Fukushima Nuclear power in Japan Essay Example | Topics and Well Written Essays - 500 words

Fukushima Nuclear power in Japan - Essay Example The Japan government decided to close all nuclear power plant projects in Japan so as to prevent repetitions like that of Fukushima in future (Straight). Japan managed to get an alternative source of energy to supply the needs of the country through buying of liquefied natural gas from Russia. Following the nuclear disaster, many people working in the reactor plus the surrounding environ got exposed. In addition, the environment around the reactor also got contaminated posing considerable risk. In regard to human exposure, a number of children living in the environs of Fukushima became recently discovered to be developing abnormal thyroid lumps (Straight). Exposure to radiation posed a risk of development of poor health outcomes in the given population. The government of Japan in trying to come with the solution to that given problem, food stuffs like exported rice from that region got scrutinized for radiation exposure levels so as to limit the spread of radioactive contaminants to other countries (Straight). Also, faced with the problem of human exposure, the government somehow managed to have evacuation and resettlement plans in action. With the environ around the Fukushima becoming unsafe due to the high radiation levels, the Japan government opted to resettle individuals that lived around the reactor in another place fit for human settlement. In addition, some of the workforce that worked in the Fukushima nuclear reactor, became not allowed to work in other nuclear reactors following having radiation levels higher than required. Such a means by the government ought to protect humans from overexposure from radiation (Straight). After the Fukushima nuclear disaster, the problem of controlling leakage of radiation emanated. Environmental leakage could only be minimized through proper destruction of the nuclear station plus proper disposal of the radioactive substances. The wrecked

The Charge of the Light Brigade with Dulce ET Decorum Est Essay Example for Free

The Charge of the Light Brigade with Dulce ET Decorum Est Essay The Charge of the Light Brigade is written by Lord Alfred Tennyson and describes the tragedy of six hundred heroic men on 25 October 1854.. We get the impression it was an Officer of high rank who relayed this story to the poet due to the constant detailed strategy. The second poem, Dulce et Decorum Est, is written by Wilfred Owen, detailing a scene from World War 1. This poem details the cruel suffering these heroic men experienced seen through the eyes of the Commanding Officer on scene. There are 60 years between these two poems which is immediately obvious with cannons and sabres in The Charge of the Light Brigade and the use of gas in Dulce et Decorum Est. Although these two poems are 60 years apart, the horrors and tragedies are similar but it is the poets who paint them in different colours. Lord Alfred Tennyson paints his poem in radiant colours with shining brass as this elite British cavalry force attempt to recapture the guns. They are proudly and heroically charging as a unit Flashed all their sabres bare into a situation that we, the reader, know can only end in tragedy and suffering. Wilfred Owens palette consists of the more murky colours of mud and blood running into each other detailing the actual suffering of the individual soldiers as it happens. There is a fast, charging pace in Lord Tennysons poem with a rhythmic beat which helps set the scene. In contrast, Wilfred Owens poem is more descriptive and slow in pace which helps the reader to understand the suffering of the individuals. The Charge of the Light Brigade is based on a episode of the Crimean War which took place on the 25 October 1854. The Light Brigade was an elite British cavalry force, made up of 630 men and horses, who were ordered to recapture the Turkish guns at the head of a valley. These guns had been captured by the Russians who had launched an attack on Balaclava, the Allied base. The inspiration behind this poem were three words written by The Times correspondent, W.H. Russell when informing that this ill fated attack was because Someone had blundered. According to Tennysons son, a few minutes after reading this editorial where this phrase occurred, this poem was born. Lord Alfred Tennyson was much admired by Queen Victoria, and was made poet Laureate. This made him the official state poet; therefore, he would record National events through his poetry. Although this poem also records tragedy and failure it emphasises true courage and bravery, which can only strengthen the admiration and respect from the reader for these ill-fated heroes. This heroism also reinforces patriotism within the population creating more unity. The deaths of these men were not in vain; they died for their Country, this is what makes them heroes. Verse one is setting the scene. It immediately starts with Half a league, half a league, Half a league onward, All in the valley of Death Tennyson is setting the pace at a gallop. He also creates the feeling of an adrenaline rush. The repetition creates this effect with its rhythmic meter. There is the biblical and symbolic reference to the Valley of Death which tells the reader that these soldiers are being sent like lambs to the slaughter dying for their country. This immediately creates dramatic tension. Tennyson writes this poem in the third person, which tells the reader that he is not actually there this is indicated when he writes Charge for the guns! he said; Into the valley of Death Rode the six hundred. These three lines outline the objective of the Light Brigade, emphasising their fate with repetition of the biblical symbolism and finally reminding the reader, again with repetition, the number of men involved. These three lines create tremendous dramatic tension by reiterating the futility of this exercise. In verse two Tennyson increases the dramatic tension one hundred fold. He asks the rhetorical question Was there a man dismayed? which is, in effect, emphasising how brave the Light Brigade were. He continues to say Not though the soldier knew Someone had blundered: Here is the thunder bolt these men are risking their