Falsifiability of the Big Bang Theory Essay

In one of Karl Raimund Popper’s works, he discussed the demarcation that differentiate the sciences from the non-sciences or those that are merely subjects of faith and pseudo-sciences. Popper believes that sciences are falsifiable. If something can be falsified it can be considered as a science. He argued that unlike the work of Einstein which is â€Å"capable of conflicting with possible, or conceivable, observations†, the works of Freud, Marx and Adler proves every event as compatible to their theories which in Popper’s argument was not scientific. No matter what the situation is, Freud, Marx and Adler would explain it in terms of their theory which is somehow a subjective way of explaining or looking into things. For instance, a selfish capitalist could be analyzed as someone who was fixated to a certain Freudian psychosexual stage or was suffering from Adler’s concept of inferiority. Marx would analyze the man from a class-struggle perspective. Popper believes that although there are evidences and observable facts that could prove the three theories through experimentation, these experiments are not falsifiable and are therefore merely based on faith and subjective judgments. In the case of the Big Bang theory, it argues that the universe is expanding. The theory stated that the universe had started from an initial bang or explosion of a very dense material. The impact of the explosion, according to the theory, is still observable today. Evidences shows that the space was expanding as quasars and galaxies are perceived to shift in their perceivable wavelengths. Hubble assumed, with respect to his observations, that either the universe is moving away from a center were an explosion had originated or that the universe was in constant expansion. Unlike the three theories mentioned above, the Big Bang theory left space for debate and possible changes. The three previous theories would always hold true in past and future circumstances and would always have an explanation about the phenomena that they are concerned with (personality or human nature). On the other hand, the Big Bang theory may be false whenever a new discovery proves that a Big Bang had not occurred. Big Bang theory passed the falsifiable criterion set by Popper. References: Balashov, Y. & Rosenberg, (2002). A. Philosophy of Science Contemporary Readings. Routledge. Pages 294-300. Edwards, R. E. (2001). What Caused the Big Bang? New York; Rodopi B. V.

Medea’s murder of her children Essay

The image of Medea presented by Euripides in the exodos is undoubtedly largely horrifying and appalling to the audience. Medea manifestly presents her desire for revenge and it is difficult to sympathise with her character. However, in many respects her character fits the image of a tragic hero. Although, it is widely controversial to associate Medea with heroic aspects in modern days, from an ancient Greek’s perspective her actions and personality might well match aspects of the tragic hero such as consistency, appropriation, noble state, and tragic flaw. This essay will explore whether her presentation in the exodos as well as her actions in other circumstances justify her tragic hero status. First of all, Medea has always enjoyed a good reputation and high-rank in society. Her heroic identity symbolises the fact that she is a grand- daughter of the Sun. Moreover, Medea was a princess of Colchis and displayed a vast knowledge of enchantments and medicine. When Jason abandons her in a foreign land she becomes a ‘stateless refugee’ and her pride suffers. It has also been stated by the Chorus in the play: ‘Of all pains and hardships none is worse Than to be deprived of your native land’. [L. 651-652] It seems intolerable for her to be rejected & homeless in a foreign land. We can infer this by the use of words such as ‘pains and hardships’ which emphasises her dramatic position through an accumulation of two similar meanings. Also, the word ‘deprived’ implies that Jason has taken her land almost physically. Here, the role of chorus modifies the structure in the play as they appearance break up the acts in the play. Thus, Euripides attaches an important role of the chorus to construct the play. Her behaviour has been farther explored by E. R Dodds who states that members of an ancient Greek society acknowledged ‘anything which exposes a man to the contempt or ridicule of his fellows, which causes them to â€Å"lose face,† †¦ as unbearable’. According to Aristotle, a tragic hero must hold noble, respected social status. It can be argued therefore that Medea’s murder of her children in exodos was a desperate and impulsive response to ‘the pressure of social conformity’ (Dodds) and a diseased attempt to gain back her reputation. Such actions are common in Greek tragedies such as The Oresteia where Atreus admitted an even larger horrific act of revenge against his brother who had affair with Atreus’s wife. Similarly, while Medea loses face when Jason abandons her, Atreus’s reputation suffers when his wife commits adultery. Nevertheless, later Atreus’s takes care of his brother’s son. This, as opposed to Medea, can be considered as tragic hero’s sense of guilt or, perhaps, the way to dispense justice. On the other hand, Medea doesn’t regret her actions. Her sense of guilt does not exist. Contrarily, she seems to be proud of her murder as she uses cynical and sarcastic techniques while she responds to Jason’s accusations in stichomythia: ‘Go home; your wife waits to be buried. ‘ The mention of Jason’s would-be wife is extremely cruel and tactless as previously, Medea mercilessly murdered her. In the exodos, Medea and Jason have a short and sharp exchange after Jason sees the dead bodies of his children. Questionably, Medea appears here to be extremely exultant, victoriously using cynical techniques untypical for the tragic hero such as ‘You grieve too soon. Old age is coming’. It is clear that Medea identifies her murder with a triumph over Jason. This opposes the fact that Medea can be regarded as a tragic hero because members of an ancient Greek society, despite their desire for high reputation, had a sense of guilt and justice which is described by E. R Dodds as a ‘gradually growing sense of guilt†¦ which transformed into a punishment’ and ’embodiment of cosmic justice’. This implies that Medea as a tragic hero should regret her actions however, this never occurs. Instead, at the ending of the play, Medea and the bodies of her children are taken away by the gods in the shape of Deus ex Machina. Up until the exodos, Medea has had some features of a tragic hero. However in the exodos, the absence of any kind of regrets opens up a debate over whether Medea’s presentation can be truly regarded as a tragic hero. Here, the gods seem to appear strangely sympathetic in her murderous sufferings and surprisingly shocking in supporting Medea’s actions and punishing Jason. It can be argued that the gods support Medea and Deus ex Machina occurs in order to dispense justice by not allowing Jason to bury his children and leaving him unsatisfied. Although, the gods not always seem to make ‘right’ decision and sometimes their will performs as cruel and unmoral. It isn’t just the fact that Medea kills her children that seem to be questioning Medea’s heroic aspects. It is also true that Medea does not die. The play is in fact the only surviving Greek tragedy where the tragic hero doesn’t die. Furthermore, Medea is a woman driven by ‘male desire’. Her desire for revenge leads to her overcoming the sense of maternal instinct. Therefore, the Greek audience couldn’t completely regard Medea as a tragic hero and ‘yet the audience (†¦ ) shudder at the ruthless of her anger and passion for vengeance’ (Easterling). It is unclear whether Medea aims to portray herself as a woman or to employ the â€Å"heroic ‘male’ weapon†. She often sympathise with females as a group ‘We were born women – useless for honest purposes. But in all kinds of evil skilled practitioners’ [l. 406-407] Here, Medea uses first person plural verb in order to become a representative of females. However, the fact that she lacks her maternal instinct and kills her children in ‘reaction to her dishonour’ and ‘her violence, which she herself abhors’ follow the idea of a male desire. At this point, it is difficult to define Medea as a tragic hero because she evidently contradicts the idea of consistency in that she portrays herself sometimes as a representative of oppressed women and sometimes as a ‘male hero’. It is largely controversial to argue that Medea’s presentation in the play (particularly in the exodos) is ‘good and appropriate’ (Aristotle). The tragic hero’s character should be ‘good if the purpose is good’ (Aristotle). Euripides’s presentation of Medea at the beginning of the play is to make the audience pity her dramatic position however, if we consider the fact that previously Medea has committed two acts of murder in order to marry Jason it is difficult to sympathise her. The murder of her children is a highly horrifying act of the play as the children plead for help (‘Help, help, for the gods’ sake! She’s killing us! ). The repetitiveness of a word ‘help’ and their imprecations gives us a sense of their desperation. In this way, Medea fits her image of a tragic hero because according to Aristotle, ‘fear and pity must be aroused’ in circumstances in which a ‘tragic incident between those who are near or dear to one another’. Indeed, we pity characters in the exodos as the act of murder has been done at the expense of innocent children pleading for help. On the other hand, it has been investigated by P.E Easterling that â€Å"Euripides’ many imitators have tended to present Medea’s behaviour as that of madwomen†. This is because the way in which Medea murders her children is largely brutal as she uses a sword and seem to be murdering them in a mercilessly pattern. Therefore, even the Ancient Greek audience seems to reject the idea of Medea being ‘good and appropriate’. In addition, for Medea to fully fit the image of a Greek tragic hero it is essential that she has her tragic flaw which contributes to the downfall. It is necessary for the tragic heroes to be â€Å"wrapped in the mystery (†¦) with that ‘something beyond’ which we can only see through them, and which is the source of their strength and their fate alike†¦ † (Anderson) Without this, tragedy cannot be regarded as a tragedy itself. Therefore, in context of Medea, the equivalent of ‘something beyond’ can be considered her excessive pride and obsession with the ‘laughter of my enemies’. Even if the audience does not point out any indication of the ‘laughter’ of Medea’s enemies, she still insists their presence. She does not perceive the support of the women of Corinth (meaning the Chorus) or -perhaps, she does not want to perceive it. Therefore, Medea’s obsession with the ‘laughter’ of her enemies can be considered as the catalyst of her tragic downfall. However, it might be believed that this obsession cannot be regarded as the catalyst of her tragic downfall because it is clear that Medea fully acknowledges her flaws and in her horrific act in the exodos she recognises that what’s she’s doing is wrong. In the line 1077 she says: ‘I understand The horror of what I am going to do’ Evidently, Medea appears to be aware of her tragic flaw and to accept the consequences. In this case, Medea cannot be regarded as a tragic hero because she acknowledges her flaws. Therefore, the Greek audience could not be entertained or surprised by Medea’s actions. We do not pity her because she accepts her tragic flaws throughout the play. Medea’s self-awareness of her immorality contradicts Anderson’s belief that ‘the message of tragedy is that men are better than they think they are. The message needs to be said over and over lest the race lose faith in itself entirely’. There is a large distinction between the recognition of a tragic hero in Ancient Greece and the modern world. We associate heroic aspects with goodness, appropriation and a well-developed sense of forgiveness. The presentation of Medea in the exodos as well as her actions throughout the play, strongly contradict with the principles of Christianity and her character appears as irrelevant to modern ideas. Unfortunately, Medea from the Ancient Greek’s point of view can be regarded as a tragic hero to a significant extent. The horrific act of murdering her children is insane and sickening; however, it is without doubt that it fits with the image of a tragic hero in a several respects. Bibliography Aristotle, Poetics. Trans. S.H. Butcher. www.classics.mit.edu/Aristotle/poetics/html Accessed 5th January 2012 P.E Easterling – ‘The Infanticide in Euripides’ Medea’, Yale Classical Studies, 25(1997) 193-225 Dodds, E.R. The Greeks and the Irrational. University of California Press, (2000). Allan, William. Euripides: Medea Duckworth Companions for Greek and Roman tragedy. Cambridge, Cambridge University Press, (2002) Anderson, The Essence of Tragedy Northrop Frye,† The Mythos of Autumn†

