Miss Brill Essays (804 words) - Miss Brill, Literature, Fiction

Miss Brill The point of view that Katherine Mansfield has chosen to use in Miss Brill serves two purposes. First, it illustrates how Miss Brill herself views the world and, second, it helps the reader take the same journey of burgeoning awareness as Miss Brill. The story is written in a third person omniscient (although limited) point of view. Miss Brill also interprets the world around her in a similar fashion. She is her own narrator, watching people around her and filling in their thoughts to create stories to amuse herself. Compared to most people, Miss Brills thinking is atypical. Generally, in viewing the world around him, a person will acknowledge his own presence and feelings. For example, if something is funny, a person will fleetingly think I find that amusing. While that entire sentence may not consciously cross his mind, the fact that it is humorous is personally related. Miss Brill has no such pattern of thought. She has somehow managed to not include herself in her reactions; she is merely observing actions and words. In this manner, she most resembles the narrator of the story by simply watching and relaying the events around her. This internalized third person point of view is taken even further when Miss Brill decides that the park and everyone in it [is] like a play. It [is] exactly like a play (260). This is the epitome of her detached point of view. Not only is she merely watching the people around her, she is so far removed from them that she feels like a separate audience. This theory that she hits upon then changes, and she decides that she does, in fact, have a part in the play as an actress. Even at this point of inclusion, she does not see herself as a leading lady, but as a mere cast member is the drama that unfolds in the park every Sunday. This seems even more detached. It implies that she is putting on a show rather than behaving and reacting honestly toward her own life. As Miss Brill travels from her isolated existence into self-awareness, the reader is also taken on the same trip. The readers perceptions of Miss Brill during the story mirror and shift along with Miss Brills perceptions about herself. The reader is given no real clues about Miss Brill other than her profession, a teacher, and that she goes to the park every Sunday. Her age is unidentified and hard to guess; the reader is given no connection between Miss Brill and others her age. In fact, Miss Brill comes across as much younger than she is, mainly due to her disdain toward older people. She finds them odd [and] silent . . . from the way they stared they looked as though theyd just come from dark little rooms or even even cupboards! (259). Just as she only focuses on other people, the reader is only told about the people surrounding her at the park. When she decides that she is an actress, the reader gains a similar insight about Miss Brill; she sees her world as an intricate show th at can be thrown out of balance by one absence. At the climax of the story, when the two young lovers comment on her appearance, the reader is suddenly aware of how old Miss Brill really is and how unaware she was about that fact. Miss Brill and the reader experience the shattering of her self image at the same time. For the first time during the story, both the reader and she see how other people see her. At the end of the story, when she puts the fur in its box and [thinks] she hear[s] someone crying (261), the reader is finally shown an emotion belonging to Miss Brill. Mansfields use of third person point of view in this story allowed her to keep Miss Brills fears and realities hidden from the reader. If the reader had been aware of everything from the beginning, there would have been no point at all to the story. Carefully revealing pieces of Miss Brills character through this point of view illustrated her own passage into a new reality. Keeping the

Lifespan Development Sociology Essay Sample

Lifespan Development Sociology Essay Sample Lifespan Development Sociology Essay Example Lifespan Development Sociology Essay Example It is well recognized among developmental theorists that neither heredity nor environment can account for development over lifespan. This paper aims at offering the understanding of human development. The work commences with presenting an explanation of the various facets of development, which include personal/social, cognitive and physical development. The relationship between age and aspects of developments are also revisited. From the various sources, it becomes evident that factors such as nonstop versus sporadic lifespan change, and critical versus sensitive periods of development, influence development over lifespan. Psychodynamic theory, behavioral, cognitive, and humanistic perspectives are considered further in the understanding of human development. Some of these concepts differ in their explanation of development. Some maintain that development is continuous, while some are of the opinion that this process is discontinuous. Development over lifespan focuses on the progress of human being. Though there exist other developmentalists studying development from nonhuman perspectives, the