The Downfall of the Tokugawa Shogunate Thesis Example | Topics and Well Written Essays - 6500 words

The Downfall of the Tokugawa Shogunate - Thesis Example Shogun had chosen to close Japan toward the West. In any case, constrained by different circumstances, Tokugawa Shogun was pushed to end the order and open Japan toward the West. This was a positive sign that Shogun was irresolute.2 However, other than that there were various different purposes for the breakdown of the Tokugawa Shogun. The Shogun’s force and impact was debilitating. The intensity of Shogun over countless Daimyo had just declined by 1862. Commodore Perry of the United States drove Shogun to permit Western forces into Japan.3 The Emperor mentioned the nearness of the Shogun to Kyoto in 1863 and constrained him to consent to a majestic order to oust the Western forces from Japan. Following a year, the Shogun was again sent for Kyoto, where he had to assent that eventually the Emperor would coordinate the daimyo with their realm.4 The daimyos of Echzaw, Choshu, and Satsuma were likewise conceded as Imperial advocates. In 1866, the Emperor requested the Shogun to b erate Choshu yet the Shogun himself was overwhelmed by Choshu. From that point on inward issues developed which prompted interior clashes and uprisings lastly on the ninth of November 1867 Shogun chose to leave his post.5 This was the finish of the Tokugawa Shogunate and the starting of Meiji Restoration and Japan’s modernization. All through their system Tokugawa Shoguns endeavored to manufacture and reinforce their own impact and authority. They applied their most prominent exertion to keep the force in their grasp. Lamentably, they neglected to do as such. There were remote interruption and inward issues and clashes which prompted the steady debilitating of the Shoguns’ power. This realized the possible destruction. As contended by B.R. Chatterji, â€Å"Probably no contemporary European culture was progressively enlightened and cleaned. Be that as it may, it was anything but a living, developing creature. It needed to change and its principles didn't want change.†6 (Chaurasla 16) The

A recent crisis in tourism in Thailand Essay Example | Topics and Well Written Essays - 3000 words

An ongoing emergency in the travel industry in Thailand - Essay Example Focus of conversation in this paper is Thailand as the second â€largest player in the travel industry area in the locale and one of the main 30 goals in the globe both in roundabout and direct supporter of GDP and in supreme terms. In 2010, 15.8m remote vacationers visited Thailand. Be that as it may, the appearance of the remote traveler pointedly declined by 12.9% in May 2010 as differentiated the comparing time frame in 2009. Over the most recent two decades, Thailand had seen in a steady progression most exceedingly awful emergency. The decrease in numbers in 2010 was because of since quite a while ago run road dissents in Bangkok that dampened the outside voyagers. In the fag year's end 2011, Thailand met with another emergency †phenomenal flood, which crushed its economy and the travel industry part. Thailand has been viewed as one of the South-East Asia’s biggest economies and has been figured as one of the regions’ favored goal for speculations. Out of s ight of worldwide monetary downturn and political disturbance it saw in 2010, the nation is gradually recouping on solid stages. While the travel industry delays to contribute a significant piece of its fare incomes and is set for additional development in 2012 also and there has been an obvious increment in its fare incomes however in the fag year's end 2011, Thailand met with another emergency †extraordinary flood, which crushed its economy and the travel industry division. The travel industry has been viewed as probably the biggest area of the Thailand’s economy and a significant outside cash earner.... (Oxford Publishing Group, 2009, p.131). This exploration exposition will break down the different emergencies saw by the Thai’s the travel industry and ongoing ruin flood in 2011 and how it has affected the vacationer business of Thailand and recommend intends to devise reasonable techniques to alleviate the future emergencies from affecting the Thailand’s sightseers industry. Investigation In 2010, 15.8m remote vacationers visited Thailand. Be that as it may, the appearance of the outside vacationer forcefully declined by 12.9% in May 2010 as differentiated the relating time frame in 2009. The decrease in numbers in 2010 was because of since quite a while ago run road dissents in Bangkok that demoralized the outside sightseers. As WTTC report 2011, the travel industry straightforwardly contributed BT 617.7bn or 5.8% of its economy. (Oxford Publishing Group, 2011). In the event that one glance at the above diagram, Thailand’s economy had performed since Q4/2008 d ecently when looked at neighboring countries like Hong Kong and Singapore yet its presentation was poor when contrasted with Philippines, Malaysia and Indonesia. (Jitsuchon and Patanarangsun, 2009, p.2). The quantity of outside traveler visited Thailand was at its top in January 2008 however plunged to exceptionally low level in 2009. Regardless of the way that the Thailand’s positive future viewpoint for since quite a while ago run development , both 2008 , 2009 and 2011 were the hardest years for the Thai’s the travel industry because of political strife that happened both in Pattaya and in Bangkok in April 2009 and destroying floods in 2011. (Jitsuchon and Patanarangsun, 2009, p.6). WTTCs benchmark estimations of Thailand’s the travel industry impact on its economy which has assessed the more extensive contribution of the travel industry both backhanded and direct over all areas. Henceforth, it is assessed that the vacationer industry’s net commitment to Thailand’s