Networking Concepts and Applications Essay

One of the key differences between different network types is their geographical scope. A local area network, or LAN, is made up of a smaller group of computers linked together and located in the same small area such as a room, a floor or a building. A backbone network, or BN, is a larger network which connects multiple LANs, WANs, MANs or other BNs together and can range from a few hundred feet to miles in size. Metropolitan area networks, or MANs, normally range in size from a few miles up to thirty miles and LANs and BNs from different areas to each other as well as to WANs. Wide area networks, or WANs, can be hundreds or thousands of miles in size and connect MANs and BNs across these distances. Question 14: Explain how a message is transmitted from one computer to another using layers. The message is first created at the application layer using a software application. This software translates the message based on the protocol being used to transfer the message and places the necessary information along with the message into a Protocol Data Unit (PDU) which is also known as a ‘packet’. This packet is then passed on to the Transport Layer. The transport layer, using its own Transmission Control Protocol, or TCP, takes the packet from the application layer and places it in a TCP packet along with whatever additional data the TCP segment requires, and passes it along to the Network Layer. The Network Layer, as with the previous layers, has its own protocols. In this case we’ll use the Internet Protocol, or IP. IP determines the next destination as the message is routed through the network, places the TCP packet inside an IP packet along with any additional required data and passes in on to the Data Link Layer. The Data Link Layer will again have its own protocols and rules for transmitting the message and will format the message with the necessary start and stop markers, add error checking data, place the IP packet within a new packet based on the Data Link Layer protocol being used and pass it on to the Physical Layer. The Physical Layer is whatever physical hardware is being used to transmit the message to the other computer. The hardware then converts the data passed to it into a series of electrical pulses and sends them across the network to their destination. The electrical pulses are then captured by the receiving hardware, which then passes the Data Link Layer packet to be unpacked by the Data Link Layer. From there the Network Layer’s packet is passed on to the Network Layer to be unpacked. The Transport Layers packet is passed on to the Transport Layer which finally passes the Application Layer’s packet on to be processed by the Application Layer. Question 17: Describe two important data communications standards-making bodies. How do they differ? One major data communications standards making body is the Telecommunications Group, or International Telecommunications Union. The Telecommunications Group is standards setting group based out of Geneva with members from approximately 200 countries and focuses on setting technical standards. Another is the Internet Engineering Task Force, or IETF, is an organization which sets the standards which govern how much of the internet operates. While both of the organizations are similar in that they are standard making bodies focused on data communications, they differ in the scope of their focus as well as the structure of membership. The ITU’s membership is made up of representatives from different countries around the world and focuses on technical standards for international telecommunications. The IETF’s membership completely different, the IETF membership is open to anyone and anyone may attend their meetings and receive their mailings. They also have a much narrower focus and solely set standards regarding the operation of the internet. References FitzGerald, J., & Dennis, A. (2009). Business data communications and networking. Hoboken, NJ: John Wiley.

Teen Pregnancy Annotated Bibliography Example | Topics and Well Written Essays - 500 words - 1

Teen Pregnancy - Annotated Bibliography Example Even though the article was written in 1983, all topics discussed in it are relevant. Levering pays great attention to analysis of outcomes teenagers have to face in case of pregnancy. Their financial dependency and lack of skills challenge their families and complicate childhood for their babies. Levering is motivated by the fact that the number of teenage pregnancies is steadily increasing and something should be done to make adolescents more responsible for their behavior. This article can serve as a core for further research as it contains both theoretic explanations and actual data related to teenage pregnancy dynamics, causes and outcomes. This article analyzes the issue of teenage pregnancy the context of modern UK. Such factors as technological progress and media influences motivate teenage irresponsible behavior in relationships. This research calculates the number of teenage mothers in the UK 2001 and draws the conclusion that this number should also be included in governmental statistics published annually. As far as British government aims at reducing the number of teenage pregnancies and supporting teenage parents, this data needs to be calculated. What is more important, the article presents different approaches to sex education at schools and reasons its need there. This article serves as a relevant source of data for further research as it presents not only statistics but analyzes the main contributing factors to the issue. Suri suggests that it to seek for to seek causes of teenage behavior in the community where they grow up. Many girls who decide to give birth to a child grow up to be single mothers and live beyond the poverty line. Single mothers are limited in their parenting opportunities because they are more concerned in financial side of this issue. Education is a way to inform teenagers about these consequences and teach them to make right

Effectiveness of the Interest Rate Adjustment Coursework

Effectiveness of the Interest Rate Adjustment - Coursework Example nt levels in the economy, when there is an increase in the interest rates then the lower will be the rate of investment while a reduction in the interest rates then there will be an increase in investment. When investment increases it will result to demand push inflation which originates from the real sector, when investment increases then the aggregate demand will increase and this will result into inflation. However when the investment levels increase then we expect the level of employment and income in the economy to increase, this will be beneficial to the economy where the rate of employment will increase and the output level of the economy will also increase in terms of GDP. According to Keynes theory on the demand for money he highlighted that individuals will demand money for speculative purposes, precautionary purposes and liquidity preferences. Speculative demand for money occurs where the individuals will prefer to hold money as an asset when other assets do look attractive, The level of speculative demand for money will depend on the interest rates and the income levels, when interest rates are high then the speculative demand for money is lower and when the interest rates are lower then the individuals will hold more speculative money demand, for this reason therefore individuals will hold more money and will not invest when the interest rates are high but when the interest rates are low the individuals will hold less speculative money and they will invest in other assets. Consumption behaviour and interest rates: According to Keynes consumption constitutes the largest proportion of expenditure in an economy, however in his theory he defined consumption as a function of income, consumption therefore was equal to the autonomous consumption level... This paper offers a comprehensive review of the relationships between interest rates, investment behaviour and level of consumption with the help of the postulates of Keynesian theory. It is shown, that when interest rates are adjusted they will affect the level of borrowed funds. Interest rates will therefore affect the consumption behaviour and at the same case affect the investment behaviour in the economy. Interest rates can also determine the amount of money supply in an economy, and because the higher the money supply then the higher the inflationary pressure interest rates are used as a way to fight inflation in an economy Investment can be defined as accumulation over time by firms of real capital goods and these goods yield the future flow and acquisition of other goods, investment levels in an economy will be determined by the interest rates which are the opportunity costs of borrowed funds. Consumption constitutes the largest proportion of expenditure in an economy, however in his theory he defined consumption as a function of income, consumption therefore was equal to the autonomous consumption level plus the marginal propensity to consume which is multiplied by the income minus tax. Consumption is affected by changes in the level of interest rates, when interest rates are high then the demand for borrowed fund will decline and therefore the less the ability by consumers to spend, when interest rates are low then the demand for borrowed funds increase and for this reason the higher the ability by consumers to spend.

Synthesis Paper Essay Example | Topics and Well Written Essays - 1250 words - 2

Synthesis Paper - Essay Example In the story, Eighner assumes the role of the dumpster diver narrates how he, together with Lizbeth went from living a comfortable life to life in the streets where their survival depended on dumpsters. This transition came after they became homeless. The main points from Eighner’s story are: Today the cost of living in cities is exorbitant. The continued rise in the cost of basic goods and services exerts a lot of pressure on low-income earners(Ehrenreich 152). In addition, unfavorable factors in their places of work add to the pains of the poor as they deal with the demands of modern life. First, low-income earners work for several hours without a break. The effect is that by the time they get home, the low-income earner is so tired they that cannot take a second job to supplement their primary income, even if such a job was available. Most low-income earners are paid poorly by their employers(Ehrenreich 152). This is partly sobecause most of them lack formal education and work as casuals. This conditions severely erodes their ability to bargain for better pay. As result, most low-income earners struggle to pay their basic bills like rent, water and electricity. This means that they cannot save for retirement. The majority of low-income earners work under harsh physical conditions. An example is a factory worker. Even though conditions of work are much better today than during the industrial revolution, for instance, the factory worker still has to endure uncomfortable conditions. Some of these conditions include poor ventilation and poorly designed lifting operations. The latter could expose the worker to back problems. Moreover, most employers do not cover their casual workers under healthcare plans. These plans take care of the treatment of an employee in the event that they suffer injury while at work. Some employers mistreat their employees by scolding them in front of their colleagues instead of correcting them

Programs Marketing for Laptops Essay Example | Topics and Well Written Essays - 250 words - 36

Programs Marketing for Laptops - Essay Example the group has to carry out a SWOT analysis of your group (Hartley, pg.33). This helps the group to determine what they have and what they are to do. The group determines your major competitors in the area who sells the OS. This places the group at the position of capitalizing the weakness of the competitors. Having achieved that, then the marketing strategies have to be drawn in the form of a business plan. The methods of marketing are discussed and stated.  Then target as many people as possible when marketing for the products. The aggressive online advertisement has shown to have greater opportunities for getting customers. Present your OS in the commonly visited site (Hartley, pg.36). Have your programs intelligently advertised to attract the customers. Include contacts in the advertisement site to allow communication with the customers. Posters and banners can also be used to enhancing market of the program. The positioning of them is crucial so that they are easily visible and readable. The group can also take marketing to social centers to capture many as possible. Offer some services at no cost like teaching on how to install the program. This captures more customers. Periodic review of the progress is determined. This helps determine which programs, OS is commonly sorted, and the specific features customers want. Through this, the group can propel ahead in their business.

