St. Paul s Cathedral - 1757 Words

London is a city that is steeped in rich history and has many cultural influences that have affected everything from the way that Londoners speak down to the architecture. One of the most influential buildings in this time is one that dominated the London skyline as a reference point for 300 years up until the 1960’s, and that is Wren’s St. Paul’s Cathedral. This building has been recorded to be in existence on its site as early as the 604, but it could have been around as early as the 400’s. St. Paul’s has endured many things throughout its time, but none as disastrous as the Great Fire in 1666. This event, which almost destroyed the whole town of London, but the entire church as well, created a design opportunity for the aspiring architect Christopher Wren. With a huge path of destruction carved out for the fire, the city was looking for an architect to help them restore their city, but with a new style. Wren was provided with the chance to do ove r 50 churches in London, which St. Paul’s is his most prominent and remembered design. It is his design that is what decorates the London skyline and extends up 365 feet into the sky, and is one of the greatest examples of acoustics inside of a building. This essays goal is to explore the effect of the Great Fire in the design of this buildings current look, as well as explore the various designs of the domes and the interesting phenomenon which is the Whispering Gallery. St. Paul’s Cathedral is an extremely old cathedral whichShow MoreRelatedSt. Paul s Cathedral1104 Words   |  5 PagesSt. Paul’s Cathedral is an English Baroque styled cathedral dedicated to Paul of Apostle and the second cathedral to be built on the same site, first being Old St. Paul’s Cathedral which was also dedicated to Paul of Apostle. It is located in the City of London, England. The Fourth St. Paul’s, more commonly known as Old St. Paul’s Cathedral, was built by the Normans in 1087. The Normans, who in recent times had just conquered Britain, and were determined to build the largest Christian church inRead MoreTaking a Look at Saint Patricks Cathedral885 Words   |  4 PagesSaint Patricks Cathedral, one of New Yorks greatest cathedrals, is located in Manhattan at 14 E. 51st St. The main reason the cathedral was built was to affirm the ascendance of religious freedom and tolerance. Thousands of poor immigrants and one hundred three prominent citizens helped pay contributions toward the church. The prominent citizens paid approximately one thousand dollars each.This cathedral supports the idea that not one single generation builds a cathedral, but rather the past, presentRead MoreSt. Pauls Cathedral: Sir Christopher Wren Essay1802 Words   |  8 PagesSt. Pauls Cathedral St. Pauls Cathedral has had a very interesting and long history. It involves natural disasters, sabotage, invasions, lies, and deception. It has been through a lot over the many years of its existence, including several reconstructions. While there has been many changes to it, the one thing that could be counted on was the fact that there was always something unexpected happening to it. Even though St. Pauls Cathedral has had some hard times, it has re-bounded with theRead MoreThe Canterbury Cathedral Essay2561 Words   |  11 PagesThe Canterbury Cathedral For at least fourteen hundred years the worship of God has been offered on the site of this Cathedral, and through the prayers of the Church his power and grace have shaped human lives. Ever since the murder of Archbishop Thomas Becket in the Cathedral in 1170, Canterbury has attracted thousands of pilgrims. This tradition continues to this day, and a large team of Welcomers, Guides, Cathedral Assistants and Chaplains are there to give all visitors a warm welcomeRead MoreMurder in The Cathedral1097 Words   |  4 PagesMurder in the Cathedral was one of the first successful religious plays of the 20th Century (Weintraub). This play, and many others in the time period, shows the effects of World War II and the rising political power in Germany. Murder in the Cathedral shows the struggle of one man’s obligation to religion and defying the many temptations of a political leader. Murder in the Cathedral was influenced by the increasing political ideas in the time period. During this time period in Europe, the risingRead MoreThe Song I Feel Excitement900 Words   |  4 Pages1968. It was before 1968 sung at Winston Churchill’s funeral as well. Notable times in recent history it has been played at Ronald Regan’s state funeral and in honor on September 14, 2001 at the Washington National Cathedral in the United States as well as at St Paul s Cathedral in London to mourn the great loss of life from the September 11 attacks. The song continues to be played for National Conventions and it is so strongly regarded President Bush had it played as he greeted Pope BenedictRead MoreThe Baroque Period and Famous Composers Essays1249 Words   |  5 Pagesorgan, the harpsichord, and the violin. At the age of 17, Handel experienced the loss of his father. He would quickly move on and enroll as a law student t Halle University. Shortly after beginning school, he became the organist at the protestant cathedral. After a year of school, Handel moved on into the world of the theatre. Handel was inspired to attempt his hand in composing an opera. Almira was Handel’s first attempt at an opera, and was warmly welcomed by the audience. Almira was characterizedRead MoreThe Armada Of The Spanish Armada1200 Words   |  5 Pages THE SPANISH ARMADA Armada Portrait Queen Elizabeth I The Armada Portrait Buy at Allposters.com The defeat of the Spanish Armada is one of the most famous events in English history. It was arguably Queen Elizabeth s finest hour. For years she had been hailed as the English Deborah, the saviour of the English people, and now it seemed that this is what she had really become. She was now Bellona, the goddess of war, and in triumph she had led her people to glory, defeating the greatest power inRead MoreDoes Being Older Mean Making More Money?1666 Words   |  7 Pagesillustrated in Berninis Ecstasy of St. Teresa, centerpiece of the Cornaro Chapel? a. fascination with modern science and mathematics b. interest in religious emotion and human psychology c. neoclassical preference for order and balance d. dynamism created by conflicting lines Page ref: 260 3. Which of these baroque works best realizes the attempt to combine different arts in a single, dramatically unified whole? a. Handel’s Messiah b. Caravaggio’s Calling of St. Matthew c. Bernini’s CornaroRead MoreThe Plaza ( Jose Marti Memorial )1032 Words   |  5 PagesThe square claims its place in history as the place where the country’s former president the late Fidel Castro delivered speeches to vast audiences that sometimes attracted large crowds of more than one million people. In 1998, the late pope John Paul II celebrated mass there. 2. Santa Clara Located in the Villa Clara province, Santa Clara boosts cultural interactions that are rich and that will amaze anybody who is there to have a good time. The fact that it is a university town making it vibrant