majority of them investigates growth and change in humans. Some scientists seek to comprehend the universal tenets of developments, while some concentrate on how racial, cultural and ethnic differences influence the lifespan development course. Others are also still focusing on comprehending the exceptional characteristics of individuals by examining the traits that distinguish one individual from the others over the course of his/her life. Irrespective of the approach, all theories tend to view the process as an incessant progression throughout the lifespan. As theorists concentrate on the trends in which people transform and grow their lives, they also regard stability in the lives of people they are studying. Researchers have attempted to find the areas and periods within which human beings exhibit change and grow. They a lso have strived to study consistency and continuity in human behavior. Generally, developmental over lifespan is an interesting and wide topic. On this background, this paper discusses the development of human beings in relation to factors influencing it, and theoretical perspectives that have guided it. Aspects of Lifespan Development Development over lifespan is a multifaceted domain. Its first sphere is physical development. It relates to the manner in which the composition of the body assists in the determination of behavior. The brain, muscles, senses and nervous system are considered as the major composition of the body (Lucas Donnellan, 2011). For instance, studies focusing on physical development might assess the impacts of several factors, such as malnutrition, on the pace of growth of children as they undertake education. The dietary habits are the main influencing factor on physical development. In relation to this study, a connection between retarded growths and nutrition, which might have an impact on education of a child, can be seen. The second facet of lifespan development is cognitive development. Researchers on this issue aim at comprehending how growth and variation in cognitive abilities dictate the behavior of an individual. The scientist examined how memory, learning and problem solving abilities and intelligence are acquired (Messer Wolitzky, 2010). Straightforwardly, cognitive development plays a crucial role in education, because it determines the ability of child to memorize and internalize what he or she is taught in class. Some researchers have investigated how problem-solving abilities vary over the course of life. As a cognitive scientist, an individual can also be interested in the manner in which human beings experience traumatic events in early life, which they would recall at old age (Dykas Cassidy, 2011). The third facet is personality development, which often overlaps with social development. This issue focuses on the study of transformation and constancy in the long-term aspects that forms a person’s individuality over his/her lifespan. Allan (2011) defined social development as the style in which people interrelate with others as their social relations, which can change and remain unchanging over time. Personal development studies might concentrate on recognizing stability and long-term personal traits, throughout lifespan. Conversely, social development studies might concentrate on the influences of racism, poverty, or divorce on human development (Lucas Donnellan, 2011). All the three facets of development have an impact on one another. Age and Individual Variations Besides focusing on a specific facet, an educational developmentalist might decide to examine how age and associated differences vary over lifespan. Human life can be divided into broad age categories. The first phase is prenatal stage, which is actually the period between conception and birth. The second age category is toddlerhood, which is the duration between birth and the third year of life. The subsequent age category is preschool stage, which constitutes children aged from three to six years (Dykas Cassidy, 2011). The next age phase is middle childhood, which comprises of individuals aged between six and twelve years. The fifth age group is puberty, which constitutes of individuals aged between twelve and twenty years. The subsequent stage is young adulthood, and it consists of people aged between twenty and forty years. The seventh phase is middle adulthood (persons aged between forty and sixty five years). The last age category is late adulthood, comprising of persons aged above sixty five years. Every development facet – social, cognitive, physical and personality development – plays a significant role in development over lifespan (Lucas Donnellan, 2011). As a result, some developmentalist studies have concentrated on physical development during the prenatal period, while others during adolescence. Similarly, Csikszentmihalyi Rathunde (2014) focused on instances of social development during preschool years, whereas Dykas Cassidy (2011) investigated social relations during late adulthood. Cohort and Other Impacts on Development A cohort refers to a group of individuals born at virtually the same time in the same place. Major social phenomenon, such as economic crisis, wars, famines and epidemics result in the same