Sex on Television Essay Example | Topics and Well Written Essays - 12500 words

Sex on Television - Essay Example Cope, and Erica Biely compare the findings of three such important studies with regard to the impact of sexual messages on television in their article "Sexual Messages on Television: Comparing Findings from Three Studies". According to them, mass media including television has an important influence on sexual socialization of young people with regard to their sexual beliefs, attitudes, and behaviors. "While television is certainly not the only influence on sexual socialization, adolescents often report that they use portrayals in the media to learn sexual and romantic scripts and norms for sexual behavior. Indeed, four out of ten (40%) teens say they have gained ideas for how to talk to their boyfriend or girlfriend about sexual issues directly from media portrayals." (Kunkel, Cope, and Biely, 1999, p 230). Another important article which analyzes the influence of television on the sexual socialization of various types of individuals has been "Sexual Intercourse on Television: Do Saf e Sex Messages Matter" by Kirstie M. Farrar which maintains that "empirical research suggests that televised sexual messages affect sexual socialization not only among younger adolescents but among college-age emerging adults as well, suggesting that undergraduates are still forming their sexual scripts and thus are still vulnerable to media influence." (Farrar, 2006, p 635). Therefore, this paper undertakes a reflective analysis of these two articles to determine the pertinent influence of television on the sexual socialization of individuals. In their article "Sexual Messages on Television: Comparing Findings from Three Studies", Dale Kunkel, Kristie M. Cope, and Erica Biely compare the findings of three important studies with regard to the impact of sexual messages on television on the sexual socialization of individuals. They purport that there is a mounting body of evidence documenting the possible effects of sexual content on television which suggests the positive and negative aspects of sex on television. Thus, there are empirical research evidences indicating correlations between sex on television and the early initiation of sexual intercourse by adolescents, and connection between heavy television viewing and the negative attitudes toward remaining a virgin. According to the article which presents a summary of three independent studies of sexual content on television, media effects research clearly suggests that television portrayals contribute to sexual socialization. The authors of the article maintain that it is important to identify the prevailing patterns used for presenting sexual messages on television as television is an important source of information about sex. The findings of the study, which maintains that sexual content is a common aspect of the overall television landscape, have great implication with regard to determining the influence of sex on television on the sexual socialization of individuals. "Portrayals of talk about sex, as well as sexually-related behaviors, are a potential source of socialization for most young viewers. Although most sexual behaviors shown on television are relatively modest, intercourse is frequently included. Collectively, these sexual messages provide an opportunity for the television industry to communicate an important and realistic view of the true risks associated with

The Increasing Collaboration in U.S. Military Essay

The Increasing Collaboration in U.S. Military - Essay Example The challenges that they encounters in their quest to transform and adapt to more collaborative strategies are discussed. Areas that the military has attained success during its collaborative endeavors have been mentioned. Further, a clear description of collaboration is presented, including those involved with the military, the objectives of military in collaborating and the present status as well as the success measures. Introduction In military warfare, the world is increasingly embracing collective and collaborative efforts in accomplishing the military activities and practices effectively. Collaborative efforts are practiced in military command relations, joint operations, strengthening personnel and equipment, training and tactics as well as in fostering cultural relations. Collaboration develops best in environments where relationships are mutual and well nurtured (Bushe, 2010). In military operations and practices, collaboration with other stakeholders is perceived as problem atic because the military forces are compelled to certain demands with the collaborative partners. The collaboration partners may be perceived with element of suspicion, leading to reluctance in sharing information on matters of national security out of fear. Consequently, collaborative work in military is more pervasive and complex. The United States military forces are working toward increased collaborative methods because of their understanding of how to improve collaborative work. Growing U.S. Military Collaboration Description of Collaboration Collaboration is the practice and concept of bringing appropriate individuals jointly in productive ways with proper information to establish genuine goals and strategies for tackling the common issues of the collaborative organizations or communities. This practice or concept is practiced because it helps to deal successfully with complex organizational or community issues. Collaboration strategies can be used as a means of building soci al capital, sustaining a democratic society and transforming the civic culture of communities or regions besides being used to address public concerns. Collaboration requires that the shared issues be addressed through engagement, dialogue, inclusion and power sharing. Mutual learning is a basic concept in collaborative working. The collaborating partners mutually benefit from the relationship to realize common goals and objectives through sharing responsibilities, accountability as well as authority for achieving the set results. Collaboration involves sharing of information and knowledge by the partners, and cooperation and coordination to help achieve the objectives (Chrislip, 2002). Involved Parties Multiple stakeholders are usually involved in collaborative work with the U.S. military personnel, depending on the desired goals and objectives to be accomplished. The U.S. military collaborates with civilian interagency, such as civilians from U.S. Department of State and U.S. Agen cy for International Development (USAID) among other organizations. The civilian interagency helps the U.S. military personnel in counterinsurgency operations and activities. The interagency for example, helped the U.S. military through collaboration in operations in Afghanistan and Iraq to facilitate reconstruction and development of the nations and advising the military on how to reach out to the indigenous communities (Green, 2012). U.S. military col

LOVE Curriculum Development in Adult Education Research Paper

LOVE Curriculum Development in Adult Education - Research Paper Example First of all, learning should considered to be a process rather than what we get out of it. It is important to keep the students involved in such a procedure that would allow for an enhancement in their learning and this element would be responsible for improving learning. For this process to be effective it is necessary to continuously give feedback on how efficient their efforts are coming up to be. Then there is the point that all learning is basically relearning. For the simplification of learning a procedure which actually makes the students participate in the discussion regarding the topic at hand is really efficient and important. This allows for addition and learning of refined and new ideas from every individual. For learning to be absolutely worthwhile there is a requirement to resolve conflicts that may come up between dialectically opposed styles of variation to the world. The major driving force of any learning process is conflict, differences and disagreements. When one is engaged in learning he is required to go back and forth the different ideas, views and modes of reflection and whatever the input is from every student’s side. Through learning knowledge is created. ELT has proposed a constructivist theory of learning in which takes place the creation of social knowledge over and over again and for the learner it becomes his own personal knowledge. This is totally opposite of what the case is in â€Å"transmission† model which is used for most of the current educational practices, and wherein takes place the transmission of pre-existing fixed concepts to the learner. According to ELT learning can be defined as â€Å"the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience (Kolb, 1984, p. 41)†. The

Business Process Management of Domino's Pizza Coursework

Business Process Management of Domino's Pizza - Coursework Example The researcher states that in the United States alone, on the average, over one million pizzas are sold each day. The Dominos Pizza company has a focused menu of pizza and complementary side items. The company has so rightly been using its marketing mix. Instead of focusing on the four Ps (Price, product, placement and promotion), the company considers the four Cs (cost, convenience, customer solution and communication) while developing a new product or promotion. The company has adopted Cost leadership strategy which is an integrated set of actions and activities to deliver service at lowest cost as compared to competitors. Since Domino is all about fast delivery and efficient time management, it needs to reiterate this fact to the customers. But sometimes, due to any unforeseen circumstances, customers do not receive the pizza in due time. This will help the company to satisfy their customers even in circumstances where they are not able to fulfil their promise. So whenever the hun gry customer appears and order for pizza, there should be something for the entertainment of the customers so that they have a good time while waiting for their pizza. The researcher then concluds that overall, Domino Pizza’s business process is well planned. The researcher, however mentiones that there needs to be a little work done for their dine-in services in the franchise. Although, it is definetly concluded that the delivery system of Dominos Pizza is almost perfect and is highly commendable.

Comparing and contrasting the poems Essay Example for Free

Comparing and contrasting the poems Essay The poems Vultures by Chinua Achebe and What were they like? by Denise Levertov are the same in that they both about war and conflict between two different tribes or regions within one country. Both poems reflect the effects of war and how can dramatically change history. Chinua Achebe uses vultures to explore his thought and ideas of war. He starts by introducing us to their foul diet of dead humans and animal flesh, and then they appear to care and love for one another. Achebe feels that people should be hopeful that the goodness and love will one day overcome the evil inside others an that deep down there lies goodness and love in even the worlds most evil people, like Aldolf Hitler for example. Vultures is about the Biafran War in Nigeria which began in 1967 between the Hausan and Yoruban tribes. The poem is also about the concentration camps in Belsen. The theme of the poem is to show a contrast between good and evil. The poet uses metaphoric images of vultures to describe how a person or creature can be horrible and disgusting and do evil, horrific things but somewhere deep down inside there is a tiny speck of goodness and love. Thus the commandant at Belsen Camp going home for the day with fumes of human roast clinging rebelliously to his hairy nostrils will stop at the wayside sweet-shop and pick up a chocolate for his tender offspring. This stanza is clearly contrasts good and evil. A tremendously evil man who spends his days slaughtering innocent families will go home to his family with goodies for his children and where he is a completely different person, a caring father and a loving husband. The theme is similar to that in the poem What were they like? The US Forces killed many innocent men, women and children and caused devastating affects to the countries land and lives of millions in order to win a war. Only when they realised the terror they had caused and that it was too late, they withdrew they part in the war returned home to they families to live happily ever after. Although the themes of the poems are practically the same each poet delivers their point in different ways and also describes different aspects of war. Chinua Achebe choose to describe war from the side of the commanders and soldiers and Denise Levertov choose to describe war from the side of the countries people and how war effected them. The meaning of each poem lives up to the titles. By reading the title Vultures you immediately think of the scavenger creature. And What they were like? a phrase like this will be used to describe how something or someone was meaning they are no longer like that. In the poem they are no longer the way they were because they have been killed and forgotten about, they meaning the peasant of Vietnam during the war. Denise Levertov uses the word Sir more than once. I think she choose to use this word to show how soldiers would address their commanders. Denise Levertov uses a unique structure for the poem. She uses a sequence of numbered questions followed by the answers. The questions are to the point and reflect the innocent lives of the poor peasants living in Vietnam at the time of the war. Chinua Achebes poem seems to be set out in four verses but actually it is two. The verses are separated by the word Strange. Between lines 21-40 Achebe uses emphasis ( ) to show that its continuing but then he moves the subject to show theres something missing. Like this phrase in easy range of cold telescopic eyes Strange indeed how love in the other ways so particular, he seems to be observing the animals from a distance. At first he has just finished describing the nasty side of the creature then its as if his is interrupted by what we see as strange behaviour for a vulture, where they show each other love. Denise Levertov wanted to put across the fact that no justice was bought to those who lost their lives due to war, instead they were silenced; she felt very strongly about this a put her view down very straight forward. Her questions are to the point but the questions are a bit vague, they have a deeper mean than they appear. In Levertovs poem she says their singing resembled the flight of moths in the moonlight. Who can I say? It is silent now. This reflects how people especially the men who caused the suffering, would rather forget the horrendous images of dying innocence and pretend it never happened. For example, Sir, their light hearts turned to stone. It is not remembered whether in gardens stone lanterns illumined pleasant ways this means that it is not remembered because when the land was bombed the people and land was burnt down to nothing. The poems appear on the outside to be about simple ideas but between the lines there are some powerful thoughts. Vultures seem to be about the disgusting creature, Chinua Achebe uses them only to comment of a particular type of people. In what were they like? It seems to be only about individuals-the peasants but its really about big political events. Vultures symbolises people who benefit from others who are suffering and again this also contrasts with the Northern Communists in Vietnam who won a brutal war at the expense of innocent people.