The Teachers How-To Guide to Group Mind Mapping - Focus

The Teachers How-To Guide to Group Mind Mapping - Focus How to keep students engaged and productive within group activities is a never ending challenge for even the best teacher. Ok, it looks like we stated the obvious, but what is the solution? Group mind mapping. Mind what? Mind mapping. Mind mapping is an easy to learn technique  that builds effective structuring right along with students hand-on participation and collaboration. The bottom line? It is a proven and extremely successful method to develop a number of life’s essential skills while retaining more information, increasing productivity  and tapping into inner creativity. A whole new way of student teamwork setting them up for success. Take a look at this short video created by the Cork Institute of Technology  to learn more about the benefits of group mind mapping: Mind mapping in a group setting allows students to Break complex tasks down into smaller, more manageable parts Manage and plan time Solve more complex problems than they would on their own                                                 Develop creative ideas together Improve their problem solving abilities Work on their team and communication  skills @PStieple @mindmeister Students working in a group mapping project task and deadlines for Professions in Healthcare. #caccbest #cpsbest #AEO pic.twitter.com/7HAiIazWA8 â€" CACC-CPS (@CACC_CPS) October 27, 2016 Group Mind Mapping  in and Outside of the Classroom New-media literacy, cognitive load management and virtual collaboration are among the ten most important skills for the workforce of 2020.  Future Work Skills 2020 Try Mind Mapping in Your Classroom Get Started Its free! Get Started Brainstorming in Groups One of the most important uses of group mind mapping is brainstorming. The idea is to have the students minds free flowing with ideas and capture them as quickly as possible. It is also a great way to get the energy flowing and make the students feel equally involved. Online mind mapping tools such as  MindMeister support  real-time collaboration, which means that multiple students can work together on a mind map at the same time, each one contributing ideas from his or her own device. In MindMeister, each contribution made to the map is time stamped and marked with the student’s personal color code. In MindMeister’s History View the entire evolution of the map can then be reviewed. This allows the students to hold other group members accountable for completing their share of the assignment. No more slackers in your class! How to Brainstorm in a Mind Map Students must add the subject of their brainstorming session in the center of the mind map. As the ideas are beginning to flow, the students can then create branches stemming from the main idea in the middle. Each idea can again branch off into related sub-ideas and so on. As the ideas are being added to the mind map, they should be written in keywords that can later be expanded upon. The students should not be focusing so much on organization at this point but rather trying to record all ideas. And remember, all ideas are good ideas while brainstorming! After the brainstorming session, the students can then evaluate, vote on, and organize the ideas they’ve collected. Topics can easily be rearranged, grouped or removed. Students can make the mind map their own by adding colors, images and links related to their topics. Remember: Images are known to increase imagination! Collaboration via  Mobile Devices MindMeister offers free mobile apps for iPhone, iPad and Android devices which the students can use to access their maps while at home or during their commute to school. Managing Group Projects and Tasks MindMeister offers basic task management capabilities that students can use to plan school projects and assign tasks to each other. Each topic in the map can quickly be turned into a task with due date, priority and assignee. For bigger, more elaborate projects, students can use MeisterTask, MindMeister’s little brother, which also integrates with the mind mapping tool. In MeisterTask students can create visual project boards and arrange their to-dos in sections. How to get started with MeisterTask Create a project board in MeisterTask and invite students to it via email.  