Analysis Of My Papas Waltz By Robert Frost - 777 Words

Unlike reading a novella or a novel, reading poetry is much different. As Robert Frost stated when asked the question of what poetry is, he responses, â€Å"Poetry is the kind of things poets write (Kennedy Gioia, 2016).† Frost intended for the questioner to think about the words he said, try to understand the simple statement he said. When reading poetry, one must understand the writing and involve themselves in the reading. In the poem My Papa’s Waltz, by Theodore Roethke, is a prime example of reading and understanding the poem. By putting yourself in the story and imagining yourself being the boy drug around by a drunken Papa, you involve yourself so much that you develop feelings and sadness for the boy. Tone, speaker, and†¦show more content†¦Diction may be used to express the style in which the writing is presented (Kennedy Gioia, 2016). Diction can play a large role in how the reader perceives the characters of the story. My Papa’s Wa ltz uses an excellent choice of words. The words are that of simple terms and not unknown literary terms that some readers may not know what it means. â€Å"The whiskey on your breath could make a small boy dizzy† (Kennedy Gioia, 2016), this is a general statement stating a small child could inhale the smell of whiskey and almost get drunk themselves. His mother is unable to not unfrown, feelings of sadness due to his mother having to endure this scenario as well. While the Papa held his wrist, every stumbled step lead to his right ear scraping a buckle of some sort. This poem clearly defines the characters of the story, along with the roles they play. Papa was a drunk, the mother was unhappy, and the boy had no choice, but to follow Papa’s hand wherever that may lead to. The speaker is simply the voice behind the poem. As the reader reads the poem, they can imagine the speakers reading it out loud to them (Shmoop, 2017). The speaker and tone relate to eac h other in the sense that you can have one without the other. How the speaker presents their work depends of the tone and the feelings of the author. As the speaker of â€Å"My Papa’s Waltz† reads the story, it sounds as if the boy is frightened. If I was to pass my book to someone and read this poem in theirShow MoreRelatedLiterary Devices and Their Use in Poetry1875 Words   |  8 Pagesaccentuation in her poem, namely displacement, deletion, selective deviation, repetition and typography. Displacement refers to a device whereby a poet takes conventional grammar and rearranges it. For example, in the poem Mending Wall, by Robert Frost the first line reads â€Å"Something there is that does not love a wall.† (Moffet, Mphahlele 2006: 103) Had the poet used conventional language the sentence would read ‘there is something that does not love a wall.† As can be seen from the given exampleRead MoreBusiness and Management2600 Words   |  11 P ages | | | | | | | | |Reading Literature Closely: Analysis (pp. 120-182) | | | | |Arguing an Interpretation (pp 183-236) | |

Analysing the Meaning of Evil Samples †MyAssignmenthelp.com

Question: Discuss about the Analysing the Meaning of Evil. Answer: While analysing the meaning of evil, it should be stated that evil does not essentially imply a state of being where an individual deliberately embraces the negativity for the sole sake of hurting or harming others, but choosing the evil offers a sense of pleasure, that good does not offer. A man turns out to be evil as and when he wishes to break free from the man-made or natural or ethical limitations around him, and embrace what makes him happy. For example, Dr. Faustus explored the enormity of knowledge and sold himself to the Devil, and derived evanescent and yet considerable pleasure, which he could not experience, had he accepted the limitations of a restricted, conscientious world. Rising above nature, challenging the stability of a Universe, brings in the evil in mankind. The American literary character Holden, reminding one of Frankenstein or Eve, tried to break free from the order and harmony of the Universe and challenge the supremacy of the God, resulted in the destructi on of humans and natural objects (Cusher). As it has been found that Frankenstein wanted to became a creator and move himself up to the position of God or above him. This was when he created robots and gave life to the machine. This had for obvious reasons resulted in the creation of evil in the form of robot. Again, Holden was a learned boy and he devoted lots of time in study and education but had never used the same knowledge in a positive way but helped in increasing negativity in nature and society. According to me, the evil refers to a specific state of being, where the individual loses his sanity, becomes indifferent to the concerns of the others, and gets driven by a feeling of lust and selfishness that leads to the annihilation of the good. The evil state, I believe, exists in everyone, but it is aroused only when one is fascinated by the thirst of power and influence that he can exert upon the less powerful victim (Neiman). The evil provokes one to destroy a sense of meaning, pattern or harmony in the universe, and to lose a sense of purpose in life. An evil entity will neither think of others, nor will anticipate the impact of inflicting cruelty, pain, or violence on others. Losing a sense of meaning in life and faith in the goodness, the evil person wishes to become the ultimate power in the world. I think that an individual can be willingly and consciously evil only when he loses the purpose in life, or he fails to comprehend the inherent essence of life. Life is conside red to be gifted, and usually people believe in good actions that repay and bad actions that lead to undesirable outcome. However, what happens to a person who loses faith in the goodness of the world, the ability of the Absolute Power and starts becoming sceptical about his origin? He will tend to become reckless and relentless in life, engaging in whatever action he pleases, and remains indifferent to anything but himself (Rossenbaum). By the end, it can be mentioned that initially as an individual unaware of the evil spirit prevailing within him, accidentally experiences the same, because of revenge, pain and trauma, and once experienced, he feels thrilled by the intense and immediate pleasure derived through it. In absence of conscience, he repeats the evil act and leads himself to path of moral degeneration. In order to become powerful, the evil gets fascinated by a lawless, irrational mind that helps him challenge, question and dismiss the limitations of the universe he was born in. Embracing the evil avails one immense freedom, one is otherwise deprived of. Refrences Cusher, Brent Edwin. "Cormac McCarthy's Definition of Evil: Blood Meridian and the Case of Judge Holden."Perspectives on Political Science43.4 (2014): 223-230. Neiman, Susan.Evil in modern thought: An alternative history of philosophy. Princeton University Press, 2015. Rosenbaum, Ron.Explaining Hitler: The search for the origins of his evil. Hachette UK, 2014..