Internal and external factors affecting Starbucks

Internal and external factors affecting Starbucks Introduction This report will provide a critical review of Starbucks and its place in the coffee house market in the UK using three well tested approaches to strategic market analysis: SWOT, Porter’s Five forces and PESTLE analysis. A brief history of the coffee house market is provided in addition to some background to the company in question, Starbucks. Then the company is analysed using the three frameworks. Finally a few conclusions are drawn. History of the coffee shop The coffee house is not a new idea – they were established in Britain in the 17th century, the first opening in London in 1651 (Wilkes Group, 2012.). Some elements of the Coffee House clientele worried the establishment of the day, causing King Charles to speak of them as resort of ‘idle and disaffected persons’ producing ‘very evil and dangerous affects’ due to the fact people met there to discuss the politics of the day (Ibid, no page no.) 300 hundred years later coffee shops are just as popular, with an estimated 5,700 in the United Kingdom in 2013 (Ibid.); the market is fiercely fought, with Costa Coffee being number one brand in the market (in terms of the number of stores), followed by Starbucks (Figure 1). Third is Cafe Nero and there are a number of smaller companies joining the market, including Cafe Ritazza and a joint venture between Tesco and an Australian coffee company called Harris Hoole (Ibid.) Figure 1 – Coffee House UK market share (number of stores) Source: The Wilkes Group, 2012. Starbucks Company background The company was founded in Seattle, Washington State in 1971; the name was inspired by the mermaid in the novel Moby Dick, and the mermaid also inspired the company logo. It is now a very successful coffee house using ethically sourced Arabica coffee beans (Starbucks n.d.) Howard Schultz, now the company CEO, first visited a Starbucks store in 1981; he subsequently travelled to Italy where the coffee bars inspired him to bring the concept back to the United States (Starbucks website, n.d.) In 1987 Schultz purchased Starbucks with investment from local businesses. The ethos of the firm is to create a welcoming place for conversation: a third place between work and home. Today there are 15,000 Starbucks stores in 50 different countries (Starbucks website, n.d.) SWOT Analysis – Strengths, Weaknesses, Opportunities and Threats (SWOT) This section presents a SWOT analysis for Starbucks; SWOT is a method of market analysis; this familiar acronym stands for Strengths, Weaknesses, Opportunities and Threats. These four words represent the major constructs firms need to consider to make the most of their internal set up and the external marketplace characteristics. Its major value is in the identification of those business critical factors which provide opportunity for the firm, but also any threats from competitors and the changing business environment. These need to be weighed up against the internal factors (strengths and weaknesses) of the business to develop the best business solutions and strategies, both short term and long term (Meek Meek, 2003). (i) Strengths ~ One of the major strengths of the company is the strong Starbucks brand and it’s stylish image; this has made it very popular with young people, particularly students. According to Alderman (2012, no page number) â€Å"laptop-wielding young people embrace the coffee chain as an avatar of American popular culture† ~ Starbucks has a very modern website which is attractive to users and easy to navigate. This is so important in this digital age when the majority of people rely on the Internet to gather information about goods and services. ~The loyalty scheme introduced by Starbucks is another major advantage, a strategy adopted early on in the firm’s development. Encouraging consumers to increase their frequency of purchase through the use of loyalty cards is now a marketing tactic successfully adopted by many companies in different sectors. ~ The fact that Starbucks beans are ethically produced is a strong advantage to the company as consumers are increasingly concerned about sustainable production and corporate responsibility. A recent large-scale survey on social responsibility (Nielsen, 2014) shows that around 50% of consumers will choose to buy socially responsible brands. This includes going so far as to check packaging for claims about sustainability. (ii) Weaknesses ~ Starbucks has been experiencing financial difficulties in recent years, even recording a loss (Wilkes Group, 2012.) putting it at a disadvantage in terms of having the capacity to invest in developing new products or expanding its network of stores. ~ Perhaps as a result of poor performance Starbucks has experienced some decline in its stock values which also can result in reduced investment. ~ As students and the youth market is one of the main market segments for Starbucks, this is one age group in the UK demographics which is declining and projected to continue to do so over the next few years (ONS, 2011). ~ The tax avoidance scandal of recent years, when Starbucks avoided paying corporation tax in the UK (Bergin, 2012), temporarily dented the company reputation. However, in the long term it does not appear to have affected the popularity of the firm with consumers still patronising the stores. (iii) Opportunities ~ The taste for coffee houses and coffee consumption, particularly as part of the working day routine is continuing (Wilkes Group, n.d.) and showing little sign of slowing down. ~ This is supported by a recovering economy and signs that consumers are finding they have more discretionary income to spend (CEBR, 2014). ~ The relaxation of the licensing laws has provided an opportunity for firms like Starbucks to broaden their offering in coffee houses to include alcohol. This will attract new market segments. ~ There are further potential niche markets or segments to target, for example developing a caffeine free alternative for those consumers concerned about the health risks of too much caffeine. ~ Increased interest in corporate responsibility, ethical trading and sustainable coffee growing techniques for reducing the carbon footprint provide Starbucks with a competitive advantage as it has always adopted ethical business strategies. ~ The enduring trend for ‘drive thru’ premises and kiosks on railway and bus stations as a valid and popular way of delivering products in the food and drink sector provides good, relatively low cost, ways for Starbucks to increase sales and raise brand awareness and loyalty further. ~ An extension of this might be ‘pop-up shops’; temporary occupation of premises as part of for example, music and cultural events. This would also be an ideal vehicle for reaching the target market segments particularly young adults and students. ~ The increasing globalisation of markets provides wider opportunities for Starbucks to expand into new markets; some authors maintain that young people in different countries have more in common than people of different age groups in the same country (Usunier and Lee, 2013). This presents â€Å"an opportunity to target consumers sharing a common set of values, needs, habits and preferences† (Usunier and Lee, 2013 p. 131). (iv) Threats ~ The increasing emphasis on healthy lifestyles and reducing caffeine intake for people with certain health conditions is a potential threat to coffee house companies (Lopez-Garcia et al, 2008). The secret will be finding suitable alternatives for those consumers who cannot or choose not to drink caffeinated coffee. A quality decaffeinated alternative will provide access to this sub-segment of the market. ~ Climate change may well represent a threat to coffee production and hence make the raw materials more expensive. ~ There is very strong competition in the coffee house market with Costa Coffee firmly in the number one spot (Wilkes Group, n.d.) It is important for Starbucks to maintain relationships with its customers; the loyalty card is a good way of doing this as is two way communication with consumers via social networking sites (SNS). However, Starbucks must be careful to ensure not all messages it sends out to consumers are sales promotions; according to (Cohen, 2011) nine out of ten communications should be sharing information not sales pitches. Porter’s five forces This represents an equally important activity for any firm competitor analysis; in a rapidly changing world and such a fiercely contested marketplace a scientific view of the competition is key to success. This particular approach being described was designed by Michael Porter and is a systematic approach to identifying and assessing the relative strength of the ‘five forces’ influencing the nature of competition in the coffee industry. Figure 2 below illustrates the five forces which include competitors, new products, new entrants to the marketplace and the bargaining power of consumers (Porter, 2008). Figure 2 – Porter’s five forces Source: Porter, 2008 1. The potential threat of a new competitor and/or a new product in the already crowded coffee house marketplace is high, with strong contenders such as Cafe Ritazza on the fringes. The barriers to entry to the market are quite high as any company wanting to compete with Starbuck or Costa would need to open a large chain of shops. However, the example of the coffee house joining forces with Tesco (Poulter, 2013) is a case in point and could have disastrous consequences for Starbucks. 2. Secondly, the bargaining power of suppliers and the costs of raw materials is another strong force for any firm. In the case of Starbucks and its commitment to only using ethically sourced coffee beans, prices are at a premium anyway for fair trade goods. This will squeeze profit margins if the company is not able to pass the increased costs on to the customer. Other coffee houses may get their raw materials, particularly the high cost coffee beans, elsewhere and non-fair-trade meaning the price is most likely lower. 3. The third of Porter’s forces is the increasing bargaining power of customers; most decisions are influenced to a considerable extent by on-line peer reviews and recommendations. This can influence which product consumers will buy, with a bandwagon effect applying i.e. consumers buying the brand which is most popular (Kastanakis Balabanis, 2012). The power of the consumer is not to be underestimated and smart firms invest in nurturing relationships and communication with consumers. This can ultimately result in co-production e.g. of new products. There is clear appreciation of the value of social media to communicate with consumers who want to feel engaged with their favourite brands. Such engagement cancels out the ‘us and them’ culture of corporation-consumer relationships; now customers feel closer to brands (Engeseth, 2005). Yan (2011, p.695) describes this phenomenon as â€Å"consumers want to know they have some influence over the brands that they connect with†. 4. Fourthly is the force resulting from substitute products entering the marketplace; this might be in the form of an innovative new product for an established competitor e.g. a new flavour coffee from Costa; or a coffee house offering from a non-coffee house company. This might be considered the case when McDonalds introduced the concept of ‘McCafe’ providing a coffee house concept within the traditional burger house (Petersen, 2014). 5. Finally, Porter’s fifth force is the way any combination of the four other forces may influence the strength of competition provided by rival firms and products. There is strong competition from rival companies in the coffee house market, particularly Costa Coffee which dominates the number one spot in the market (Wilkes Group, 2012). PESTLE Analysis This represents the marketing audit angle and those companies which are most thorough in their analysis of the internal and external marketplace are the best placed to exploit any opportunities and protect against any threats. The analysis is based on clarity around the following questions: 1. Where is the company now? 2. How did the company get where it is today? 3. Where is the company heading and what are the corporate objectives? Jobber (2010) defines a marketing audit as the process of examining marketing in a business in a systematic way, including the environment, corporate objectives, strategies and any activities to assist in identifying any factors that may impact on the company and its products. The Chartered Institute of Marketing (CIM 2013) explains that the business environment is in a constant state of flux, hence a regular audit is necessary to provide any intelligence needed to inform sound decision-making. Such decisions have to take many aspects of current and future influences in the external environment into account in a process widely termed a ‘PESTLE’ analysis. The acronym stands for: 1. Political 2. Economic 3. Social 4. Technological 5. Legal 6. Environmental This method assesses the impact on the firm of macro-environmental factors (Kotler and Armstrong 2010) and may well include those PESTLE elements listed in Table 1 below. Some factors will be more relevant to the coffee house market than others and these will be drawn out in the analysis. Table 1 – examples of PESTLE analysis components Political Economic Social Technological Pressure to strengthen environmental regulation. Hangover from recession still limits discretionary spending. Income distribution: coffee houses tend to sell premium priced products which people on lower incomes cannot afford. New inventions, including advanced roasting techniques can provide advantage. Employment law –pressure to increase the minimum wage Interest rates will increase soon. Coffee drinking is enduring as a popular ‘fashion’ New product development, including flavoured coffees and improved decaffeinated coffee for those concerned about the caffeine content. Political stability – general election in May 2015. Uncertainty and unemployment is commonplace. Lifestyle changes, including longer working hours are making a coffee ‘pick-me-up’ a regular part of the working day. Energy use and costs are key with ethically sourced coffee beans adding to raw material costs. Inflation rates are on the up. Health consciousness with coffee having advantages and disadvantages: Consumer confidence is improving slowly. High caffeine intake raises pulse rate and hence is not recommended for certain groups e.g. those with hypertension (van Dam, n.d.), but doesn’t increase risk of death (Lopez-Garcia et al, 2008) -But coffee does contain high levels of anti-oxidants which are beneficial and may protect against diabetes, Parkinson’s and liver disease (Ibid.) Legislation Environment New/extra legislation around sustainable coffee production will impact. Consumers in the UK are conscious of the ethical implications, with increasing consumption of Fairtrade coffee (Blacksell, 2011). Biodegradable packaging is key to reducing waste. Tax evasion scandal – this has legal implications for the company and damages the corporate reputation. Organic production of coffee is also on the rise due to consumer demand for naturally produced goods (Blacksell, 2011) Source: After Kotler and Armstrong, 2010 Market segmentation â€Å"The purpose of business is to create customers† is a definition by the business guru Peter Drucker (Swaim, 2010, p.14) who recommends that the best way to do so is to look at the company from the customer’s viewpoint. There are also a number of questions which need to be asked about segmentation of the market; specifically â€Å"what products does the customer buy† and â€Å"what does the customer value†? Research provides an indication of the market segments which are of importance to companies such as Starbucks. (i) Students represent a clear and well defined segment which can assist in promoting and recommending the brand through social networking. (ii) Young professionals and white collar workers: picking up a coffee on the way to work is a growing trend in the UK; the provision of Wi-Fi and newspapers in the stores assists the professionals to use Starbucks as a second office. Crookes (2014) observes that this has been so for a lot longer than many people realise, citing a London coffee shop opened in 1688 where ship-owners, insurance brokers and merchants would drop in to drink coffee but also to trade. There has been a long history of connecting coffee with work in terms of the introduction of the concept of the coffee break, first introduced in 1902 by Barcalounger, an American furniture manufacturer (Crookes, 2014). And the fondness for coffee amongst workers was the cause of a strike at Chrysler in 1964 when the management tried to stop company coffee breaks in an effort to increase production (ibid.) (iii) Young adults may well be an increasing segment attracted by the availability of alcohol at Starbucks coffee shops (Crookes, 2014), hence providing an alternative to pubs and clubs for socialising. Marketing mix The marketing mix incorporates the traditional concept of the four Ps (product, price, promotion and place) and is integral to marketing strategy development. Some authors have expanded the mix to seven Ps (Kotler et al. 2012) encompassing three more criteria of ‘people’, ‘physical evidence’ or ‘environment’, and ‘process’; these might be considered to better describe any influences on the marketplace. Kotler (2012, p.31) explains that it â€Å"recognizes and reconciles the scope and complexities of marketing activities†. However, this report will focus on the four Ps and how they might apply to Starbucks. (i) Product: Lower caffeine content options may attract more health conscious consumers; plus emphasis on ethically produced coffee beans. (ii) Price: In a high price, premium market Starbucks might consider offering a value option to broaden the market, particularly for the student segment. (iii) Promotion: Maximizing the social media promotion of Starbucks and its good works in ethical and responsible coffee production will improve the firm’s reputation (Berry, 2000). A constant and interactive presence on social networking sites will build relationships with consumers and can encourage co-production of new products and services, through electronic word of mouth (Chu Kim, 2011). (iv) Place: Starbucks has introduced around 200 ‘drive-thru’ coffee shops in the UK over the past couple of years enabling consumers to access coffee 24 hours a day (Smith, 2014). There may also be scope for pop-up shops at events or kiosks at railway and bus stations (e.g. the new mini-shop at Birmingham New Street station). Conclusion Starbucks is a well established part of the coffee house culture in the UK, well regarded for its ethical approach to sourcing and buying coffee beans. There are global opportunities for the firm as well as niche markets within the UK to exploit. Although not the number one firm in the coffee house market (a position held by Costa Coffee) Starbucks has developed a strong following amongst the youth and student segments; whilst continuing to provide the requisite products for the working population in their busy working day. Having weathered the temporary storm of bad publicity over the income tax evasion scandal, Starbucks has worked hard to improve its position in the eye of the consumer by emphasising the ethical and sustainable principles the firm has always maintained. Such communication and relationship marketing is key to long term brand loyalty. Despite fears that coffee may be bad for health there is also evidence to support drinking coffee in moderation to have preventive value against certain diseases. Starbucks is well placed to continue to trade competitively in the UK market, particularly as it continues to find and exploit new and innovative ways to get their product out to the consumer in the form of drive-thru’s and kiosks in high footfall areas. There seems little sign of the trend and fashion for coffee houses to diminish any time soon and it continues to be part of the UK culture just as it was over 300 years ago. Word count: 3191 References Alderman, L. 2012. In Europe, Starbucks adjusts to a Cafà © Culture. [On-line]. Available @ [Accessed 23/10/14]. Bergin, T. 2012. Special Report: How Starbucks avoids UK taxes. [On-line] Available @ http://uk.reuters.com/article/2012/10/15/us-britain-starbucks-tax-idUSBRE89E0EX20121015 [Accessed 23/10/14]. Berry, L. 2000. ‘Cultivating Service Brand Equity’. Journal of the Academy of Marketing Science, 28 (1): pp.128-137. CEBR, 2014. Disposable income increases. [On-line] Available @ http://www.cebr.com/reports/asda-income-tracker-july-2014/ [Accessed 23/10/2014]. Chartered Institute of Marketing (CIM). 2013. Marketing Planning Tool [On-line]. Available @ http://www.cim.co.uk/marketingplanningtool/tech/tech5.asp. [Accessed 10/10/2014]. Chu, S-C. Kim, Y. 2011. ‘Determinants of consumer engagement in electronic word of mouth (eWOM) in social networking sites’. International Journal of Advertising, 30(1): pp.47-75. Cohen, H. (2011) ‘Is your social media marketing myopic?’ [On-line] available @ http://heidicohen.com/is-your-social-media-marketing-myopic [Accessed 16/10/2014]. Crookes, D. 2014. Thirsty Work – the coffee shop as office. [On-line] Available @ http://www.independent.co.uk/life-style/gadgets-and-tech/features/thirsty-work-the-coffee-shop-as-office-2290725.html [Accessed 16/10/2014]. Engeseth, S. 2005. One: A consumer revolution in business. London: Cyan-Marshall Cavendish. Blacksell, G. 2011. How Green is your coffee? [On-line] Available @ http://www.theguardian.com/environment/2011/oct/04/green-coffee [Accessed 16/10/2014]. Jobber, D. 2010. Principles and Practice of Marketing. 6th Edition. Maidenhead: McGraw-Hill. Kastanakis, M. Balabanis, G. 2012. Between the Mass and the Class: antecedents of the ‘bandwagon’ luxury consumption behaviour. Journal of Business Research: Vol. 65 (10); pp. 1399-1407. Kotler, P Armstrong, G. 2010. Principles of Marketing. 13th Edition. Harlow, Essex: Prentice Hall. Kotler P., Keller, K., Brady, M., Goodman, M. Hansen, T. 2012. Marketing Management (2nd Ed). Harlow: Pearson Education Limited. Lopez-Garcia, E., Van Dam, R., Rodriquez-Artalejo, F. Hu, f. 2008. The relationship of coffee consumption with mortality. Ann. Intern Medicine; 2008; 148: pp.904-914. Meek, H. Meek, R. 2003. CIM Course book – Strategic Marketing Management. Oxford: Elsevier Nielsen. 2014. Global consumers are willing to put their money where their heart is when it comes to goods and services from companies c

