A Proposal Response On Climate Change And 192 Countries

Recommendation This policy memo response the People’s Climate March held on New York, September 21, 2014, by focusing on how to decrease New York’s level greenhouse gas emissions by 80 percent by 2050 from 2005 levels . Despite the fact that 195 countries have become Parties to The United Nations Framework Convention on Climate Change and 192 countries have signed the protocol , the climate crisis has not been solved but accelerated. By introduction a new energy-efficient standard in New York City to both public and private buildings could largely relieve this intensified situation and help sustain momentum from the People’s Climate March. This new proposal will transform New York City into an eco-friendly city with less greenhouse gas†¦show more content†¦Big cities like New York with dense popularity should be extremely concerned about this phenomenon by introducing new feasible energy saving proposal to mollify this challenge. One of the main solution is to decrease or maintain the same greenhouse gas (GHG) emission level for temperature control. Since nearly three-quarters of the GHG in New York City is emit from buildings , targeted project aim at renew existing low energy efficiency building and expand more new clean energy technology in both public and private housing. The new plan named â€Å"New City, Built to Last† should be activate to transform New York City’s Buildings for a Low-Carbon Future . With this affordable project, every citizen could enjoy the benefit of an advanced low-carbon city, improving the public health in long-term. Moreover, the new plan will generate large amount of addition job positions to better boost the economy. To better analysis the effect of this new plan, a stakeholder map is illustrate below, by placing each stakeholder in their position. The most affected group will be residents living in New York which could be grouped by low income, middle income and high income residents. The low income residents tend to have negative attitude since they pay a higher share of their rent for energy than wealthier residents, and often live in less-efficient buildings. An

Important Atributes of Friendship Essay - 548 Words

When we think of friendships, we think of the people in our lives that make us smile and of the times that we have spent with them. Friends bring a joy and an important fufillment into our lives. They leave an important mark on us, and memories that last a lifetime. Friendships can provide us with support and a safety from everyday hardships and obstacles of life. On the otherhand a fake friendship can turn out to be detrimental, hurtful and leave us feeling alone. There are certain things that a friend must possess in order to be labled as a good friend and without these things, a friendship will never grow, but will fall flat. A real platonic companion must be loyal, trustworthy, understanding as well as accepting. First one must†¦show more content†¦If you want to be a good friend you must be upfront and completely honest. Honesty and trust go hand in hand. So a friend you cannot trust, is not a friend at all. Finally, the last thing a friend must possess is being understanding and accepting. When you are a good friend you accept the other person for exactly who they are. It does not matter what they look like, how strange they are or if they are having a bad day. Part of being a good friend is accepting someone for everything they are and learning to love them for who they are on the inside. If you are a real friend to somebody, you never want them to change, you simply love them, without judgement. A friendship without understanding and acceptance is limited, and like walking on egg shells. A real friend will never make you feel like you are not good enough,instead, they will always lift you up and be there to understand you, when no one else does. Friendships are an important and crucial part of the lives of us humans. Not everybody puts as much value in them as others, but that reflects in the quality and length of the friendships that they have. Even when two people click wonderfully, it can slowly fade out, when one or both in the friendship dont put in the effort to make the friendship last. If you arent a good friend now, you can always make an effort to change. A friendship that lasts for many years or decades, is rare and should be cherished deeply. To be a rare and real friend, it

Essay on Necessity of Pre-nuptial Agreements within Australia

Necessity of Pre-nuptial Agreements within Australia Legislation recognising pre-nuptial agreements has been well overdue and this recognition will significantly improve the social and economic impact of divorce. Pre-nuptial agreements, however controversial, are nothing more than a commonsense idea which not only eases the burden that the financial division of divorce has of the courts, but makes the whole divorce proceedings emotionally and financially easier for everyone involved. Something as simple as a contract which states the financial situation of each party before marriage is not giving up before youve even started, but an effective marriage contract which allows the partners to discuss their financial situation†¦show more content†¦It also deals with, to a small extent , the extra finance given to whoever would have custody of the children post-divorce, though this is mostly in the hands of the divorce courts. (www.pre-nuptialagreements.com.au) All of these factors can only help the social and economic impact of divorce, as it is making it easier for everyone involved. Before December 2000, pre-nuptial agreements were not held legally binding by legal courts - couples could form their own agreement before marriage but the courts did not have to stick by them. This created a problem within the marriage where certain circumstances called for the division of property to be different from that as stated by the Family Law Act. Some of these special circumstances might include if you want to keep premarital assets seperate, if you are blending families (both partners already have children), you want to ensure that the family wealth stays within the family, or if you simply just want certainty as to property rights and maintenance payments upon a potential divorce. (www.pre-nuptialagreements.com.au) A newspaper article written on the day that prenuptial agreements became financially binding writes: Pre-Nuptial agreements became legally enforcable today in an effort to reduce the amount of time taken resolving disputes in the Family Court.... Sydney family law specialist Bill Karras said theShow MoreRelatedCase Study16130 Words   |  65 Pagesof those short-listed – Richard Kitson – wanted to know from his side whether Sarsen was ambitious, keen, prepared to take calculated risks and adventurous. A match had been made. Richard had experience within the public sector – leading and growing a local authority housing service, and within the housing association world – managing the fastest-growing region of a well respected national association with a long history of success, including managing large numbers of staff in an operation that

