Does Thatcherism mark a radical break in British Politics Essay

Does Thatcherism mark a radical break in British Politics - Essay Example The political system implemented a number of social and economic reforms that stabilized the British society on the pillars of constant economic growth and peaceful coexistence of the citizens. The political ideologies fostered by Thatcherism fostered a classical liberalism comparable to the Rogernomics in the United States of America, in New Zealand and the economic rationalism in Australia. The system promoted reduction in the inflation rates and a free market implemented via a tight control of the supply of money into the market. These economic policies resulted in extensive privatization of some of the previous government institutions to give the citizens more control of the economy; it also led to extensive labor reforms (Johnson, 1988). The labor reforms made working conditions better for most of the civil service, and the expansion of the private sector increased the sector’s ability to offer more employment to the population. All these efforts contributed to the develo pment of a strong economy that was the dream of Margret Thatcher and, as research shows, other leaders that had come before her. Butler, Adonis & Travers, (1994) explain that Thatcherism as a system of politics introduced a unique system of governance that the previous regimes had not thought of before. After assuming office in 1979, Thatcher understood why numerous critics had previously referred the country to as ungovernable. Thatcher, on the contrary, sought to stamp her authority as the leader of the most famous political party and as the leader of the government. In most occasions, she bypassed a number of preexisting structures of governance such as parliamentary and cabinet commissions and portrayed a more personal leader of the government especially during crises. This form of administration proved fundamental in times of crises, Thatcher stamped her authority during the Falkland wars and the IRA bombs both in which she took over the management of the military and brought s anity and order once again (Adeney & Lloyd, 1988). With the wide success of the more personal form of administration, Thatcher managed to build a more prosperous society free from terror attacks despite the strong economic growth. The military expanded and developed more loyalty to the leader of the government. The country had previously yearned for this type of governance, and she developed a stable economy, the one in which law, order reigned, and the populace portrayed more spirit of patriotism towards their nation. Thatcher thus tried and tested the new form of governance and passed the mantle to other preceding regimes. To this day and through the elaborative form of David Cameron’s regime, it is evident that the prime minister is more involved with the populace and stamps his authority in the formulation and implementation of policies. Margret Thatcher made official the political system, but prior to her, a number of other political leaders had tried to introduce the ra dical economic reforms and give more economic power to the common person. The decades before Thatcherism, the country had a less favored system of politics referred to as the Buttskellite consensus. This was a purely capitalist system of leadership that made a few influential persons extremely wealthy while the rest of the population was left in abject poverty. Capitalist system of

Tourette Syndrome Essay Example for Free

Tourette Syndrome Essay Tourette syndrome (TS) is a chronic, familial, neurobiological disorder with its   onset in childhood and is marked by presence of involuntary motor movements and sounds, known as motor and vocal tics respectively (Bagheri, Kerbeshian Burd, 1999). According to Lingui-Systems (1999, cited in Prestia, 2003), approximately 1 in every 2,500 individuals suffer from TS, with boys being diagnosed more frequently than girls. Tourettes syndrome also known as Gilles de la Tourette syndrome (after its discoverer Georges Gilles de la Tourette, a French neurologist), can be considered to be the most complex and severe manifestation of the spectrum of tic disorders (Kwak Jankovic, 2002). Etiology and Pathogenesis The exact cause of TS is not known. TS is supposed to have a multifactorial etiology with, genetic and environmental factors playing an important role in its development. Concordance rate of about 60% in monozygotic twins and 10% in dizygotic twins suggest genetic basis behind TS (Bagheri et al, 1999). The mode of transmission of Tourettes syndrome is controversial. Though the exact patho-physiological mechanism underlying the disease has yet not been discovered, abnormalities in basal ganglia (shown in figure 1) and frontal cortex have been implicated in the pathogenesis of Tourettes syndrome (Bagheri et al). Abnormality in secretion of neuro-transmitters especially dopamine is also thought to be associated with TS (Bagheri et al). Figure1. Brain Structures Involved in Tourette Syndrome Source: John Henkel, J. (2006). Food and Drug Administration. Retrieved on 21 April 2007 from http://en.wikipedia.org/wiki/Image:Brain_structure.gif Symptoms Tourettes syndrome follows a fluctuating course in most children. Symptoms   usually appear at about 6-7 years of age.   Many factors like anxiety, stress, substance abuse etc can intensify tics. Presence of tics (both motor and vocal) is characteristic of TS. According to American Psychiatric Association’s Diagnostic and Statistical manual of mental disorders, fourth edition- text revision. (DSM-IV-TR, 2000), tics are defined as sudden, rapid, purposeless, repetitive, non-rhythmic, stereotyped movements or vocalizations. Tics in TS are not constantly present (except in extremely severe cases) and occur on a background of normal motor activity (Kwak Jankovic, 2002). This disorder usually begins with simple tics which progress over time into more complex ones.   Different types of simple and complex tics as described by Bagheri et al (1999) which can be seen in patients with TS have been enumerated in table 1. Besides TS, tics can be seen associated with other neurologic disorders like (encephalitis, Huntington’s disease etc). These secondary tics, not associated with Tourette syndrome are commonly referred to as tourettism ((Bagheri et al, 1999). Table 1.Common Types of Tics Seen in Patients with Tourette Syndrome. SIMPLE TICS COMPLEX TICS Motor tics Vocal or phonic tics Motor tics Vocal or phonic tics Eye blinking Throat clearing Flapping arms Talking to oneself Sticking tongue out Sniffing Facial grimacing Assuming different intonations Head turning Barking Adjusting or picking at clothing Coprolalia: blurting out obscene or socially inappropriate words or phrases Jerking of head or shoulders Coughing Complex touching movements Echolalia:   involuntary repetition of the words of others Muscle tensing Yelling Jumping Palilalia: involuntary repetition of ones own words Flexing fingers Hiccupping Shaking feet Kicking Belching Poking and pinching Producing animal sounds Copropraxia: involuntary performance of obscene gestures Kissing self or others Spitting Source: Bagheri, M.M. Kerbeshian, J., Burd, L. (1999). Recognition and management of Tourette’s Syndrome and tic disorders. American Family Physician, 59 (8). Retrieved on 21 April from http://www.aafp.org/afp/990415ap/2263.html Motor tics Motor tics can be described as brief movements which occur due to   involuntary muscle contraction. Motor tics can be simple or complex in nature (see table 1). Tics usually occur as an involuntary movement or as a response to an involuntary urge to perform the movement (Kwak Jankovic, 2002). These involuntary movements are often perceived as voluntary by the patient and he tries to suppress them. Suppression of tics results in building up of an inner tension or a feeling of discomfort. This leads a further burst of tics which is relieved after performance of the movement (Kwak Jankovic, 2002). Vocal tics Vocal or phonic tics represent involuntary sounds produced due to contraction of   nasal or oro-pharyngeal muscles (Kwak Jankovic, 2002). Like somatic motor tics, vocal tics can also be divided into simple and complex tics (shown in table 1). Coprolalia once thought to be characteristic of TS is present in about 8-25% cases (Bagheri et al, 1999). Another type of speech disturbance present in some patients is ‘blocking tics’. They are manifested by either hesitancy in starting the speech or sudden interruption in the flow of normal speech (Kwak Jankovic, 2002) Developmental stuttering is also sometimes seen in patients with TS (Kwak Jankovic, 2002). Tourette’s syndrome is often associated with other co-morbid conditions like obsessive compulsive disorder (OCD), attention deficit hyperactivity disorder (ADHD), behavior problems and learning disabilities (Prestia, 2003). Diagnosis Diagnosis of TS is usually made clinically based on recognition of tics. The Diagnostic criteria for TS as defined by American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders, fourth edition- text revision. (DSM-IV-TR), 2000 is shown in table 1. Table 1. DSM-IV-TR Diagnostic Criteria for Tourettes Disorder A Presence of both motor and vocal tics at some time during the illness, although not necessarily concurrently. B The tics occur many times a day (usually in bouts) nearly every day or intermittently throughout a period of more than 1 year, and during this period there is never a tic-free period of more than 3 consecutive months. C The onset of symptoms is before the age of 18 years. D TS is diagnosed after ruling out the presence of symptoms due to direct effect of drugs of abuse or general medical conditions (e.g., Huntingtons disease or post viral encephalitis). Treatment      Ã‚  Ã‚  Treatment of TS may require a multi-disciplinary team approach involving   neurologists, psychiatrists, psychologists, social workers, occupational therapists, educators etc. (Kwak Jankovic, 2002).An algorithm for management of TS as described by Bagheri et al (1999) is shown in figure 2. Pharmacological therapy   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Medical therapy should aim at the treatment of most disabling symptom. Tics   (both vocal and motor) respond best to dopamine blocking drugs (Kwak Jankovic, 2002). These can include conventional neuroleptics like haloperidol and pimozide and the atypical neuroleptic agents like risperidone. Neuroleptic agents are associated with numerous side effects like sedation, weight gain, impaired academic performance, in children and extra pyramidal movement symptoms (like tardive dyskinesia). Since TS is frequently associated with other co-morbid conditions like OCD, ADHD etc, pharmacotherapy should be tailored to treat these conditions as well (Kwak Jankovic, 2002). For e.g. Central nervous system stimulants (amphetamines and dextroamphetamine) can be used for treatment of ADHD and anti-depressants (selective serotonin reuptake inhibitors) for management of OCD, if present. Injections of botulinum toxin can be used for tics isolated to one body region such as the eyes, neck, or vocal cords. Non-Pharmacologic interventions Since TS most commonly affects children in the age when they are attending school, symptoms of TS can affect their academic performance, cause inference with their social-emotional development, and impose limitations due to physical disabilities produced as a result of tics (Prestia, 2003). It is the duty of educational providers, school personnel and parents to keep these limitations in mind and to draw out an adequate plan incorporating carefully thought out interventions and adaptations, in order to enhance the success and performance of children suffering with TS, at school (Prestia, 2003). Behavior treatment and counseling can be used to promote development of social and academic skills in children and to prevent exacerbation of symptoms related to TS, by modifying their behavior (Bagheri et al, 1999). Source: Bagheri, M.M. Kerbeshian, J., Burd, L. (1999). Recognition and management of Tourette’s Syndrome and tic disorders. American Family Physician, 59 (8). Retrieved on 21 April from http://www.aafp.org/afp/990415ap/2263.html Prognosis TS is a lifelong disorder with an unpredictable course (Prestia, K. (2003). The   clinical course of TS as described by Bagheri et al (1999) is shown in figure 3.   As shown in figure 3, symptoms of TS diminish during and after adolescence in about 85% of patients. About 5 to 10 % of patients may show no improvement. Most patients with TS require medication for up to one to two years. About 15 % of patients may require long-term medication for tic control.                Figure 3. Clinical Course of Tourettes Syndrome Source: Bagheri, M.M. Kerbeshian, J., Burd, L. (1999). Recognition and management of Tourette’s Syndrome and tic disorders. American Family Physician, 59 (8). Retrieved on 21 April from   http://www.aafp.org/afp/990415ap/2263.html Conclusion TS is not an uncommon problem and can be often encountered in school children. TS is a multifactorial neurological disorder requiring an integrated treatment approach targeting at the other co-morbid conditions associated with TS, as well. Treatment must also incorporate an effective multi-disciplinary team approach aiming at treatment and recognition of underlying complex mechanisms, solving speech and language problems and promoting socio-emotional and academic development to substantially improve the quality of life and performance of individuals with TS. Article Review The article by Prestia, 2003 focuses on need of educators to understand the special academic, social-emotional, and physical needs of the children suffering from TS. Educators need to make use of simple interventions to help these children overcome their illness and achieve best possible performance at school. TS can cause significant academic, social-emotional, and physical challenges for the child as described below: Academic Challenges TS does not directly affect intelligence, and many students with TS have average or above average IQs. Still approximately 40% of individuals with TS can have learning problems. This is so as many individuals with TS have associated comorbid disorders like learning disabilities, OCD, ADHD, Asperger syndrome etc. Assistance can be provided through special education services or individualized education program (IEP) or a 504 Plan. If the student does not qualify for either, classroom teachers can make use of simple interventions and plans by using available resources and their own knowledge .For e.g. if the child is having trouble with writing, teachers can make use of alternatives like using oral assessment tests instead of written assignments, using multiple-choice questions etc. Since stress can precipitate tics, teachers should take steps to eliminate any source of stress for the student. Social-emotional Challenges Children with TS tend to have problems in interacting with and being accepted by their peers due to abnormal behavior produced as a result of motor and vocal tics. Such children may become isolated and depressed and are at risk for developing poor self-esteem and self-confidence. They are also easy targets to bullying. Educators should take steps to encourage acceptance and support of such students by their peers. Physical Challenges Underlying physical problems accompanying the disorder often go unaddressed. Educators should properly assess these problems by consulting a multi-disciplinary team (MDT) involving a physical therapist, occupational therapist, and adapted physical education teacher in order to determine the students motor strengths and areas of need. For e.g.   Impairments in sensory processing or motor planning may interfere with normal day to day non-academic activities like toileting, eating lunch, etc. Simple solutions can be offered by the MDT to facilitate independence and to prevent self-harm during the period of tic release in such children.   Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  In my view this article provides helpful suggestions that can be utilized in school settings. In order to achieve optimal development and performance of these students, educators must make use of simple and carefully thought out interventions. They should find out ways to promote social-emotional development and also help them in coping with learning and physical disabilities, imposed by the tics. References American Psychiatric Association’s Diagnostic and Statistical manual of mental   disorders, fourth edition- text revision.   (2000). Retrieved on 21 April from http://www.behavenet.com/capsules/disorders/touretteTR.htm Bagheri, M.M., Kerbeshian, J., Burd, L. (1999). Recognition and management of   Tourette’s Syndrome and tic disorders. American Family Physician, 59 (8). Retrieved on 21 April from http://www.aafp.org/afp/990415ap/2263.html Kwak, C. Jankovic, J. (2002). The Neurology of a Tic: From the Point of View   of the Scientist. Retrieved on 21 April 2007 from http://www.asha.org/about/publications/leader-online/archives/2002/q3/020806a.htm Prestia, K. (2003).Tourettes syndrome: Characteristics and interventions. Intervention   in school and clinic, 39(2), 67. Retrieved on 21 April 2007 from http://proquest.umi.com/pqdweb?index=37did=443394391SrchMode=1sid=2Fmt=4VInst=PRODVType=PQDRQT=309VName=PQDTS=1176684625clientId=18091