Otherness and the Rhetoric of Imperialist Discourse :: Free Essays Online

Otherness and the Rhetoric of Imperialist Discourse Le yo vle touye yon chen, yo di’l fou. (When they want to kill a dog, they say it’s crazy.) ---Haitian Proverb When Elizabethan map makers came upon an area of the globe that was yet to be thoroughly explored by â€Å"western† civilization, they would give a rough estimate as to its shape and terrain, and then label it as Terra incognita, or â€Å"unknown land.† To help illustrate exactly how unknown this land was, images of demons and a variety of other monsters filled space usually inhabited by the names of cities, rivers and deserts. While the labeling itself could at first sight be dismissed as a simple acknowledgment of ignorance (as it certainly was,) an understanding of traditional cultural attitudes within imperialist countries provides us with the tools to see such language and imagery as highly representative of an ideology exemplified (though certainly not monopolized) by England during the period. What is so striking about terra incognita is not so much its name or the images it connects to nonwestern culture, but the fact that betrays even something as scientific and functional as a map to be a form of discourse deeply enmeshed in ideology. In a imperialist society, cultural discourse tends to seep into nearly every aspect of human communication and interaction, and is frequently characterized by an emphasis on separation, classification, and the idea of opposites. This seperative effect exploits differences in ideology, race, religion, tradition, clothing style, and language, among others, to create a images of â€Å"cultural oppositeness.† Such images are exactly the type that Edward Said describes in his book Orientalism. As Said puts it, orientalism â€Å"is a style of thought based upon ontological and epistemological distinction made between ‘the Orient’ and (most of the time) ‘the Occident.’†[1] These distinctions can be found in all colonial and imperialist societies, including those that benefit from modern day manifestations of such constructions. The effect of separating â€Å"first world† or â€Å"Occidental† culture from that found in countries outside the â€Å"Occident† is to create a general perception of the people practicing these cultures as â€Å"Others.† â€Å"Otherness† (a term frequently used in critiques of imperialist discourse,) is usually synonymous with poor, â€Å"third world,† or â€Å"pre industrialized,† and suggests many of the same remedies that have been prescribed to countries suffering from â€Å"otherness† and â€Å"Orientalism† for hundreds of years.

Formalistic Approach Ode to the Death of a Favorite Cat (Favourite) Ess

Formalistic Approach Ode to the Death of a Favorite Cat (Favourite) In Thomas Gray's poem "Ode on the Death of a Favorite Cat," we find many examples of the Formalistic Approach. In this poem, we find numerous examples of alliteration, rhyme scheme, puns, and creative word choice. This poem is very joyful and fun to read because the author is very creative in his choice of words and phrases. In the first stanza, we figure out where this event is taking place or in other words, we find out the setting. The cat is standing on a ledge in his owner's house looking down into a fish bowl and gazing at gold fish. In this stanza, we find patterns of rhyming. Within this stanza this rhyming pattern is A, A, B ,C,C,B. In the first stanza they would be the first two lines (side and dy'd), the third and sixth line (blow and below), and fourth and fifth (kind and reclin'd). Line six of this stanza states" Gazed on the lake below" (Gray line 6) represents word choice. Gray could have just stated that the cat...