They can sign in with their existing MindMeister credentials. Setup the board to fit with your project’s particular needs: You can create a simple To Do Doing Done workflow or create sections for different activities. If the project you’re working on is a school newspaper for instance, your sections might be Articles Design Images General To-Dos. Create tasks in the project  and assign them to the students responsible. You can also import tasks directly from a MindMeister mind map. Add due dates to the tasks and a description if necessary. Students can complete tasks as soon as they’re done. Creating Group Presentations Students can turn their mind maps into dynamic slideshows directly in MindMeister using the built-in presentation mode. Group presentations not only allow the students to put trust in one another to properly prepare but also to present the information they worked so hard to put together. How to create a mind map presentation Once they’ve successfully created their slideshow, students can connect one of their devices to a projector and project their presentation onto a screen in front of the class while they talk. Alternatively, they can also broadcast their map to the other  students  that have the map open on their device at the same time. Group Studying Students can also use group mind mapping to study for an exam or an upcoming test. Group studying is the perfect way for students to go over material that they may have missed during class. There is also a greater chance for the areas that they feel uncertain about to be the topic of discussion in the group. An interactive environment promotes creativity and a much deeper learning experience of the material. Teaching Ideas for Group Mind Mapping Fill-in Mind Mapping: Construct a mind map with material that will be on the exam. Replace the main concept labels with question marks and leave only the subtopic material. Have them fill in the topics that structurally makes sense. Provide students with a word bank of concepts and have them create a mind map with these and expand the map with more information. Students can be given extra credit for adding their own creative labels and ideas. This is a guest post by Courtney Miller.  Courtney is Head of Marketing at a dental practice in Boston, Massachusetts. In her spare time she plays competitive squash, travels and loves to sky-dive! You can connect with her on Facebook. Try Group Mind Mapping with Your Students Get Started Its free! Get Started The Teachers How-To Guide to Group Mind Mapping - Focus How to keep students engaged and productive within group activities is a never ending challenge for even the best teacher. Ok, it looks like we stated the obvious, but what is the solution? Group mind mapping. Mind what? Mind mapping. Mind mapping is an easy to learn technique  that builds effective structuring right along with students hand-on participation and collaboration. The bottom line? It is a proven and extremely successful method to develop a number of life’s essential skills while retaining more information, increasing productivity  and tapping into inner creativity. A whole new way of student teamwork setting them up for success. Take a look at this short video created by the Cork Institute of Technology  to learn more about the benefits of group mind mapping: Mind mapping in a group setting allows students to Break complex tasks down into smaller, more manageable parts Manage and plan time Solve more complex problems than they would on their own                                                 Develop creative ideas together Improve their problem solving abilities Work on their team and communication  skills @PStieple @mindmeister Students working in a group mapping project task and deadlines for Professions in Healthcare. #caccbest #cpsbest #AEO pic.twitter.com/7HAiIazWA8 â€" CACC-CPS (@CACC_CPS) October 27, 2016 Group Mind Mapping  in and Outside of the Classroom New-media literacy, cognitive load management and virtual collaboration are among the ten most important skills for the workforce of 2020.  Future Work Skills 2020 Try Mind Mapping in Your Classroom Get Started Its free! Get Started Brainstorming in Groups One of the most important uses of group mind mapping is brainstorming. The idea is to have the students minds free flowing with ideas and capture them as quickly as possible. It is also a great way to get the energy flowing and make the students feel equally involved. Online mind mapping tools such as  MindMeister support  real-time collaboration, which means that multiple students can work together on a mind map at the same time, each one contributing ideas from his or her own device. In MindMeister, each contribution made to the map is time stamped and marked with the student’s personal color code. In MindMeister’s History View the entire evolution of the map can then be reviewed. This allows the students to hold other group members accountable for completing their share of the assignment. No more slackers in your class! How to Brainstorm in a Mind Map Students must add the subject of their brainstorming session in the center of the mind map. As the ideas are beginning to flow, the students can then create branches stemming from the main idea in the middle. Each idea can again branch off into related sub-ideas and so on. As the ideas are being added to the