Heart Imagery in Great Expectations :: Great Expectations Essays

Heart Imagery in Great Expectations The heart is a symbolic barometer in Great Expectations that carries us from chapter to pulsating chapter. The novel's characters are forever wearing their hearts on their sleeves and in the process end up baring their souls within the text itself, and without, to the reader. What is the significance of hearts and their many states as described when Pip unfolds his own dramatic rags-to-riches-to-grace tale? Several scenes probe Miss Havisham's psyche with words about the condition of her heart. By analyzing them, we may be able to guess to what purpose Charles Dickens employs the heart imagery so frequently and so effectively. Â   For all the allusions which connect Miss Havisham to death-upon seeing her at the dressing table, Pip is immediately reminded of "some ghastly waxwork" and "a skeleton in the ashes of a rich dress," (93) -she is far from dead. Keeping her alive is the promise of youth: Estella and Pip. The promise the children give Miss Havisham, however, is not wholesome or optimistic, and neither is her communication with them. The first thing Miss Havisham reveals to Pip is that she suffers from a broken heart, "[uttering] the word...with strong emphasis, and with a weird smile that had a kind of boast," (94). This seems an odd confession for an adult to heave upon a child. Private miseries are kept quiet in order to spare children from the harsh reality of adult life. Â   But Miss Havisham is not worried about sparing anyone. Because she holds the family fortune, no one will insist that she snap out of her reverie of grief. Her intention is that Estella will learn to break men's hearts as recompense for Miss Havisham's having been broken. She admits to "sick fancies," and her demeanor so troubles Pip that he remarks, "Her contempt for me was so strong, that it became infectious, and I caught it" (95). Yet Pip is ready to forgive Miss Havisham for reducing him to self-hatred, even on that very first day: He tells us that as she watches the card game, Miss Havisham had "the appearance of having dropped... under the weight of a crushing blow" (96). Her posture softens him and he returns to Satis House over and over, even as he knows he is "under" the house's "influence" and it makes him "continue at heart to hate [his] trade" (158).

