Implementing an ADR Process Essay Example for Free

Implementing an ADR Process Essay An Alternative Dispute Resolution (ADR) is a voluntary procedure where parties come to an agreement to use in conjunction with a formal process of administration, to resolve and settle disagreements or disputes in a work environment (Ann and Jay, 2002). There exist a number of objectives that lead to the use of an ADR processes in an organization. The Alternative Dispute Resolution processes should perform the following factions among others. It should resolve or reduce a number of issues in a dispute, be accessible, use the available resources efficiently, resolve disputes and disagreements as early as they occur, produce effective, lawful and acceptable outcomes to the involved parties and enhance the parties’ satisfaction (Cavel and Vondra, 1994). Types of ADR processes Mediation is a type of neutrally facilitated negotiation. It is a process where the parties to the dispute choose a mutually acceptable and independent third party called the mediator, to assist them in arriving at an amicable solution to their conflict or dispute (Cavel and Vondra, 1994). The mediator enables parties to appraise their own cases with him in confidence, the factors like business relationships, commercial pressures, and reputation issues can be taken into account to necessary extent. Also, the procedure is flexible to suit the parties and the dispute. Mediation is also quick, consequently cheap and entirely confidential. However, Mediation is not suitable where the parties in a dispute require a court judgment (John and Steven, 2003). Conciliation is a process where the conciliator might express an opinion on the advantages of a dispute and will recommend a resolution to that dispute if he is not able persuade the parties to create their own solution (Ann and Jay, 2002). It is often preferred to mediation if the parties want the benefit of a conciliator’s intervention and assistance in the given confidential form provided. Neutral or expert evaluation; Here the parties aggrieved appoint an acceptable and neutral third party to both of them to evaluate their dispute and deduce an opinion on its outcome (Ann and Martin, 2002). They may request for an evaluation of their positions as a matter of law liability. Adjudication is non-housing grant whereby it is a process in which the parties appoint a neutral expert in the subject in disagreement to decide the dispute (Cavel and Vondra, 1994). The adjudicators decision may be binding in the end of a temporary effect or advisory depending on the parties terms of reference availed to him. Implementation of an ADR processes The implementation of an ADR process may face a lot of barriers. For instance, the management may reject it. This may arise where the management do not belief in simple methods of conflict resolution or where they belief Court judgment. Also, another barrier could be misinformation or lack of commitment. Some employees or managers may present the truth about then ADR process as incorrect or as a bad method thereby creating some for of rejection by the other people within an organization (Cavel and Vondra, 1994). The management may also pose a big challenge if it will decline to provide the required leadership in the process of implementing the ADR process. This is where the leading parties may not be willing to play a lead role in its implementation. Another challenge that may be realized is the lack of any form of commitment by the implementing group or lack of a proper legislation for its implementation. Some people on the other hand my go to court to acquire an injunction over the use of this process in an organization. While on the other hand the law firm workforce may fear the possible consequences of adapting ADR process subjecting it to criticism (John and Steven, 2003). Therefore, to overcome these challenges, one needs to have a number of methods. For instance, the person implementing an ADR Process should improve the communication to the rest of the employees and the management in general. Effective communication ensures that the process shall be well explained and illustrated while giving the advantages of accepting its use in the organization if implemented (Steven and Graham, 1993). Also, it is necessary that the concerned parties should hold a meeting for brainstorming and analysis of the strengths of the proposed ADR Process and its implementation. Involving the all affected stakeholders in implementation process ensures that the stakeholders own the process by their active contribution and participation, thus likely to result less resistance. Moreover, this will ensure that the persons concerned are well informed and are part of the process thereby reducing the chances of rejection and other barriers to its implementation. Another way of overcoming the implementation of an ADR Process is by adopting good leadership behavior by the leading persons in the organization. In this regard, a hands-off leadership style which is closely related to â€Å"laissez-faire† is appropriate leadership behavior whereby the top managerial carder provides no or little direction and gives workforce as much freedom in the implementation process (Donald, 2004, p. 216). The authority is given to the staff enabling them to make decisions, determine goals, and resolve problems on their own. However, the management should lead by supporting the implementation of the ADR Process and also provide relevant advice as to the advantages and disadvantages of using the process in the organization in resolving disputes and not imposing the process. Also, an appropriate advice should be given in relation to the legal processes and other court related problems like delays which are likely to drag the resolution of a dispute that would be resolved in a matter of days or hours between the parties. In addition, the cost that is involved in the legal process is higher that that used in the ADR Process. This should discourage the aggrieved parties from taking the case to the courts. The ADR Process plan may be accepted by the management if the definition of the intermediaries like the conciliators, mediators among others is well done and identified. The management might also accept the plan if legality part of the intermediaries is well done especially in adjudication where the experts are involved in the dispute resolution (Ann and Martin, 2002; John and Steven, 2003). This mainly because of the associated advantages of using an AR process like satisfactory results, more flexibility, participation and control, better case understanding, management improvement and reduction of hostility (Cavel and Vondra, 1994). The management is also likely to accept the ADR Process plan if the cost is conspicuously advantageous in adopting the ADR Process and if it proofs that by adopting it, the parting are likely to resolve their disputes amicably are return to their normal way of working because as an organization, it is only fare that the employees are working with harmony and agreement. In conclusion, it is clear that an ADR Process is good for an organization if it is implemented and well used. As much as there are challenges that are associated with its implementation, it is proper that it is well explained both to the management and the rest of the employees so as to embrace its merits and foster a sense of collective acceptability thereby reducing the chances of its rejection.