influences on the constituents of a cohort (Csikszentmihalyi Rathunde, 2014). From the perceptive of an educator, these effects assist in determining how cohort members affect a child’s readiness for school. For instance, an educator might attempt to find the benefits and limitations of coming from a cohort in which Internet use is a routine, compared to the earlier cohorts who lived before the inception of the Internet (Csikszentmihalyi Rathunde, 2014). Villar (2012) classified cohort impacts on development as age-graded and history-graded. They offer a good example of history-graded impacts, which are both environmental and biological influences linked to specific historical time. For example, persons who lived during the 9/11 attack have collective environmental and biological challenges resulting from it (Villar, 2012). On the other hand, age-graded impacts are environmental and biological influences common to individuals of specific age group, irrespectively of when or where they were brought up. For instance, biological phenomena, including menopause and puberty, are universal events occurring at comparatively the same age for all individuals, throughout all communities. Likewise, a sociocultural event, such as commencement of formal education can be regarded as an age-grade influence since it takes place in virtually all the cultures at around age of six (Villar, 2012). Socio-cultural-graded impacts also influence human development. Glà ¼ck Bluck (2011) defined these influences as social and cultural factors existing in a specific time for specific person, depending on ethnicity, subcultural and social class membership. For instance, socio-cultural-graded impact will be more significant for children from wealthy white race than for children from poor minority group (Pfeifer Peake, 2012). Key Factors Determining the Nature of Lifespan Development For developmentalists, the variation and range in lifespan development raises several questions and issues. Some of these issues are linked to appropriate ways of thinking about the drastic transformations that an individual undergoes from before birth to death. Some of the questions have also been asked regarding the importance of chronological age. These issues and questions have been argued since lifespan development first became introduced as a distinct field in the early XX century (Dykas Cassidy, 2011). In this section, the paper examines the issues determining the nature and nurture of lifespan development. Nonstop Versus Sporadic Lifespan Change Developmentalists, such as Pfeifer Peake (2012), have debated whether development proceeds in a nonstop or sporadic style. Development is steady with achievements at one phase acting as input in the next phase in continuous development change. Nonstop development change is quantitative, which implies that the key underlying developmental processes driving transformation remain the same over the course of lifespan (Pfeifer Peake, 2012). Nonstop change produces transformations that are a matter of extend, and not of kind. An example of a nonstop/continuous transformation is the change in height before adulthood. However, some theorists, including Csikszentmihalyi Rathunde (2014), have also suggested that alteration in a person’s thinking abilities is a continuous process, exhibiting regular quantitative improvements, instead of developing entirely new cognitive abilities. On the other hand, development can be perceived as mainly constituting sporadic changes, taking place in different phases. Every change or stage results in behavior that is presumed to be qualitatively disparate from behavior at previous stages (Allan, 2011). Consequently, sporadic change is a matter of qualitative change, rather than quantitative. Despite being considered a continuous process, some theorists, such as Messer Wolitzky (2010), have pointed out that cognitive development is of a sporadic nature. Despite the issues surrounding continuity and discontinuity of development, majority of developmentalists affirm that leaning on either side is not appropriate. Whereas several developmental changes exhibit continuity, others clearly demonstrate discontinuity. Critical Versus Sensitive Periods of Development A critical period refers to a specific time in the development process when a specific event has its utmost magnitudes. Critical period seems to take place when the availability or presence of certain forms of environmental stimuli is necessary for development to proceed. Despite early theories on lifespan development emphasizing on the significance of critical periods, recent theories argue that, in several domains, individuals are more pliable than was first perceived, especially in the realm of social and personality development (Messer Wolitzky, 2010). For example, instead of suffering an enduring damage from inadequate form of social experiences, there is emerging proof that individuals can utilize later experiences to their benefit, in order to overcome earlier inadequacies. ause of the emerging proofs, developmental theorists are leaning more regarding sensitive period. Messer Wolitzky (2010) defined this phase as an instance in development when organisms are especially