lives due to an error. This is the only time the error is mentioned, almost as if it was an incidental part of the battle. Tennyson has taken these three words, Someone had blundered as a direct quote from W.H. Russells editorial in The Times. These are the three words that had such a powerful effect on Tennyson himself. He doesnt expand on the error or point the finger of blame, he simply states the fact. It is in these two lines that the reader senses an element of fear. However, fear is never an issue with the Light Brigade themselves. After this shock declaration, Tennyson reminds the reader of the galloping, adrenalin charged pace when he writes Theirs not to make reply, Theirs not to reason why, Theirs but to do and die: These three lines also very simply emphasise not only how disciplined these brave men and horses were but also their total trust in their Commanding Officers and masters respectively. Verse three depicts the Light Brigade as victims charging into an ambush. It begins with the galloping effect, this time illustrating the actual danger this elite force is charging into. Cannon to right of them, Cannon to left of them Cannon in front of them These three lines give an onomatopoeic effect of anticipation, adrenalin rising, hearts beating harder as they continue their charge. Tennyson fuels this tension further when he writes Volleyed and thundered; Stormed at with shot and shell, Boldly they rode and well, Here Tennyson uses alliteration creating the whistling effect of flying shells. This Unit is surrounded on three sides and are under attack but they continue courageously with their assignment. Tennyson reminds us of their fate, again using biblical symbolism when he writes Into the jaws of Death, Into the mouth of Hell This is very descriptive writing, Jaws describing the three sides of ambush and waiting to eat these innocent souls. Again, biblical reference is emphasised by the personification of Hell in the form of this erroneous valley. Rode the six hundred is the last time the Light Brigade are referred to as a complete live unit. This is relevant as it tells the reader not one of these heroic soldiers retreated but continued as one fighting force. Verse four now depicts the Light Brigade as an attacking force, charging enemy lines. The verse starts with Flashed all their sabres bare, Flashed as they turned in air Sabring the gunners there The galloping and adrenalin fuelled pace is maintained, with the adrenalin running at an all time high. These men are reacting to adversity from close quarters. These lines are also onomatopoeic, giving the swishing, cutting motion of metal through air and flesh. Charging an army, while All the world wondered: This confirms the Light Brigade are still as one even against great adversity, striving to achieve their goal. The world is in great admiration for this elite force, perhaps speculatively holding their breath for the end result. Plunged in the battery smoke Right through the line they broke This rhyming couplet emphasises the galloping and adrenalin charged pace from the first three lines of this verse. This displays the true grit and determination of these valiant men and their steeds. Even through their impaired vision (due to heavy gun fire which would also sting their eyes) the remainder of this elite force managed to break the enemy line and continue their fearless attack from close quarters. Reeled from the sabre stroke Shattered and sundered This details alliteratively the slashed destruction this brave unit dealt on the enemy. Then they rode back, but not Not the six hundred. The Light Brigade is now divided, incomplete this is emphasised by the repetitive use of the word Not. Death is not mentioned it doesnt need to be mentioned. Verse five recounts the aftermath. It is almost a reflection of Verse three, accept this time the Cannon behind them. The galloping effect continues with the remaining unit returning to base. A further variation is shown when Tennyson writes While horse and hero fell, They that had fought so well He reminds the reader that this unit was not just a team of heroic men but also their courageous steeds. All that was left of them, Left of six hundred. No number is specified here, but the poet implies very few soldiers and horses survived this onslaught. He allows the reader to decide how few they think may have survived. Finally verse six is a salutation to this incredibly brave, elite force. He opens this verse with the rhetorical question, When can their glory fade? O the wild charge they made He is telling us that this unit will never be forgotten because of their extreme bravery and heroism. Honour the charge they made! Honour the Light Brigade, Noble six hundred! Here, Tennyson is instructing the reader to respect this heroic Force and their courageous efforts. This is emphasised by the repetition of honour and use of exclamation marks. This is an anthem glorifying their name and memory of a truly patriotic elite Force. This poem creates a sense of urgency and determination. He repeatedly creates a galloping pace with a sense of purpose. There is no deviation from this purpose even when the Light Brigade are faced with great adversity. The poets clever use of word repetition combined with the rhythmic meter arouses the readers emotions. Verse one sets the scene and the pace. Tennyson still manages to create a sense of foreboding with his biblical symbolism of the valley of Death. Although there is this sense of foreboding, the Light Brigade have a duty to carry out the orders of their Commanding Officers. It is in the second verse when the readers emotions begin to ride high. It is when the reader is informed Not though the soldier knew Someone had blundered: Frustration is now felt because the reader now realises the doomed fate of this elite force is down to one persons mistake. We are aware of this unit charging into the wrong valley knowing that it can only end in tragedy. This almost makes the reader want to give up. It is Tennysons clever galloping pace that pushes the reader on into this massacre. Verse three shows the Light Brigade being swallowed Into the jaws of Death quite literally as they are surrounded in a jaw like fashion with Cannon to right of them, Cannon to left of them, Cannon