The Coming of Age Theme in Alice’s Adventures in Wonderland, by Lewis C

Many have compared life to a journey over the course of which, one experiences many tumultuous changes and transitions. On this journey, the human body continually undergoes a developmental pattern of physical, mental, and social modifications. Even in the realm of literature, fictional characters inevitably follow this fate. In literature, the stage between childhood innocence and adulthood transforms characters, this is frequently referred to as "coming of age". Because all humans experience this transition, it establishes "coming of age" as a timeless universal literary theme. Among such "coming of age" novels is Lewis Carroll’s tale about a seven-year-old Victorian girl named Alice. In the novel, "Alice’s Adventures in Wonderland", Alice falls into the curious world of Wonderland. Alice assuages and manages inter-conflicts, such as her identity. Through the confusion, experimentation, and uncertainties of the Wonderland between childhood and adulthood Alice realize s in her unconscious state that she is changing from simple child into a young woman. Although the novel is notorious for its satire and parodies, Alice’s Adventures in Wonderland main theme is the transition between childhood and adulthood. Moreover, Alice’s adventures illustrate the perplexing struggle between child and adult mentalities as she explores the curious world of development know as Wonderland. From the beginning in the hallway of doors, Alice stands at an awkward disposition. The hallway contains dozens of doors that are all locked. Alice’s pre-adolescent stage parallels with her position in the hallway. Alice’s position in the hallway represents that she is at a stage stuck between being a child and a young woman. She posses a small golden key to ... ... 2007. 70-93. Print. Carroll, Lewis. Alice’s Adventure in Wonderland and Through the Looking-Glass and What Alice Found There. New York: The modern Library, 2002. Print Conchita, Charly Carlyle Ph.D. â€Å"Alice’s (& Lady Gaga’s) Sense of Self in Wonderland: A Psychoanalytic Formulation.† nymphobrainiac.wordpress. 5 March 2010. Web. May 2015. Pool, Daniel. What Jane Austin Ate and Charles Dickens knew .New York: Touch Stone. 1993. Print. Rooy, Lenny de. Lenny’s Alice in Wonderland site. Web. 1 May 2015. Vallone, Lynne. Notes. Alice’s Adventures in Wonderland and Through the Looking-Glass and What Alice Found There. By Lewis Carroll. New York: The Modern Library Classics, 2002.245-252. Print. Walker, Stan. "An overview of Alice's Adventures in Wonderland." Literature Resource Center. Detroit: Gale, 2010. Literature Resource Center. Web. 4 May 2015.