mind map, they should be written in keywords that can later be expanded upon. The students should not be focusing so much on organization at this point but rather trying to record all ideas. And remember, all ideas are good ideas while brainstorming! After the brainstorming session, the students can then evaluate, vote on, and organize the ideas they’ve collected. Topics can easily be rearranged, grouped or removed. Students can make the mind map their own by adding colors, images and links related to their topics. Remember: Images are known to increase imagination! Collaboration via  Mobile Devices MindMeister offers free mobile apps for iPhone, iPad and Android devices which the students can use to access their maps while at home or during their commute to school. Managing Group Projects and Tasks MindMeister offers basic task management capabilities that students can use to plan school projects and assign tasks to each other. Each topic in the map can quickly be turned into a task with due date, priority and assignee. For bigger, more elaborate projects, students can use MeisterTask, MindMeister’s little brother, which also integrates with the mind mapping tool. In MeisterTask students can create visual project boards and arrange their to-dos in sections. How to get started with MeisterTask Create a project board in MeisterTask and invite students to it via email.  They can sign in with their existing MindMeister credentials. Setup the board to fit with your project’s particular needs: You can create a simple To Do Doing Done workflow or create sections for different activities. If the project you’re working on is a school newspaper for instance, your sections might be Articles Design Images General To-Dos. Create tasks in the project  and assign them to the students responsible. You can also import tasks directly from a MindMeister mind map. Add due dates to the tasks and a description if necessary. Students can complete tasks as soon as they’re done. Creating Group Presentations Students can turn their mind maps into dynamic slideshows directly in MindMeister using the built-in presentation mode. Group presentations not only allow the students to put trust in one another to properly prepare but also to present the information they worked so hard to put together. How to create a mind map presentation Once they’ve successfully created their slideshow, students can connect one of their devices to a projector and project their presentation onto a screen in front of the class while they talk. Alternatively, they can also broadcast their map to the other  students  that have the map open on their device at the same time. Group Studying Students can also use group mind mapping to study for an exam or an upcoming test. Group studying is the perfect way for students to go over material that they may have missed during class. There is also a greater chance for the areas that they feel uncertain about to be the topic of discussion in the group. An interactive environment promotes creativity and a much deeper learning experience of the material. Teaching Ideas for Group Mind Mapping Fill-in Mind Mapping: Construct a mind map with material that will be on the exam. Replace the main concept labels with question marks and leave only the subtopic material. Have them fill in the topics that structurally makes sense. Provide students with a word bank of concepts and have them create a mind map with these and expand the map with more information. Students can be given extra credit for adding their own creative labels and ideas. This is a guest post by Courtney Miller.  Courtney is Head of Marketing at a dental practice in Boston, Massachusetts. In her spare time she plays competitive squash, travels and loves to sky-dive! You can connect with her on Facebook. Try Group Mind Mapping with Your Students Get Started Its free! Get Started

Buffalo Bill and Disney Essay - 2756 Words

Buffalo Bill and Disney More than seventy years after Buffalo Bill â€Å"taught† the history of the West to a curious nation, Disneyland embarked on a strikingly similar course. Relying on creative marketing, star appeal, the American fascination with all things western, and, most important, an exceedingly glib portrayal of history, Disneyland in a strange way completed the story that Buffalo Bill started in 1883. Although the eras, to be sure, were decidedly different, history was delivered in exactly the same way. The west is an idea that has always fascinated the American people. Buffalo Bill was the first to understand the salability of this concept with his endearing, albeit distorted road show of the late 19th and early 20th†¦show more content†¦In one year alone, 1899, the show covered 11,000 miles in two hundred days, giving 341 performances in 132 cities. The show was enormously successful and profoundly powerful as a shaping force in the way America saw the west. The problem, of course, is that the show did more than entertain—it also became a sort of travelling museum and the definitive word on a vital period of America’s past. What lessons, exactly, did the show teach and whose values did the Buffalo Bill show endorse? The program of the show, a website notes, â€Å"presented itself as a source of knowledge, authority, and authenticity about the west.