The Challenge Of Defining Media And Technology In Teaching

Media has many definitions runing from â€Å" a peculiar signifier of communicating † as in â€Å" print versus picture † to â€Å" the industry that provides intelligence and amusement † as in â€Å" the media. † For the intents of this Literature Review media is defined as â€Å" all agencies of communicating, whatever its format † ( Reid, 1994, p. 51 ) . In this sense, media include symbol systems every bit diverse as print, artworks, life, sound, and gesture images. Similarly, engineering has many definitions runing from â€Å" the application of the scientific method to work out jobs as in ‘the engineering of infinite geographic expedition ‘ † to â€Å" the things or procedures which embody cognition or trade within a civilization as in ‘the engineering of composing ‘ . † Within this study, engineering is defined as â€Å" any object or procedure of human beginning that can be used to convey media. † In this sense, engineering includes phenomena every bit diverse as books, movies, telecasting, and the Internet. With regard to instruction, media are the symbol systems that instructors and pupils use to stand for cognition ; engineerings are the tools that allow them to portion their cognition representations with others. The confounding of media ( a symbol system ) with engineering ( a bringing system for media ) is improbable to travel off in popular discourse about instruction any clip shortly, but the differentiation between media and engineering must be clarified every bit unequivocally as possible if their impact is to be understood. The undermentioned quotation mark from the Sixth Edition of the Encyclopedia of Educational Research ( Alkin, 1992 ) clarifies this differentiation: Computer-based engineerings can non be regarded as â€Å" media, † because the assortment of plans, tools, and devices that can be used with them is neither limited to a peculiar symbol system, nor to a peculiar category of activities†¦ †¦ In this visible radiation, â€Å" the computing machine † is in fact a â€Å" many-sided innovation † of many utilizations, a symbolic tool for doing, researching, and believing in assorted spheres. It is used to stand for and pull strings symbol systems – linguistic communication, mathematics, music – and to make symbolic merchandises – verse forms, mathematical cogent evidence, composings. ( Salomon, 1992, p. 892 ) Salomon ‘s ( 1992 ) of import differentiations between media as symbol systems and engineerings as tools or vehicles for sharing media will be used throughout this paper Research shows that pupils learn more when they are able to interact with their instructors and their schoolmates and schoolroom engineering as stated by AACC Cerkovnik would assist to better the talks. Online tutorials, picture based categories. Smart classrooms cost between $ 19,000- $ 25,000. Training and aid would be needed to guarantee that this is a success though. Community College Journal Oct/Nov 2008 Before undertaking undertakings, pedagogues should 1 ) feel comfy utilizing engineering to learn, 2 ) understand the significance of civilization and the most effectual and appropriate ways to analyze it, and 3 ) employ didactically sound schemes for steering pupils in project-based acquisition experiences and easing coaction with instructors and pupils in international schoolrooms done through the whole procedure of making an on-line coaction. On-line instruction can ease, instructors can brainstorm collaborate portion success narratives and job solve and exchange thoughts and engage in Teacher Mentoring. Teacher mentoring is realized through the development of a personal relationship between new instructors and other professionals to add value to instruction. In our Caribbean Society we may happen that this is non frequently possible so instructors normally have to come up with originative solutions toward learning pupils and promoting larning while besides taking on the other duties that go along with the learning profession. The traditional schoolroom is expected to include a Television, DVD, a camera and a projector. A touch screen interfaces that individuals could utilize a touch screen so that they are able synergistic show of information and synergistic whiteboards to utilize in the schools. Even traveling online can increase a individual ‘s use of synergistic online larning environment. Maddux ( 1998 ) says that the ground that engineering has been unsuccessful in the schoolroom is that a ) it is caused by a deficiency of fund B ) those changed by attitudinal alterations. Research shows that pupils learn more when they are able to interact with their instructors and their schoolmates and schoolroom engineering as stated by AACC Cerkovnik would assist to better the talks. Online tutorials, picture based categories. Smart classrooms cost between $ 19,000- $ 25,000. Training and aid would be needed to guarantee that this is a success though. Community College Journal Oct/Nov 2008MANAGING Student Academic Work can besides help in the controlling of inappropriate behavior.Most inappropriate behaviour in schoolrooms that is non earnestly riotous and can be managed by comparatively simple processs that prevent escalation. Effective schoolroom directors pattern accomplishments that minimize misbehavior and the pattern and usage of engineering in the schoolroom can do this a world. When pupils ‘ attending are engaged it makes it less likely for them to desire to be involved in other unproductive activities. It now makes it easier for the instructor to ai rt the pupil to what the remainder of the category should be making ( This could besides hold the consequence of being a distraction from the usual chalk/whiteboard and speak methods that are traditional in the execution of learning in the schoolroom ) – More serious, riotous behaviours such as combat, uninterrupted break of lessons, ownership of drugs and stealing require direct action harmonizing to school board regulation.Basic rules of schoolroom clip direction allows us to acknowledge that allowing pupils take over lets them take the enterprise to be antiphonal to the schoolroom moral force in group activitiesThe instructor nevertheless must ever be the usher assisting the pupils to work through whatever jobs that that your estimation is low.In schoolrooms, the most prevailing positive effects are intrinsic pupil satisfaction ensuing from success, achievement, good classs, societal blessing and acknowledgment. This is why societal networking sites such as MySpace, Facebook and Twitter are every bit of import as they contribute widely to the whole construct of societal acknowledgment.While congratulations used efficaciously can increase a pupil ‘s assurance and therefore their public presentation it must be express ed in a genuineness, and must be hone in on a specific quality of a kid. Technology helps the kid to detect the quality that they may hold determined to be missingTechnology in our busy mundane lives help us to salvage clip. Can you conceive of a life without microwaves and autos. One in which we have to walk mundane to travel to our assorted finishs? This may look merely the impossible. While many may look to be against the usage of telecasting and the computing machine as primary agencies to replacing learning in the schoolroom this may non ever be a negative. The following shows us some grounds: Dorr ( 1992 ) indicates that most kids in the USA position less than 30 proceedingss of telecasting a hebdomad in school whereas their place telecastings are on about seven hours per twenty-four hours! Why is n't telecasting used more widely in instruction? The instructor plays the major function in make up one's minding what happens in the schoolroom, and every bit long as instructors experience trouble in previewing picture, obtaining equipment, integrating plans into the course of study, and associating telecasting programming to assessment activities, telecasting screening will go on to be comparatively rare in schoolrooms. It besides seems likely that the widespread public belief that telecasting has damaging effects on development, acquisition, and behaviour will go on to restrict telecasting integrating within most schoolrooms beyond that of a comparatively modest auxiliary function. aˆ? There is no conclusive grounds that telecasting stultifies the head. aˆ? There is no consistent grounds that telecasting additions either hyperactivity or passiveness in kids. aˆ? There is deficient grounds that telecasting sing displaces academic activities such as reading or prep and thereby has a negative impact on school accomplishment. The relationship between the sum of clip spent sing telecasting and achievement trial tonss is curvilineal with achievement lifting with 1-2 hours of telecasting per twenty-four hours, but falling with longer sing periods. aˆ? The research grounds indicates that sing force on telecasting is reasonably correlated with aggression in kids and striplings. aˆ? Most surveies show that there are no important differences in effectivity between unrecorded instructor presentations and pictures of instructor presentations. aˆ? Television is non widely in schoolrooms because instructors experience trouble in previewing picture, obtaining equipment, integrating plans into the course of study, and associating telecasting programming to assessment activities. The findings refering the impact of computer-based direction ( CBI ) in instruction can be summed up as: aˆ? Computers as coachs have positive effects on larning as measured by standardised accomplishment trials, are more motivative for pupils, are accepted by more instructors than other engineerings, and are widely supported by decision makers, parents, politicians, and the populace in general. aˆ? Students are able to finish a given set of educational aims in less clip with CBI than needed in more traditional attacks. aˆ? Limited research and rating surveies indicate that incorporate larning systems ( ILS ) are effectual signifiers of CBI which are rather likely to play an even larger function in schoolrooms in the foreseeable hereafter. aˆ? Intelligent tutoring system have non had important impact on mainstream instruction because of proficient troubles built-in in constructing pupil theoretical accounts and easing human-like communications. Overall, the differences that have been found between media and engineering as coachs and human instructors have been modest and inconsistent. It appears that the larger value of media and engineering as coachs remainders in their capacity to actuate pupils, addition equity of entree, and cut down the clip needed to carry through a given set of aims.Learning â€Å" With † Media and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Computer-based cognitive tools have been deliberately adapted or developed to work as rational spouses to enable and ease critical thought and higher order larning. Examples of cognitive tools include: databases, spreadsheets, semantic webs, adept systems, communications package such as teleconferencing plans, online collaborative cognition building environments, multimedia/hypermedia building package, and computing machine scheduling linguistic communications. In the cognitive tools attack, media and engineering are given straight to scholars to utilize for stand foring and showing what they know. Learners themselves function as interior decorators utilizing media and engineering as tools for analysing the universe, accessing and construing information, forming their personal cognition, and stand foring what they know to others The foundations for utilizing package as cognitive tools in instruction are: aˆ? Cognitive tools empower scholars to plan their ain representations of cognition instead than absorbing representations preconceived by others. aˆ? Cognitive tools can be used to back up the deep reflective thought that is necessary for meaningful acquisition. aˆ? Cognitive tools enable aware, disputing larning instead than the effortless acquisition promised but seldom realized by other instructional inventions. aˆ? Ideally, undertakings or jobs for the application of cognitive tools will be situated in realistic contexts with consequences that are personally meaningful for scholars. aˆ? Using multimedia building plans as cognitive tools engages many accomplishments in scholars such as: undertaking direction accomplishments, research accomplishments, organisation and representation accomplishments, presentation accomplishments, and contemplation accomplishments.