Two-Factor Theory of Motivation free essay sample

Introduction: The two-factor theory (also known as Herzbergs motivation-hygiene theory and dual-factor theory) states that there are certain factors in the workplace that cause job satisfaction, while a separate set of factors cause dissatisfaction. It was developed by psychologist Frederick Herzberg, who theorized that job satisfaction and job dissatisfaction act independently of each other. According to Herzberg, intrinsic motivators such as challenging work, recognition, and responsibility produce employee satisfaction, while extrinsic hygiene factors, including status, job security, salary, and fringe benefits – if absent – produce dissatisfaction. Herzbergs theory appears to parallel Maslows needs hierarchy. Individuals look for the gratification of higher-level psychological needs having to do with achievement, recognition, responsibility, advancement, and the nature of the work itself. However, Herzberg added a new dimension to this theory, including factors that cause dissatisfaction as well, such as company policies, supervision, technical problems, salary, interpersonal relations on the job, and working conditions. We will write a custom essay sample on Two-Factor Theory of Motivation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This two-factor model of motivation is based on the notion that the presence of one set of job characteristics or incentives leads to worker satisfaction, while another and separate set of job characteristics lead to dissatisfaction. Thus, satisfaction and dissatisfaction are not on a continuum with one increasing as the other diminishes, but are independent phenomena. 2. Two-factor theory fundamentals: 2. 1 Research by Herzberg: Attitudes and their connection with industrial mental health are related to Abraham Maslows theory of motivation. His findings have had a considerable theoretical, as well as a practical, influence on attitudes toward administration. According to Herzberg, individuals are not content with the satisfaction of lower-order needs at work; for example, those needs associated with minimum salary levels or safe and pleasant working conditions. Rather, individuals look for the gratification of higher-level psychological needs having to do with achievement, recognition, responsibility, advancement, and the nature of the work itself. This appears to parallel Maslows theory of a need hierarchy. However, Herzberg added a new dimension to this theory by proposing a two-factor model of motivation, based on the notion that the presence of one set of job characteristics or incentives leads to worker satisfaction at work, while another and separate set of job characteristics leads to dissatisfaction at work. Thus, satisfaction and dissatisfaction are not on a continuum with one increasing as the other diminishes, but are independent phenomena. This theory suggests that to improve job attitudes and productivity, administrators must recognize and attend to both sets of characteristics and not assume that an increase in satisfaction leads to decrease in unpleasable dissatisfaction. The two-factor theory developed from data collected by Herzberg from interviews with 203 engineers and accountants in the Pittsburgh area, chosen because of their professions growing importance in the business world. Regarding the collection process: â€Å" Briefly, we asked our respondents to describe periods in their lives when they were exceedingly happy and unhappy with their jobs. Each respondent gave as many sequences of events as he could that met certain criteria—including a marked change in feeling, a beginning and an end, and contained some substantive description other than feelings and interpretations The proposed hypothesis appears verified. The factors on the right that led to satisfaction (achievement, intrinsic interest in the work, responsibility, and advancement) are mostly unipolar; that is, they contribute very little to job dissatisfaction. Conversely, the dis-satisfiers (company policy and administrative practices, supervision, interpersonal relationships, working conditions, and salary) contribute very little to job satisfaction. † —Herzberg, 1964 2. 2 Analysis by Herzberg: From analysing these interviews, he found that job characteristics related to what an individual does — that is, to the nature of the work one performs — apparently have the capacity to gratify such needs as achievement, competency, status, personal worth, and self-realization, thus making him happy and satisfied. However, the absence of such gratifying job characteristics does not appear to lead to unhappiness and dissatisfaction. Instead, dissatisfaction results from unfavourable assessments of such job-related factors as company policies, supervision, technical problems, salary, interpersonal relations on the job, and working conditions. Thus, if management wishes to increase satisfaction on the job, it should be concerned with the nature of the work itself — the opportunities it presents for gaining status, assuming responsibility, and for achieving self-realization. If, on the other hand, management wishes to reduce dissatisfaction, then it must focus on the job environment — policies, procedures, supervision, and working conditions. [ If management is equally concerned with both, then managers must give attention to both sets of job factors. Two-factor theory distinguishes between: Motivator Factors Motivator factors are based on an individuals need for personal growth. When they exist, motivator factors actively create job satisfaction. If they are effective, then they can motivate an individual to achieve above-average performance and effort. Motivator factors include: Status Opportunity for advancement Gaining recognition Responsibility Challenging / stimulating work Sense of personal achievement personal growth in a job Hygiene Factors Hygiene factors are based on the need to for a business to avoid unpleasantness at work. If these factors are considered inadequate by employees, then they can cause dissatisfaction with work. Hygiene factors include: Company policy and administration Wages, salaries and other financial remuneration Quality of supervision Quality of inter-personal relations Working conditions Feelings of job security Essentially, hygiene factors are needed to ensure an employee is not dissatisfied. Motivation factors are needed to motivate an employee to higher performance. Herzberg also further classified our actions and how and why we do them, for example, if you perform a work related action because you have to then that is classed as movement, but if you perform a work related action because you want to then that is classed as motivation. Unlike Maslow, who offered little data to support his ideas, Herzberg and others have presented considerable empirical evidence to confirm the motivation-hygiene theory, although their work has been criticized on methodological grounds. 3. Workarounds: Herzbergs theory concentrates on the importance of internal job factors as motivating forces for employees. He designed it to increase job enrichment for employees. Herzberg wanted to create the opportunity for employees to take part in planning, performing, and evaluating their work. According to Herzberg, the factors leading to job satisfaction are separate and distinct from those that lead to job dissatisfaction. Therefore, if you set about eliminating dissatisfying job factors you may create peace, but not necessarily enhance performance. This placates your workforce instead of actually motivating them to improve performance. The characteristics associated with job dissatisfaction are called hygiene factors. When these have been adequately addressed, people will not be dissatisfied nor will they be satisfied. If you want to motivate your team, you then have to focus on satisfaction factors like achievement, recognition, and responsibility. To apply Herzbergs theory, you need to adopt a two stage process to motivate people. Firstly, you need eliminate the dissatisfactions theyre experiencing and, secondly, you need to help them find satisfaction. 3. 1 Step One: Eliminate Job Dissatisfaction: Herzberg called the causes of dissatisfaction hygiene factors. To get rid of them, you need to: Fix poor and obstructive company policies. Provide effective, supportive and non-intrusive supervision. Create and support a culture of respect and dignity for all team members. Ensure that wages are competitive. Build job status by providing meaningful work for all positions. Provide job security. All of these actions help you eliminate job dissatisfaction in your organization. And theres no point trying to motivate people until these issues are out of the way! You cant stop there, though. Remember, just because someone is not dissatisfied, it doesnt mean he or she is satisfied either! Now you have to turn your attention to building job satisfaction. 3. 2 Step Two: Create Conditions for Job Satisfaction: To create satisfaction, Herzberg says you need to address the motivating factors associated with work. He called this job enrichment. His premise was that every job should be examined to determine how it could be made better and more satisfying to the person doing the work. Things to consider include: Providing opportunities for achievement. Recognizing workers contributions. Creating work that is rewarding and that matches the skills and abilities of the worker. Giving as much responsibility to each team member as possible. Providing opportunities to advance in the company through internal promotions. Offering training and development opportunities, so that people can pursue the positions they want within the company. 4. Validity and criticisms: In 1968 Herzberg stated that his two-factor theory study had already been replicated 16 times in a wide variety of populations including some in Communist countries, and corroborated with studies using different procedures that agreed with his original findings regarding intrinsic employee motivation making it one of the most widely replicated studies on job attitudes. While the Motivator-Hygiene concept is still well regarded, satisfaction and dissatisfaction are generally no longer considered to exist on separate scales. The separation of satisfaction and dissatisfaction has been shown to be an artefact of the Critical Incident Technique (CIT) used by Herzberg to record events. Furthermore, it has been noted the theory does not allow for individual differences, such as particular personality traits, which would affect individuals unique responses to motivating or hygiene factors. A number of behavioural scientists have pointed to inadequacies in the need hierarchy and motivation-hygiene theories. The most basic is the criticism that both of these theories contain the relatively explicit assumption that happy and satisfied workers produce more, even though this might not be the case. For example, if playing a better game of golf is the means chosen to satisfy ones need for recognition, then one will find ways to play and think about golf more often, perhaps resulting in an accompanying lower output on the job. Another problem is that these and other statistical theories are concerned with explaining average behaviour, despite considerable differences between individuals that may impact ones motivational factors. For instance, in their pursuit of status a person might take a balanced view and strive to pursue several behavioural paths in an effort to achieve a combination of personal status objectives. In other words, an individuals expectation or estimated probability that a given behaviour will bring a valued outcome determines their choice of means and the effort they will devote to these means. In effect, this diagram of expectancy depicts an employee asking themselves the question posed by one investigator, How much payoff is there for me toward attaining a personal goal while expending so much effort toward the achievement of an assigned organizational objective? The expectancy theory by Victor Vroom also provides a framework for motivation based on expectations. This approach to the study and understanding of motivation would appear to have certain conceptual advantages over other theories: First, unlike Maslows and Herzbergs theories, it is capable of handling individual differences. Second, its focus is toward the present and the future, in contrast to drive theory, which emphasizes past learning. Third, it specifically correlates behaviour to a goal and thus eliminates the problem of assumed relationships, such as between motivation and performance. Fourth, it relates motivation to ability: Performance = Motivation Ability. That said, a study by the Gallup Organization, as detailed in the book First, Break All the Rules: What the Worlds Greatest Managers Do by Marcus Buckingham and Curt Coffman, appears to provide strong support for Herzbergs division of satisfaction and dissatisfaction into two separate scales. In this book, the authors discuss how the study identified twelve questions that provide a framework for determining high-performing individuals and organizations. These twelve questions align squarely with Herzbergs motivation factors, while hygiene factors were determined to have little effect on motivating high performance. 5. Conclusion: The relationship between motivation and job satisfaction is not overly complex. The problem is that many employers look at the hygiene factors as ways to motivate when in fact, beyond the very short term, they do very little to motivate. Perhaps managers like to use this approach because they think people are more financially motivated than, perhaps, they are, or perhaps it just takes less management effort to raise wages than it does to revaluate company policy, and redesign jobs for maximum satisfaction. While motivating people, firstly it’s needed to get rid of the things that are annoying them about the company and the workplace. Making it sure that theyre treated fairly, and with respect. Once this is done, it’s needed to look for the ways in which people can be helped to grow within their jobs, giving them opportunities for achievement, and praising that achievement wherever it’s found.