in front of them This is extremely descriptive and leaves the reader with the impression that there will be no survivors, as the enemy does not need hand to hand combat to slay the Brigade as they have cannon power. However, Tennyson pushes us forward in verse four by turning the tables and making the Light Brigade become the assailants. As a reader this particular verse gives me a feeling of total admiration. Here is an elite Force faced with an impossible situation. They could have retreated and no one would of blamed them for doing so, but no, without question they continue with even more grit and determination. It is this action that makes them heroes. They are representing us as a nation and are proving to the enemy that we run from no one and are not afraid to stare Death in the eye. Even more to their credit, this elite Force slash their way through the enemy lines leaving bodies in their wake. It could be said that the Light Brigade is symbolic of our country in stature both being small. However, the Light Brigade, like our Country, is a Force to be reckoned with. It is in this verse that patriotism is at an all time high. Not only has this Force continued its challenge but has managed to come through the other side as victors leaving their mark. Tennyson continues with the galloping pace in verse five, echoing the words of verse three with slight variation. As a reader I feel quite exhausted (as obviously the surviving soldiers were) but the galloping speed is maintained until safety is reached. The final verse, although brief, is praise for this heroic Light Brigade. There are not enough words to describe these courageous men and their steeds, so Tennyson has kept it simple but authoritative when he says Honour the charge they made! Honour the Light Brigade, Noble six hundred! These simple words create tremendous pride and make you feel that they should be shouted for the entire world to hear. These men are an inspiration to us all. Dulce ET Decorum Est is a poem from 1914-1918 World War One. This poem is actually from 1915 to 1916. The poet, Wilfred Owen, was a Commanding Officer and he actually witnessed the true horror of war. Unfortunately, during this war the weaponry became more advanced and deadly. Chemical warfare was the new weapon. This was a perfect weapon for cowards as the poisonous gas could be released from cylinders or fired in shells five-miles away. The enemy had the satisfaction of knowing that they could cause maximum suffering before death without having to witness it. The suffering from these gases wasnt just from the lungs and eyes but also the visual appearance of the victims was like something from a horror film. The skin would turn greenish black and yellow, tongue protruding with the eyes becoming a glassy stare. In addition to this the victim would be coughing up greenish froth. The stimulation for Owen to write this poem was to share the true horror of this chemical war. To report death as a statistic is one thing but to describe the actual suffering these men had to endure before their release by death is something that needed to be told. In those days it was more likely a poet, especially one commanding a group of men, would be more likely to write in criticism of the horrors of modern warfare. Understandably, they would see the gruesome and painful death as an unnecessary horror. It was futile to allow people to experience such painful death when the enemy wouldnt be near enough to enjoy the the pleasure. In contrast, the Charge of the Light Brigade was close quarter fighting. The enemy still needed to have the Light Brigade in their sights before firing the cannons. The sole concern was to kill as many of the elite force as possible. Unfortunately in World War One, it appears suffering was the main aim. The main thing to bear in mind is that these soldiers werent just rank numbers to the Commanding Officers, they were family. These men very closely together shared all different kinds of emotion. For a Commanding Officer to see one of his men suffer so horrifically and slowly would be like watching his own brother or son. He would equally suffer the torture from frustration of not being able to help or relieve the pain. It could be said this poet suffered from World War One stress disorder as he continued to suffer nightmares after experiencing one of these chemical attacks. In contrast to The Charge of the Light Brigade, there is no glorification of war in this poem. In fact, Wilfred Owen dares to end his poem The old Lie: Dulce et decorum est Pro patria mori On reading this poem I have to agree. The first verse immediately tells us that the poet is there(unlike Tennyson, whose contact with war was by reading The Times), by his use of first person when he writes we cursed through sludge we turned our backs In contrast to the Charge of the Light Brigade the descriptions of the soldiers are very detailed, allowing the reader to share their agony. Owen effectively uses many similes to paint his picture, for example Ben double, like old beggars under sacks, Knock- Kneed, coughing like hags This is extremely descriptive of the young men returning from the frontline, appearing more like old vagrants than young brave soldiers. This verse emphasises the exhaustion of these men we began to trudge. Men marched asleep All went lame, all blind Drunk with fatigue; death even to the hoots Of tired, outstripped five-nines that dropped behind. Owen cleverly describes the five-nines as also being tired, which unfortunately means impending death. The second verse immediately begins with direct speech order Gas! GAS! Quick, boys!. These four words are extremely informative. The first word Gas! is spoken like a reaction. The second word GAS! shows recognition of the true danger. Quick, boys! depicts the urgency for his men to protect themselves. Notice he uses the word boys and not men, this indicates familiarity and passion. Owen continues to detail how awkward these gas masks were to put on when he says Fitting the clumsy helmets just in time But someone still was yelling out and stumbling. The reader experiences the panic and frustration these tired men go through when trying to secure their life saving devices. We are now introduced to the real graphic horror of a