vulnerable to some forms of stimuli in the environment, though the absence of the stimuli does not often result in an irreversible effect. From an educators perspective, there is age when a child is sensitive to education partially because children around are going to school. The other school-going children act as stimuli, and their absence result in irreversible effect (Glà ¼ck Bluck, 2011). For educators, it is significant to comprehend the distinction between the notions of sensitive and critical periods. In critical periods, it is assumed that the unavailability of certain forms of environmental influences is likely to result in permanent irreversible consequences for the development (Csikszentmihalyi Rathunde, 2014). Consequently, teachers can use critical periods to instill knowledge to children since they are unlikely to forget what is learnt in such phases. On the other hand, despite the unavailability of certain environmental influences during the sensitive period hindering development, it is possible for later experiences to overcome earlier inadequacies. Consequently, sensitive periods play a crucial role in linking cognitive process, thereby allowing remembering (Dykas Cassidy, 2011). Theoretical Views on Lifespan Development There are several theoretical perspectives applicable to lifespan development. Some of the most frequently used include psychodynamic, behavioral, cognitive, and humanistic theories (Dykas Cassidy, 2011). Each of these theoretical perspectives provides distinct aspects of lifespan development, and influences educators in specific directions. In addition, every concept continues evolving as required by the growing and dynamic discipline. Psychodynamic Theoretical Perspective This theoretical perspective focuses on the inner person. The supporters of psychodynamic theoretical perspective strongly believe that inner forces, conflicts and memories that an individual has little or no awareness or control, mostly influence human behavior. They might emerge from one’s childhood, and continually proceed influencing his/her behavior throughout the lifespan (Dykas Cassidy, 2011). Freud’s Psychoanalytic Theory Sigmund Freud’s psychoanalytic theory is often linked to the psychodynamic theoretical perspective. According to Freud, insentient forces determine personality and behavior. It is a part of one’s personality about which he or she is not aware (Glà ¼ck Bluck, 2011). The insentient part of an individual constitutes the childhood wishes, desires, needs and demands that are concealed from the sentient part due to their disturbing characteristics. According to psychoanalytic theory, the insentient plays a substantial role in the determination of everyday behavior (Csikszentmihalyi Rathunde, 2014). Freud suggested that a sequence of phases that a child undergoes focuses on specific biological function and body part. He assumed that the personality of everyone has three elements that include ego, id and superego (Dykas Cassidy, 2011). The id refers to the raw, unorganized inborn segment of personality that is evident at birth. It represents primitive motivations linked to aggression, sex, irrational impulses and hunger. Freud suggested that the id functions are based on the pleasure principle; in their objective is the maximization and reduction of tension. The ego refers to the segment of the personality that is sensible and rational. To Freud, it serves as a buffer between the real world and the primitive id (Dykas Cassidy, 2011). Its functions are based on the reality principle, which holds that instinctual energy is controlled to maintain the safety of the individual and assist in the integration of the person into the society (Csikszentmihalyi Rathunde, 2014). The superego refers to the conscious mind of an individual that engages in distinguishing wrong and right. It begins to develop during preschool period, and is acquired from teachers, parents and other important figures (Csikszentmihalyi Rathunde, 2014). To an educator, it is therefore evident that superego determines whether a child acquires concepts learned. Psychosocial Theory Erik Erikson invented the psychosocial theory. According to it, the society and culture have an influence on development (Lucas Donnellan, 2011). Erikson’s psychosocial development theory integrates one’s interaction with comprehension of one another, as well as one’s understanding and knowledge of himself/herself as a society member. The scientist agrees with the fact that development takes place in the eight phases mentioned above. According to Erikson, these stages emerge in a fixed style, and are the same for all individuals. He argued that every phase presents a conflict that an individual must resolve. Despite no crises has ever reached full resolution, which makes life sophisticates, an individual has to address them at every stage in order to address the demands made during the subsequent stage. In contradiction to Freud, who asserted that development comparatively ceases at adolescence, Erikson pointed out that growth and change proceed throughout lifes pan (Csikszentmihalyi Rathunde, 2014). Behavioral Perspective The behavioral perspective holds that the keys to comprehending development