† (http://xroads.virginia.edu) This mixing of fantasy with reality, of myth and history, belied the official sounding nature of the show and its program, not to mention the visual nature of the presentation, which must have seemed real. The blending of fact and fiction, not surprisingly, carried over to Cody himself, as many became confused with him and the character of Buffalo Bill. More important to history, though, the stereotype of the American Indian was reinforced, night after night, as Buffalo Bill and his cast of nearly 500 actors played out scene after scene wh ere the Indian was nothing more than a mounted warrior destined to lose to the American individual, taming the frontier, as it were,Show MoreRelatedDisney Parks Vs. Hong Kong1842 Words   |  8 PagesThe very name â€Å"Disney† immediately evokes thoughts of parents and their children happily bustling around one of many theme or water parks in the United States, Tokyo, Paris or Hong Kong. Meeting characters, taking rides and watching spectacular live performances of kid-centric shows are all part of the fun. But while Disney is certainly enjoyable for the young, it’s also enjoyable for the young at heart, which includes practically everyone. 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From The Ballad of Davy Crockett This song that was written by Disney studio about Davy Crockett is just made for the entertainment about the west in the 50’s, even though David was actually born in a small cabin beside the banks of the Nolichucky river, not on a mountaintop. He did not kill a bear when he was onlyRead More Privacy in the Internet Essay2034 Words   |  9 Pagescollect and mine data of young children without their parents’ consent. It does not in any way prevent the companies from misusing the data which there were allowed to collect. In 2000, the Federal Trade Commission has filed a complaint against a Disney-affiliate online store, www.Toysmart.com. The website collected children’s personal information without receiving parental consent and did not allow the information to be removed from their records. 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My Interview At Christian Brothers University - 1836 Words

My Interview The person I interviewed for this assignment was Professor Steve Rivera. He is a professor at Christian Brothers University (CBU). Mr. Rivera is the department chair for the adult program and the department chair in the psychology department for CBU. He has a bachelor’s degree, -EdD in Counseling Education Supervision, and is a Licensed School Counselor. The interview took place in Mr. Rivera’s office at Christian Brothers on June 17, 2016 at approximately 1:30 P.M. We decided to meet there due to the limited time we had since he had summer classes later on that day. Even though Mr. Rivera had a desk in his office, he set two chair aside for the interview so we could be face to face instead of him being on one side of the desk and me on the other. His approach told me that he was very excited and motivated to help me with this project. After going to the MSU counseling center and emailing the only counselors that could be available, I could not arrange an i nterview with any of them. Not finding anybody in Starkville I called the counseling center at the University for Women in Columbus, MS only to find out that both of the counselors there were already booked for our class. A conversation about my project then started between a close friend of mine that goes to CBU. I mentioned that I had not been able to find an available counselor to interview. To my luck she mentioned that her professor from the previous semester was a counselor. 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Idy Yu met her husband when she was studying at university, and she moved to San Jose later. She had experienced racism in foreign countries, but she is willing to share her experiences about racism to college students because she wants people would not scoff at different races. Idy Yu is an anut who I have met at church, and she is a counselor at my church. Idy has an inner peace in her heart even thought she had not a great childhood and faced

Written Performance Concept Free Essays

Written Performance Concept Play: Translations As a director, I want to emphasise the concept of a forbidden romance which is the essential theme of the play. So in my duologue, it was important to remember my directorial intentions throughout in order for the audience to understand the complexity of the situation. ‘Translations’ was written by the Irish playwright Brian Friel in 1980, however, it is set in the 19th century in it fictional town on Baile Beag. We will write a custom essay sample on Written Performance Concept or any similar topic only for you Order Now Brian Friel stated that ‘Translations’ is â€Å"a play about language and only about language† but it deals with a wide range of issues, stretching from language and communication to cultural imperialism. He based it in Ireland due to the fluidity of the Irish language and to