Metacognition knowledge and academic achievement of university students Essay

In general, metacognition is thinking about thinking. More specifically, Taylor (1999) defines metacognition as â€Å"an appreciation of what one already knows, together with a correct apprehension of the learning task and what knowledge and skills it requires, combined with the agility to make correct inferences about how to apply one’s strategic knowledge to a particular situation, and to do so efficiently and reliably. † The more students are aware of their thinking processes as they learn, the more they can control such matters as goals, dispositions, and attention. Self-awareness promotes self-regulation. If students are aware of how committed (or uncommitted) they are to reaching goals, of how strong (or weak) is their disposition to persist, and of how focused (or wandering) is their attention to a thinking or writing task, they can regulate their commitment, disposition, and attention. To increase their metacognitive abilities, students need to possess three kinds of content knowledge: declarative, procedural, and conditional. Declarative knowledge is the factual information that one knows; it can be declared—spoken or written. Procedural knowledge is knowledge of how to do something, of how to perform the steps in a process. Conditional knowledge is knowledge about when to use a procedure, skill, or strategy and when not to use it; why a procedure works and under what conditions; and why one procedure is better than another. Metacognition affects motivation because it affects attribution and self-efficacy. When students get results on tests and grades on assignments (especially unexpected results such as failures), they perform a mental causal search to explain to themselves why the results happened. When they achieve good results, students tend to attribute the result to two internal factors: their own ability and effort. When they fail, they might attribute the cause to these same internal factors or they might, in a self-protective rationalization, distance themselves from a sense of personal failure by blaming external causes, such as an overly difficult task, an instructor’s perverse testing habits, or bad luck. This tendency to attribute success to ability and effort promotes future success because it develops confidence in one’s ability to solve future unfamiliar and challenging tasks. The converse is also true. Attributing failure to a lack of ability reduces self-confidence and reduces the student’s summoning of intellectual and emotional abilities to the next challenging tasks; attribution theory also explains why such students will be unwilling to seek help from tutors and other support services: they believe it would not be worth their effort. In addition to blaming failure on external causes, underachievers often â€Å"self-handicap† themselves by deliberately putting little effort into an academic task; they thereby protect themselves from attributing their failure to a painful lack of ability by attributing their failure to lack of effort. The tasks that students need to perform vary not only among disciplines but among instructors in the same discipline. An effective strategy for preparing for a multiple choice test in biology is different from what is needed to prepare for a history exam with an essay that asks students to synthesize information from several chapters. Yet students often employ the same strategy—and sometimes the least effective strategy—for studying for very different kinds of tests. Furthermore, many students who perform badly misinterpret the tasks. Students need to understand the task accurately in order to use the most effective strategies. Research Question: The basic aim of the study was to identify the relationship between meta-cognitive knowledge and academic achievement of university students. Methods: To analysis and interpretation of data and Survey was planned to collect data from University of education (UE) and Govt. College University Lahore (GCU). Twenty five (25) students were collected of UE and Twenty five (25) students from GCU randomly. Metacognitive Awareness Inventory (MAI) was used to measure meta-cognitive knowledge. This inventory consisted of six components i. e. Planning, monitoring, evaluation, declarative knowledge, conditional knowledge and procedural knowledge but researcher selected three components i. e. declarative knowledge, conditional knowledge, and procedural knowledge. Responses were collected on three point scale i. e. Yes, no and to some extent. Scores of these components were used to compare Metacognitive knowledge of UE and GCU students. Analysis of data was presented in the form of Tables. Null hypothesis: There is no difference b/w the metacognition knowledge and academic achievement of students. Alternative hypothesis: There is difference b/w the metacognition knowledge and academic achievement of students. Ho: ? 1 = ? 2 Ha: ? 1 ? ?2 Table 1. 1 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 6. 21 1. 63 6. 52 1. 23 .749 The result of independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Declarative Knowledge). The value of t (48) = . 749 is not significant at ? =0. 05. This means that mean scores of UE students and means score of GCU students are not different on component of Meta cognitive Knowledge (Declarative Knowledge). Fig 1. 1 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 2 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge (Conditional Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 2. 98 .87 3. 10 1. 08 .430 Table 1. 2 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Conditional Knowledge). The value of t (48) = . 