â€Å" Learning From † and â€Å" Learning With † Media and Technology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .There are two major attacks to utilizing media and engineering in schools: pupils can larn â€Å" from † media and engineering, and they can larn â€Å" with † media and engineering ( Jonassen & A ; Reeves, 1996 ) . Learning â€Å" from † media and engineering is frequently referred to in footings such as instructional telecasting, computer-based direction, or incorporate larning systems ( Hannafin, Hannafin, Hooper, Rieber, & A ; Kini, 1996 ; Seels, Berry, Fullerton, & A ; Horn, 1996 ) . Learnin g â€Å" with † engineering, less widespread than the â€Å" from † attack, is referred to in footings such as cognitive tools ( Jonassen & A ; Reeves, 1996 ) and constructivist acquisition environments ( Wilson, 1996 ) . Regardless of the attack, media and engineering have been introduced into schools because it is believed that they can hold positive effects on instruction and acquisition. The intent of this study is to sum up the grounds for the effectivity and impact of media and engineering in schools around the universe. ( A restriction of this study is that the huge bulk of the published research on the effectivity of media and engineering in schools was conducted in English-speaking states such as Australia, Canada, the United Kingdom, and the United States of America. ) Research surveies refering the impact of these different attacks will be presented in the following two subdivisions of this study. But first, it is necessary to clear up what is meant by the footings â€Å" media † and â€Å" engineering † within the context of instruction. regarded as incorrect ; medium is preferred. ( Berube, 1993, p. 846 )The Importance of Media and Technology in Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .One ground for the attending being paid to media and engineering in instruction reflects commercial or corporate involvements. Although printed stuff continues to be â€Å" the dominant medium format † in schools ( Molenda, Russell, & A ; Smaldino, 1998, p. 3 ) , a recent Presidential study in the USA recommends that â€Å" at least five per centum of all public K-12 educational disbursement in the United States ( or about $ 13 billion yearly in changeless 1996 dollars ) should be earmarked for technology-related outgos†¦ . † Still another ground for the focal point on media and instruction stems from crisp dissensions about the value of media and engineering in instruction. Enthusiastic indorsements of new media and engineerings in instruction are easy to happen in intelligence studies, political addresss, and other beginnings. Many of these announcements seem overly-optimistic if non inflated. See this quotation mark from Lewis Perelman ‘s 1993 book titled School ‘s Out: Because of the permeant and powerful impact of HL ( hyperlearning ) engineering, we now are sing the disruptive coming of an economic and societal transmutation more profound than the industrial revolution. The same engineering that is transforming work offers new larning systems to work out the jobs it creates. In the aftermath of the HL revolution, the engineering called â€Å" school † and the societal establishment normally thought of as â€Å" instruction † will be as disused and finally nonextant as the dinosaurs. ( p. 50 ) A typical illustration of this comes from the present Government of Trinidad and Tobago ‘d want to give free laptops to SEA pupils in the center of September 2010. However, despite such rhetoric and other, more conservative, optimism expressed in the popular imperativeness and authorities paperss, there are besides many sceptics and a few vocal critics of media and engineering in instruction. A recent screen narrative of The Atlantic Monthly entitled â€Å" The Computer Delusion † illustrates a critical position of engineering in instruction, get downing with this opening sentence: There is no good grounds that most utilizations of computing machines significantly better instruction and acquisition, yet school territories are cutting plans – music, art, physical instruction – that enrich kids ‘s lives to do room for this doubtful panacea, and the Clinton Administration has embraced the end of â€Å" computing machines in every schoolroom † with credulous and dearly-won enthusiasm. ( Oppenheimer, 1997, p. 45 ) . One would believe that the plans such as the Arts and the music will be what the pupils will most likely want to acquire involved with as these countries are more synergistic. Another popular belief is that telecasting screening is damaging to the academic accomplishment of school-age kids and teens. While some surveies have reported a negative correlativity between the sum of telecasting screening and scholastic public presentation, such statistics are susceptible to misunderstandings because of step ining variables such as intelligence and socioeconomic position ( Seels et al. , 1996 ) .Undoubtedly, the most widespread belief about telecasting is that it fosters force and aggressive behaviours among kids and striplings ( Winn,Research ConsequencesThe most positive research intelligence about larning â€Å" from † telecasting can be found in the schoolroom where 40 old ages of research show positive effects on larning from telecasting plans that are explicitly produced and used for instructional intents ( Dorr, 1992 ; Seels et al. , 1996 ) . In add-on, most surveies show that there are no important differences in effectivity between unrecorded inst ructor presentations and pictures of instructor presentations ( Seels et al. , 1996 ) . More significantly, there is strong grounds that telecasting is used most efficaciously when it is deliberately designed for instruction and when instructors are involved in its choice, use, and integrating into the course of study ( Johnson, 1987 ) . Historically, surveies of the large-scale executions of instructional telecasting have shown assortedFuture NeedsUnfortunately, there is a dearth of developmental research focused on how instructors might outdo usage telecasting in the schoolroom to heighten academic accomplishment. We know that motive is an of import factor in deriving the most from any educational experience, but we do n't cognize how instructors can efficaciously actuate pupils to go to to educational telecasting. We know that feedback refering the message received ( or non received ) from telecasting is of import, but we lack clear waies as to when and how instructors should supply that feedback. And even when recommendations for utilizing telecasting in the schoolroom do be ( Stone, 1997 ) , there is small grounds that these guidelines are built-in parts of the course of study in most teacher readying plans ( Waxman & A ; Bright, 1993 ) .Learning â€Å" from † Computers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The earliest signifiers of computer-based direction were to a great extent influenced by the behavioural psychological science of B.F. Skinner ( 1968 ) . These plans were basically automated signifiers of programmed direction. They presented information to the pupil in little sections, required the pupil to do open responses to the information as stimulation, and provided feedback to the pupil along withdifferential ramification to other sections of direction or to drill-and-practice modus operandis. Although this basic behavioural theoretical account continues to rule mainstream educational applications of computing machines such as incorporate larning systems ( Bailey, 1992 ) , interactivity in some of today ‘s most advanced applications, such as constructivist larning environments ( Wilson, 1996 ) , is based upon progresss in cognitive psychological science and constructivist teaching method ( Coley et al. , 1997 ) ( see Section Three of this study ) .Research ConsequencesThe good intelligence is that even with a chiefly behavioural teaching method, computing machines as coachs have positive effects on larning as measured by standardised accomplishment trials, are more motivative for pupils, are accepted by more instructors than other engineerings, and are widely supported by decision makers, parents, politicians, and the populace in general ( Coley et al. , 1997 ; President ‘s Committee of Advisors on Science and Technology, 1997 ) .Integrated Learning SystemsIntegrated larning systems ( ILS ) utilize computing machine webs to unite comprehensive educational â€Å" courseware † with centralised direction tools.. In a particular issue of Education Technology magazine devoted to ILS, Bailey ( 1992 ) asked two primary inquiries: â€Å" Why do they ( ILS ) continue to rule the school engineering market? Are they every bit effectual as the sellers claim? † ( p. 3 ) . Why are ILS so popular among pedagogues, at least those with the power to do buying determinations? Bailey ( 1993 ) and Becker ( 1992b ) depict some of the sensed advantages of incorporate larning systems that help to explicate why ILS dominate the school engineering market, Networking allows centralized direction by instructors and decision makers.The Effects of Learning with and of TechnologySalomon, Perkins, and Globerson ( 1991 ) make an of import differentiation between the effects of larning with and of engineering: First, we distinguish between two sorts of cognitive effects: Effectss with engineering obtained during rational partnership with it, and the effects of it in footings of the movable cognitive residue that this partnership leaves behind in the signifier of better command of accomplishments and schemes. ( p. 2 )Easy Learning?Cognitive tools are learner-controlled, non teacher-controlled or technology-driven. For illustration, when pupils build databases, they are besides building their ain conceptualisation of the organisation of a sphere of cognition. Cognitive tools are non designed to cut down information processing, that is, do a undertaking easier, ( Perkins, 1993 ) . The nature and beginning of the undertaking or job is paramount in applications of cognitive tools. Past failures of â€Å" tool † attacks to utilizing computing machines in instruction can be attributed mostly to the delegating of the tools to traditional academic undertakings set by instructors or the course of study. Cognitive tools are intended to be used by pupils to stand for cognition and work out jobs while prosecuting probes that are relevant to their ain lives. These probes are ideally situated within a constructivist larning environment ( Duffy, Lowyck, & A ; Jonassen, 1993 ) . Cognitive tools wo n't be effectual when used to back up teacher-controlled undertakings entirely.Multimedia as a Cognitive ToolAnother facet that we would look at is the usage of of multimedia building package Programs. Multimedia is the integrating of more than one medium into some signifier of communicating or experience delivered via a computing machine. Most frequently, multimedia refers to the integrating of media such as text, sound, artworks, life, picture, imagination, and spacial mold into a computing machine system ( von Wodtke, 1993 ) . Using comparatively cheap desktop computing machines, users are now able to capture sounds and picture, manipulate sound and images to accomplish particular effects, synthesise sound and picture, create sophisticated artworks including life, and incorporate them all into a individual multimedia presentation Multimedia presentations are prosecuting because they are multimodal. In other words, multimedia can excite more than one sense at a clip, and in making so, may be more eye-catching and attention-holding.In the cognitive tools attack, multimedia is non a signifier of direction to larn from, but instead a tool for building and larning with. Learners may make their ain multimedia cognition representations that reflect their ain positions on or understanding of thoughts. Or scholars may join forces with other scholars to develop a schoolroom or school multimedia cognition base.Research ConsequencesIdeally, undertakings or jobs for the application of multimedia building package as a cognitive tool should be situated in realistic contexts with consequences that are personally meaningful for scholars. Beichner ( 1994 ) studies on a undertaking where these conditions were met in a alone manner. The topics in this Carver, Lehrer, Connell, and Ericksen ( 1992 ) list some of the major thought accomplishments that scholars learn and use as multimedia interior decorators: Project Management Skills aˆ? Making a timeline for the completion of the undertaking. aˆ? Allocating resources and clip to different parts of the undertaking. aˆ? Delegating functions to team members. Research Skills aˆ? Determining the nature of the job and how research should be organized. aˆ? Presenting thoughtful inquiries about construction, theoretical accounts, instances, values, and functions. aˆ? Searching for information utilizing text, electronic, and pictural information beginnings. aˆ? Developing new information with interviews, questionnaires and other study methods. aˆ? Analyzing and construing all the information collected to place and construe forms. Organization and Representation Skills aˆ? Deciding how to section and sequence information to do it apprehensible. aˆ? Deciding how information will be represented ( text, images, films, sound, etc. ) . aˆ? Deciding how the information will be organized ( hierarchy, sequence ) and how it will be linked. Presentation Skills aˆ? Maping the design onto the presentation and implementing the thoughts in multimedia. aˆ? Attracting and keeping the involvements of the intended audiences. Contemplation Skills aˆ? Measuring the plan and the procedure used to make it. aˆ? Revising the design of the plan utilizing feedback. something â€Å" from † these communications. The instructional procedures built-in in the â€Å" from † attack to utilizing media and engineering in schools can be reduced to a series of simple stairss: 1 ) exposing pupils to messages encoded in media and delivered by engineering, 2 ) presuming that pupils perceive and encode these messages, 3 ) necessitating a response to bespeak that messages have been received, and 4 ) supplying feedback as to the adequateness of the response. Television and the computing machine are the two primary engineerings used in the â€Å" from † attack. The findings refering the impact of telecasting in instruction can be summed up as: aˆ? There is no conclusive grounds that telecasting stultifies the head. aˆ? There is no consistent grounds that telecasting additions either hyperactivity or passiveness in kids. aˆ? There is deficient grounds that telecasting sing displaces academic activities such as reading or prep and thereby has a negative impact on school accomplishment. The relationship between the sum of clip spent sing telecasting and achievement trial tonss is curvilineal with achievement lifting with 1-2 hours of telecasting per twenty-four hours, but falling with longer sing periods. aˆ? The preponderance of the research grounds indicates that sing force on telecasting is reasonably correlativeJournal of Research on Technology and EducationPractical Learning A Vital OpportunityBy Kate Shoesmith, Senior Manager for Policy & A ; Practice, City & A ; Guilds Centre for Skills DevelopmentEmbracing Technology in the Secondary School Curriculum: The Status in Two Eastern Secondary Schools.Karleen A Mason The Journal of Negro Education ; Winter 2007 ; Vol 76, No. 1 ; Academic Research Library pg. 5The Impact of Media and Technology in Schools A Research Report prepared for The Bertelsmann Foundation Thomas C. Reeves, Ph.D. The University of Georgia February 12, 1998Global Projects and Digital Tools that Make pupils Global scholars by Sheila Offman GershCultureQuest undertakings can be viewed at hypertext transfer protocol: //culturequest.us/sample_projects.htm, hypertext transfer protocol: //culturequest.us/teacherprojects.html, and hypertext transfer protocol: //tec hshowcase.googlepages.comTeachers mentoring other instructors: What to make and what to avoid when offering teacher supportby Christina Pomoni