are visible behavior and external environmental stimuli (Csikszentmihalyi Rathunde, 2014). If one knows the stimuli, then it becomes possible to predict his or her behavior. However, behavioral theories do not acknowledge the notion of age-graded impact, which maintains that all people experience a sequence of phases. The two known behavioral theories include classical conditioning, and operant conditioning (Dykas Cassidy, 2011). It is widely recognized that human beings develop through learning, and these two theories focus on learning through observable behavior. Classical conditioning theory holds that it is possible to get the full comprehension of development by carefully examining stimuli that the environment constitutes (Lucas Donnellan, 2011). Classical conditioning takes place when an individual learns to react in a certain manner to a neutral stimulus, which frequently does not evoke that form of reaction. Conditioning refers to a form of learning in which the reaction linked to one provocation can be associated to another one. The process of classical conditioning elucidates how human beings learn emotional reactions in order to develop emotionally (Lucas Donnellan, 2011). Operant conditioning refers to type of learning in which voluntary reactions are fortified or weakened by the relationship with negative or positive. It varies from classical conditioning in which reaction is voluntary and resolute instead of automatic. In this form of learning, individuals act intentionally on their surroundings to cause desired consequences (Lucas Donnellan, 2011). The chances that an adult or child will repeat a certain observable behavior relies on whether the behavior is followed by reinforcement. In this scenario, reinforcement refers to the process through which the provocation is offered, which increases the chances that the preceding behavior will be repeated. Therefore, in relation to education, a student is dedicated to working hard in school if he or she receives good grades. Besides, punishment or the introduction of an unfriendly stimulus decreases the chances that a previous behavior will be repeated. Operant conditioning seems to have applications in education (Lucas Donnellan, 2011). It is also used to rectify behavior of students by introducing punishment, which is an unpleasant provocation. Cognitive Perspective This perspective makes emphasis on how humans internally represent and think about the universe. By utilizing this perspective, developmentalists hope to comprehend how people process information, and how their thinking affects their behavior. Piaget’s theory falls under cognitive perspective (Lucas Donnellan, 2011). This theory maintains that everyone passes through a fixed series of universal stages of cognitive development. Jean Piaget argued that both quantity and quality of information processed by an individual increases at every stage. However, the quality of knowledge and comprehension also changes (Lucas Donnellan, 2011). This theory represents human thinking in terms of schemes, which are organized in mental patterns representing actions and behaviors. They represent concrete behavior in infants; they have scheme for reaching and sucking among others. Older children have more sophisticated and abstract schemes. For instance they might have one relating to skills for playing interactive video games. The schemes can be likened to computer software that instructs the operations of the computer. To Piaget, the growth of child’s comprehension of the universe can be elucidated by two key principles of assimilation and accommodation (Dykas Cassidy, 2011). Humanistic Perspective The humanistic perspective maintains that human beings have the natural ability to make decisions concerning their lives. This perspective emphasizes on free will, rather than depending on societal standards. It assumes that people are motivated to make decisions concerning what to do with their lives. Major supporters of humanistic perspective argue that everyone has a need for positive regard, which emanates from an underlying wish to be respected or loved. Since other people are those providing this respect and love, one is dependent on them. As a result, one’s view of him/her and self-worth is an indication of how he or she thinks others view him or her (Allan, 2011). This paper has discussed development over lifespan in relation to factors influencing it, and theoretical perspectives. The various facets of development include physical, personal/social, and cognitive development. Physical development focuses on the manner in which the composition of the body assists in the determination of behavior. Cognitive facet aims at comprehending how growth and variation in cognitive abilities dictate the behavior of an individual. Personality development centers on the study of change and stability in the lasting aspects that distinguish individuals from others over lifespan. Some of the most frequently used theoretical perspectives include psychodynamic, behavioral, cognitive, and humanistic theories. Some of the key factors influencing lifespan development include nonstop versus sporadic lifespan change, and critical versus sensitive periods of development.

