a common view is to see it as a life long activity involving three processes (onions 1973): To develop : to unfold more fully , bring out all that is contained in To educate: to bring up from childhood , so as to form habits , manners and mental and physical aptitudes To train : to instruct and discipline in or for some particular art, profession, occupation or practice: to exercise , practice ,drill. Combining these terms a conditioning process and the gaining of competencies through planned instructional activity . another kind of defnition would draw more attention to learning driven by natural curiousity. So the terms we choose to describe things matters. They influence peoples perceptions and bestows identity. An organisation that uses the term human resource development in preference to employee development, or training or learning and development has reason for that choice. LD activity is first acquired a specific organisational meaning in 1970s. Termed human resource development its purpose was regarded as primarily about short term training , encompassing skills acquistion and behavioural change . it was defined by one of its most influential commentators (Nadler, 1970) as a series of organised activities conducted within a specified time and designed to produce behavioural change. By 1980s some commentators were moving towards a more strategic perspective. According to hall(1984) strategic human resource development is the identification of needed skills and active management of learning for the long range future in relation to explicit corporate and business strategies Now it is easy to find out the stated purpose of LD activity in HSBC? And how well or badly do the employees think LD is linked to other HR practices and to organisational goals. http://books.google.com/books?hl=enlr=id=vMFcnZiT63cCoi=fndpg=PR11dq=nadler+learning+and+developmentots=YZPzM5-Ndnsig=ZY-gDyZiM3LpuLB1IGbCNpp1OcI#v=onepageq=nadler%20learning%20and%20developmentf=false The importance of context Although many employers today increasingly call for thier LD activity to be more convincingly tied to business needs, there are still many organisations where there is not happening and also where LD professionals are to make a strategic contribution. Often this because they do not relate thier activity sufficiently to context. The term has two dimesions , external and internal. The external context consists of the business environment of the organisation and other factors that have a direct relevance for LD practice within the organisation. The internal , organisational context, expressed most obvisouly in workplace culture, is most powerfully shaped by Top managements vision and values , goals and leadership Management (espcecially front line management) style and actions HR strategies and practices. According to survey by CIPD 2004 on Training and development, it showed that greater attention is now being paid to workplace learning, and that on the job training and coaching/mentoring are the most popular processes here. Thier main use , however is to improve individual peformance , tackle underpeformance and improve productivity again, not an indicator that value is placed on longer term development. CIPD (2004a) revealed Minimal evaluation of either coaching or mentoring process against business objectives Very little training provided for the line managers who carry the main burden of coaching roles Uncertainity as to what activities coaching and mentoring involve. Thus research however should be continued to show a gap between strategy delivery across the whole HR area .To tackle this gap in thier field, LD professionals need to work with line managers to build and support learning cultures that will make LD plans come to life in the workplace. Front-line mangers in particular need helping in coping with thier LD responsibilites they are much pressurised by the organisations that regulary restructure in search for competitive advantage. Importance of planning Planning is a process of developing strategies to accomplish the goals. Planning in organizations provides a logical framework approach to the goal. It helps to improve the performance of the company. Planning, learning and development is becoming increasingly important in all organizations to become successful in the present competitive world. There are various planning models like strategic planning, Issue based planning, alignment planning, scenario planning, organic planning etc.., People have to continue learning to develop their skills along with the changing world. Learning theories like behaviorism, cognitive, constructivism, design-based and humanism theories will help in understanding the importance of the LD in the organization. The concept of identifying and analyzing the importance of training and learning is necessary at different levels. The various theories and models have a functional involvement for LD research and practice. However, all the models present only a partial imminent in actual workplace. Learning and development is concerned with how the individuals can gain the knowledge and skills which will assist them to execute the performance well in his future career. Planning is very important and has to be done properly to attain a goal of the organization. Development occurs as a result of the learning,coaching,mentoring,training,planning etc..The motivation of learning and development may differ in individuals depending on their goals.Through Learning people should change from what they were and should be able to produce a proper output. LD Management development planning term refers to the activities involved in enhancing leaders, managers and supervisors abilities to plan, organize, lead and control the organization and its members. Consequently, many view the term management development to include executive development (developing executives), supervisors). leadership development (developing leaders), managerial development (developing