WASP - Women Pilots of World War II

WASP - Women Pilots of World War II In the United States, women pilots were trained to fly non-combat missions in order to free male pilots for combat missions. They ferried planes from the manufacturing plants to military bases, and ended up doing much more - including flying new aircraft such as the B-29, to prove to male pilots that these were not as difficult to fly as the men thought! Well before World War II became imminent, women had made their mark as pilots. Amelia Earhart, Jacqueline Cochran, Nancy Harkness Love, Bessie Coleman and Harriet Quimby were only a few of the women record-holders in aviation. In 1939, women were allowed to be part of the Civilian Pilot Training Program, a program designed to train college students to fly, with an eye to national defense. But women were limited by quota to one woman for every ten men in the program. Jackie Cochran and Nancy Harkness Love separately proposed the use by the military of women. Cochran lobbied Eleanor Roosevelt, writing a 1940 letter urging that a womens division of the Air Force be established especially to ferry planes from manufacturing plants to military bases. With no such American program supporting the Allies in their war effort, Cochran and 25 other American women pilots joined the British Air Transportation Auxiliary. Shortly after, Nancy Harkness Love was successful in getting the Womens Auxiliary Ferrying Squadron (WAFS) established, and a few women were hired. Jackie Cochran returned to establish the Womens Flying Training Detachment (WFTD). On August 5, 1943, these two efforts - WAFS and WFTD - merged to become the Women Airforce Service Pilots (WASP), with Cochran as director. More than 25,000 women applied - with requirements including a pilots license and many hours experience. The first class graduated on December 17, 1943. The women had to pay their own way to the training program in Texas. A total of 1830 were accepted into training and 1074 women graduated from WASP training during its existence, plus 28 WAFS. The women were trained the Army way and their graduation rate was similar to that for male military pilots. The WASP was never militarized, and those who served as WASP were considered civil service employees. There was considerable opposition to the WASP program in the press and in Congress. General Henry Hap Arnold, US Army Air Force commander, first supported the program, then disbanded it. The WASP was deactivated December 20, 1944, having flown about 60 million miles in operations. Thirty-eight WASP were killed, including some during training. Records of WASP were classified and sealed, so historians minimized or ignored the women pilots. In 1977 - the same year the Air Force graduated its first post-WASP women pilots - Congress granted veteran status to those who had served as WASP, and in 1979 issued official honorable discharges. Wings Across America is a project to tape memories of WASP. Note: WASP is the correct use even in the plural for the program. WASPs is incorrect, because the P stands for Pilots so its already plural.