chemical attack when Owen tells us through the thick green light, As under a green sea, I saw him drowning. This indicates how quick the chemicals kick into action and how thick and smothering it is. The third verse consists of only two lines In all my dreams before my helpless sight He plunges at me, guttering, choking, drowning. Here is the indication that the poet is suffering from World War One stress disorder. His horrific experience of witnessing on of his boys die such a horrible death returns to haunt him. You can feel his frustration when he says my helpless sight, knowing he is unable to help this soldier. guttering is symbolic to this soldiers spark of life being extinguished due to drowning under a green sea of poisonous gas. In contrast, there was no mention of suffering or death in the Charge of the Light Brigade. The fourth and final verse explodes the myth it is sweet and fitting to die for your country. Owen asks the reader if they would send their children to honourably die for their country if they knew they would die such a slow gory death. His use of adjectives are powerful as he describes white eyes writhing in his face His hanging face As if this is not enough of a description he continues, like Tennyson, with the simile, using biblical symbolism. like a devils sick of sin. This gives the imagery of how evil war is and is the creation of mankinds sin. Owen continues with the satanic imagery when he refers to gargling from the froth corrupted lungs, Obscene as cancer Of vile, incurable sores on innocent tongues This imagery depicts an innocent man possessed, perhaps by the devil himself, as he dies a slow and torturous death. This could be symbolic of Christ himself taking on the sins of the world when he was crucified he also died a slow and torturous death. Owen powerfully ends this tortured poem My friend, you would not tell with such high zest To children ardent for some desperate glory The old Lie, Dulce et decorum est Pro patria mori. The poet is talking directly to the reader and is making the reader rethink his or her own beliefs. He is clever because he isnt asking if the reader would suffer such death for their country but if the reader could allow their child to suffer such a death. He explodes the myth by referring to the well known military motto as an old Lie. Owens graphic descriptions of the exhausted soldiers returning from the frontline create a feeling of sympathy for me. These men fought their war and are returning to safety. Many are injured but limped on, blood-shod. Like Tennyson, Owen quietly drops the proverbial bombshell when he says deaf even to the hoots Of tired, outstripped five-nines that dropped behind. For me this creates the feeling of despair for these poor men, as they now have to continue their fight for survival from the unseen enemy. (Tennysons quiet bombshell was Someone had blundered thus making the mission futile.) Hope evaporates as quickly as the poisonous gas spreads when I realise there is one soldier who was just to slow to secure his gas mask. As if thats not enough Owen continues in graphic detail to describe the suffering of this innocent soul. He uses strong words such as guttering, choking, drowning, writhing and hanging. This is extremely powerful writing as it gives me the impression this man is dying many deaths. As I continue reading this poem my sympathy also turns to the poet himself. To witness this horror once is bad enough, but this poor man has to relive it every time he goes to sleep. I can understand his bitterness to war, and after reading this I share his view. This man bravely makes a stand against an age old myth and questions it. It is because of men like Wilfred Owen, who detail the true, visual horror of war that changes and new laws can be made. After World War One chemical warfare was banned by The Geneva Convention and fortunately still stands today. If it wasnt for people like Wilfred Owen, who knows what sorry state our World would be in today. Although I have witnessed this soldiers death through the eyes of his Commanding Officer, I believe he didnt die for his country he died to save the World. There are two main differences between these two poems. They are, firstly, glorification of war (The Charge of the Light Brigade) and the abhorrence of war (Dulce Et Decorum Est). Secondly, the person these poems are written in. Tennyson obtained his details of this war from The Times editorial. However, Wilfred Owen was actually present during the chemical attack. There is a sixty-year gap between these two poems and, therefore the customs and beliefs are different. Tennyson is from the old school, glorifying war, depicting it as action packed, but never mentioning death. Owen, in contrast, concentrates on the suffering of the soldiers as opposed to their heroic deeds. There is futility in both poems but of a different nature. In the Charge of the Light Brigade the mission, itself, is made futile by one human error. However, in Dulce et Decorum est the futility is in the extreme suffering of one man never to be witnessed by the enemy who dealt this heinous blow. Both poets however, refuse to let this futility go unrecognised. Tennyson instructs the reader to honour this noble elite Force who broke enemy lines against great adversity. In contrast Owen instructs the reader to reconsider the old belief of willingly dying for your country. Both these poems have contrasting powerful messages and both are right. I try to imagine it was my great grandfather who died in the Charge of the Light Brigade. On reading this poem it would reassure me that he had not died in vain and had in fact died a hero. Equally, I try to imagine it is my great Uncle who is dying a slow agonising death in Dulce et Decorum est. Although painful to read, again he has not died in vain because the World has been made to share his experience and it never wants that experience again. In effect, it could be said that the Light Brigade as a unit and the chemical infested soldier are representative of Christ in their own ways. The Light Brigade representing Christ fighting the good fight against all odds and achieving their objective (seizing the guns albeit the wrong ones). The dying soldier representing Christ dying for our sins on the cross.