he growth of New Social Movements is evidence of a post-industrial society

The aim of my investigation is to see whether the society we now live in is the fragmented post-industrial society that is described by post-modern thinkers and whether the growth of New Social Movements is actually evidence of this fragmentation. I have chosen to study this area because of the low interest shown towards party politics at the 2001 General Election which had a turnout of just 59%. My first objective is to look into whether there has been a so-called death of class in voting behaviour. Traditionally, the working class were seen to vote Labour and the middle class conservative; this is often referred to as voting on class basis. Secondly, I am going to examine reasons for why there is disillusionment with the ability of the state to distribute welfare as I saw on some government statistics that the approx 74% of the wealth in the UK is owned by the richest 25% of the population. This means that the welfare is distributed unevenly with the wealthier being at an advantage, so therefore 75% of the population of Britain has less than adequate welfare. Finally, my third objective is to investigate the disillusionment of ideas offered by political parties because they seem to make promises and often not carry them out. I am also interested in this aim because when political parties offer lower taxes no matter who comes into power the taxes always seem to rise every April. Context Post-modern sociologists generally see the society that we now live in as a fragmented post-modern society. Post-modernity as a whole entails a declining faith in party political organisation because of the disillusionment of the ideas offered. A research questionnaire carried out by Michael Llangberg (2001) on a small scale at a university in America showed that out of every 10 people he questioned 4 of them felt that political parties offered ideas that were worded to sound a lot better than they actually were. This finding links to my third objective of my rationale as I am investigating into this area. My three objectives stated in my rationale are interrelated social developments, which are used by some as evidence of a post-industrial society, one where traditional class struggle and political issues no longer exist. For Hallsworth (1994) the term New Social Movement â€Å"is one developed to refer to the wide and diverse spectrum of new, non-institutional political movements which emerged in Western Liberal Democratic societies during the 1960's and the 1970's. Some sociologists see New Social Movements (NSMs) as reflecting a move away from class-based politics, which mainly focused around economic issues. NSMs encompass gay rights, animal rights, environmental issues and more; they are seen to draw support from individuals across class divisions. Paul Bagguley argues that a key difference between traditional (old) social movements and NSMs is that NSMs are less interested in economic issues but more in a post-modernist sense of focusing on lifestyle and/or identity politics. This helps to link to the so-called death of class based voting discussed in my rationale because it shows how people are more interested in NSMs (a move away from class-based voting) which in turn is shown by the 59% turnout of the 2001 General Election. For those attracted to postmodernist ideas, ‘NSMs are important as they indicate the existence of a new type of society and a new type of politics where class divisions are no longer a central political issue around which debates may focus' stated sociologist Ulrich Beck in his book Risk Society. This more evidence for my first objective in my rationale. Butler and Stokes' (20th century) study into voting behaviour maintained that there was a strong relationship between occupational class and voting behaviour. When it was a two-party system, Butler and Stokes argued that about 4/5 of the middle-class electorate voted Conservative and 2/3 of the working classes voted for Labour. If you refer to my first objective in my rationale, you will see that these results reflect it. They also argued that this partisanship was learnt through a process called political socialisation at an early age. Then, in the 1980's a political scientist, Ivor Crewe presented a number of studies of voting behaviour in Britain and argued that the partisan relationship between class and voting behaviour was breaking down. Crewe concluded that although still significant, class has declined considerably in importance and that voters had to be seen as acting rationally when voting rather than simply voting on class basis and political socialisation. Whereas other sociologists argue that, the apparent decline in class-based voting simply reflects changes in the class structure and a more complex political system. In my rationale, my first objective can be looked into thoroughly using this material. Heath et al, argue (from their study) that class-based support for the major parties has remained at a significant level since the 1960's, although there has been a slight decline in the relationship between class and voting. As there is many studies into my first objective from my rationale that all have the result of yes or no to a decline in class-based voting behaviour I will have to ensure I conclude this for myself from my research. Refer to my second objective in my rationale and you will see that when New Right thinkers Marsland and Murray argue that the welfare state has created a dependency culture and that the correct role for the state is simply to protect the freedom of the market to enable it to function effectively. In this way, the state would not act in a biased way protecting the interests of one class, but would enable all to have the opportunity to maximise their potential. According to Marsland and Murray, reducing the state to the minimum institutional framework necessary for this task would empower all citizens equally and thus the distribution of the welfare state would be equal. Methodology I have chosen to use a questionnaire for my investigation so that my research will be representative of a wider group. For my research to be of sociological value, I need to address the issue of the relationship between my situation research and the wider society. In order to do this I feel that using a quantative method of surveys and a technique of stratified sampling will work best. Practical and ethical issues also have their influence on research. Possible practical problems that may arise include time, money and access. Time should not be a problem for my questionnaire as it is on a relatively small scale and it is low cost so therefore money is not a problem either. Some social groups may not be willing to participate in my questionnaire because they may feel it is a biased questionnaire or for other reasons. The research participants that will partake in my questionnaire are informed at the top of the sheet that it is confidential and that they do not have to answer any questions they do not want to because participants have a right for the research to be confidential and private. My questionnaire is not covert research; therefore, I do not need to discuss this area. My sample will be a small-scale representation of the sampling frame ensuring that my research can be related back to the survey population. The advantages of using a questionnaire include the possibility to obtain a large number of respondents in a short amount of time and the advantage of the respondent having time to consider the questions. This will help ensure that my answers are more accurate. My main concern is the possibility of a low response rate as I have decided to allow respondents to take the questionnaires away ensuring more confidentiality. Another concern is that the questions can not be explained to the respondent if they do no understand what the question is asking; to limit this, I am going to try and make my questions simple, easily readable and explain my questions in brackets after that particular question. As questions can be either open or closed I have decided to use a range of both. I will include a majority of closed questions to give me comparative data while also including a few open questions so that the respondent feels they can explain their opinion on the issue. This will give me more of an insight to feelings about my topic. An example of my questionnaire is show in appendix A. Looking at appendix A. 1, you can see the population of the UK in age and gender, from this I have worked out how many people I will need to survey to get address the issue of the relationship between my situation research and the wider society. I am not going to be using any of my population aged 0-14years as I feel that they are not capable of understanding my questionnaire or for most of them reading it. Therefore, my final survey population total will be 39 males and 42 females with a grand total of 81. My table on appendix A. 1 shows you the ages and number of people to be surveyed for each age. Evidence As you can see (refer to appendix B answers to question 1) only 29. 62% of the population I surveyed felt that they were represented by a certain political party. All of these people felt they were represented by one of the three main political parties and these same people felt they were strongly part of the social class they ticked. In addition, approx 90% of these people said they are more than likely going to vote at a General Election. This shows that even though there has been a decline in class-based voting, there has not been a so-called death of class in voting behaviour patterns. This finding from my research agrees with the study by Ivor Crewe (discussed in context) but on the other hand conflicts with the conclusions made by Heath et al (also discussed in context). The results from my questionnaire answers 3a showed a large number of respondents to be supportive of single issue politics whereas the answers to 3b showed that a considerable percentage of those respondents did not know who to go to deal with their single issue. Answers to questions 4 and 5 showed some strong support towards New Social Movements although the number was small, as discussed earlier many respondents did not know where to go with their single issue. The previous two findings from my research agree with Paul Bagguley's research, which was discussed in my context. The low percentage of people voting on class-basis and the higher percentage of people supporting New Social Movements agree with some sociologists when it is said that NSMs, which are mainly focused around economic issue such as gay rights, are also reflecting a move away from class-based politics. Therefore, I have considered my first objective discussed in my rationale and according to my small-scale study there has not been a death of class-based politics, just a decline. My second objective in my rationale should be answered by question 7b on my questionnaire. One answer by a 24year old female stated, â€Å"The welfare of Britain is unfairly distributed by the government among the top social classes, it is unfair but I feel there is nothing I can do to change this as the government seem to show fair distribution but it is not that way at all. † I feel this sums up the majority of the other answers I received in this particular question which shows that there is a disillusionment with the state to distribute welfare. The majority of scoring for the Sectors discussed in 7. focused around the 6-8 areas, which shows there is a general feeling that the sectors discussed although worryingly there are a range of scores with some people obviously being very unhappy with the sector and the way it has served them. If you refer back to my context to the study discussed by Marsland and Murray my findings contradict this as it is stated that the correct role of the welfare state is to simply protect the freedom of the market to enable it to function properly. Obviously, some people are displeased with the welfare state as they scored sectors quite low indeed. Looking back at my third objective in my rationale, I cannot comment on findings as I have realised my questionnaire did not cater for any answers for evidence to this point. Evaluation and Conclusions From my evidence, I conclude that in the Huntingdon area where my research was carried out that there has been a decline in class-based voting but not a complete death of it. In order to link this to wider society I would have to carry out further research as discussed near the end of this section. Secondly, I deduce that there is disillusionment with the state to distribute welfare discussed in my evidence section. Although, I do not feel that I gained enough information to make further conclusions on this particular objective of my investigation. To further my research I need to include some questions in my questionnaire that can answer and reflect my third objective discussed in my rationale. From the information I gathered, I could not make a fair conclusion or judgement on this objective. In order to gain a more accurate idea of the fragmentation of our society in this so-called post-industrial society where class-basis voting behaviour and political issues are no longer as important, it would be sensible to do some further research. Possible ways of furthering my research include recreating a questionnaire that would be suitable to a larger population and then to survey them to get an idea of the wider picture in societies other than Huntingdon area. I would like to continue research into the so-called death of class-based voting behaviour because my questionnaire was not accurate enough to say whether there has been or not. This is also a very popular topic but no one seems to have come through with a definite answer as many sociologists' findings from research and studies is contradictory of each other. I could do this by holding interviews of certain people, analysing questionnaires and government statistics on electorate turn out at elections and the so-called social class definitions to try to understand what is happening in this post-industrial society as far as class-based voting behaviour is concerned. Overall I think my investigation was only valid for my first objective discussed in my rationale because I became to focused on this particular area and did not realise that my questionnaire did not really cater enough for my second and third objectives. Other than that I feel my response from my survey population was excellent as everyone I gave a questionnaire to returned it promptly for me to analyse and evaluate for my research. The respondents were all understanding and answered all questions necessary as I made it clear that it was completely confidential and that ethical issues and been evaluated.