Understanding the Backlash Against Feminism

Understanding the Backlash Against Feminism Backlash  is a negative and/or hostile reaction to an idea, especially a political idea. The term is usually used to refer to a reaction that happens after some time, as opposed to an instant negative reaction when an idea is presented. The  backlash  often occurs after the idea or event has had some popularity. The term has been applied to feminism and womens rights since about 1990. There is often perceived to be a backlash against  feminism  in U.S. politics and public media. Politics After the great successes of the  women’s liberation movement, a backlash against the  Ã¢â‚¬Å"second wave† of feminism  began during the 1970s. Social historians and  feminist theorists  see the beginning of the political  backlash  against feminism in several different events: The volatile political climate surrounding the effort to ratify the  Equal Rights Amendment (ERA)The anti-feminist groups who attacked the Supreme Court’s  Roe v. Wade  decisionThe election of  Ronald ReaganThe rise of Jerry Falwell’s Moral Majority organization Media There was also a backlash against feminism found in the media: In declarations that feminism is deadIn the description of the 1980s and beyond as â€Å"post-feminist†In the narrative that treats feminism as a movement of the past rather than a  still evolving forceIn the accepted use of stereotypes of feminist women, and of women in general Feminists point out that in the late 1800s and early 1900s, powerful voices also tried to sweep  Ã¢â‚¬Å"first wave† feminism out of the public’s awareness. The publication of  Susan Faludis  Backlash: The Undeclared War Against American Women  in 1991 began a significant  public conversation on the fate of feminism in the 1980s. The attack on the  Equal Rights Amendment  by the New Right, especially by  Phyllis Schlafly  and her  STOP-ERA campaign, had been disappointing, but with Faludis book, other trends became more apparent to those who read her best-seller. Today Women remain underrepresented among media decision-makers, and many have looked at later trends as being part of a continuing backlash against feminism, scapegoating womens rights advocacy for not only making women unhappy but destroying masculinity. In the 1990s, legislation about welfare seemed to make poor single mothers responsible for the problems of the American family. Continuing opposition to womens reproductive rights and decision-making authority regarding birth control and abortion has been described as a war on women, echoing Faludis book title. In 2014, a media campaign, Women Against Feminism, took to social media as yet another kind of backlash against feminism. Susan Faludis  Backlash In 1991, Susan Faludi published  Ã‚  Backlash: The Undeclared War Against American Women.  This book examined the trend at that time, and similar backlashes in the past, to reverse womens gains in moving towards equality. The book became a best-seller. The National Books Critics Circle Award was given in 1991 to  Backlash  by Faludi. From her first chapter: Behind this celebration of the American womans victory, behind the news, cheerfully and endlessly repeated, that the struggle for womens rights is won, another message flashes. You may be free and equal now, it says to women, but you have never been more miserable. Faludi examined the inequalities that faced American women during the 1980s. Her inspiration was a Newsweek cover story in 1986 about a scholarly study, coming out of Harvard and Yale, supposedly showing that single career women had little chance of marrying. She noticed that the statistics didnt really demonstrate that conclusion, and she began noticing other media stories that seemed to show that feminist gains had actually hurt women. The womens movement, as we are told time and again, has proved womens own worst enemy. In the 550 pages of the book, she also documented the factory closings in the 1980s and the effect on blue-collar women workers. She also noted that the United States was alone among industrialized nations in not providing a system of child care, making it more difficult for women, still expected to be primary caregivers of the familys children, to enter the workforce on an equal basis to men. Despite her analysis including racial and class issues, critics have pointed out that her book largely addresses issues of middle class and successful white women. With her focus on the marriage study, critics also noted the focus on heterosexual women. She documented many ways in which the media, including advertisers, newspapers, movies, and television, blamed feminism for problems of American women and families. She showed that the common media myths of unhappy women were not accurate. The movie  Fatal Attraction  seemed to sum up the negative image of a woman. Mary Tyler Moores independent character of the 1970s had been remade into a divorcee in a new 1980s series. Cagney and Lacy was canceled because the characters didnt fit feminine stereotypes.  Fashions featured more frills and restrictive clothing. Faludis book also documented the role of the New Right, anti-feminist conservative movement, identifying itself as pro-family. The Reagan years, for Faludi, were not good ones for women.    Faludi saw the backlash as a recurring trend. She showed how each time that women seemed to make progress towards equal rights, the media of the day highlighted supposed harm to women, and at least some of the gains were reversed. Some of the negativity about feminism came from feminists: Even founding feminist Betty Friedan has been spreading the word: she warns that women now suffer from a new identity crisis and new problems that have no name. This article has been edited and content added by Jone Johnson Lewis.

Write introduction about skydivers and paratroopers and various laws Essay

Write introduction about skydivers and paratroopers and various laws of conservation that work in this case - Essay Example The laws of conservation are applicable in this technique because of the transfer of energy to other parts of the body. One should place their feet together, bend their knees, and tip over to a chosen side just as the ground is touched. Through this, the weight of the fall does not concentrate on the feet, rather it spreads throughout the body. Momentum gained during a fall depends on mass and velocity. The longer the time taken to land, the lesser the impact, and in consequence, bending knees is an effort to elongate the period of the force of impact. A longer period of impact scientifically means that the effects of the impact are transferred and reduced. If a paratrooper or skydiver hits the ground with legs unfolded, he/she may break a bone or suffer worse injuries because of the sudden impact of force (Mei-Dan & Carmont, 2012). If the knees are bent, and one moves towards either side, the force of impact happens in a longer period, which is less deleterious to the person landing. In physics, the term conservation means that there is no loss in energy, only that it is transferred through objects without net change in the energy. It is necessary to roll as much as possible to ensure that the energy is tolerably transferred in the process of landing. Apart from mild and serious injury, poor landing causes unnecessary embarrassment to a paratrooper or a skydiver. For this reason, there are diverse safety measure that skydivers and paratroopers must take to ensure successful landing. It is necessary to understand basic factors such as terrain, wind direction, an oscillation of the paratrooper or skydiver. These factors often vary and no matter the intensity of training given (Orlick, 2014), without proper information on natural factors, landing may be catastrophic. Injuries are common on the ankles, but necessary security measures must also be taken to protect the torso,

Whole Foods Market Case Study Example | Topics and Well Written Essays - 1750 words

Whole Foods Market - Case Study Example This case study provides a different look at the situation, wherein the specificity of the supplies is what gives the product and services of WFM its value. Following the turn of the millennium the market for natural and organic food sales shifted from niche to mainstream. Once considered excessive in terms of cost and unimportant in terms of health, WFM pioneered and developed an industry that now accounts for more than 2.5%, or $13.8 billion in US food sales annually. This product line has shown greater growth in sales than traditional grocery offerings for the last several years. Further, studies indicate that this trend will continue into the future as the Baby Boomers reach senior status, their children enter middle age and their grandchildren reach adulthood. Each of these generations has enjoyed a greater degree of disposable income and exposure to higher education; factors which both play a major role in WFM’s market demographic. With that said, at the time this study was written, their organizational objective was to reach $12 billion in revenue and have more than 300 stores in operation (Harasta & Hoffman, n.d.). They w ere able to achieve only half of this objective by reaching 304 store locations domestically and another 12 internationally for a total of 316 current locations (â€Å"Our Stores,† n.d.). Unfortunately, while up 12% from 2009, they fell short of their fiscal goals reaching $9 billion in sales in 2010 (McCann, 2010); however with only half of the 2011 fiscal year gone they have significantly overtaken the half-way mark of 2010 by already producing $5.4 billion in sales (McCann, 2011). WFM face three pivotal issues that are hindering their ability to expand at a faster pace: Increased competition, rigid target market requirements and a limited supply of natural and organic goods.  Currently, they control 47% of organic food sales in the US; however similar vendors and national supermarket chains have taken notice of the profitability of natural products and entered the market with varying degrees of success.