Researching a one company and Solving 3 Questions Essay

Researching a one company and Solving 3 Questions - Essay Example McKnight’s management principles were firstly to delegate responsibility and to encourage staff to exercise their initiative and secondly for management to learn to focus on supporting staff who have participated in failed projects move on to something else rather than punishing them (â€Å"McKnight Principles† 5). To reinforce its culture of intrapreneurship 3M has instituted several policies and philosophies. The three that jump out of 3M’s organizational culture are the 15 percent option, tolerance for failure and rewards for success. The 15 percent option give employees authority to 15 percent of their workweek on individual projects of their choice without the need to either disclose or justify it to a manager (Govindarajan and Lang 3). This policy gives 3M staff freedom to be innovative. Tolerance for failure philosophy guarantees employees their jobs and no punishment for a product that fails in the market. On the contrary, 3M has often repeated stories of famous failures that went on to become highly successful products. This policy has the effect of keeping initiative and creativity alive among 3M’s staff. For innovative products that go on to have a breakthrough in the market, 3M acknowledges team member through salary raises, promotions, and recognition. For example the Golden Step award is given to team members if a newly launched product reaches a revenue goal of $2 million in the US or $4 million worldwide (Govindarajan and Lang 3). Better yet the informal recognition given to successful entrepreneurs through stories that convert them from mortals to legends is considered more powerful by 3M staff. The two major benefits that 3M derives from its organizational culture are staff loyalty and product differentiation as the key to commercial success. Staff loyalty is a manifestation of high staff motivation which often leads to increased job performance. Having a highly committed staff 3M’s management find it easy to

The NPV and the Management in Sales Forecasts Essay

The NPV and the Management in Sales Forecasts - Essay Example Most of the companies while making investment in purchasing of assets consider either purchasing directly or purchasing through lease. Company also focus or consider the point what are the expected benefits associated with both of these methods. Therefore this method gives the company or management an opportunity to crit officially evaluate whether the company has to buy this through a loan or by cash in hand. It is very difficult for the management to take that much cash from the company as its affects its liquidity factor. Therefore this tools helps the management to compare these option and then make a fruitful decision in capital investments or budgeting. In this helps the management to avoid or minimize the potential errors in decision making. Another way in which the NPV factor greatly facilitate to overcome or minimize the potential errors in decision making is Price analysis. Pricing of a product or service is based on many factors like competitor’s pricing, the actual cost incurred in making the final product or services. And price volume relationship. The pricing analysis helps the management to evaluate all these factors while making the best possible decision. And here as well the NPV serves as a best tool to overcome the errors in decision making. NPV gives a clear picture whether the company can earn the potential cash outcomes from the pricing strategy or how it could be improved. Moreover, NPV helps greatly to the management in Advance Analyses of different issues or areas and makes a positive decision in terms of capital budgeting and decision making.