Road Warrior Essay Example

Road Warrior Essay Example Road Warrior Paper Road Warrior Paper Morons in Miami (and Other Cities and Countries, but Mostly Miami): Analysis of Dave Barry’s â€Å"Road Warrior† While driving on any road in America, and perhaps any other road on earth, motorists are not calm, not cool, not collected. They disobey the rules of the road by driving slowly in the left-hand lane; they disobey the rules of the road by trailing in extremely close vicinity behind the drivers ahead of them (so close that their front bumper occasionally collides with the alleged normal driver’s rear). Oblivious â€Å"MORONS† (76) would be a well-deserved name for these people according to Dave Barry and the â€Å"opinion-makers in the news media† (75). In the essay â€Å"Road Warrior,† Barry intertwines the use of a humorous and sarcastic tone as well as exaggeration to construct his argument that rage is an unnecessary, yet common, issue on the roads (in Miami) and beyond. Barry’s comical and satirical tone indicates the absurdity of the anger and hostility felt while traveling the highways. Beginning with a completely bizarre statement, Dave Barry writes: â€Å"If you do much driving on our nation’s highways, you’ve probably noticed that, more and more often, bullets are coming through your windshield† (75). Unless on an on an episode of Cops, Barry’s statement is truly fabricated. He explains that this effect of Road Rage is caused mainly by â€Å"the realization that many†¦motorists have the same brain structure as a cashew† (76). Seeming irrational, Barry reveals that even the National Institute of Traffic Safety believes that most motorists are MORONS. To continue his sardonic attitude, Dave Barry declares that these MORONS â€Å"drive in the left-hand†¦lane, even though they are going slower than everybody else† (76). In Barry’s mind, there is a possibility that â€Å"[these moronic drivers] belong to some kind of religious cult that believes the right lane is sacred and must never come in direct contact with tires,† or there is another possibility that at one point, while driving in the left lane, â€Å"their favorite song came on the radio;† since then â€Å"they’ve driven over there†¦in hopes that the radio will play that song again† (76). Barry’s rib-tickling thoughts of Road Rage transform into sidesplitting views of Shopping Cart Rage and Way Too Many Product Choices Rage. He clarifies that Shopping Cart Rage is generated by â€Å"the same people who always drive [slowly] in the left-hand lane† (77). These people accidentally place their cart in such a way that it â€Å"[blocks] the entire aisle† (77). Yet again, Barry utilizes his ysterical tone and jokes that â€Å"if [the government] really wants to keep illegal immigrants from entering the United States, [they] should employ Miami residents armed with shopping carts†¦to block the Mexican border† (77). Way Too Many Product Choices Rage adds to the congestion in supermarkets. Barry personally knows that this rage results from the fact that â€Å"every product†¦comes in an insane number of styles and sizes† (77). He highlights a recent situation in which he needed Tropicana Orange Juice: I had to decide whether I wanted Original, HomeStyle, Pulp Plus, Double Vitamin C, Grovestand, Calcium, or Old-Fashioned; I also had to decide whether I wanted the 16-ounce, 32-ounce, 64-ounce, 96-ounce, or six-pack size†¦I would have called Tropicana and complained, but I probably would have wound up experiencing Automated Phone Answering System Rage (â€Å"†¦For questions about Pulp Plus in the 32-ounce size, press 23. For questions about Pulp Plus in the 64-ounce size, press 24. For questions about†¦Ã¢â‚¬ ) (77). Here, Dave Barry demonstrates how too many choices can easily lead to anger. When all the heart desires is a container of Tropicana Orange Juice and thirty-five choices exist, all different styles and amounts, the heart becomes confused. In the end, confusion leads to frustration and Way Too Many Product Choices Rage. Barry hints that in the supermarket, Way Too Many Product Choices Rage is a serious problem: â€Å"If you do much† shopping in today’s supermarkets, â€Å"you’ve probably noticed that, more and more often,† hazardously thrown cereal boxes are flying through the air (75). These boxes are thrown by MORONS (the same people who perfectly position their shopping carts to block the entire aisle). Still remaining sarcastic and witty, Barry adds in a little exaggeration. He first labels himself as one of the few â€Å"Miami drivers who actually† uses the passing lane correctly (76). Barry writes mockingly that while wandering the highways he â€Å"[finds himself] constantly†¦trapped behind people drifting along on the interstate at the speed of diseased livestock, while at the same time [he is] being tailgated and occasionally bumped from behind by† unstable adolescents and their sound systems (76). Other drivers are too busy â€Å"[holding] family reunions, [barbequing] pigs, [and playing] volleyball† to notice their slow speed (76). His replica rage begins to surface when Barry complains that â€Å"nobody EVER signals or yields, and people are CONSTANTLY cutting [others] off† (77). Creating a unique hyperbole, his capitalization illustrates the rage felt by many drivers on the highway and in parking lots. While searching for a spot to park, drivers usually â€Å"see people get into their car, clearly ready to leave, so [they] stop [their] car and wait for [the person] to vacate the spot, and†¦nothing happens! (77) At this point, Dave Barry describes extreme Parking Lot Rage as the point when the waiting driver shrieks: â€Å"WHAT THE HELL ARE THEY DOING IN THERE!! COOKING DINNER † (77) The capital letters and repeated punctuation create a successful overemphasis of Parking Lot Rage. The so-called normal (not insane) response to a dilemma similar to t his would almost certainly consist of nothing but the question: What’s taking so long? Dave Barry effectively proves that road rage is avoidable, while still confirming its inevitability. While pulling into their driveways, motorists are calm, cool, collected. They become relieved to be off the dangerous roads where MORONS tailgate while idiots drive too slowly. Dave Barry pointed out in his essay that â€Å"there are many causes for rage in [the] modern world† (77). He makes one last witty and contradictory statement by explaining how all drivers need to â€Å"avoid unnecessary violence† in order to â€Å"keep [their] cool† (77). And what if they don’t listen? â€Å"[He] will kill [them]† (77).

Free Essays on Chisolm Trail

Running Head: The Famous Trail The Famous Trail and Cattle Market Chance Reynolds North Central Texas College In nineteenth century Fort Worth, Texas a famous cattle trail passed through what is now know as the Stock Yards. This trail called the Chisholm Trail was one of the longest and most difficult trails in cattle drive history. More than six million cattle are thought to have traveled this trail. Though a popular trail among cattle raisers, cowboys, and drivers the Chisholm Trail had its difficulties (â€Å"The Trailblazers,† p. 218). These problems included rustlers, illness, and Indian Territory. The trail named for Jesse Chisholm, should have probably bore the name of Joseph McCoy. McCoy, though not the scout or actual trail finder, had the initial dream of a trail from Texas to Kansas (â€Å"The Texans,† p. 23). There were many cattle drive routes in existence during the nineteenth century, but the Chisholm Trail is by far the most remembered. There are museums and landmarks dedicated to the Chisholm Trail than many other significant historical events or places. The Fort Worth Stock Yards is only one of the many historical areas that profits from the passage of the trail. There are many folk songs that entail stories of Chisholm Trail men, events, and triumphs (p.515-516). The Chisholm Trail was truly inspired by Joseph McCoy. McCoy established a market for cattle in Abilene, Kansas. He discovered that the two-dollar cattle in Texas could sale for ten dollars in Kansas. This is the miracle that Texas cattle raisers had been waiting for. The eastern railroad companies were establishing new markets and building new rails that wound back to the east. Texas cattle raisers needed this market because in the east beef brought a considerably greater price. Jesse Chisholm may have scouted and blazed the trail, but the dream and idea came from McCoy. Ov... Free Essays on Chisolm Trail Free Essays on Chisolm Trail Running Head: The Famous Trail The Famous Trail and Cattle Market Chance Reynolds North Central Texas College In nineteenth century Fort Worth, Texas a famous cattle trail passed through what is now know as the Stock Yards. This trail called the Chisholm Trail was one of the longest and most difficult trails in cattle drive history. More than six million cattle are thought to have traveled this trail. Though a popular trail among cattle raisers, cowboys, and drivers the Chisholm Trail had its difficulties (â€Å"The Trailblazers,† p. 218). These problems included rustlers, illness, and Indian Territory. The trail named for Jesse Chisholm, should have probably bore the name of Joseph McCoy. McCoy, though not the scout or actual trail finder, had the initial dream of a trail from Texas to Kansas (â€Å"The Texans,† p. 23). There were many cattle drive routes in existence during the nineteenth century, but the Chisholm Trail is by far the most remembered. There are museums and landmarks dedicated to the Chisholm Trail than many other significant historical events or places. The Fort Worth Stock Yards is only one of the many historical areas that profits from the passage of the trail. There are many folk songs that entail stories of Chisholm Trail men, events, and triumphs (p.515-516). The Chisholm Trail was truly inspired by Joseph McCoy. McCoy established a market for cattle in Abilene, Kansas. He discovered that the two-dollar cattle in Texas could sale for ten dollars in Kansas. This is the miracle that Texas cattle raisers had been waiting for. The eastern railroad companies were establishing new markets and building new rails that wound back to the east. Texas cattle raisers needed this market because in the east beef brought a considerably greater price. Jesse Chisholm may have scouted and blazed the trail, but the dream and idea came from McCoy. Ov...