Gender and Flag Question Essay Example for Free

Gender and Flag Question Essay Feminists argue that gender matters because _____. Select one: a. it helps us bring some order to a chaotic world b. it structures social relations between people c. it emphasizes natural differences that exist between men and women d. there are roles for which men are each better suited and other roles for which women are better suited Question 2 Not yet answered Marked out of 3. 00 Flag question Question text Your introductory sociology professor believes that gender roles serve a purpose in society to fulfill certain functions. What type of theoretical background is your professor espousing? Select one: a. conflict b. postmodern c. structuration d. structural functionalism Question 3 Not yet answered Marked out of 3. 00 Flag question Question text Which of the following theories is associated with the idea that gender is a process—a product of our everyday social interactions? Select one: a. psychoanalytic theory b. conflict theory c. microinteractionist theory d. postmodern theory Question 4 Not yet answered Marked out of 3. 00 Flag question Question text How might a sociologist describe the difference between homosexuality and homosexual behavior? Select one: a. Homosexuality is a fixed social identity that is determined at birth, and homosexual behavior is the outward manifestation of that identity. b. Homosexuality is a lifestyle choice, whereas homosexual behavior is a choice about how to act in a particular moment and context. c. Homosexuality implies having a certain social identity, whereas homosexual behavior is a choice about a particular activity at a particular time. d. Homosexuality implies obtaining a social identity through repeated homosexual behavior Question 5 Not yet answered Marked out of 3. 00 Flag question Question text While policies that overtly discriminate against women have mostly been driven from the workplace, there still exist covert barriers that are often referred to as _____. Select one: a. the mommy track b. the glass ceiling c. hegemonic masculinity d. the glass escalator Question 6 Not yet answered Marked out of 3. 00 Flag question Question text _____ is a nearly universal system involving the subordination of femininity to masculinity. Select one: a. Patriarchy b. Sexism c. Matriarchy d. Hegemonic masculinity Question 7 Not yet answered Marked out of 3. 00 Flag question Question text Gender studies can be said to focus on the relationship between _____. Select one: a. nature and nurture b. sex and sexuality c. men and women d. sexual preference and social environment Question 8 Not yet answered Marked out of 3. 00 Flag question Question text Which of the following statements offers an essentialist explanation for gender differences? Select one: a. Women find themselves in lower paying jobs with fewer opportunities for advancement because such jobs make it easier for them to balance work and family. b. Women take on more responsibility for domestic tasks because men still think of such things as women’s work. c. There are far fewer women professors in the hard sciences because women are tracked toward the humanities and social sciences. d. Women are overrepresented in professions such as nursing, teaching, and social work because they are inherently more nurturing and caring than men. Question 9 Not yet answered Marked out of 3. 00 Flag question Question text Women working in male-dominated professions often find that there are _____ opportunities for advancement, and men working in female-dominated professions often advance _____ their female colleagues. Select one: a. limited; more slowly than b. limited; as quickly as c. ample; as quickly as . limited; more quickly than Question 10 Not yet answered Marked out of 3. 00 Flag question Question text The interview with Paula England highlights the changing gender dynamics of relationships for college students. In what way have the female college students that Dr. England describes lost a level of equality with male college students? Select one : a. Women have more limited choices in dating partners. b. Women encounter a lack of reciprocal sexual pleasure. c. Women encounter reduced communication about relationships from men. d. Women are burdened with a larger share of the â€Å"emotional work† required to keep a relationship function.

The Creator Who Started the Trend of Vampire Essay -- Literary Analysi

The Creator Who Started the Trend of Vampire Bram Stoker was the author of the world-wide famous novel, Dracula (1897). He was born on November 8, 1847 in Dublin, Ireland. His full name was Abraham, but was called Bram for short. Unlike today’s families, he grew up living with seven siblings. When he was young, he was an enfeebled child bedridden for his first 8 years. His father, Abraham Stoker (1799-1876), was a civil servant – someone who works for the government – and his mother was Charlotte Mathilda Blake Thornley (1818-1901). He married actress Florence Baleombe (1858-1937) in 1878. Stoker and Florence had one son named Irving Noel Thornley Stoker (1879-1961). (Merriman, 1) Even though Stoker was a sallow child, he eventually recovered and was able to attend Trinity College to study a variety of subjects. He studied mathematics, participated in sports, and was designated a spot on the school council as president of the Philosophical Society. He graduated with honors in 1870. (Merriman, 1) Due to his father’s occupation, Bram Stoker himself became a civil servant while reviewing dramatic theater. Stoker quit being a civil servant to pursue his career as a writer through the meeting of Sir Henry Irving (1838-1905), an actor for William Shakespeare’s plays and manager of the Lyceum Theater in London. With Sir Henry Irving, being one of Stoker’s reliable friends, he offered him the job of becoming co-manager of Lyceum Theater in London, where he continued to delve into the writing world. (Weinfeld, 365) From there on, he wrote many books, one of which he created the masterpiece Dracula (1897). Dracula Stoker’s first copy of Dracula (1897) was published in the year 1887, starting the trend of vampires. It underwent numero... ...tinue to live on to this day. He based Count Dracula on two historical people – Vlad Tepes and Elisabeth Bathory. Using mainly these two characters, Stoker created a book on which it would be the founder of vampire books. Without the existence of Bram Stoker, vampires might not have been as popular as they are today. For instance, in today’s world, vampire books such as Twilight, Vampire Diaries, and Vampire Academy have become world famous through vampirism. Movies have even been based on Dracula (1897), similarly close to the original, using special effects on how to kill a vampire. Without the publication of Dracula (1897), there would not have been dark, gory, or evil stories to set off the advances using a new essence of writing. With Stoker’s great mind and ability to create Dracula (1897), it changed the thought of many writers throughout the world. The Creator Who Started the Trend of Vampire Essay -- Literary Analysi The Creator Who Started the Trend of Vampire Bram Stoker was the author of the world-wide famous novel, Dracula (1897). He was born on November 8, 1847 in Dublin, Ireland. His full name was Abraham, but was called Bram for short. Unlike today’s families, he grew up living with seven siblings. When he was young, he was an enfeebled child bedridden for his first 8 years. His father, Abraham Stoker (1799-1876), was a civil servant – someone who works for the government – and his mother was Charlotte Mathilda Blake Thornley (1818-1901). He married actress Florence Baleombe (1858-1937) in 1878. Stoker and Florence had one son named Irving Noel Thornley Stoker (1879-1961). (Merriman, 1) Even though Stoker was a sallow child, he eventually recovered and was able to attend Trinity College to study a variety of subjects. He studied mathematics, participated in sports, and was designated a spot on the school council as president of the Philosophical Society. He graduated with honors in 1870. (Merriman, 1) Due to his father’s occupation, Bram Stoker himself became a civil servant while reviewing dramatic theater. Stoker quit being a civil servant to pursue his career as a writer through the meeting of Sir Henry Irving (1838-1905), an actor for William Shakespeare’s plays and manager of the Lyceum Theater in London. With Sir Henry Irving, being one of Stoker’s reliable friends, he offered him the job of becoming co-manager of Lyceum Theater in London, where he continued to delve into the writing world. (Weinfeld, 365) From there on, he wrote many books, one of which he created the masterpiece Dracula (1897). Dracula Stoker’s first copy of Dracula (1897) was published in the year 1887, starting the trend of vampires. It underwent numero... ...tinue to live on to this day. He based Count Dracula on two historical people – Vlad Tepes and Elisabeth Bathory. Using mainly these two characters, Stoker created a book on which it would be the founder of vampire books. Without the existence of Bram Stoker, vampires might not have been as popular as they are today. For instance, in today’s world, vampire books such as Twilight, Vampire Diaries, and Vampire Academy have become world famous through vampirism. Movies have even been based on Dracula (1897), similarly close to the original, using special effects on how to kill a vampire. Without the publication of Dracula (1897), there would not have been dark, gory, or evil stories to set off the advances using a new essence of writing. With Stoker’s great mind and ability to create Dracula (1897), it changed the thought of many writers throughout the world.