My Desire to Teach Literature :: Teaching Education Essays

My Desire to Teach Literature A couple of months ago, out of curiosity, I engaged in a test offered by the MENSA association. Along with the I.Q. figure, I received there was also some two word description attempting to label my intellectual prowess. As I recall one of the words was â€Å"intuitive†, or some variation thereof. People with a propensity to intuitiveness generally have some sense of this. Call it intuition. As a learner I would have to say that I fall into the visual category. For an instructor to describe a mathematical formula, for example, it just does not have the impact as to actually see the process worked out on a blackboard. The same applies to a tangible object. I am able to fully grasp its applications if it was placed before me, as opposed to being merely explained. I do intend to teach in the visual style when, at last, that role is mine. Ultimately my goal is to teach college level literature. Off hand I can think of a few instances where visual tools might be employed in this arena. Suppose I was to assign a class to read Joseph Heller’s â€Å"Catch 22†. Clips from Mike Nichols’ film version would give the class a firmer grasp on the insanity of war. Gustave Dore’s sullen and intense companion paintings to Samuel Taylor Coolidge’s â€Å"The Rime of the Ancient Mariner† would assist in bringing students closer to the mood and drama the poem evokes. And why stop with artistic mediums. Nature herself is the ultimate instructor. After a reading of Emily Bronte’s â€Å"Wuthering Heights† I can see myself marching a class out into a rainfall (weather permitting) and proclaiming â€Å"O.K., guys. You feel those cold drops pounding you? Feel the general wildness of it all? That, my fr iends, is unbridled passion. That is Cathy and Heathcliff in a nutshell.† Regarding the application of learning styles and learning style assessments, quite honestly, I don’t know enough about it yet to make a judgment call. This is new to me and I am still learning. From what I understand of some of these issues, such as integrated learning, this is a practice that should be administered to students at a lower grade level.

Organisational Culture Change in British Airways

It is also one of the world's longest established airlines†¦ British Airways disposes of a well-established International reputation, it is therefore pertinent to analyses the company's process to cultural changes. Similarly to other airlines companies. It has suffered from the contemporary economical recession and had to face the crisis. In order to respond to the latter, the company used organizational culture change. Furthermore, it is important to look at the concept of organizational culture in order to acquire a better understanding of the situation.According to Jacques (1952) â€Å"The culture of the factory is its customary and traditional way of hinging and doing things, which is shared to a greater or lesser degree by all Its members, and which new members must learn, and at least partially accept, In order to be accepted Into service In the firm. Culture In this sense covers a wide range of behavior†¦ † In other words, the concept of cultural organization possesses a strong historical background.Jacques (1952) compares it to an educational process, which indoctrinates all the members of a company. Standardizing these third parties' behavior and way of thinking. Terms of reference To analyses the type of culture existing within British Airways * To examine the reputation of culture within British Airways * To determine if there is or not a necessity for cultural change within British Airways * To assist British Airways in their transitions from one culture to another if a culture change is required.Literature survey I en alma AT tans research report Is to analyses Brattles Airways' process AT cultural perpetuation and to determine British Airways needs to change its culture. Several theories have been developed in order to explain the cultural procedure. The perpetuation of the culture According to Andrew Brown (1998, p. 55) there a 3 phases to the transition of the culture in an organization: Predilection: This phase takes place befo re the company hires the being. The party effectuates research about the company.Following the researches they choose (or not) to apply to become part of the organization. * Solicitation: During this stage, new recruits learn more about the culture of the organization, the beliefs, the norms, the values, * Solicitation is a vague procedure that leads to incorporation or a rejection of the recruit. * Incorporation/re]section: This phase is conclusive; the recruit is either inserted or excluded from the enterprise. Due to its 90 years of history, British airways dispose of a complex solicitation reoccurred that elaborates the adaptation of the new recruits.The occurrence of culture change Greet Hefted and Cert. Jan Hefted (2005, p. 312) stated that before concluding if there is or not an obligation for culture change, it is important to take into consideration the advantages and disadvantages of the present culture, to define if the present culture can be long-lasting; If the leaders want to establish a new culture and if it is possible to install a new culture in the organization. It is also essential to estimate reliably the costs that a new culture would generate as well as the benefits it will provide to the company, etc.These questions must inevitably be answered to intend to change the culture. According to Scheme (2003, p. 294) the mechanism of change depends on the stage of the organization's development. There are 2 central procedures of development: * General Evolution: general evolution implies a development of the entire company in general. * Specific Evolution: Specific evolution concerns the development of defined sectors of the company. Success in organizational culture transition Brown (1998, p. 46) explains that a culture transition is considered successful if it solves the dilemmas generated by the crisis the organization is facing. In the other case, if the new culture does not engender honorable results, it will lead to a rejection of the rec ent culture. Culture and leadership Scheme (2003, p. 291) stated that in organizations, leaders create culture. Scheme also mare Tanat ten culture proceeds Trot tenure sources: D Ana values AT the creator of the company II. The experience of the employees Ill. The new beliefs and values of the new employees and leaders On the word of Capon (2000, p. 24) the culture of an organization is the result of a blend of several external cultures brought by each employee, which makes every organizational culture unique. Scheme and Capon consider that the organizational culture is internal and external . According to Needle (1988, p. 77) the leader's role in the cultural transition is indispensable. The leader guides the firm and the employees through the crisis, the changing processes, etc. Hefted & Jan Hefted (2005, p. 311) developed Professor Bernhard white's theory.The professor stated that successful organizational culture transition is the result of a coalition between the Monochromatic (the leader) and the facilitator (the expert). Culture change at British Airways British airways previous culture transition (in 1987) was based on Linen's Unfreezing, change, and refreezing† theory as Brown (1998 p. 140) explains: Unfreezing: The unfreezing process is the stage