managers) and supervisorial development (developing Management development is an effort that enhances the learners ability to manage organizations. Managing includes activities of planning, organizing, leading and coordinating resources. A critical skill for anyone is the ability to manage their own learning The main purpose of learning and development as a process is to help collective improvement through the joint and expert stimulation and facilitation of learning and knowledge that support business goals,develop individual potential and build on diversity. Leaning and development provides a wide range of activities to improve the capacity of the individual. LD can be designed to deliver specific skills in a short time to meet an immediate need or can be designed to attain broader requirements over a longer period. Theories surrounding Learning There are various theories surrounding the learning and development which include Behaviourism theories, Cogtnitivism theories ,Humanism thories, Social and situational theories etc.There are different roles for all the theories in the individual development. Aspect Behaviourist Cognitivist Humanist Social situational PLANNING: Planning consists of some essential and significant aspects to be considered, which include goals, strategies, resources, objectives, tasks etc., Goals: Goals are the important aspects that should be accomplished in total by the organization. Goals are mission of an organization. Strategies and achievements: To achieve the goals in the organization strategies should be planned and followed. Strategies are the processes in the system. Objectives: Objectives are specific targets that must be accomplished to achieve the goal in total. To achieve the goals, objectives are the milestones, which should be implementing the strategies. Tasks: In organizations people are usually assigned with various tasks to implement the plans. If the scope of the plan is small then the responsibilities and activities are essentially the same. Resources: Resources in an organization include people, material, technologies, money etc.., which are required to implement the strategies to accomplish the goals. Costs of these resources are estimated in the form of budget. Planning models There is no one perfect planning model for each organization. All the own environment and model of organization ends with developing their developing their own planning process, planning often by selecting a model and modifying it as they go along in The models like strategic planning, Issue based planning, alignment planning, scenario planning, organic planning etc An organization might choose to integrate different planning models, e.g., work force planning model in an organisation is used in developing and retaining the staff. Using a scenario model to creatively identify strategic issues and goals, and then an issues-based model to carefully strategize to address the issues and reach the goals. Planning determines the future of the organization. The focus of strategic planning is mainly on the entire organization, while the focus of the business plan is usually on a service, product or program. The planning is developed depending on the nature of the leadership, size, capability of planners etc.., in the organization. Development of the planning greatly helps to clarify the organizations plans and make sure that key leaders are all in the same play. The process of planning is more important than the strategic plan document. 1. Basic strategic model Basic strategic model of planning is a very fundamental process is normally followed by organizations that are enormously small, busy, and have not done much planning before. Planning is usually conceded out by top-level administration. This basic strategic planning process includes: a. Identifying the function of the organization (mission statement) This describes the organization its basic purpose. The statement should explain what are the client needs are and what are the services expected by them. The toplevel management should develop and agree on the mission statement. The statements will change over the years. b. Selecting the goals the organization must achieve Goals are about what the organization need to accomplish to meet the purpose. c. Identify specific strategies that must be implemented to reach the goal By closely examining the environments of the organization or by conducting PEST and SWOT analysis specific strategies should be implemented to accomplish the goals d. Implement the action plans for each strategy These are the definite actions that each department must undertake to make sure that the implementation of each strategy is done properly. Objectives should be clear, to the extent that public can assess if the objectives have been met. The top management should ideally develop detailed committees that each has a work plan. e. Monitoring the plan Planners frequently reflect on the level to which the goals are being reached and whether the action plans are being implemented correctly. The most significant indicator of accomplishment of the organization is the positive feedback from the customers. Monitoring requires existing and appropriate data. When the plans are not being implemented according to targeted time, corrective actions must be implemented to reach the target. 1. Issue based Model Organizations that start with the basic planning evolve to using this wider ranging and more efficient type of planning. Issue-Based (or Goal-Based) Planning The organizations may not perform all the following activities every year. 1. External and internal measurement to identify SWOT and PESTEL. 1. Calculated analysis to classify and prioritize major issues and goals. 2. Design most important programs to address issues and goals. 3. Design and update idea, mission and principles. Some organizations may do follow this step first in planning. 4. Establish action plans for implementing the plans. 