How Multi-Agency Teams Work Together to Form a Support Network

14. 4. 2 Peter explained that multi-agency teams work together to form a support network, they also work together to make the best plan/programme for the parents, school and child to get the best possible outcome and the child to achieve their potential. A child struggling with communicating and language may see a speech and language therapist, special education needs co-ordinator, psychologist, depending on the child’s requirement all have a different job within the team to get the best out of the child. Special Education Needs Co-ordinator – They organise all the members in the team and keeps checks on how things are going and making sure that all members are talking to each other by planning meetings. Speech and language therapist – They diagnosis the communication delay and advice on ways the child can be helped and sets down a plan/programme. If a child is coping with other forms of disability then there are other team member that can help to bring the best out in a child, if they are have a visual impairment or have autism. Sensory support teacher – help children and advice schools that have visual or auditory impairment on how to keep the child involved and what they need to do extra to make the child feel at ease. Autism advisory teacher- advise schools on the needs of a child with autism, who maybe struggling with social interaction and communication. They may work with the child at the school to get the best outcome. If none of the above are having affect and the child still doesn’t seem to be making the right progress then an Educational Psychologist may come involved to talk to the child and find out if there are other problems affecting the child that other members in the team cannot see. All the above have to have a good working relationship together to get the best outcome for the child, each on brings different advice and support for the parents and school so that their child can achieve the best in either the fastest time or over a long period.

Mr. William Bryant And His Romantic Antics Essay

Romanticism is a style of writing based in the late 19th century. It is characterized by nature, individual expression, emotion and imagination. Many writers in his time were part of the Romantic Movement and William Cullen Bryant was one of them. His poems are full of Romantic ideals such as the benevolence of Nature and the emphasis on emotion. Bryant is clearly a Romantic poet and his poems â€Å"Thanatopsis† and â€Å"To a Waterfowl† are clearly illustrations of this. Nature is a big part of both â€Å"Thanatopsis† and â€Å"To a Waterfowl†. In â€Å"Thanatopsis†, Nature actually has a speaking part. The personified Nature teaches the reader to not fear death, but accept it as a part of life. Nature in this poem is very comforting. She is described in detail and is portrayed as calm and compassionate in her way of speaking. In â€Å"To a Waterfowl†, nature is also important and in this poem, it is more concrete than the Nature in â€Å"Thanatopsis†. Bryant is talking about a lone waterfowl that is flying through the air. The waterfowl is part of nature and he questions it as if it would answer. In Romantic poetry, it would answer, as in Thanatopsis, where nature actually speaks to the reader. This also shows the freedom and the mystical aspect in his writing. Idealism is also a big romantic characteristic in these poems. In Thanatopsis, realism would consider death a dark and horrible thing. However, the idealistic Bryant portrayed it as a part of life and that dying would bring you back to the divine Nature. In â€Å"To a Waterfowl†, the bird is solitary because he is a freethinking spirit and is flying free from other’s conventional ideas. This appeals to the radical and the idealistic Romantic in him. This poetry by William Cullen Bryant is clearly of the Romantic style. He uses nature in his poetry in an aesthetic way, stating it as a kind being. Idealism is used in a romantic manner, glorifying death and showing the freedom of life in its natural form. His poetry is full of content and emotion with forgiveness and love. Bryant’s â€Å"Thanatopsis† and â€Å"To a Waterfowl† are two excellent examples of Romantic poetry because they use  Romantic ideas of freedom, idealism, and benevolence of nature.

Refutation Definition and Examples

Refutation Definition and Examples In rhetoric, refutation is the part of an argument in which a speaker or writer counters opposing points of view. Also called  confutation. Refutation is the key element in debate, say the authors of The Debaters Guide   (2011). Refutation makes the whole process exciting by relating ideas and arguments from one team to those of the other (The Debaters Guide, 2011). In speeches, refutation and confirmation are often presented conjointly with one another (in the words of the unknown author of Ad Herrenium): support for a claim (confirmation) can be enhanced by a challenge to the validity of an opposing claim (refutation). In classical rhetoric, refutation was one of the rhetorical exercises known as the  progymnasmata. Examples and Observations Refutation is the part of an essay that disproves the opposing arguments. It is always necessary in a persuasive paper to refute or answer those arguments. A good method for formulating your refutation is to put yourself in the place of your readers, imagining what their objections might be. In the exploration of the issues connected with your subject, you may have encountered possible opposing viewpoints in discussions with classmates or friends. In the refutation, you refute those arguments by proving the opposing basic proposition untrue or showing the reasons to be invalid...In general, there is a question about whether the refutation should come before or after the proof. The arrangement will differ according to the particular subject and the number and strength of the opposing arguments. If the opposing arguments are strong and widely held, they should be answered at the beginning. In this case, the refutation becomes a large part of the proof . . .. At other times when the opp osing arguments are weak, the refutation will play only a minor part in the overall proof. -Winifred Bryan Horner, Rhetoric in the Classical Tradition. St. Martins, 1988 Indirect and Direct Refutation Debaters refute through an indirect means when they use counter-argument to attack the case of an opponent. Counter-argument is the demonstration of such a high degree of probability for your conclusions that the opposing view loses its probability and is rejected...Direct refutation attacks the arguments of the opponent with no reference to the constructive development of an opposing view...The most effective refutation, as you can probably guess, is a combination of the two methods so that the strengths of the attack come from both the destruction of the opponents views and the construction of an opposing view. -Jon M. Ericson, James J. Murphy, and Raymond Bud Zeuschner,  The Debaters Guide, 4th ed. Southern Illinois University Press, 2011An effective refutation must speak directly to an opposing argument. Often writers or speakers will claim to be refuting the opposition, but rather than doing so directly, will simply make another argument supporting their own side. This is a fo rm of the fallacy of irrelevance through evading the issue. -Donald Lazere,  Reading and Writing for Civic Literacy: The Critical Citizens Guide to  Argumentative Rhetoric. Taylor Francis, 2009 Cicero on Confirmation and Refutation [T]he statement of the case . . . must clearly point out the question at issue. Then must be conjointly built up the great bulwarks of your cause, by fortifying your own position, and weakening that of your opponent; for there is only one effectual method of vindicating your own cause, and that includes both the confirmation and refutation. You cannot refute the opposite statements without establishing your own; nor can you, on the other hand, establish your own statements without refuting the opposite; their union is demanded by their nature, their object, and their mode of treatment. The whole speech is, in most cases, brought to a conclusion by some amplification of the different points, or by exciting or mollifying the judges; and every aid must be gathered from the preceding, but more especially from the concluding parts of the address, to act as powerfully as possible upon their minds, and make them zealous converts to your cause. -Cicero, De Oratore, 55 BC Richard Whately on Refutation Refutation of Objections should generally be placed in the midst of the Argument; but nearer the beginning than the end. If indeed very strong objections have obtained much currency, or have been just stated by an opponent, so that what is asserted is likely to be regarded as paradoxical, it may be advisable to begin with a Refutation. -Richard Whately, Elements of Rhetoric, 1846)​ FCC Chairman William Kennards Refutation There will be those who say Go slow. Dont upset the status quo. No doubt we will hear this from competitors who perceive that they have an advantage today and want regulation to protect their advantage. Or we will hear from those who are behind in the race to compete and want to slow down deployment for their own self-interest. Or we will hear from those that just want to resist changing the status quo for no other reason than change brings less certainty than the status quo. They will resist change for that reason alone. So we may well hear from a whole chorus of naysayers. And to all of them, I have only one response: we cannot afford to wait. We cannot afford to let the homes and schools and businesses throughout America wait. Not when we have seen the future. We have seen what high capacity broadband can do for education and for our economy. We must act today to create an environment where all competitors have a fair shot at bringing high capacity bandwidth to consumers- especial ly residential consumers. And especially residential consumers in rural and underserved areas. -William Kennard, Chairman of the FCC, July 27, 1998 Etymology: From the Old English, beat Pronunciation: REF-yoo-TAY-shun