Ticonderoga and Crown Point :: essays research papers

The immediate object of the attack on the British Forts at Ticonderoga and Crown Point on May 10 and 11, 1775 was first to capture the forts themselves, but also to obtain a cannon and supplies to use for the impending seige of Boston. Washington, who assumed command of the American forces on July 2, 1775, could not attempt this attack without heavy artillery, which was procured by Colonel Ethan Allen, Colonel Benedict Arnold and Colonel Seth Warner with Vermont’s Green Mountain Boys. Green Mountain Boys, was the name of a group of soldiers from Vermont led by Allen, Warner and Arnold. They took their name from the Green Mountains in Vermont. The Green Mountain Boys were originally organized by Ethan Allen before the revolution to protest the claims of the New York government to Vermont territory, and were later joined by Seth Warner and Benedict Arnold. Seth Warner, was born in Connecticut and later moved to Vermont, where he was declared an outlaw in 1771 for forcibly resisting a New York claim to the area, and had a reward offered for his capture. Under Ethan Allen and Benedict Arnold, he participated in the seizure of Fort Ticonderoga and led the force that took Crown Point the next day. Later that year, he was elected lieutenant-colonel commandant of the Green Mountain Boys. Ethan Allen was also born Connecticut, moving to Vermont in 1769. He became involved in the struggle between New York and New Hampshire for control of the region, just like Allen was. The New York authorities rejected an appeal that the region be established as a separate province, and Allen organized a volunteer militia, called the Green Mountain Boys, to resist the New York cause. Volunteers were raised by the Committee of Correspondence. They recruited fifty men and three hundred pounds to set up the Green Mountain Boys. Allen too, was declared an outlaw by the governor of New York. At the outbreak of the Revolution, Allen and The Green Mountain Boys offered to fight against the British. Arnold was born in Connecticut and enlisted in the militia during the French and Indian War. Later, as a militia colonel, Arnold joined with Allen and The Green Mountain Boys to take Fort Ticonderoga .

Work In A Business Environment

For the following unit, you can either write a statement on the criteria listed below or you can make notes and we can have a taped discussion at our next visit:Understand how to respect other people at workDescribe what is meant by diversity and why it should be valued Diversity can be different races, heritage, customs, belief systems, physical appearance, mental and physical capabilities. Diversity should be respected and valued as nobody is the same. Our difference can lead to growth and development but also problems as these differences can cause tension in a workplace. Regardless of their background, everyone has a right to their own thoughts and opinions which can be beneficial to the company.Describe how to treat other people in a way that is sensitive to their needs Treat every person the way that you want them to treat you. Observe each individual that you encounter and analyse what needs they may have and try to meet those needs. Physically disabled people need more time t o move around the office area, to treat this person correctly and with respect I would hold doors open and keep walk ways clear.Disabled mentally, anyone of a high mental disability would not be encountered in my area of work but if I did come across someone who clearly needed more help I would do everything I could to try to help and keep the person relaxed. Person of a strong religion, never discriminate against them because of their beliefs or use any offensive language- this is applicable to every person in office and visitor in office.Describe how to treat other people in a way that respects their abilities, background, values, customs and beliefs The best way to be tolerant, open minded person is to always remember that everyone has different ways of doing things and that most of the time there is not just one right way of doing something. People almost always like explaining their own culture and beliefs, so asking them questions are usually a good way of starting a conversat ion.People don’t usually take offense if they can see you are honestly trying to learn about them. The fact that you are interested in the first place means that you are probably already a tolerant person. Most people are uncomfortable about other cultures because they are unfamiliar with them and are made nervous by what they do not know.Describe ways in which it possible to learn from others at work†¢Ask people for information †¢Ask people to show you how to do things †¢Ask people about their beliefs, culture and customs and getting them to explain what they do or believe and why they do so †¢Talk to people a lot †¢Listen to what other people have to say †¢Watch other people to see what they are doing †¢Work with other people and in team/group tasksNow give me an example of a time when you have learnt from someone else at work (this could have been when you first started- did you receive training on your new work role etc) I still learn so mething new as my responsibilities have been change a lot since I have started work in Cold Chain. Every time when new duties come across to me I always try to get as many information as I can from appropriate person and record a notice just in case if I forgot.Understand how to maintain security and confidentiality at work and deal with concernsDescribe the purpose and benefits of maintaining security and confidentiality at work Most of this information is now collected, processed and stored on electronic computers and transmitted across networks to other computers. Should confidential information about a business’s customers or finances fall into the hands of a competitor, such a breach of security could lead to a loss of business, law suits and bankruptcy. Protecting confidential information is a business requirement, and in many cases also an ethical and legal requirement.Describe requirements for security and confidentiality in an organisation If an organisation stores a ny information on people its needs to meet  requirements set out in the Data Protection Act. The information should be stored securely whether it is paper based or electronically. The organisation should have an access to information policy. Anyone who has information stored about them has access to it on request and after completing security procedures (all vary depending on organisation). The information should not be given to third parties unless there are criminal implications and the courts demand it, or it is with the consent of the person themselves.In large organisations such as Rolls Royce (Derby) all employees must have their ID badges to gain access to sites; they also have a complex data and computer system to ensure the confidentiality and security of their most sensitive files. Describe legal requirements for security and confidentiality, as required †¢Data Protection Act 1998: The Data Protection Act 1998 (DPA 1998) is an act of the United Kingdom Parliament de fining the ways in which information about living people may be legally used and handled. The main intent is to protect individuals against misuse or abuse of information about them. The DPA was first composed in 1984 and was updated in 1998.†¢ Copyright, Design and Patent Act 1988: The Copyright, Design and Patent Act 1988 is the current UK copyright law. It gives the creators of literacy, dramatic, musical and artistic works the right to control the ways in which their material may be used. The rights cover: broadcast and public performance, copying and adapting, issuing, renting and lending copies to the public. In many cases, the creator will also have the right to be identified as the author and to object to the distorting of their work.Describe procedures for dealing with concerns about security and confidentiality in an organisation †¢Identify potential problems†¢ Identify implications (potential loss) of each problem †¢Determine possible preventative meas ures (and cost of each measure) †¢Assign a risk factor to each problemNow give me an example of a work task that you have completed where you have has to keep the information confidential A company decided to issue laptops to its managerial staff. IT determined that the risk and cost of losing confidential company data stored on the laptops was ‘high’. The solutions  was to ‘move’ the ‘My Documents’ folder from users laptops to the companies servers (in order to access documents when away from the office, you would have to log-in across the internet (VPN)).The directors, being technically illiterate, were incapable of logging into anything- so their laptops were made an exception. So whilst the canteen managers next week menus were safely stored on the companies server, the new product launch plans were revealed to the competition when the inevitable happened and a directors laptop was left in a taxi.Understand the purpose and procedures for keeping waste to a minimum in a business environmentExplain the purpose of keeping waste to a minimumKeeping waste to a minimum in the business environment serves the same purpose as it does everywhere else. It decreases the amount of waste a business contributes to the environment (this can include solid waste, water waste and carbon emissions). Reducing waste is key to minimising an individuals or business’s environmental impact by reducing air and water pollutions and limiting the amount of materials that end up in landfills. Reducing waste can also serve to save business money.By enacting plans that conserve materials, they will inevitably cut down on the amount of materials they need to purchase. Likewise any attempt to reduce carbon emissions inevitably relies on a reduction of energy use, which means less money spent on electricity and fuel. The advantage of applying waste minimising principles in a business environment is that it impacts a larger number of people . Such actions also serve to improve a business’s image.Describe the main causes of waste that may occur in a business environment Can mean wasting time, energy or office equipment.Time = internet, people doing personal tasks, inter-office socialising, not being productive because of poor management directions, lack of knowledge regarding workload and work process. Office supplies = theft, excessive use of printing when not needed, personal use of office equipment by employees, people not proof reading or checking documents for mistakes. Energy = leaving lights and PC’s turned on at night when no one is there, keeping  heat or air conditioning turned too high or low, inefficient use of company vehicles.Describe ways of keeping waste to a minimumKeep the faxes, printers and copiers in good working order so that they produce good copies and don’t ‘eat’ copies and jam. Order good quality paper that is the recommended weight for the office machine. El iminate the conformation page of the fax by changing the settings. Periodically ask everyone to purge their desks of excess pens, stickers, sticky notes and other supplies. Order a reasonable amount of supplies for a shot period so there is not a feeling of oversupply and that usage doesn’t matter. Set expectations that people do not take supplies home with them, or use printers/copiers for excessive amounts. Organise supplies and remove those that are out of date. Request that people ask for supplies from a specific person by a deadline. Turning off equipment and lights will also help reduce waste.Identify ways of using technology to reduce wasteYou can email people instead of writing letters and notes out on paper and leaving them lying around. You could also phone someone instead of writing a letter out to them this is the quickest way of communication as long as the other person answers, this will save you time, ink and paper. If a machine in your office has broken down t hen you could email the person who supplied you with it to come and take it away or you could call them to come and take it away as soon as possible.If your company has a shredder that does all the shredding for you then you could use that to get rid of waste paper, it would also destroy any sensitive and confidential details/information. Sending bills/invoices/statements via email saves paper and ink also saves money that would have been spent on Franking. Some companies will have a purchase order control for ordering stationary, when staff have sent their requests through the orders are checked by a manager who will determine how necessary the orders and can decline orders should they know sufficient supplies are available.Outline the purpose and benefits of recyclingRecycling at work is a great way to increase your business sustainability and help to reduce climate change. Once you start to recycle at work you’ll experience the wide range of benefits that come with making your company a more sustainable and environmentally responsible organisation. †¢ Enhances company image- Engaging in greener business practices and publishing those practises can do wonders for your company image and can attract both employees and customers. †¢ Recycling is easy to do- Recycling at work is straight forward and easy to do. It’s easy to separate out materials to recycle from your other waste, if you get a good system in place its easy to implement and maintain.†¢ Recycling increases customer loyalty- Customers prefer to do business with companies that behave in an environmentally-friendly way. †¢ Recycling often reduces clutter and saves space- Recycling often reduces clutter and improves the working environment. Less clutter also means increased safety around your workplace. †¢ Recycling is great for the environment- Recycling at work helps you reduce the environmental impact of your business. Recycling your waste materials means they can be used again in new products and applications, instead of simply going into landfills where they generate harmful greenhouse gas emissions.†¢ Increases employee morale- Employee satisfaction is the best reason to undertake a recycling scheme. Employees find great pride in working for a company that embodies environmental values and focuses attention on its environmental impact and responsibilities. †¢ Recycling is cost effective- Recycling is a cost effective method of dealing with your waste, simple because is it often cheaper when compared with general waste management and disposal.Describe organisational procedures for recycling materials†¢sensitization †¢collection †¢storage †¢sorting †¢distribution †¢recycling to raw material †¢manufacture †¢marketingNow give me an example of a time when you have recycled at work We using three separate bins for rubbish: paper, plastic, and rest.Understand procedures for disposal of hazardo us materialsDescribe the benefits of procedures for the recycling and disposal of hazardous materials Hazardous waste refuses, recycling and reclamation can avoid environmental hazards, protect scarce natural resources, provide economic benefits and reduce the nation’s reliance on raw materials and energy. †¢ Environmental benefits- Recycling hazardous waste reduced the consumption of raw materials by reducing the volume of waste materials that must be treated and disposed of. Recycling hazardous waste can mean less air, water and soil pollution associated with the extraction, refining and processing of raw materials, recycling can also reduce emissions of greenhouse gases.When hazardous wastes are recycled, less energy is needed to extract, transport and process raw materials and manufacture products. When energy demands decreases fewer fossil fuels are burned and less carbon dioxide is emitted into the atmosphere. Emissions of other air pollutants can be reduced too, a s recycling hazardous wastes can decrease release of air toxics from waste incineration. †¢ Economic benefits- Not only can hazardous waste recycling be good for the environment it can also be good for the bottom line. Recycling hazardous waste can increase production efficiency and reduce costs associated with purchasing raw materials and waste management.By recycling hazardous materials a business may be able to eliminate the generation of hazardous waste. A business may also benefit from the positive or ‘green’ image associated with hazardous waste recycling efforts. For example, a company who values strong corporate stewardship can increase good will with shareholders and consumers and further distinguish itself from its competition.Describe organisational procedures for the recycling and disposal of hazardous materials Generally in the UK you have to write a COSHH (Control Of Substances Hazardous to Health) assessment for the disposal of hazardous  materials . There is no one safe method and each substance must be individually assessed. For example, the disposal of a lead-acid battery is different to the disposal of an alkaline battery which again is different to the disposal of a metal hydride rechargeable battery. All these contain toxic compounds that can be recycled.Thus the procedure is to write a COSHH assessment for each substance to be disposed of or recycled. This comprises writing an assessment of the hazards and risks, the safety precautions that are needed, what to do if something goes wrong and how to contain the waste material at the end. For example, something like sulphuric acid can be rendered harmless in its disposal procedure, meaning that the end product can be disposed of by normal means. Other substances may remain hazardous, even after processing, and a special disposal method is needed. Here at UK Waterproofing Solutions Ltd we do not recycle any hazardous materials from the office base, however when out on sites our men deal with the recycling of plastics, bitumen, rubble and asbestos.Know how to support sustainability in an organisationOutline the purpose of improving efficiency and minimising waste The purpose of improving efficiency is so that raw materials can be managed in order to minimise waste and therefore reduce costs. Also, minimising waste can have a positive effect on the environment. One of the most fundamental ways to improve efficiency is to minimise waste, you can do this in three main ways: †¢ Compliance with the Waste Minimisation Act 2008 and any equivalent laws in the countries your business operates. †¢ Voluntary measures: these might include undertaking a waste audit and creating a company waste minimisation policy. †¢ Sharing waste minimisation knowledge with partners in your supply chainDescribe ways of improving own working methods and use of technology to achieve efficiency and reduce waste