Organizational Learning Journal of Applied Communication

Question: Describe about the Organizational Learning for Journal of Applied Communication. Answer: Introduction The changes experienced in the current century are presenting numerous challenges to the modern class of societal and organizational leadership. Any organization that is to survive in the ever-changing world must embrace organizational learning. Organizational learning is the ability to acquire the necessary knowledge and skills as an individual or as a group regarding the changing environment, transfer the learned competencies within the organization and guide the organization to adequate performance (Azmi, 2008). An effective modern leader must know how to acquire the skills, share with the group and apply them to transform the institution capacity to perform in new environments. Thus, the paper seeks to use organizational learning theories; experiential theory, social learning theory, assimilation theory, situated learning theory and community of practice and adaptive and generative learning theory to outline how a leader can know, go and show the way. Experiential Learning Theory Experiential learning theory notes that learning takes place through experience. The theory focuses on the learners cognitive abilities to learn from new and challenging situations and transforming the experience into actions. According to Hedin (2000), the development of new ideas and ways of doing things is stimulated by experience. The theory posits that active learning is guided by a cycle of four stages; concrete experience where the learner comes across new situations that force him to do things differently. The reflective observation phase comprises of the learners ability to observe and understand the unfolding. After critical reflection of the experience, the learner engages in a thought-provoking process and develops new ideas or update the exist practices and finally put it into practice to get the desired results. Hayward (2002) notes that though experience, leaders will derive new competencies from any challenging situation, come up with policies to actualize the new ide as and involve the stakeholders for the success of the process. Hence, a good leader will learn from experience, act on the new ideas and guide people on the implementation. For example, the Marriot international company policies of helping disaster-stricken victims, team building and affiliative leadership were facilitated by experiential learning theory. The company which employs people of different cultures was faced with a crisis of regular employees conflict forcing some to leave the workplace. The management learned that conflicts was as a result of lifestyle intolerance among employees and resolved to engage the workers in different tasks of helping disaster-stricken victims in various regions and embark on team building to foster tolerance. The management was able to solve the conflicts and now has a happy diverse workforce. Social Learning Theory The social learning theory stresses that learning occurs in a social context where people learn with and from other people through cognitive processes. Scholz, Dewulf Pahl-Wostl (2014) claims that people learn through observing the behavior of others, evaluate the appropriateness of the consequences and imitating the behavior. The theory points out that for effective learning to occur, the actions of others must capture the attention of the observer and be remembered easily. The reproduction process comprises of the ability to perform the exact actions as observed. However, the critical learning process in this theory is the capacity to relate with the consequences of imitating the actions. Actions perceived to produce highest rewards prompt the willingness to emulate the activities. Leaders can learn socially today through interacting with right people and gaining insights on the trends been deliberated and evaluating the necessity of adopting the practices (Aounallah, 2014). Thus, Organizational leaders should observe the changes in the industries and the measures people are putting in place to handle the changes. Additionally, the leaders should evaluate the significance of those practices and adopt the practices that will yield maximum benefits while guiding their followers to the best mode of implementing the practices. For example, the ASB bank in New Zealand engaged in social learning theory when integrating technology in the bank. The firm set up a new technology system in the bank, launched mobile banking and availed customer cares services on social networking sites in 2013. The banks CEO, Barbara Chapman, admits observing most banks in the industry reaping from simplified and faster services due technology advancement. The CEO launched up strategies to successfully implement the observations and guided the workforce through training. Hence, the bank learned socially; observing and imitating beneficial trends in the industry Assimilation Theory The assimilation learning theory dictates that effective learning occurs through the integration of the newly acquired skills with the existing knowledge. According to Harrison (2000), meaningful learning requires the learner to comprehend the development of the new skills and assimilate them to broaden the concepts. The theory suggests that meaningful learning is built on knowledge acquisition, sharing and utilization through integrating with the already held knowledge. The key to the effective acquisition and use of new knowledge by learners is what they know (Vera Crossan, 2004). The leaders can acquire new knowledge through observation or experience and focus on what they know to improve their practices. Additionally, the leaders should share the newly acquired knowledge with the workforce