5. Document the analysis, issues, goals and action plans of the organization. 6. Develop the yearly Operating Plan record. 7. Develop and approve financial plan for year one. 8. Monitor, estimate and update Strategic Plan document 3. Alignment Model The main principle of this model is to make sure that there is a strong alignment between the organizations mission and its resources to efficiently function the organization. This model is useful for organizations that require altering strategies and finding out the problem during the function of a plan. An organization plans to choose this model if its facing a large amount of issues. 4. Workforce planning model Effective workforce plan is an important tool to identify appropriate.Effective workforce plan is an essential tool to identify suitable staffing levels and validate budget allocations so that organizations can accomplish their objectives.Workforce planning is a efficient process for identifying the human capital necessary to meet the organization goals and developing the strategies to meet their requirements. This step involves linking between the workforces planning process with the organization strategic plan. The main purposes of workforce planning are a.To ensure that an organization has the required workers to support their mission and strategic plan. the objectives of its strategic plan Those responsible for workforce planning should identify the organizations mission and b. Analyze workforce, Identify skill gaps and conduct workforce analysis Analysis of workforce data is the main element in the workforce planning process. Workforce analysis usually considers information such as occupations, skills and experience, retirement eligibility, diversity, turnover rates, and trend data. c. Develop and implement action plans Implementation brings your workforce plan to life. You may need a separate action plan to address the implementation of each strategy in the workforce plan. The workforce plan should be implemented in connection with the requirements of the organizations strategic plan. If the strategic plan changes due to unanticipated customer, leadership, or legislative changes, adjustments to workforce plan strategies may be necessary. d. Monitor, Evaluate, and Revise The evaluation and adjustments are very important in workforce planning and are keys to continuous improvement. Although a workforce plan should cover five years, it should be reviewed annually. If an Organization does not regularly review its workforce planning efforts, it runs the risk of failing to respond to unexpected changes. Key enabling features in managing learning and development Everyone has a responsibility in managing learning and development to achieve outcomes efficiently and effectively. Learning and development are critical processes for enhancing productivity and organizational performance. Research shows high-performing organizations in Australia and overseas share certain features in relation to learning and development as follows: à ¢Ã¢â€š ¬Ã‚ ¢ They align and integrate their learning and development initiatives with corporate and business planning by reviewing existing activities and initiating new learning programs to support corporate plans. à ¢Ã¢â€š ¬Ã‚ ¢ The corporate culture supports these initiatives and addresses cultural barriers to learning. They focus on the business application of training rather than the type of training, and they consider appropriate learning options de-emphasizing classroom training and allowing staff time to process what they have learned on the job consistent with adult learning principles. à ¢Ã¢â€š ¬Ã‚ ¢ They evaluate learning and development formally, systematically and rigorously. Most organizations carry out evaluation at the reaction level,but few attempts to assess changes in behaviour of criteria of organizational effectiveness(Ralphs and Stephan,1986;Saari et al..,1988;Training in Britain,1989). (Performance = Ability ÃÆ'- Motivation ÃÆ'-Opportunity). People development will have a lot of impact on the organization performance. Competitive success through people involves fundamentally altering the way we think about the workforce and the employment association. Success can be achieved by working with people, not by replacing them or limiting the scope of their activities. Firms that take this different perspective are often able to sucessfully outsmart and outperform the rivals.

Private Schools vs. Public Schools Essay -- Private Schools vs. Public

  Ã‚  Ã‚  Ã‚  Ã‚  As time has gone by, Americans have increasingly paid more attention to the schooling process, trying harder all the time to get the best education possible for their children. As a result, more parents are turning from the public school systems to the private schools. This happens for several reasons. First, students that graduate from private schools tend to be better prepared for college. Second, private schools open up many opportunities to succeed in the business world. Last, the private schools allow the parents and the student to decide which school they feel will give the student the best education possible. Overall, private schools offer a better education for high school students than do public schools.   Ã‚  Ã‚  Ã‚  Ã‚  Students that graduate from a private school tend to succeed more in colleges than students that graduate from a public school. There are several reasons that this occurs. First, the study skills that are learned in a private school far exceed the skills that are learned in a public school. One of the most important skills is being able to manage ones time effectively. Time management can be one of college life’s hardest habits to learn. The difficulty-level of each course also plays a large role in the preparation for college. In private schools it is expected that the courses will be more difficult than at a public school. The second area of strength is the peer pressure. In public schools the pressure is very rarely pressure to work hard in school, ...