15 Top Writing Guides for Novelists

15 Top Writing Guides for Novelists 15 Top Writing Guides for Novelists 15 Top Writing Guides for Novelists By Mark Nichol There comes a time when you have to put down other people’s books and start writing your own. But if you don’t feel you’ve gotten to that point yet, or you’d just like a shot in the arm (or a more definitive blow to another part of your anatomy), explore these excellent writing workshops in print: 1. The Art of War for Writers: Fiction Writing Strategies, Tactics, and Exercises Author and writing instructor James Scott Bell mirrors the ancient strategic guide The Art of War in this 2009 book, discussing reconnaissance (preparing to write), tactics (writing advice), and strategy (how to get published) in short, sharp bursts of wisdom and example. 2. Becoming a Writer Dorothea Brande was far ahead of her time when she wrote this book in 1934. Instead of writing a nuts-and-bolts guide, she focused on the qualitative aspects: artistry, self-actualization, the role of the unconscious mind, and more. 3. Elements of Fiction Writing: Beginnings, Middles Ends Nancy Kress’s 2011 book is more suited for aspiring writers than more seasoned ones, but it is full of suggestions and techniques for hooking the reader from the first sentence and sustaining interest from scene to scene all the way through to the end. 4. Bird by Bird: Some Instructions on Writing and Life Anne Lamott’s autobiographical writing guide from 1995 isn’t for everyone, but it’s full of honest, humorous reflections about the writing life, with frank, funny admissions that give you permission to be human, too. 5. How to Grow a Novel: The Most Common Mistakes Writers Make Longtime novelist and fiction editor Sol Stein’s 1999 guide is predicated on his belief that writers must focus not on themselves but on their readers. Despite the apparently self-aggrandizing title, his 2000 follow-up, Stein on Writing: A Master Editor of Some of the Most Successful Writers of Our Century Shares His Craft Techniques and Strategies, is also highly recommended. 6. Make a Scene: Crafting a Powerful Story One Scene at a Time Jordan Rosenfeld’s 2007 guide to constructing a great story scene by scene analyzes examples representing a wide variety of styles and types of scenes, demonstrating how the narrative arc, character development, and other elements of fiction writing are all dependent on well-constructed vignettes. 7. Novelist’s Essential Guide to Crafting Scenes Novelist and writing instructor Raymond Obstfeld, like Rosenfeld, emphasizes how skillfully crafted scenes are the heart of a successful story. This comprehensive guide from 2000 is suitable for novices and experienced writers alike. 8. On Writing: A Memoir of the Craft Though much of Stephen King’s 2000 tome is autobiographical, it also contains many useful tips for writers, from technical matters such as grammar to thoughts about character and plot. A valuable element is a section that includes a rough draft and an edited draft of one of his stories. Even if you consider King a middlebrow writer, you can’t deny that he is a master of his craft, and we should be so fortunate. 9. On Writing Well Veteran journalist, nonfiction writer, and writing instructor William Zinsser, a champion of word economy, writes, â€Å"Writing improves in direct ratio to the number of things we can keep out of it.† This book, first published in 1974 but timeless, reinforces that credo; also check out his more recent guide, Writing to Learn. 10. Self-Editing for Fiction Writers: How to Edit Yourself into Print Unlike most guides on this list, Renni Browne and Dave King’s 1993 work focuses not on the craft of writing but on the next step: editing your own work. The authors discuss dialogue, interior monologue, exposition, point of view, and other elements of story, with examples, exercises, and checklists. 11. Steering the Craft: Exercises and Discussions on Story Writing Based on a writing workshop offered by legendary science fiction author Ursula K. LeGuin, this 1998 collection of discussions and writing exercises includes such tasks as eschewing punctuation or adjectives and adverbs, or halving a story’s word count. 12. The 3 A.M. Epiphany: Uncommon Writing Exercises that Transform Your Fiction The exercises in Brian Kitely’s therapeutic 2005 book are designed to help writers overcome emotional obstacles to productivity and get out of writing ruts. 13. Word Painting: A Guide to Write More Descriptively Poet Rebecca McClanahan, in this 1999 publication, provides writing instruction and writing exercises along with excerpts and advice from greater writers to help others develop their observational skills and descriptive powers. 14. Writing Down the Bones: Freeing the Writer Within In this 1986 book, Natalie Goldberg suggests taking a Zen approach to writing, expanding on the concept of free writing to suggest what she calls writing practice. Like free writing, writing practice involves unstructured, uninhibited writing exercises, but is also about self-reflection. 15. Your First Novel: A Published Author and a Top Agent Share the Keys to Achieving Your Dream Writer Ann Rittenberg and agent Laura Whitcomb team up to teach you all you need to know about the writing process and the publishing business. Their 2006 guide offers lots of useful advice about how to prepare your story even before you begin to write, and how to submit proposals, decipher submission guidelines, and more. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:10 Rules for Writing Numbers and NumeralsIn Search of a 4-Dot EllipsisTreatment of Words That Include â€Å"Self†

Art History 406 Term Paper Example | Topics and Well Written Essays - 1000 words

Art History 406 - Term Paper Example American art of this time depicted nothing more from its paintings but of merchants and planters in a style rooted in European traditions. From the ashes of the war rose two great American painters. Benjamin West was born on October 10, 1738 of Quaker parents in Springfield (now Swarthmore) in the Pennsylvania colony. His talent for painting was developed when as a kid he learned to draw from paints given to him by his Indian friends. At the time there were no art schools or reputable masters with a great collection of paintings for young artists to study, but by the mid-1750s West began to paint portraits in and around Philadelphia (Craven, 2003, p.136). While in  Lancaster, Pennsylvania in 1756, Wests patron, William Henry, a gunsmith, encouraged him to design a "Death of Socrates" based on an engraving in  Charles Rollins  Ancient History. The painting has been called "the most ambitious and interesting painting produced in colonial America" (Staley, 1989, p. 28). Dr. William Smith, the  provost  of the  College of Philadelphia, after seeing the painting in Henrys house, offered West education and introduced him to wealthy Pennsylvanians and politicians. During t his time West met  the famous painter, John Wollaston, an immigrant from  London who taught him techniques for painting the shimmer of silk and satin (Hughes, 1999, p. 68). In 1759 West went to Rome, where he spent three years studying the Renaissance and Baroque masters and ancient masterpieces. There he took time to sketch art works like Roman reliefs, more particularly those the Royal Academy with Sir Joshua Reynolds, its first president. Between 1772 and 1801, he was historical painter to King George III. West became one of the first American artists to win a wide reputation in Europe for Agripinna. In the picture, the group forming the center is based on an

Lean management Essay Example | Topics and Well Written Essays - 500 words

Lean management - Essay Example Five principles of lean management includes specify value and identifying the customers, finding the value stream, make value flow, respond to customer pull and seek perfection (Hines, 2010). Increase in consumer demand for quality and fierce competition has created a significant impact on fast food markets. Toyota Motor Company was the first business corporation to extensively develop the concept of lean management in the late 1970s. The occurrence of global recession has created a detrimental effect on organization to reduce costs. McDonald’s have set their sights on nullifying the issue by implementation of lean management. A set of key practices have been utilized by McDonalds to deliver effective service to the customers. Overproduction, inventory, motion, wasting time, defectives and transport are the seven sources of waste that are required to be eliminated. Overproduction is one of the sources that are eliminated by McDonalds by introduction of new system to prepare limited stocks of sides, salad, ingredients and patties to combine them in to finished product. The lessening of duration of the process to 3 minutes has reduced the risk of overproduction. The organization succeeded to maintain the overall production cycle time between 1 and 15 minutes, which enhances customer satisfaction and waste reduction (Muller, 2012). One of the vital elements that company should focus on is continuous improvement by sharing best practice and regular audits. This links with the principle of pursuing perfection. The set of ideas of lean philosophy are no waste and perfect quality can be achieved by application of this process. An opportunity of wastage and cost is incurred by holding stock. McDonaldscan eliminate all inventories by implementation of sophisticated stock control system. The excess handling of goods has resulted in to occurrence of

Enhancment of professional development and safe practice Essay

Enhancment of professional development and safe practice - Essay Example as an individual and a professional but the wider implications of having a mission in life, are much more meaningful and have widespread influence on his life. Reflection practices therefore, become important tool of self improvement. To facilitate personal and professional growth, it is not only essential to have identified goals but acquiring new knowledge and skills to improve professional expertise has also become a pre-requisite of the changing times. Reflective practices and exercise are important tools that are designed to add value to the over all personality of the so that they would be better able to meet the challenges of the time with equanimity and confidence. The art of effective communication is one of the most important ingredients of leadership. Reflective practices help to identify our shortcoming and promote wider understanding of the various methodologies to become more articulate and become familiar with the emerging new paradigms in the social dynamics. The reflective practices encourage confidence building so that they are better prepared to tackle critical situations and meet the challenges with more conviction and composure. It entails six steps of self evaluation practice for teaching and learning process that promotes personal and professional growth (Gibbs, 1988). The different steps are designed to provide an in-depth reflection on our actions that encourages us to look at our actions from the perspective of third person so that they (actions) could be evaluated and analyzed. The self analysis thus persuades one to improve and improvise our actions so that our performance outcome is improved, leading to professional growth with safe practice for oneself and others. This is the first step on Gibbs cycle and takes a look into one’s actions within the predefined situation. What happened? The whole episode that needs reflection is sequentially focused and all the facts as they happened are taken into account or recollected. This step