make it harder for literal translation, as David Grant explains â€Å"The very nature of translation is so delicate, so unpredictable, that the only practical solution was to explore ideas in practice on the rehearsal room floor. Historical elements relevant to inform my embodiment of role would be the English’s role in taking over Ireland in the 1930’s, as most Irish were reduced to near poverty whereas the English had masses of wealth. Also, they planned to take everything of Irish importance away, such as lessons in school only being taught in English when over half of the population spoke Gaelic. To demonstrate the fact we are in a field, not many props are used except a ba le of hay we use for me to sit on and state â€Å"the grass must be wet, my feet are soaking. We decided to set it in a field as it has to be somewhere away from civilisation where no one will catch them. We are also using and Irish folk music track at the start to set the scene for the audience and give them a sense that they are in agricultural Ireland. In order to further shape and influence my character, I undertook some drama exercises to develop a deeper understanding of my character. An example would be non-verbal communication exercises where we would run through the scene once; they go through it only with the use of facial expression, proxemics and gestures. This helped me develop a joyful, but at times confused and frustrated facial expressions, for example on the line â€Å"What-What? † after Yolland states â€Å"Yes, I know your Marie, of course I know your Marie, I mean I have been watching you night and day for the past†¦Ã¢â‚¬  even though I don’t understand what he is saying, I should be able to recognize he is complimenting or saying something beautiful though facial expressions and gestures. Also to be more aware of my proxemics and levels so I don’t look superior or upright in any way and my gestures to be soft and calming, not rigid and stiff. Hot seating also helped me as we got an in depth analysis of my character and a deeper understanding of what their objectives may be is several different parts of the play. An example of this would be to ask Marie the question â€Å"How did you feel when you met George for the first time? † This helped me with my tone and voice to my subtle, sweet and lyrical. We also have to portray the hesitance between Yolland and Marie as there love isn’t only frowned upon in society because there statuses in society are at two totally different ends of the spectrum, but the love triangle between Manus, Yolland and Marie is a very problematic one. This further adds pressure to the situation and I need to be able to portray this awkwardness and lack of understanding for the audience to be able to fully connect with us as people. I also want the audience to feel empathy for our circumstances. How to cite Written Performance Concept, Papers

The Concept and Types of Planned Change-Free-Samples for Students

Question: Discuss about the Significance of Planned Change for the Organizations. Answer: Change is the only constant thing that is essential for improvement for the organizations. With time, it is necessary for the organizations to identify and incorporate the changes for improvement. If the organizations fail to incorporate the changes according to the market requirement, it will be difficult for them to sustain in the competitive market. It is essential for the organizations to identify the changes on a regular basis and judge the need for the change. Upon identification, the organization needs to plan the change, planning mitigates the risk of failure. This essay highlights the concept and types of planned change along with the challenges and significance of planned change for the organizations. The essay also discusses the implementation of theories and models of planned change. The responsibility of the managers is to bring and incorporate change with a vision of improvement for the organization (Mitchell, 2013). Planned change is important for the organizations to cope up with the continuous changes in different business sectors due to politics, demand of customers and the economy of the country. The concept of planned change is allowing the entire organization to be accustomed with the significant changes for the benefit of the organizational goals. As mentioned by Cummings Worley (2014), planned change is defined as the application of a structural innovation and deliberate design along with a new goal or policy or changing the existing operating philosophy, climate and style. The aforementioned changes are brought within the working principles of the organization to conduct business according to the present market scenario and demand. The planned change includes all the aspects of the organizations that are closely related such as technology, structure, people, and responsibility. Implementation of organizational planned change is a difficult and complex process. Therefore, considerable planning is required for implementing major organizational change. As mentioned by Lozano (2013), the success of the planned change depends upon the sequential way the process proceeds. The process of