sylvia plath :: essays research papers

Price  Ã‚  Ã‚  Ã‚  Ã‚  Page 1  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sylvia Plath, a complex poet, a complex mind. Sylvia Plath was born on October 27, 1932 and committed suicide on February 11, 1963. During this short thirty years, many works were provided that served as a window into one fragile mind. Years of mental stability acted as a catalyst for the production of many famous works. Although it is still difficult to analyze Plath’s mind, its products are still being cherished and praised. Plath published many works in her lifetime, yet her most famous works which include The Bell Jar, Ariel, â€Å"Crossing the Water†, Letters Home, & Johnny Panic, & The Bible of Dreams were are published after her death (Bloom 163-4). Plath’s work as well as her many memories continues long after her passing. In Plath’s work, death, conflict, & personal experience all play major roles. They serve as themes in the deep and realistic poetry that is Plath’s work. The poetry of Sylvia Plath contains various them es that stem from the author’s mind.   Ã‚  Ã‚  Ã‚  Ã‚  A large portion of Sylvia Plath’s work contains the theme of death. This theme is most present in her earlier poetry. Plath seems to be almost fascinated with death. Her elegant use of words makes the reader feels as if the icy breath of death is upon their neck (King 45). Yet death is not always welcomed as a theme in Plath’s work. In her early work shows a distinct tension between the allure of death and human’s nature to resist it (King 50). Often this â€Å"death† is accompanied by an overwhelming sense of doom (Fitzgerald 3). A distinct origin for this doom is not clear but nature is often a catalyst for it (King 46). Varying aspects of nature serve as agents of doom. Even the most innocent things such as grapes on a grapevine can manipulate themselves into inevitable doom (King 50-1). Plath’s poems also contain a â€Å"preoccupation with danger†. This danger does not come from external sources however but from inside the mind. This stems from Plath’s own internal battles and eventual suicide (King 51).   Ã‚  Ã‚  Ã‚  Ã‚  Price  Ã‚  Ã‚  Ã‚  Ã‚  Page 2  Ã‚  Ã‚  Ã‚  Ã‚   Dying Is an art, Like everything else I do it exceptionally well (Fitzgerald 4) These words are from Ariel. They show Plath’s attitude toward death’s inevitability. Sometimes this attitude is resignation, fear, for decided resistance. Never the less, whichever attitude toward death is presented in Sylvia Plath’s work, it can certainly be seen that death is a major theme in her work (King 47).

The Portrayal of War in Charge of the Light Brigade and Dulce et Decoru

The Portrayal of War in Charge of the Light Brigade and Dulce et Decorum Est Both "Charge of the Light Brigade" by Alfred Lord Tennyson and "Dulce et Decorum est" by Wilfred Owen are poems about war. However, they were written in two very different contexts and about two very different wars. Charge of the Light Brigade describes a doomed cavalry charge made by British soldiers during The Battle of Balaclava in the Crimean War (1854-1857). Dulce et Decorum est, on the other hand, tells the story of a group of soldiers who were caught in a gas attack returning from the trenches of World War I (1914-1918) towards their "distant rest". Alfred Lord Tennyson was the "Poet Laureate" at that time and wrote the poem after reading about The Battle of Balaclava in the "Times" newspaper. This could have influenced how he portrayed the battle as he used secondary information which could be unreliable. In contrast, Wilfred Owen had first hand battle experiences from World war I, and so you would expect his information to be more reliable, However he could have emphasised certain points for poetic effect. In Dulce et Decorum est Wilfred Owen uses a variety of similes metaphors and other poetic techniques to describe the actions, appearance and mental states of the soldiers. Owen describes the soldiers as "Bent double, like old beggars under sacks, knock-kneed, coughing like hags", this simile shows that the war has had a very large effect on the soldiers as it gives the impression that they have aged prematurely and are in a very bad state of health. Owen also says that they limped on "blood-shod, all went lame, all blind", also giving the impression that the soldiers are in a very bad state of health, this emphasi... ...rge of the Light Brigade Tennyson gives the impression that the British soldiers were fighting a loosing battle. Tennyson gives the impression to the reader that he is not against the war even if they were going to loose but he still praises the soldiers for what they did. In Charge of the Light Brigade Tennyson contradicts Owens views, and instead says that it is honourable to die for ones country even if you loose the battle. In general I prefer Dulce et Decorum est because of what the poem stands for, Dulce et Decorum est give the views that war is a terrible thing and Owen is very against it whereas Tennyson seems to be a lot more pro war. Works Cited L. Bensel-Meyers. Literary Culture: Reading and Writing Literary Arguments. New York: Pearson Custom P,2000. Napierkowski, Marie Rose and Mary K Ruby. â€Å"Poetry for Students.† Vol 1 Detroit: 1998.