during which the company realizes that there is a need for change. It is a stage of preparation. * Change: stage during which the changes occur.This stage is uncertain, the company is not aware of the consequences these changes can generate in the future. * Refreezing: Stage of stabilization, the organization focuses on maintaining stability. The changes become part of the culture. Methodology This report is based on several sources of information: Notably, British Airways official website: www. Brainwashes. Co. UK. The website is formal, and contains accurate information. Although, its content cannot be considered as objective due to the fact that it has been created by the company.Thus, intends that the information displayed are the ones British Airways chose to diffuse. The B. A annual report also disposes of information but there is still a possible subjectivity on the reports' data. Southampton Solvent Library database contains many articles and studies on BAA . Multiple newspapers such as The Guardian and The Daily Mail dispose of numerous articles on the topic. Culture Change: The information about culture change were found in the multiple books named in the Reference section.Results Linen's â€Å"Unfreezing- Change- Refreezing† Theory: Kurt Lenin considered that organizational change occurs through 3 phases: 1 1 en entrepreneur: Awareness appears,ten leaders take conscience AT ten excellent problem. There are two categories of unfreezing rites: The rites of questioning and destruction 0 which requires to present evidences that employees or system do not function appropriately. This rites sometimes demands the intervention of external consultant due to the fact that their opinion about the individuals or the company will be more objective.The rites of rationalization and legitimating 0 the individuals concerned by the changes must explain why they are essential to the company. Training and education programs are vital to the Unfreezing process. 2. The change: Is the stage where change appears. There are two types in this phase: The rites of degradation and conflict 0 during these rites, the staff unable or unwilling to recognize and approve the need for change will be replaced by more cooperative personnel. The rites of passage and enhancement 0 these rites are employed to confront the opposition to change.Several methods such as promotions, training programs and new Job titles are applied. The innovations become more understandable to the employees, during this period of transition. 3. The refreezing: Is the final stage of Linen's theory. The employees attempt to dissolve instability, they are now accustomed to the changes, there is no requir ement for external consultancies, The refreezing phase contains only one type of rites, The rites of integration and conflict reduction these rites create conformity in the organization, minimize the misunderstandings between the personnel and the departments.Also these rites stabilize the changing process. To illustrate Linen's theory, an analysis of British Airways previous cultural change is going to be examined. Linen's theory applied within British Airways, Brown (1998, p. 144) In the 1980, under the Thatcher's government, British Airways metamorphosed from a governmental possession too private ownership. According to various external opinions, this conversion required a cultural change. The cultural change materialized through Linen's â€Å"Unfreezing-change-Refreezing† theory.Unfreezing awhile the unfreezing process, three major stages were defined. First of all, the decrease of the number of response, 22 000 employees were dismissed. Second of all, new leaders were se lected, Loran Klan as cameraman Ana Colon Marshall as c o Humanly, ten training program â€Å"Putting people first† was specially created for the personnel in direct contact with the costumers to ameliorate the quality of their service. Change DOT assist this phase, many training programs as â€Å"Managing People First† and â€Å"Leading The Service business† were utilized in British Airways† special training centre.Personal feedbacks were available to each employee, in order to improve their performances. Defective systems were withdrawn. Refreezing 0 This stage consists in fixing the changes. The changes are part of the culture, new uniforms are utilized, airplanes are ameliorated. To conclude, this transition was successful but it has not been effortless. During the early stage, several employees were not convinced by the changes. Professor Bernhard White's theory This theory states that the leader and the expert have the capacity to make a transition s uccessful if they cooperate.Discussion The results show that British Airways have a constant need to modify the culture due to the fact that the organization is continually confronting a crisis or a major tutorial change. In effect, British Airways was first a government property, in 1987, the government decided to privative British Airways. The company was then obliged to change its culture in order to facilitate the ownership transition. External advisers were required, new leaders were designated; personnel programs to train employees were created, the workforce was decreased to minimize the expenses of the company.Economical crisis: The economic recession originated in the United States of America has also reached Europe and has weakened several European countries and companies. British Airways was certainly no exception. British Airways as well as many other British enterprises have been severely affected by the financial crisis. The company lost an important amount capital and had to dismiss several employees. Willie Walsh, British Airways' chief executive, stated: â€Å"The airline industry is enduring the toughest times in its history and we expect more pain before things improve.We are taking the right short-term action to survive the downturn. We will not let this crisis compromise our long-term goal-to create a world-leading global premium airline with a reputation for being the very best at meeting its customers' needs. † (British Airways 2008/2009 annual report and accounts)† The company is aware of the difficulty they are confronted to. British Airways exposes volition to overcome these difficulties. The company demonstrates an optimistic blew. Brattles Already NAS developed awareness towards the hardship the financial crisis has generated.By admitting their issues, British Airways has crossed the first step of the Linen's theory. From that moment the company will have to make an important decision that will have a significant influe nce on its future and on its employees. The enterprise will have to decide whether or not there is a need to alter its organizational culture. Environmental crisis: British airways as well as many other airlines companies had to face the environmental crisis due to the consciousness raising about the climate change.In effect, human beings are aware that they are maltreating the planet, they have expressed they volition to minimize gas emissions. Knowing that the airline industry is by far the most pollutant, numerous of clients and potential clients minimized their travels by plane. To face this type of crisis, British airways will have to invest funds in the research of new technologies in order to later replace fuel by environmental friendly combustible. In April 2010, British airways as well as every other airline company had to face a major environmental issue.