Bata Shoe in Bangladesh

Term Paper â€Å"Marketing Strategies of Retail Organizations of Bangladesh† A Study on Bata Shoe Company (Bangladesh) Limited Marketing Strategies of Retail Organization of Bangladesh A Study on Bata Shoe Company (Bangladesh) Ltd. In Bangladesh, Bata started its operation in 1962. The company is one of the largest tax–paying corporate bodies contributing Tk. 1. 2 billion (year 2009) which represents approximately 70% of tax paid by the entire footwear sector of Bangladesh. Bata is the largest retail organization in terms of their number of outlets around the country.Currently Bata Shoe Company (Bangladesh) Limited operates two manufacturing facilities – one in Tongi and the other in Dhamrai. With a production capacity of 110,000 pairs of shoes daily, the company also has a modern tannery facility with an output of 5 million square feet of leather annually. Annual shoe sales currently stand at slightly more than 30 million pairs with a turnover for the year 2009 of Tk 5 billion. Acknowledgement At the inception of preparing this term paper, I would like to express gratitude to the Almighty Allah for special blessing in completing it.There is an English proverb â€Å"Two head are better than one. † So, no one can obtain a noble objective alone. This term paper is an accumulation of many people’s endeavor. For this, I am indebted to a number of people who helped me to prepare this and for their kind advice, suggestions, directions, and cooperation and proper guidelines for this. Our heartfelt thanks go to Dr. Md. Morshed Hasan Khan, Associate Professor, for providing us the opportunity and for his appropriate suggestions, moral support and invaluable co-operation from time to time in completing the term paper especially in the last one week.Executive summary Bata started its journey in Bangladesh in 1962. So Bata Shoe Company (Bangladesh) Ltd. is operating in our country from last 50 years. Bata is the largest shoe manufacturing and marketing company in Bangladesh. In 2011, it sells 8. 5 billion pairs of shoes with annual turnover of Tk. 5 billion. Bata Shoe Company (Bangladesh) Ltd. has strived towards one goal – customer satisfaction. With the vision of building a worldwide family of satisfied customers and dedicated workers the legacy of Tomas Bata continues strong and unabated to this day – the tradition is safe.As the largest shoe manufacturing and marketing company in Bangladesh, Bata follows several individual and coordinated strategies in marketing, pricing, in distribution, inventory that helps them to be the leader in the market and to increase sales and growth. Most important strategies are discussed in this term paper. Here their both the positive and negative sides are discussed thoroughly. Bata is performing CSR activities in many ways to be a good citizen of the country. Some recommendations are given after evaluating the overall activities of Bata Shoe Company (Bangladesh) Ltd .Table of Contents No. | Name of the contents| Page Number| 01. | Background of the Problem| 01| 02. | Objectives| 01| 03. | Methodology| 02| 04. | Limitations| 02| 05. | introduction| 03| 06. | Bata Bangladesh| 03| 07. | Company Profile| 04| 08. | Management Overview| 05| 09. | Financial Information| 06| 10. | Product Line| 07| 11. | Distribution Process of Bata Bangladesh| 09| 12. | Marketing Strategies used by Bata Bangladesh| 10| 13. | Corporate Social Responsibility| 21| 14. | Lessons learn from Bata Bangladesh| 23| 15. | Recommendations| 24| 16. | Conclusion| 24| 17. | References| 24|

Taboo: Management Consulting and Policy Prohibiting Women

The Taboo of Women in Management International management consulting firm Burns & McCallister is listed by Working Mother magazine as one of the top fifty firms in the United States for employment of working mothers and by Working Woman magazine as one of the top ten firms for women. The firm has earned this reputation for several reasons. First, nearly 50% of its partners are women. Second, it has a menu of employee benefits that includes such things as flex hours, sabbaticals, family leave, home-based work, and part-time partner-track positions.However, B&M recently has been the subject of a series of reports by both the Los Angeles Times and the New York Times that scrutinise its policy on female executives in certain nations. B&M has learned, through its years of consulting, that certain countries in which it negotiates for contracts prohibit the use of women in the negotiation process. The cultures of many of these countries do not permit women to speak in a meeting that include s men.Consequently, B&M has implemented a policy prohibiting women partners from being assigned these potential account negotiations and later the accounts themselves. Clerical help in the offices can be female, but any contact with client must be through a male partner or account executive. For example, Japan still has a two-track hiring system with only 3% of professional positions open to women. The remainder of the women in the Japanese corporate workforce become office ladies who file, wear uniforms, and serve tea. Dentsu, Inc. a large Japanese ad firm, had a picture of the typical Dentsu â€Å"Working Girl† in its recruiting brochure. Surrounding the photo are comments primarily about her physical appearance: such as (1) her breasts are â€Å"pretty large†; and (2) her bottom is â€Å"rather soft. † In response to criticism regarding B&M's posture, the head of the firm's New York office has explained: Look, we're about as progressive a firm as you'll find. But the reality of international business is that if we try to use women, we can't get the job. It's not a policy on all foreign accounts.We've just identified certain cultures in which women will not be able to successfully land or work on accounts. This restriction does not interfere with their career track. It does not apply to all countries. The National Organisation for Women (NOW) would like B to apply to all its operations the standards that it employs in the United States. No restrictions are placed on women here, NOW argues, and other cultures should adapt to our standards; we should not change our standards to adapt to their culture. NOW maintains that without such a posture, change can never come about