Large Schools vs. Small Schools: Which perform better?

Small schools perform better than large schools in more than one aspect. A study finds that small rural communities with a school have significantly higher housing values, more new housing, smaller income variability, fewer households receiving public assistance, lower poverty and child poverty rates, more workers in professional and managerial jobs, and more workers employed within the community. (1) The existence of schools even in small rural areas proves many benefits, but there is a larger question posed, would it be more beneficial to have a small school or a large one? This paper aims to find which category offers more to the quality of students. It may be true that large schools may have grander facilities like television and radio stations but there is more than behind the curtain of facilities. An extensive body of research demonstrates numerous positive benefits of small schools and small learning communities, especially for those students who are at greatest risk of educational failure. Indeed, in a synthesis of research on small schools, Raywid (1997/1998, p. 35) concludes, â€Å"there is enough evidence now of such positive effects—and of the devastating effects of large size on substantial numbers of youngsters—that it seems morally questionable not to act on it.† (2) This is more or less the same stand that this paper takes. In a small school there would be more benefits. As you will see throughout the paper, there have been studies that point out the benefits of a small school over that of a large one.   There is almost 40 years of existing research and literature on small schools which indicates that students in small schools have higher attendance and graduation rates (1), fewer drop-outs, equal or better levels of academic achievement (2), higher levels of extra-curricular participation (3) and parent involvement, and fewer incidences of discipline and violence (4). (3) Wasley, et al (2000, pg 4) says small schools increase student attendance across all types of small schools: schools-within-schools (SWS), freestanding small schools, and multi-school small schools. Lakhman (1999), on the other hand found that between 1988 and 1998, DeWitt Clinton high school developed 10 small schools. During that time, they reduced their dropout rate by 8.5% and increased their on-time graduation rate by almost 50%. Thus, proving that small schools have the ability to improve attendance and graduation rate. Moreover, researchers observe that the effects of smallness on achievement are indirect, being mediated through other small-school features as quality of the social environment and students' sense of attachment to the school. Mitchell (2000) reminds us that in the studies conducted by Howley and others, school size had such a powerful positive effect on the achievement of poor students that it even trumped the beneficial effects of class size (Cotton, 2001). This can also be credited to the fact that in a small school, they can focus more on the need of each student. Sometimes, students does not need a large school with lots of reference books but a school that encourages a lot of help, from peers and teachers. There are several studies whose findings reveal that students at all grade levels learn more in small schools than in large schools. Several researchers have also examined middle-grades schools with interdisciplinary teams and found that students in this type of small learning community outperform similar students in schools without such organizational arrangements (Mertens and Flowers, 2003; Mertens, Flowers, and Mulhall, 2001; George and Lounsbury, 2000; Lee and Smith, 2000; Felner et al., 1997; Lee and Smith, 1993). (2) In addition from improved attendance, higher graduation rates and improved academic achievement in small schools, another factor that is considered is the students’ level of participation.   Take for example Mitchell’s (2000) observation where in a school of 2,000 students, only the most talented will be recruited for the basketball team or the drama club. The result is that a small number of gifted students dominate the sports and activity rosters, while the vast majority are relegated to spectator status. In small schools, sports teams, musical groups and clubs depend on broader participation. The number of extracurricular opportunities does increase with school size. But a twentyfold increase in population produces only a fivefold increase in opportunities. That is, as the school expands, an increasingly smaller percentage of students are needed to fill the available slots. In short, more students produce less participation. Most students will not be required to participate because there will be others who would. In a small school every student will have the opportunity to hone and improve their talents and interests. Researchers point out that, in small schools, everyone is needed to populate teams, offices, and clubs; thus, even shy and less able students are encouraged to participate and made to feel they belong. In addition to the factors mentioned, another advantage of a small school over a large one involves more personalized approach where levels of parent involvement and parent satisfaction are greater in small school environments than in large ones. Communication between parents and teachers tends to be more substantive given the fact that the teachers often know the students better in the smaller learning environment (Cotton, 2001). This is a positive reinforcement of discipline for the students.   