Survival Skills

Emergency Planning Immediately after an emergency, essential services may be cut-off and local disaster relief and government responders may not be able to reach you right away. Even if they could reach you, knowing what to do to protect yourself and your household is essential. Creating a disaster plan One of the most important steps you can take in preparing for emergencies is to develop a household disaster plan. 1. Learn about the natural disasters that could occur in your community from your local emergency management office.Learn whether hazardous materials are produced, stored or transported near your area. Learn about possible consequences of deliberate acts of terror. Ask how to prepare for each potential emergency and how to respond. 2. Talk with employers and school officials about their emergency response plans. 3. Talk with your household about potential emergencies and how to respond to each. Talk about what you would need to do in an evacuation. 4. Post emergency telep hone numbers by telephones. Teach children how and when to call 100.Emergency planning for people with special needs If you have a disability or special need, you may have to take additional steps to protect yourself and your household in an emergency. If you know of friends or neighbors with special needs, help them with these extra precautions. Examples include:Hearing impaired, Mobility impaired, Non-English speaking people. 1. Create a network of neighbors, relatives, friends and co-workers to aid you in an emergency. Discuss your needs and make sure they know how to operate necessary equipment. 2.If you live in an apartment building, ask the management to mark accessible exits clearly and to make arrangements to help you evacuate the building. 3. Those who are not disabled should learn who in their neighborhood or building is disabled so that they may assist them during emergencies. Disaster Supply Kits You may need to survive on your own for three days or more. This means havi ng your own water, food and emergency supplies. Try using backpacks or duffel bags to keep the supplies together. A disaster supply kit with essential ood, water, and supplies for at least three days-this kit should be kept in a designated place and be ready to â€Å"grab and go† in case you have to leave your home quickly because of a disaster. You should also have a disaster supply kit at work. This should be in one container, ready to â€Å"grab and go† in case you have to evacuate the building. Water: the absolute necessity Stocking water reserves should be a top priority. Drinking water in emergency situations should not be rationed. Store water in thoroughly washed plastic, fiberglass or enamel lined metal containers. Food: preparing an emergency supply.Food items that you might consider including in your disaster supply kit include: ready-to-eat meats, fruits, and vegetables; canned or boxed juices, milk, and soup; high-energy foods like peanut butter, jelly, lo w-sodium crackers, granola bars, and trail mix; vitamins; foods for infants or persons on special diets; cookies, hard candy; instant coffee, cereals, and powdered milk. You may need to survive on your own after a disaster. Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone immediately. You could get help in hours, or it may take days.Basic services, such as electricity, gas, water, sewage treatment and telephones, may be cut off for days, even a week or longer. Or you may have to evacuate at a moment's notice and take essentials with you. You probably won't have the opportunity to shop or search for the supplies you'll need. Your household will cope best by preparing for disaster before it strikes. First aid supplies Assemble a first aid kit for your home and for each vehicle: It may be difficult to obtain prescription medications during a disaster because stores may be closed or supplies may be limited.Ask your physician or pha rmacist about storing prescription medications. Be sure they are stored to meet instructions on the label and be mindful of expirations dates -be sure to keep your stored medication up to date. Clothes and bedding One complete change of clothing and footwear for each household member. Shoes should be sturdy work shoes or boots. It is important for you to be ready, wherever you may be when disaster strikes. With the checklists above you can now put together an appropriate disaster supply kits for your household:A disaster supply kit kept in the home with supplies for at least three days; Although it is unlikely that food supplies would be cut off for as long as two weeks, consider storing additional water, food, clothing and bedding other supplies to expand your supply kit to last up to two weeks. A work place disaster supply kit. It is important to store a personal supply of water and food at work; you will not be able to rely on water fountains or coolers. Women who wear high-heels should be sure to have comfortable flat shoes at their workplace in case an evacuation require walking long distances. A car disaster supply kit.Keep a smaller disaster supply kit in the trunk of you car. If you become stranded or are not able to return home, having these items will help you be more comfortable until help arrives. Add items for sever winter weather during months when heave snow or icy roads are possible-salt, sand, shovels, and extra winter clothing, including hats and gloves. ————————————————- Navigation ————————————————- Survival situations are sometimes resolved by finding one's way to safety, or one may need to move to find a more suitable location to wait for rescue.The sources observe that to do either of these safely requires some navigat ion equipment and skills. Types of navigation include: ————————————————- Celestial navigation, using the sun and the night sky to locate the cardinal directions and to maintain course of travel ————————————————- Using a  map and compass  together, particularly a  topographic map  or  trail map. ————————————————- â€Å"Navigation by observation† of terrain features on a map or otherwise known ————————————————- Using a  GPS  receiver, if one is available. Survival Skills Emergency Planning Immediately after an emergency, essential services may be cut-off and local disaster relief and government responders may not be able to reach you right away. Even if they could reach you, knowing what to do to protect yourself and your household is essential. Creating a disaster plan One of the most important steps you can take in preparing for emergencies is to develop a household disaster plan. 1. Learn about the natural disasters that could occur in your community from your local emergency management office.Learn whether hazardous materials are produced, stored or transported near your area. Learn about possible consequences of deliberate acts of terror. Ask how to prepare for each potential emergency and how to respond. 