English Learning Essay Example for Free

English Learning Essay This case study is based on Patricia, a Spanish national in her twenties who is in her last year studying an Economics degree course. She is also a student on the Elementary course at the British Language Centre. Patricia’s started learning English at the bi-lingual school she attended. She learnt English for 3 years but did not take any official examinations, but sees this as a possibility for the future. At school she learnt English because it was obligatory. The only other language she speaks is Spanish. She started attending the British Language Centre (which she still attends) to help her find a job in an international company and to prepare her for her visit to Eastbourne, East Sussex (UK) in July. She will be staying with a house family for one month and hopes to improve her English and use all of the language she has been learning to date. Her reasons for learning English are a combination of extrinsic and intrinsic ones. The main reason she is motivated to learn English is because she believes it will help her find a good job and earn loads of money, she also reads a lot about English culture and customs and watches films in English with subtitles for her own enjoyment. This can also be related to her learning styles. The results of her â€Å"multiple intelligences† questionnaire indicates that her learning style preferences are linguistic, spatial and interpersonal. Her conversations in English refer to things that she has read or heard, she enjoys solving mazes and other visual puzzles and considers herself to be a leader. 3 Problems and Possible solutions with Grammar The student enjoys English grammar, and generally finds it much easier than Spanish grammar. An example of this is the verb formations. She normally uses the correct tense when speaking in English but sometimes uses the infinitive form instead of the progressive. â€Å"I read† instead of â€Å"I’m reading†. Spanish often use an infinitive where English would use a progressive; this can be

Anomie Essay -- essays research papers

Although America was a confident and optimistic nation in 1917 before the introduction of the two major World Wars and the Vietnam War, this no longer is the case today. Wars have reshaped American history, politically, economically, socially and culturally. Throughout the course of time religious structures have been falling, events such the Great Depression have caused unemployment, divorce and crime rates have skyrocketed and suicide coupled with violence has gained much popularity and acceptance in the news. Many of the rigorous norms once established and followed have been disintegrating, thus providing an avenue for ever increasing chaos with an apparent state of anomie where there are no clear rules to firmly guide society. Inflations and unemployment in America have been great sources of chaos. The fact that wealth has never been evenly distributed has always caused the rebellion and in some cases retreatism posed by sociologist Robert Merton. Today Bush’s presidency has caused the jobs of many people. About 113,000 workers have been cut from payrolls since September of last year. In numerous occasions Bush has said, â€Å"The slowdown is real and is affecting too many lives. I want the American people to know we're deeply concerned about the unemployment rates and we intend to do something about it.", yet he has not developed any new plan to stop unemployment or at most decrease it. This presidential attitude in turn has led many to reject the story that society c...

Management theories Essay

Classical Management theory and Human Relations theory have played an vital role in the history of modern management .It is two qualitative leap of modern management system. As two relatively complete system of Management theory, Classical Management theory and Human Relations theory has made its own unique contribution. This essay aims to identify key similarities and differences between two theory by comparing detailed aspects which including focus, the comprehension of structure ,basic assumptions of person and the task of leader, simultaneously, exploring how Classical Management theory and Human Relations theory can reconcile the incompatibilities between the approaches. Classical Management theory was developed during the Industrial Revolution in order to deal withthe problem about inefficiency in the factories. it mainly contained of Weber(1922)’s Bureaucratic management,Taylor(1911)’s Scientific Management and Fayol(1925)’s General Management Principles. As Taylor (1911) wrote in his books â€Å"the purpose of scientific management is how achieve the maximum efficiency â€Å",these theory highlighted the importance of using scientific and standardized methods in workplace ; pointed out the study will continue to improve the working methods; determine the many principles to operate the organization more efficiently and emphasized the salary as a potential factor of motivation. Human Relation theory was proposed by a America behavioral scientist named Mayo (1933) after that Classical Management theory had been presented for nearly 20 years . According to Meyao (1933)the most important factor that effected the productivity are not condition and treatment ,but the human relation in workplace.Human Relation theory stressed the importance of human factors ;advocated improving managers’ interpersonal skills and changing leadership; emphasized the informal organization Classical Management theory and Human Relations theory contain many aspects that share differences and few aspects share similarities. Firstly, on focus,the classical management approach emphasized a concern