Education and Philosophy Essay

Introduction Critical to an advancing society is the need for teachers to recognize and utilize best teaching practices. Teaching requires knowledge of the subject matter and the skills to effectively engage learners. The best educators conceptualize teaching as anything that might promote student learning. Therefore, the teacher is the engineer of the learning environment (Bain, 2004). Many educators believe that learning is the purpose of all education, however educators differ substantially in how they engineer the learning environment through their classroom teaching styles and educational philosophies. Some educators consider the role of the teacher that of transmitting knowledge through a teacher-centered approach, while others consider the role of the teacher that of leading the student to construct knowledge through a learner-centered approach (McCarthy & Anderson, 2000). The teacher’s role in the learning process is often defined by educational philosophy. The manner in which they view their role in the classroom, how they view the student-teacher relationship and the method of instruction, all reflect their philosophy and beliefs about education (Petress, 2003; Youngs, 1979). Educational Philosophy At the most basic level, philosophy is a quest for wisdom and understanding (Ozmon & Carver, 2007). It â€Å"†¦raises questions about what we do and why we do it† (Elias & Merrium, 1995, p. 5). A philosophy of education is â€Å"†¦a set of ideas and beliefs that guides teachers’ 1 actions and provides a framework for thinking about educational issues† (Kauchak & Eggen, 2011, p. 197). Educational philosophy is the basis that shapes the structure and goals of the relationship between the faculty and the student. â€Å"When considering the inter-relationship of philosophy and activity it is clear that philosophy inspires one’s activities and gives direction to practice† (Elias & Merrium, 1995, p. 5). Faculty beliefs about the purpose of education, expectations in the student-teacher relationship, the teaching-learning process and what methods of instruction to use, are all guided by their educational philosophy (Kauchak & Eggen, 2005; Petress, 2003). A clear understanding of philosophy provides a solid foundation for effective analysis of educational practices and professional growth (Conti, 2007; Elias & Merrium, 1995). The five traditional western philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. These western philosophies serve as a foundation and perspective for analysis of educational practices (Ozmon & Craver, 2007). There are five educational philosophies which were identified as having roots in traditional schools of western philosophy which form the structure of most educational practices. The five educational philosophies are: liberal, behaviorist, progressive, humanistic, and radical (Zinn, 2004). Professional educators are likely to be influenced in their actions by one or more of these five philosophies. Regardless of teachers’ awareness of their educational philosophy, their beliefs are reflected in their behavior (Youngs, 1979). â€Å"True professionals know not only what they are to do, but are also aware of the principles and reasons for so acting† (Elias & Merriam, 1995, p. 9). What teachers believe and practice in the classroom is related to educational philosophy and to teaching style. 2 Teaching Style The five educational philosophies have each been categorized as influencing either teacher-centered or learner-centered teaching styles (Conti, 2007; Johnson, Musial, Hall & Gollnick, 2011; Zinn, 2001). Conti (1998) describes teaching style as the qualities and behaviors displayed by a teacher which are consistent from situation to situation regardless of curriculum content. Teacher-centered teaching styles are consistent with traditional philosophies of idealism and realism, and the educational philosophies of liberal and behavioralism (Conti, 2007; Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanism and realism (Conti, 2007; Zinn, 2004). Teacher-centered style is defined as a formal, controlled, and autocratic instructional style which assumes the learners are passive (Conti, 2004). Learner-centered style is defined as a pattern of instruction that is responsive, problemcentered, democratic and employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators’ teaching styles, their beliefs should be evident in their teaching (Heimlich & Norland, 1994). Teaching style is the application of an educator’s philosophy demonstrated in classroom practices. Teaching style includes the â€Å"implementation of philosophy; it contains evidence of beliefs about, values related to, and attitudes toward all the elements of the teaching-learner exchange† (Heimlich & Norland, 1994, p.40). College of Education Teacher Education Program Teacher education programs are expected to refer to the mission and goals of their colleges in defining excellence in teaching for their own program, course development and teaching styles (National Council for Accreditation of Teacher Education, 2008). This study investigated a comprehensive university in the Midwestern part of the United States of America. 3 For the purposes of this study the university was given the fictitious name of Newton State Univeristy (NSU). The long history of the teacher education programs at NSU was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The influence of professional national and state accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Commission for Teacher Preparation (OCTP), was evidenced by the university’s College of Education (COE) having a well-defined conceptual framework and educational philosophy. The Philosophy of the Unit statement, the COE Conceptual Framework, and other documents, informed the field of educational ideology for the college. Through an inspection of the language and expressed expectations contained in these documents, it was apparent to the researcher that the COE advocated an educational philosophy and a teaching style preference consistent with learner-centered teaching style and humanistic and progressive educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education faculty may be like many other higher education faculty and may not believe in such classroom practices and philosophies (Labaree, 2005). This potential dichotomy of beliefs between the teacher education faculty and the COE could be a possible source of conflict. What was not known was whether this was typical of the teacher education faculty at this Midwestern state university. For those colleges with clearly defined mission statement, like that of the COE, it is necessary that any fissure between the faculty and college be made apparent. Based on the COE mission statement, Philosophy of the Unit statement, the Conceptual Framework and the rubric criteria, it was implied that the teacher education faculty use 4  compatible teaching approaches to instruct their teacher candidates. However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. Through an assessment of the faculty beliefs, their teaching style preferences may be made apparent. Such a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and foundation for its employees and stake holders (Velcoff & Ferrari, 2006). If there is tension or conflict between the beliefs and values of COE and the teacher education faculty the foundation of the university could become ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the degree of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education. Purpose The purpose of the study was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the university’s College of Education educational philosophy and preferred teaching style. Research Questions 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3. What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education faculty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the stated education philosophy and preferred teaching style of the College of Education? Theoretical Framework The theoretical framework constructed for this study was underpinned by two theoretical constructs: philosophy and teaching styles. There were five educational philosophies; liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each have a basis in five traditional western philosophies (Ellias and Merriam ,1995). The concepts of teaching styles include teacher-centered and learner-centered teaching (Conti, 1989; Kauchak & Eggen, 2008). The theoretical constructs of andragogy is influential in this study due to the nature of the relationship of the teacher education faculty and their adult learners who are pre-service teacher candidates (Muirhead, 2007). One of the central objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a part of the theoretical framework; however they are beyond the scope of the study’s research questions. The theoretical constructs and the theoretical framework will be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full-time and part-time graduate and undergraduate teacher education faculty were asked to participate in the study; however all did not choose to participate. The on-line survey contained the Philosophy of Adult Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic questionnaire. The concept of educational philosophy was measured with PAEI. The concept of teaching style was measured with PALS. Descriptive statistical methods were used to establish the profiles for each instrument and demographic variables. Frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of variance was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi Square analysis was used to examine the relationship between educational philosophies and teaching styles. Frequency distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Questions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3. Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 ANOVA ANOVA Chi-Square Education Philosophy & Teaching Styles 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the Study This research has the potential to benefit both teacher educator faculty and teacher education programs by helping them understand the importance of relationship of educational philosophy and teaching style. This study focuses on previously unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this study’s significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A strengthening of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the study’s significance. Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to enhance the NSU teacher education program and provide professional growth. Key Terms Philosophy: Belief about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy: Ideas and beliefs that guide teachers’ actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005). The educational 8 philosophies are based on five western philosophies. The five educational philosophies: liberal, behaviorist, progressive, humanistic, and radical. Teaching Style: Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered: An interactive learning process in which the learners are actively engaged in experiences and role of the teacher is to serve as a facilitator who is focused on the students’ abilities and needs. Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995; Conti, 2007). Teacher-Centered: A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-centered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995; Conti, 2007). Newton State University (NSU): A fictitious name given to the Midwestern state university where the study was conducted. Andragogy: The art and science of teaching adult learners (Knowles, Holton, Swanson, 1998). Pedagogy: The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE LITERATURE Philosophy Rene Descartes’ famous declaration, â€Å"Cogito ergo sum,† â€Å"I think therefore I am,† (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their unmindful connection between their teaching and their philosophy of education. A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A common organizational practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional leadership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medicine and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002). Whether or not they are aware of their philosophy, a teacher’s beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002; Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teacher’s educational philosophy (Conti, 1982; Elias & Merium, 1995; Kauchak & Eggen, 2002; Zinn, 1983, 2004). A philosophical orientation to education allows for comparison with beliefs versus practices. A clear understanding of philosophy provides a solid foundation for effective analysis of teaching and  10 institutional educational practices (Conti, 2007; Elias & Merrium, 1995; Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have developed answers to questions about reality, the nature of knowledge epistemology, what is good and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007; Kauchak & Eggen, 2005; Ozmon & Craver, 2007). The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest Western philosophical views. It was established in ancient Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exist independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists’ conviction that ideas are the only reliable form of reality (p. 34). Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and works of literature, history, art, and music (p. 211). It was established in ancient Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adler’s book (1988), Reforming Education: The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler placed more emphasis on the ultimate goal of developing intellectual skills which leads to higher order thinking and awareness, and less on promoting students’ understanding  of content. Teachers serve an essential role for idealists. â€Å"To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas† (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). Realism. Realism is also a historic philosophy, having roots to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007). Realists center their beliefs on the constancy of the physical universe and argue that the â€Å"features of the universe exist whether or not a human being is there to perceive them† (Kauchak & Eggen, 2002, p. 211). Realists claim important ideas and facts can only be taught and learned through studying the material world. The universe and the essence of all things exist objectively and thus they are not an extension of the mind (Harwood, 2010). The learning environment includes emphasis on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). â€Å"Curriculum consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world† (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and critical reasoning in order to learn and understand logical and natural laws. Realism is noted for the scientific method as the central idea of instruction (p. 211). Pragmatism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005). Pragmatism rejects the â€Å"†¦idea of absolute, unchanging truth, instead asserting that truth is what works† (p. 212). Pragmatists contend truth is relative to the experience of the individual. Because experiences change, the perception of truth changes and the methods for dealing with these also change. 12 Pragmatists accept the methods of science for understanding the human person and solving problems (Elias & Merriam, 1995). Pragmatism philosophy places an emphasis on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995; Kauchak & Eggen, 2005). The process involved in learning is as important as the content in a pragmatist’s classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy â€Å"doesn’t de-emphasize the importance of knowledge, but instead attempts to connect it to children’s interests† (p. 212). As a result, emphasis is placed on the tools of problem-based learning, subject integration, and direct hands-on experiences, which focus on individual accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice. Existentialists assert all people possess total freedom of choice and thus are personally responsible for all aspects of their lives and society (Elias & Merriam, 1995). â€Å"Existentialists stress awareness, consciousness, perception and the total meaning-structure of the individual, his vision and death, his word choices and other aspects of his relating life† (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined destiny (Harwood, 2010; Kauchak & Eggen, 2005). Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010; Kauchak & Eggen, 2005). The existential teacher views education as â€Å"an individual’s search for understanding† (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal function of education is a central premise (Ozmon & Craver, 2007). There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change. The second principle is that social change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address social inequities and to enact the ideals of democracy (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society. Teachers encourage students to become an actively involved force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose hidden bias and on inspiring students to influence the world today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought. Although they have useful implications for the field of education, the traditional philosophies were not developed as philosophies of education. â€Å"A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). † An educational philosophy typically includes, â€Å"terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). † Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Merriam, 1995; Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). Liberal Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004). This philosophy is not associated with liberal political views; liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporary educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). Emphasis is placed on general, liberal humanities education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005). Teachers with the liberal education philosophy might be referred to as the expert ‘sage on the stage’ transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004; Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense â€Å"intellectually, morally, spiritually and aesthetically† (Zinn, 2004, 72). From a practice standpoint, liberal education is oriented toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995). Behavioral Education. Behavioral education is a contemporary philosophy with its foundation in the early 1900’s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). Behaviorism is consistent with the traditional philosophy of realism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in today’s world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). Emphasis is placed on compliance with standards and societal expectations. The teacher’s role is of manager and controller of the learning environment through prediction and direction of learning outcomes. Some teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice new behavior and respond to feedback and reinforcement (Zinn, 2004). Behaviorism is associated with a learnercentered teaching style(Conti, 2007). Generally the process of learning involves the educator diagnosing specific learning needs and evaluating progress towards meeting those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001; Zinn, 2004). Progressive Education. The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing; education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). Prominent educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Dewey’s ideas about education reform in the early part of the 20th’century created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on â€Å"seeing learners actively involved in real-world problems† was considered a stimulating concept in the traditional  16 educational system (p. 200). Critics of Dewey’s reform principles believed â€Å"progressive education seemed to de-emphasize content and cater to student whims† (p. 200). Progressive schools encourage cooperation rather than competition; the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005; Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005). Classrooms are designed for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 2004). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005; Ozman & Craver, 2007). All three, pragmatism, progressivism, and constructivism, â€Å"emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning† (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007). Humanism, which is closely associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well known for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education. He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to facilitate self-actualization (Zinn, 2004). Teachers are facilitators and partners in students’ growth; however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education. Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on â€Å"children’s interests and self-esteem and that knowledge and understanding has been sacrificed † (Kauchak & Eggen , 2005, p. 218). Radical Education. In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Education’s purpose is to bring about, through education, fundamental social, political and economic changes in society. The educational focus is recognition that society needs to be reconstructed and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The exploration of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.