planned change includes recognizing the change requirement, features that requires change, planning the change, accessing the forces of change and action for implementing the change. Identifying the need for change is essential, as bringing in change without any reason will hinder the usefulness and necessity of the change (McGarry, Cashin Fowler, 2012). As identifying the requirement of change provides a clue, this step helps in analyzing further by identifying the issues due to which change is required. Planning the change allows the managers to plan how to execute the planned change (Blomme, 2012). The managers consider features such as who will bring the change, when to bring the change and how to bring the change. Assessing the change forces allow the managers to identify the driving and restraining forces and plan accordingly. After successful completion of the steps, actions need to be undertaken to implement the change. As mentioned by Waddell et al., (2013), unfreezing, changing and refreezing are the steps that need to be considered during planning the actions for change. According to Boohene Williams (2012), planned change within organizations can be brought in the field such as technology, task, structure, and people. Previously, the use of technologies was not highly used and implemented by the organizations. The majority of the tasks were performed and maintained manually. Due to this, the organizations encountered drawbacks such as mistakes and delay in proceeding with work due to manual labor. With time, the organizations have understood the benefits and requirements of technology for their business. Therefore, recently, all the organizations use technology along with manual labor for conducting their business. Technology related changes include designing, distributing and producing. For example, the technology related change allowed the organizations to introduce automated data processing devices. Based on the requirement, the organizations implement changes in terms of task that emphasize internal work motivation and high quality work perform ance. This allows the managers to motivate the employees by considering their needs and requirements that eventually enhance their performance and productivity. Structural changes are brought within the organizations to redefine the nature of relationships and positions. This includes changes in the hierarchical levels, in line staffs and functional authorities. Kurt Lewins Change model is an important theory used as a guide by the organizations to plan and implement change. As mentioned by Shirey (2013), the model consists of three stages namely, unfreezing, change and refreezing. According to the first step, an individual or an organizational issue need to cast away the old behavior that might be inappropriate, irrelevant and inadequate according to the present scenario. For example, the use of only manual labor by the industries needed to be changed, as it made the entire process time consuming and less productive. The next step, changing is the process in which the individual or the procedure used the organizations is changed. In order to do so, the individuals or the organizations need to learn the new behavior methods such as working, new thinking and perception of new roles. The final stage is refreezing that allows the individuals or the organizations to internalize the new beliefs, feelings and behavior learned during the changing p hase. At the end of the final stage, the aforementioned elements are adopted permanently. ADKAR change model can also be used by the organizations to implement the change. Managing change on the organizational and personal level requires thinking for implementing the change. As mentioned by Worley Mohrman (2014), ADKAR change model can be used to understand the significance of change at an individual level. Therefore, in order to influence change at an organizational level, the individual effect needs to be considered. The steps of ADKAR change model include awareness, desire, knowledge, ability, and reinforcement. Awareness signifies the reasons of change for the business. Desire signifies engaging the various stakeholders of the organization to be a part of the change. The various stakeholders need have adequate knowledge of making the change happen and with the ability to realize and implementing the change. Reinforcement ensures that the planned change lasts long. The process and transition of the existing operational function of an organization are complex and time-consuming. Therefore, an organization encounters several challenges to implement planned change. As mentioned by Davoudi et al., (2012), lack of detailed and visionary planning results in failure of planned change. It is often seen that the management emphasize so much in implementing the change that they fail to conduct a detailed plan. As a result, while progressing to implement the planned, they encounter several new challenges that were not considered initially. As a result, the planned change fails miserably. According to Cameron Green (2015), lack of communication also results in failure of a planned change. For example, not all the