through a broad range of organizational methods and guide on the skills development necessary to benefit the organization. Thus, using assimilation learning theory, leaders can observe and pic k knowledge from new situations, develop it with the help of what they already know and share with the workforce to facilitate the adoption. For example, Porsche Automotive Company embraced assimilation theory when manufacturing the luxurious Cayenne turbo sports car an improvement of the Macan crossover SUVs. The CEO, Oliver Blume, admits they experienced competition from rival companies such as BMW who launched luxurious and high-speed cars that resonated well with speed lovers. The Company put the observation into actions, sending their engineers to more training and came up with a unique brand with an acceleration of 60km/hr in 4.2 seconds. Thus, the company used the already held knowledge on making speedy sports car to produce more improved products. Situated Learning Theory and the Community of Practice Situated theory and community of practice model posit that involvement and interaction are crucial aspects that facilitate learning. Wenger Snyder (2000) note that social interactions and involving in activities guided by certain beliefs, behaviors and cultures are the perfect grounds for learning and becoming experts. The theory advocates for active relating with the learning activity through carrying out the tasks, hence, learning while doing. People have the ability to gain experience and look like experts in solving issues when the actively engage in community activities (Levitt March, 1988). The quality of Cooperation for a leader is very crucial in understanding and relating to the issue at hand. The leaders can build trust with the followers and win their will to engage in problem-solving activities for the benefit of the community. Hence, leaders can know about organizational and communal problems through being at the center of different practices and initiate measures to s olve the problems and guide people in the best ways. For example, the Common Wealth Bank of Australia leadership was guided by situated learning and community of practice theory when launching the community seed program. The bank marketing and communication department involves actively in the social media dialogue and online challenges with the customers to know what they need. As a strategy to keep on learning from the customers and enhance their services, the community seed program elicits conversation as voting for particular organizations continue. Hence, the leadership learns through online interaction, raise strategies to implement customers need and guide their workforce on successful implementation. Adaptive and Generative Learning Theory The adaptive and generative learning model stresses that learning occurs through development or modification of the existing knowledge. Chiva, Grando Alegre (2010) note that active learning encompasses engaging and connecting with activity, reflecting and cognitively choosing of the best conduct. Adaptive theory demands that a learner pays attention to the existing knowledge and influence it with improved thinking to achieve set targets. The generative approach advocates for a learner to engage in a thought-provoking process to come up with non-existing ways of doing things. A learner should engage in a cognitive process to evaluate the different mode of doing things and supplement his practices or come up with entirely new methods (Sharma, Gupta Wickramasinghe, 2005). Using the adaptive and generative learning theory, leaders should strive to gain knowledge through observations and experience and engage in thoughts on how to leverage product and brands. Furthermore, the modern lea dership can engage in research, experimenting with various practices to come up with the suitable mode of doing things (Bass, 2000). Thus, successful leaders should learn through provocative thinking, adopting the best practice and transferring the knowledge to the workforce. For example, the Asahi soft drink company used the adaptive and generative learning theory when coming up with new products such as Asahi Soukai and new Schweppes. The CEO, Atsushi Katsuki admits the company faced challenges of changes in customer preferences and stiff competition from other brands such as Coca-Cola. The company used the adaptive theory and enhanced their products through improved thinking. Additionally, the company closed some production plants to reduce the cost of production and compete effectively; a clear indicator of generative learning. Conclusion Consequently, various organizational learning theories outline the different way of acquiring knowledge. Consulting the models will allow leaders develop necessary competencies when encountered with challenging situations. The leaders will develop strategies to actualize the new ideas and guide the followers to successful implements the ideas. Hence, a good leader will learn, act and show the way. Referencing Azmi, F. T. (2008). Organizational Learning: Crafting a Strategic Framework. The Icfai University Journal of Business Strategy, 5(2), 58-70. Aounallah, N. (2014). 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An Analytical Framework of Social Learning Facilitated by Participatory ,Methods. Systemic Practice and Action Research, 27(6), 575-591. Sharma, S. K., Gupta, J. N., Wickramasinghe, N. (2005). A Framework for Building a Learning Organisation in the 21st Century. International Journal of Innovation and Learning, 2(3), 261-273. Vera, D., Crossan, M. (2004). Strategic Leadership and Organizational Learning. Academy of management review, 29(2), 222-240. Wenger, E. C., Snyder, W. M. (2000). Communities of practice: The Organizational Frontier. Harvard business review, 78(1), 139-146.