430 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are not different on component of Meta cognitive Knowledge (Conditional Knowledge). Fig 1. 2 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 3 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive awareness (Procedural Knowledge) by Independent samples t-test. University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 4. 16 1. 01 3. 76 1. 109 1. 328 Table 1. 3 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive Knowledge (Procedural Knowledge). The value of t (48) = 1. 328 is not significant at ? =0. 05. This means that means scores of UE students and means score of GCU students are same on component of Meta cognitive Knowledge (Procedural Knowledge). Fig 1. 3 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 4 Comparison of mean scores of UE students and mean score of GCU students on component of Meta cognitive knowledge by Independent samples t-test University of Education (n=25) Govt. College University (n=25) t-value Mean SD Mean SD 13. 38 2. 83 13. 30 2. 60 .104 Table 1. 4 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of UE students and mean score of GCU students on component of Meta cognitive by Independent samples t-test. The value of t (48) = . 104 is not significant at ? =0. 05. This means that mean scores of UE students and mean score of GCU students are same on component of Meta cognitive by Independent samples t-test. Fig 1. 4 Bar chart shows comparison of mean scores of UE students and means score of GCU students on component of Meta cognitive knowledge (Declarative Knowledge). Table 1. 5 Comparison of mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test UE & GCU Low Achiever (n=25) High Achiever (n=25) t-value Mean SD Mean SD Declarative knowledge 5. 08 1. 49 7. 33 0. 78 4. 64 Procedural Knowledge 2. 46 0. 72 3. 46 0. 72 3. 48 Conditional Knowledge 3. 50 1. 07 4. 77 0. 44 4. 0 Meta-cognitive knowledge 11. 04 2. 18 15. 54 1. 09 6. 6 Table 1. 5 shows the result of independent samples t-test. Independent samples t-test was conducted to compare mean scores of academic achievement and Meta cognitive knowledge of both universities student’s by Independent samples t-test. These results show that mean scores of Metacognitive knowledge and academic achievement of both universities student’s are different. Procedure: To fulfill the above mentioned purpose instrumentation, data collection methods and procedures for analysis of data were used. The study was descriptive in nature as it addressed the prevailing situation of using meta-cognitive knowledge in daily life by students. The target population for this study was the students of UE and GCU Lahore. The researcher selected sample by using convenient sampling technique from the students of UE and GCU Lahore. Fifteen items wee included in the questionnaire taken from meta-cognitive awareness inventory. After the selection of sample and development of the questionnaire, the questionnaires were distributed. The questionnaire was administered personally by the respondent and filled questionnaire collected back. The return rate of the questionnaire was 100% due to personal administration. To analyze the data means standard deviations, independent sample t. test, was calculated. Results: 1. The mean score of Meta-cognitive knowledge (declarative knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 2. The mean score of Meta-cognitive knowledge (conditional knowledge) of University of Education are same from mean score of Govt. College University. Because the value of t is not significant at ? =0. 05. 3. The mean score of Meta-cognitive knowledge (procedural knowledge) of (UE) are same from mean score of (GCU) because the value of t is not significant at ? =0. 05. 4. The mean score of Meta cognitive Knowledge and mean score of academic achievement are different among both universities. Because the value of t is significant at ? =0. 05.

Life Choices And Genuine Happiness - 1275 Words

Albert Hanono Professor Armando Mastrogiovanni ENG 2800 20 April 2016 Life Choices and Genuine Happiness The word â€Å"dystopia† is an interesting word; composed of both Greek words â€Å"dys† and â€Å"topia,† meaning bad and place. In this world, we struggle to be perfect, when it is very rarely accomplished, and in actuality, it is one under horrible circumstances. On the other hand a â€Å"utopia† is composed of both Greek words â€Å"uo† and â€Å"topia,† meaning no and place. In this world, however, everything is unflawed and picture-perfect. One way to have a utopia may be if everyone in a society followed the ideas of Socrates, however, in Socrates’ own lifetime, the laws were corrupt and used against him. Socrates believed that there is no significance of life in a dystopian society and that is why in Plato’s â€Å"Crito,† Socrates allowed his approaching death to go out without a struggle. Instead of having an effortless escape, Socrates accepted his fate of death with ease. One of the most major components of any society is the law. Laws can be defined as â€Å"the principles and regulations established in a community by some authority and applicable to its people, whether in the form of legislation or of custom and policies recognized and enforced by judicial decision.