2. Talk with employers and school officials about their emergency response plans. 3. Talk with your household about potential emergencies and how to respond to each. Talk about what you would need to do in an evacuation. 4. Post emergency telep hone numbers by telephones. Teach children how and when to call 100.Emergency planning for people with special needs If you have a disability or special need, you may have to take additional steps to protect yourself and your household in an emergency. If you know of friends or neighbors with special needs, help them with these extra precautions. Examples include:Hearing impaired, Mobility impaired, Non-English speaking people. 1. Create a network of neighbors, relatives, friends and co-workers to aid you in an emergency. Discuss your needs and make sure they know how to operate necessary equipment. 2.If you live in an apartment building, ask the management to mark accessible exits clearly and to make arrangements to help you evacuate the building. 3. Those who are not disabled should learn who in their neighborhood or building is disabled so that they may assist them during emergencies. Disaster Supply Kits You may need to survive on your own for three days or more. This means havi ng your own water, food and emergency supplies. Try using backpacks or duffel bags to keep the supplies together. A disaster supply kit with essential ood, water, and supplies for at least three days-this kit should be kept in a designated place and be ready to â€Å"grab and go† in case you have to leave your home quickly because of a disaster. You should also have a disaster supply kit at work. This should be in one container, ready to â€Å"grab and go† in case you have to evacuate the building. Water: the absolute necessity Stocking water reserves should be a top priority. Drinking water in emergency situations should not be rationed. Store water in thoroughly washed plastic, fiberglass or enamel lined metal containers. Food: preparing an emergency supply.Food items that you might consider including in your disaster supply kit include: ready-to-eat meats, fruits, and vegetables; canned or boxed juices, milk, and soup; high-energy foods like peanut butter, jelly, lo w-sodium crackers, granola bars, and trail mix; vitamins; foods for infants or persons on special diets; cookies, hard candy; instant coffee, cereals, and powdered milk. You may need to survive on your own after a disaster. Local officials and relief workers will be on the scene after a disaster, but they cannot reach everyone immediately. You could get help in hours, or it may take days.Basic services, such as electricity, gas, water, sewage treatment and telephones, may be cut off for days, even a week or longer. Or you may have to evacuate at a moment's notice and take essentials with you. You probably won't have the opportunity to shop or search for the supplies you'll need. Your household will cope best by preparing for disaster before it strikes. First aid supplies Assemble a first aid kit for your home and for each vehicle: It may be difficult to obtain prescription medications during a disaster because stores may be closed or supplies may be limited.Ask your physician or pha rmacist about storing prescription medications. Be sure they are stored to meet instructions on the label and be mindful of expirations dates -be sure to keep your stored medication up to date. Clothes and bedding One complete change of clothing and footwear for each household member. Shoes should be sturdy work shoes or boots. It is important for you to be ready, wherever you may be when disaster strikes. With the checklists above you can now put together an appropriate disaster supply kits for your household:A disaster supply kit kept in the home with supplies for at least three days; Although it is unlikely that food supplies would be cut off for as long as two weeks, consider storing additional water, food, clothing and bedding other supplies to expand your supply kit to last up to two weeks. A work place disaster supply kit. It is important to store a personal supply of water and food at work; you will not be able to rely on water fountains or coolers. Women who wear high-heels should be sure to have comfortable flat shoes at their workplace in case an evacuation require walking long distances. A car disaster supply kit.Keep a smaller disaster supply kit in the trunk of you car. If you become stranded or are not able to return home, having these items will help you be more comfortable until help arrives. Add items for sever winter weather during months when heave snow or icy roads are possible-salt, sand, shovels, and extra winter clothing, including hats and gloves. ————————————————- Navigation ————————————————- Survival situations are sometimes resolved by finding one's way to safety, or one may need to move to find a more suitable location to wait for rescue.The sources observe that to do either of these safely requires some navigat ion equipment and skills. Types of navigation include: ————————————————- Celestial navigation, using the sun and the night sky to locate the cardinal directions and to maintain course of travel ————————————————- Using a  map and compass  together, particularly a  topographic map  or  trail map. ————————————————- â€Å"Navigation by observation† of terrain features on a map or otherwise known ————————————————- Using a  GPS  receiver, if one is available.