individuals might support the change planned in the operational procedure of an organization. They might have different preferences to make the change happen. Therefore, excessive decisions and lack of communication results in the failure of the planned change. At certain instances, the employees might resist the change. This is because they become comfortable with the way the business works. As a result, it I difficult for them to adapt the change though it is beneficial for the business. Therefore, the management needs to discuss in detail with the employees and convince them for the planned change. A planned change is essential for the business and the organizations to sustain in the competitive market and conduct business according to the present scenario. It might be the not essential factor for business might be completely unimportant according to todays business scenario. As mentioned by Alvesson Sveningsson (2015), planned change helps in increasing the productivity of the employees and the organization. This is because the change is required by the organization according to the present business scenario. Moreover, planned change also helps in enhancing the quality of service provided within and by the organization. For example, use of technology in the supply chain management has increased productivity and quality for the business. This has made the entire process of supply chain management less time consuming and more efficient. Incorporating planned change on a timely basis increases the customer satisfaction of the business. This is because the demands and needs of th e customers keep on changing. Therefore, if the organizations fail to change according to the ever-changing demand of the customers, they might lose customers and business. In this essay, it can be concluded that planned change is essential for the organization to sustain in the competitive market. It is defined as the systematic process of planning the change in various aspects of the organizations such as technology, task, people, and structure. In order to implement the change successfully, it is important to identify the change, elements that need to be changed, planning the change, assessing the change forces and actions undertaken to implement the change. Kurt Lewin's theory of planned change can be used as a guide for the organizations to implement the change. The steps include unfreeze, change and refreeze. Lack of communication and detailed planning of the change is the common reason of the failure of planned change. However, increasing customer satisfaction, productivity and enhancing the quality of service are the significance of considering and implementing planned change. References Alvesson, M., Sveningsson, S. (2015). Changing organizational culture: Cultural change work in progress. Routledge. Blomme, R. J. (2012). How managers can conduct planned change in self-organising systems: Actor Network Theory as a perspective to managers actions. International Journal of Business Administration, 3(5), 9. Boohene, R., Williams, A. A. (2012). Resistance to organisational change: A case study of Oti Yeboah Complex Limited. International Business and Management, 4(1), 135-145. Cameron, E., Green, M. (2015). Making sense of change management: A complete guide to the models, tools and techniques of organizational change. Kogan Page Publishers. Cummings, T. G., Worley, C. G. (2014). Organization development and change. Cengage learning. Davoudi, S., Shaw, K., Haider, L. J., Quinlan, A. E., Peterson, G. D., Wilkinson, C., ... Davoudi, S. (2012). Resilience: a bridging concept or a dead end?Reframing resilience: challenges for planning theory and practice interacting traps: resilience assessment of a pasture management system in Northern Afghanistan urban resilience: what does it mean in planning practice? Resilience as a useful concept for climate change adaptation? The politics of resilience for planning: a cautionary note: edited by Simin Davoudi and Libby Porter. Planning theory practice, 13(2), 299-333. Lozano, R. (2013). Are companies planning their organisational changes for corporate sustainability? An analysis of three case studies on resistance to change and their strategies to overcome it. Corporate Social Responsibility and Environmental Management, 20(5), 275-295. McGarry, D., Cashin, A., Fowler, C. (2012). Child and adolescent psychiatric nursing and the plastic man: Reflections on the implementation of change drawing insights from Lewins theory of planned change. Contemporary nurse, 41(2), 263-270. Mitchell, G. (2013). Selecting the best theory to implement planned change: Improving the workplace requires staff to be involved and innovations to be maintained. Gary Mitchell discusses the theories that can help achieve this. Nursing Management, 20(1), 32-37. Shirey, M. R. (2013). Lewins theory of planned change as a strategic resource. Journal of Nursing Administration, 43(2), 69-72. Waddell, D., Creed, A., Cummings, T. G., Worley, C. (2013). Organisational change: Development and transformation. Cengage Learning. Worley, C. G., Mohrman, S. A. (2014). Is change management obsolete?. Organizational Dynamics, 43(3), 214-224