† (dictionary.com) Socrates had been unjustly sentenced in the eyes of Crito and many of Socrates’ friends, however, Socrates held a very strong inclination to abide to the laws in any and every possible way, â€Å"In the first place didShow MoreRelatedThe Effects Of Enhanced Personal Responsibility And Choice1526 Words   |  7 Pagesresponsibility and choice† on a group of residents who were living in a decision-free nursing home environment. The experiment consisted of two groups; the experimental group that was given effective communication with emphasis on their personal responsibility and choice, while the communication given to the second or comparison group stre ssed the responsibilities of the institutional staff toward them. Furthermore, the experimental group was granted the self-determination (freedom) to make choices and theRead MoreShould We Be Happy For Absolutely No Reason? Essay921 Words   |  4 Pagespolicing your own thinking - and that s all that s preventing genuine happiness - you reclaim your true power as an individual. BE Happy Genuine happiness is a state of being - NOT a result of external conditions lining up just right. External conditions will never be lined up perfectly - and if they ever do line up optimally - it won t be for long. Nothing external to your consciousness is permanent. Anything you tether your happiness to - be it people, places, or things - can and will changeRead MoreTrustworthiness, Dependability, And Loyalty876 Words   |  4 Pagesessential aspect of genuine friendship. In Shakespeare s play, The Merchant of Venice, the main character, Antonio, deliberately protects his honorable friend in every way possible. It was questionable if his love for Bassanio can weigh the same amount as Bassanio’s love for him. True friends must always show justice, forgiveness, and an ability to take a risk when necessary; an involvement or any interference of a person’s business may be required for the sake of one’s happiness. A genuine friendship involvesRead MoreHappiness And Happiness : Three Causes Of Happiness802 Words   |  4 PagesEvery Person has a different understanding of happiness. Happiness is defined as an emotion in which one experiences feelings ranging from contentment and satisfaction to bliss and intense joy. Happiness may be defined in such a way it can be interpreted in many different ways by different people. There are many happiness triggers in life, and each person has a set of triggers that make them feel happy. Based on the readings â€Å"The Sources of Happiness† by The Dalai Lama and Howard Cutler, â€Å"If We areRead MoreThe Effects Of Enhanced Personal Responsibility And Choice1294 Words   |  6 Pagespersonal responsibility and choice† on a group of residents who were living a decision-free nursing home environment. The experiment consisted of two groups; the experimental group was given effective communication with emphasis on their personal responsibility, while the communication given to the second group stressed the responsibilities of the institutional staff toward them. Furthermore, the experimental group was granted the self-determination (freedom) to make choices and the responsibility ofRead MorePseudo Happiness: Can Money Buy Happiness? Essay1400 Words   |  6 PagesPseudo Happiness What do you think makes you happy? Good question. Each person has a completely different view of happiness and how to achieve it. Some people require money or material things to make them happy, while for others it is companionship or helping people. Happiness for some is solitude and the list goes on and on. One misnomer in life is that what makes me happy should make others happy too. What do you think makes you happy? That is a question for each individual to determine inRead MoreIn The Pursuit of Happiness578 Words   |  3 PagesIndividuals try to find happiness, but like water or air, it is hard to clench in your hands. As defined in Merriam-Webster (2014), happiness is a state of well-being and contentment. However, happiness is hard to achieve, but it can be as simple as being contented, doing what you love, and living who you really are. Furthermore, everyone asks how one would know that they have it already. Happiness is hard to achieve. Some people follow several steps in order to get what they want. People have unlimitedRead MoreAncient Greek Philosophers Who Have Helped Shape The World1350 Words   |  6 Pagesto better ourselves in this life we live, ethics is an important factor to include in our everyday lives. Studying ethics is almost an essential for the nature of an individual. Aristotle has included that having wisdom and intelligence is an important necessity we must possess in our lives to live decently. Having wisdom is what helps you able to decide a sincere path. He has taught carefully that as we practice the principles of wisdom, this helps us determine a genuine pick in the way we chose ourRead MoreEssay on myth of sisyphus975 Words   |  4 Pages We are radically free to act independently of determination by outside influences. We create our own human nature through these free choices. We also create our values through these choices. Paragraph 1: Transition statement: These prominent ideas have been analyzed in various texts to specifically justify a philosopher’s interpretation for the life of an individual. This particular theme can be seen Through the comparison between Myth of sisyphus and Dostovesky’s works. Though theyRead MoreArgument Analysis Of Aristotles Happiness As An Essential Purpose Of Human Life1219 Words   |  5 PagesBrooke Thell Second Argument Analysis More than anybody else, Aristotle treasures happiness as an essential purpose of human life and a goal in itself. Aristotle was convinced that a sincerely happy life required the fulfillment of an extensive range of conditions, including physical and mental well-being. Essentially, Aristotle argues that virtue is achieved by maintaining the mean. For Aristotle the mean was a method of achieving virtue. What is the ultimate purpose of human existence? What is