In a smaller learning environment, the students’ activities can be monitored and can be reported to parents, whether a violation or a perceived improvement. Among the advantages mentioned, the fewer incidence of violence is perhaps the most important. â€Å"There is less violence in small schools, less vandalism, a heightened sense of belonging, and better attendance,† the KnowledgeWorks report states. (4)   Another research also showed that â€Å"In urban schools with less than 300 students, 3.9% of the schools reported serious violent incidents compared with 32.9% of schools over 1,000 students (Gregory, 2000).† Small schools are better positioned to detect and help hurting students, and to address disruptive behavior before it escalates into tragic violence and abuse. When teachers know virtually all students in a school community by name, it fosters a culture of belonging, accountability, and support. The Association for Supervision and Curriculum Development (2000) studies show that small learning environments are characterized by fewer incidents of violence and disruptive behavior, less school graffiti, lower crime levels, and less serious student misconduct. The association attribute this to what they term as â€Å"human-scale schooling† which reduces isolation and increasing the sense of belongingness. Indeed, a closer community will bring more familiarity and less hostility. Hence, with all the aspects considered in the paper, it can be deduced that in a school of smaller quantity, we can focus more on the students’ quality. From this standpoint, the performance of a small school is better. Even policy makers have noted these benefits leading to   the development of some new rules. These includes: Florida Small School Law which recognizes the benefits of small schools and prohibits, as of July 2003, the construction of large schools. As of that date, new elementary schools will be limited to 500 students, middle schools to 700, and high schools to 900. Another is the Vermont Funding for Small Schools which in 1997, Vermont adopted a new system of funding education under Vermont Act 60 – The Equal Educational Opportunity Act (EEOA). Unlike most states, Vermont choose to provide additional funding to cover the higher costs of the state's smallest school districts. An extra $1 million per year was allocated to districts with fewer than 100 students. (5) This paper believes as far as, the future can depend on small school more than large ones, and to borrow Daniel Kinnaman’s title, the future will be filled up by small schools (with) big benefits.

Thesis: Writing and Question

For me writing a thesis statement was one of the hardest parts of the writing process. I was unsure of how to come up with the idea for a thesis statement, much less how to create it or where it should be included in the essay. By following this guide for writing a Thesis Statement, my writing experiences have become more rewarding. First, the thesis statement is the main topic or idea of the essay. It should directly answer the question the writer asks himself or herself, and is a roadmap for the essay. The thesis statement provides the reader with a specific guide to the writer’s argument. A strong thesis statement should show conclusions about the topic, indicate a point about the discussion, help the reader to see the main point of the topic, and is specific to show exactly what the essay is about. Second, to gain the idea for what the thesis should say if a topic for the assignment is given, change the topic of the essay into a question. Then answer the question with one or two sentences. The answer to the question will be the thesis statement. If no topic is given for the essay, or if the information for the essay does not ask a specific question, then a question must be generated, based on the information given for the assignment and the issue chosen form the assignment information to be explored. One way to accomplish this, the writer must brainstorm the topic. Then narrow or revise the topic down to take a position about the topic by deciding what you really want to say. Review this statement and ask a question about the statement. Another way is to collect and organize evidence and look for possible relationships, similarities, or contrasts to come up with a specific word by clarifying relationships of the topic. Explain what is meant about the topic, and then revise this information to make an assertation. Next look at the statement and ask yourself a question about the statement. The answer to the question in either example will be the thesis statement for the essay. The writer should ask themselves the following; Does the thesis statement answer a question? Would the reader want to challenge or oppose the thesis statement? In addition, Does the essay support the thesis? The thesis statement should be placed as the last sentence in the introduction paragraph of the essay, the last sentence conclusion paragraph, and the last sentence of the abstract in APA style format. In conclusion, once I implemented this guide into my writing process, I found writing a thesis statement to be much easier. It seemed to become a guide for the body of the essay. By following the guide to Writing a Thesis Statement, my writing experiences have become more rewarding.