Healtcare Reform Coursework Example | Topics and Well Written Essays - 250 words

Healtcare Reform - Coursework Example Additionally, insurance policies were not flexible, and one could be denied adequate healthcare at any one time. Hence millions of people were not at the verge of affording such expensive insurance contribution. Currently, health care has adopted various reforms. More generic drugs production has lead to an increase in competition, spurring up a decrease in the drugs cost. Medicare has escalated the drugs cost for the seniors. A monitoring and evaluation body (PCORI) has been established to advice on the care improvement. In response to the rising cases of obesity and lifestyle related diseases, all restaurants have been forced to attach a label on their products so that the consumers can make informed choices (Odier, 2010). Insurance firms were previously notorious in dropping the coverage when one is sick, but currently the law restricts them to do so. Most significantly, children below twenty six years can remain attached to the parents’ insurance scheme. Other improvements include introduction of a state consumer assistance program to aid in citizens complains response, inauguration of fraud fighting tools, free preventive care, physician increase, especially in rural areas and 80/20 rule

Customer Retention and Loyalty Essay Example | Topics and Well Written Essays - 1500 words

Customer Retention and Loyalty - Essay Example There are the few major factors that can give a slight glimpse on the behavior of customers in relation to the services.â€Å"Imitation strategies beyond a certain point can have harmful consequences for both firms and consumers. Two occasions for potential harm to firms occur when a consumer unknowingly purchases an imitator brand. First, the consumer may be dissatisfied with the product purchased and attribute his or her dissatisfaction to the original brand, never realizing that the brand consumed was an imitator. Second, the consumer may be satisfied with the imitator brand, become aware that it is not the original brand, and switch brand preferences in favor of the imitator brand†(Berger, Foxman, Muehling 170, Vol 24: 1990).This all is clearly showing what possible outcomes may take place. It is seriously distracting to the goals of the service provider where as the customers can also be in loss as it is quite fair to say that each and every financial service provider cha rges a lot for the service, however if the company is having some good reputation than due to a variety of customers, they take good care of services and also charge relatively lesser than many of the other service providers in the industry. Another problem is the repurchase of any particular service, such as people often change their leasing service providers after they pay the entire due, rather than buying the next product through the similar service providers they start looking for new and even better ones.... This all is clearly showing what possible outcomes may take place. It is seriously distracting to the goals of the service provider where as the customers can also be in loss as it is quite fair to say that each and every financial service provider charges a lot for the service, however if the company is having some good reputation than due to a variety of customers, they take good care of services and also charge relatively lesser than many of the other service providers in the industry. Another problem is the repurchase of any particular service, such as people often change their leasing service providers after they pay the entire due, rather than buying the next product through the similar service providers they start looking for new and even better ones, which at times they get successful in, as the newly entered firms have some courage to serve the clients and they keep their promise in the beginning of their existence, however they mostly get distracted later on, and in this wa y people make repurchases from the new service providers at least for a while. So these all factors are influencing consumer behavior. "The majority of consumer purchases are potential repeat purchases. With the exception of one-time purchases, consumers buy similar products repeatedly or make repeated purchases from similar sellers. Thus, the majority of purchases represent one in a series rather than an isolated event. Understanding of any current purchase must be based on an understanding of the influence of prior purchases on later purchases. Major questions are how often and under what circumstances consumers make another purchase of a product they have tried or purchase from a

Intersection between Art and Politics Essay Example | Topics and Well Written Essays - 1250 words

Intersection between Art and Politics - Essay Example It is prudent that the events from the 1830 Revolution had shaped the political scene in France, and some sense of democracy and self-rule was emanating from the rulers. The fact that artists were allowed to elect their people to the jury that oversaw selection to the Salon manifested the political maturity that the July Monarchy had undergone. That notwithstanding, the Constitution of the July Monarchy under which Louis Napoleon took over leadership of the county prescribed that the term of the president will be subject to a one-year term of four years that is not renewable. Practically, the laws were keen to do away with the dictatorship that had marred the nation for years and open a new window of political free will whereby power emanates from the people and is owned by the people of France. Owing to the changes that the July Monarchy installed on the Salon the next episodes of the Academy demonstrated massive improvement in terms of both quality and the scope of ideas that the a rtists showcased. Consequently, the subsequent editions of the Salons were characterized by an increase in the number of artistic paintings that demonstrated the impact of the 1848 Revolution thus instilling some sense of realism to the industry (258).Jean Louis Ernest Meissonier was among the notable artists to present historical paintings at the Salon that depicted the effects of the 1848 Revolution. The memory of Civil War is a painting that he made of a scene from the July Days that he experienced first-hand.

Customer Retention and Loyalty Essay Example | Topics and Well Written Essays - 1500 words

Customer Retention and Loyalty - Essay Example There are the few major factors that can give a slight glimpse on the behavior of customers in relation to the services.â€Å"Imitation strategies beyond a certain point can have harmful consequences for both firms and consumers. Two occasions for potential harm to firms occur when a consumer unknowingly purchases an imitator brand. First, the consumer may be dissatisfied with the product purchased and attribute his or her dissatisfaction to the original brand, never realizing that the brand consumed was an imitator. Second, the consumer may be satisfied with the imitator brand, become aware that it is not the original brand, and switch brand preferences in favor of the imitator brand†(Berger, Foxman, Muehling 170, Vol 24: 1990).This all is clearly showing what possible outcomes may take place. It is seriously distracting to the goals of the service provider where as the customers can also be in loss as it is quite fair to say that each and every financial service provider cha rges a lot for the service, however if the company is having some good reputation than due to a variety of customers, they take good care of services and also charge relatively lesser than many of the other service providers in the industry. Another problem is the repurchase of any particular service, such as people often change their leasing service providers after they pay the entire due, rather than buying the next product through the similar service providers they start looking for new and even better ones.... This all is clearly showing what possible outcomes may take place. It is seriously distracting to the goals of the service provider where as the customers can also be in loss as it is quite fair to say that each and every financial service provider charges a lot for the service, however if the company is having some good reputation than due to a variety of customers, they take good care of services and also charge relatively lesser than many of the other service providers in the industry. Another problem is the repurchase of any particular service, such as people often change their leasing service providers after they pay the entire due, rather than buying the next product through the similar service providers they start looking for new and even better ones, which at times they get successful in, as the newly entered firms have some courage to serve the clients and they keep their promise in the beginning of their existence, however they mostly get distracted later on, and in this wa y people make repurchases from the new service providers at least for a while. So these all factors are influencing consumer behavior. "The majority of consumer purchases are potential repeat purchases. With the exception of one-time purchases, consumers buy similar products repeatedly or make repeated purchases from similar sellers. Thus, the majority of purchases represent one in a series rather than an isolated event. Understanding of any current purchase must be based on an understanding of the influence of prior purchases on later purchases. Major questions are how often and under what circumstances consumers make another purchase of a product they have tried or purchase from a

Ideologies Aimed at Understanding the External World and Essay

Ideologies Aimed at Understanding the External World and Commercialization of Culture and Emergence of Cults in Popular Culture - Essay Example According to the research the interpretation of the external world hinges on the clear understanding of reality and perception. From a philosophical standpoint, knowledge starts with the experience of the external world through the senses—from the smelling of a fruit or the hearing of a child’s laughter. It is through the sense-data obtained (the scent of the fruit or the laughter of the child) that man is able to know the things around him. Knowledge, in this sense, is formed when man mentally creates judgments about his experiences (the smell of the fruit is sweet or the laughter of the child is loud). The problem between reality and perception stemmed from simple yet essential questions: (1) is the knowledge obtained through sense-experience true? How can man assure himself that what he perceives to be real is aligned with what is actually real? According to a philosopher named Bertrand Russell, reality exists—an objective space where all objective objects are orderly situated. Man is able to obtain knowledge about these objects, firstly, through the experience provided by his senses; and secondly, through the judgment created by his mind on such experience. The mental concept that is constructed is thus called perception. In this light, Russell deemed that man cannot exactly grasp reality since his senses do not possess the facets that would allow for him to capture these objects completely and purely. Essentially, however, man’s inquiry toward the external world reinforces an interesting insight about his nature—the desire to know. ... Two General Worldviews about the External World As mentioned previously, man’s ultimate goal is to understand the nature of the external world not only by acquiring truths about it, but also by evaluating the mental and physical processes he employs. In this sense, we begin by examining the two contrasting practices of knowledge creation that are geared toward explaining the nature of the external world: objective empiricism and hermeneutic empiricism. Both worldviews provide philosophical and scientific studies about the external world. A. Objective Empiricism Objective empiricism assumes that various phenomena in the external world are naturally configured to be perceptually accessible but autonomous of perceptions of man. Since the objective characteristics of these phenomena are independent of mental judgments, reality is thus delivered completely and purely to the perceiving man. Empiricism of this sort is often regarded to be grounded on materialism—that which adv ances the appreciation of physical objects as the premier exemplar of the real, as Anderson (1996) states. As posited by objective empiricism, as man moves the focus of his inquiries away from the nature of physical objects and into the cognitive construction of meaning, he loses the ability to empirically validate the judgments he made since the physical objects are absent from his analysis. Aside from being directly linked to materialism, objective empiricism is also associated with reductionism, which further breaks down the nature of physical objects into one single field of knowledge. Through this, Anderson (1996) believes that reductionism becomes the basis for the unity-of-science hypothesis. This hypothesis