for task (output).Thus, using the methods of Optimization of techniques and strict management in order to improve workers output is what the classical  management theory concentrate on. In contrast ,the Human Relations Approach focuses on both the workers themselves and efficiency, This aimed at increasing the work productivity through satisfaction and collaboration. Secondly ,according to the comprehension of organizational structure .in Classical Management approach . The organizational structure should be formal and clearly. Weber (1922) wrote that an ideal administrative structure has characteristics which including: a clear organizational division of labor ;a top-down hierarchy; a professional management system and a strict independent rules and discipline. Whereas the Human Relations Theory proposed the perspective that there is a informal organization existed in enterprise besides formal organization.The role of this formal is to safeguard the common interests of the members so that protect the common interests from additional loss caused by negligence of internal individual or external interference. For instance ,a group which the members are not arranged by manager but the reason of which have common values or personal interests is a informal organization. Thirdly ,on basic assumptions of person, the classical approach adopts standardized the methods of working ,as well as training of employees and they worked more like machines. Therefore , the staff often regarded as â€Å"economic person â€Å"in Classical Management theory ,this approach also states that the salary is the only way to stimulate the enthusiasm of employees to work .While Human Relations theory proposes treated staff as â€Å"social person † so that not only does it consider collaboration factor to motivate worker but also views strong worker relationship, recognition and achievement as motivators for increased productivity. It’s based on the most popular Maslow(1943)’s hierarchy of needs which stated that every person has some needs which affects his performance and motivation. These needs in the order from the most basic are Physiological needs, Safety needs, social needs, Esteem needs and Self-actualization needs. ( Maslow ,1943) Finally ,the task of leadership under classical management theory is to set the staff to set work standards, and supervise employees complete the  project efficiently .While under the Human Relations theory, the task of leader ship was to facilitate cooperation or coordination among the workers while providing assistance and opportunities for their personal promotion and development and was to be seen as â€Å"an agent for intra and inter group communication. † (Donnelly,2008) Although both two theories on the theoretical though and the approaches are totally different. They still contain a few similarities . For example,they both believe in organizations as closed, changeless entities which shared a common point common â€Å"increased productivity â€Å",It was the final goal either of approaches focused on the target that attempted to find the most efficient way for arranging and managing tasks. It is difficult to identify which theory is more superior, in most case .modern enterprise associate two management approach to increased productivity. How to balance it is what the leader should ponder. Therefore ,the two major theoretical thought of management theory are well described by Douglas McGregor’s theory X and theory Y in his book named ‘The Human Side of Enterprise’ Theory X relates to the classical approach that holds that People need, and indeed tend to be directed and controlled .In the meantime ,leaders should use strict rule and punishments to regulated workers behavior. Theory Y relates to the human relations approach, the idea that management’s task is to create an environment where employees can be innovative and productive or satisfied in the workplace at least. For instances, In 1960s, a new mode of production named â€Å"just in time † (also named Lean Production) was implemented Toyota Automotive Corporation .JIT is good combination of two theories. it helps corporation overcome the first energy crisis .The core of JIT is produce timely and appropriately. Equalization and standard production cycle time and standard operating sequence reflect classical management, while Employees can intervene in the production process and develop personal initiative. The mode of production also stressing coordination ,this factors reflect thought of Human Relations theory. In the nutshell.As two of the most significant studies in field of  management,Classical Management theory and Human Relations theory have their own particular merits and limitations. the two theories should not be simply isolated, a single and combined together, but to be a relationship of organic whole. Because of diversity of modern economic environment, A good leader should be the one who can balance various theories and put into practice depending on different situation.which means none of management theories is superior to the other. Reference: Fayol,H (1949) General and Industrial Management.New York :Harper= Taylor,F.W(1911) The Principles of Scientific Management.New York: Harper Donnelly,R.(2008) The Role of the Manager. Scotland: Pitman Publishing. Donnelly, R. (2000) Schools of Management Thought. Scotland :Pitman Publishing. Maslow ,A. H. (1943) A Theory of Human Motivation.New York:Psychological Review. Mayo,E.(1933) The Social Problems of an Industrial Civilization.Boston :Harvard University Press. McGregor,D(1960) The Human Side of Enterprise .New York: McGraw-Hill Bibliography: Davis,R.C. (1951) The Fundamentals of Top Management .New York: Harper