How Soap Works

How Soap Works Soaps are sodium or potassium fatty acids salts, produced from the hydrolysis of fats in a chemical reaction called saponification. Each soap molecule has a long hydrocarbon chain, sometimes called its tail, with a carboxylate head. In water, the sodium or potassium ions float free, leaving a negatively-charged head. Key Takeaways: Soap Soap is a fatty acid of a salt.Soaps are used as cleansers and lubricants.Soap cleans by acting as a surfactant and emulsifier. It can surround oil, making it easier to rinse it away with water. How Soap Cleans Soap is an excellent cleanser because of its ability to act as an emulsifying agent. An emulsifier is capable of dispersing one liquid into another immiscible liquid. This means that while oil (which attracts dirt) doesnt naturally mix with water, soap can suspend oil/dirt in such a way that it can be removed. The organic part of natural soap is a negatively-charged, polar molecule. Its hydrophilic (water-loving) carboxylate group (-CO2) interacts with water molecules via ion-dipole interactions and hydrogen bonding. The hydrophobic (water-fearing) part of a soap molecule, its long, nonpolar hydrocarbon chain, does not interact with water molecules. The hydrocarbon chains are attracted to each other by dispersion forces and cluster together, forming structures called micelles. In these micelles, the carboxylate groups form a negatively-charged spherical surface, with the hydrocarbon chains inside the sphere. Because they are negatively charged, soap micelles repel each other and remain dispersed in water. Grease and oil are nonpolar and insoluble in water. When soap and soiling oils are mixed, the nonpolar hydrocarbon portion of the micelles break up the nonpolar oil molecules. A different type of micelle then forms, with nonpolar soiling molecules in the center. Thus, grease and oil and the dirt attached to them are caught inside the micelle and can be rinsed away. The Disadvantage of Soap Although soaps are excellent cleansers, they do have disadvantages. As salts of weak acids, they are converted by mineral acids into free fatty acids: CH3(CH2)16CO2-Na HCl → CH3(CH2)16CO2H Na Cl- These fatty acids are less soluble than the sodium or potassium salts and form a precipitate or soap scum. Because of this, soaps are ineffective in acidic water. Also, soaps form insoluble salts in hard water, such as water containing magnesium, calcium, or iron. 2 CH3(CH2)16CO2-Na Mg2 → [CH3(CH2)16CO2-]2Mg2 2 Na The insoluble salts form bathtub rings, leave films that reduce hair luster, and gray/roughen textiles after repeated washings. Synthetic detergents, however, may be soluble in both acidic and alkaline solutions and dont form insoluble precipitates in hard water. But that is a different story... Sources IUPAC. Compendium of Chemical Terminology, 2nd ed. (the Gold Book). Compiled by A. D. McNaught and A. Wilkinson. Blackwell Scientific Publications, Oxford (1997).  Archived. Klaus Schumann, Kurt Siekmann (2005). Soaps.  Ullmanns Encyclopedia of Industrial Chemistry. Weinheim: Wiley-VCH.   Thorsten Bartels et al. (2005). Lubricants and Lubrication.  Ullmanns Encyclopedia of Industrial Chemistry. Weinheim: Wiley-VCH.​

Hyperbaric Oxygen Therapy in the management of foot ulceration and its Literature review

Hyperbaric Oxygen Therapy in the management of foot ulceration and its efficacy within the lower limb - Literature review Example Wound in lower limb are common and have tendency to turn chronic. There are basically 3 types of ulcers which can present in the lower limb. They are venous stasis ulcers, arterial or ischemic ulcers and neuropathic or diabetic ulcers. It is important to identify the type of wound because management and prognosis are different for different types of wound. Venous stasis ulcers are mainly located below the knee and in the inner aspects of the leg just above the ankle, like the medial malleolus (Gabriel and Camp, 2008). They occur when inadequate action of the calf muscle to pump out blood results in venous hypertension (Gabriel and Camp, 2008). The base of the ulcer is usually red, the borders are irregular and the ulcer may be covered with yellowish tissue. Fluid drainage is a characteristic feature of venous ulcer. The surrounding skin will be discolored and swollen and may feel warm (Gabriel and Camp, 2008). Ischemic or arterial ulcers are usually located in the feet, especially in regions where there is friction between toes or parts of feet with shoes, or when there is a deformity. They are more likely to occur in the periphery where there is decreased blood supply. The ulcer base is yellowish, grey or black and does not bleed (Gabriel and Camp, 2008). The borders are initially irregular and later have a regular appearance. Neuropathic ulcers commonly occur in diabetic patients and they are usually located at pressure points on the plantar aspect of the feet. Neuropathy causes loss of foot sensation and also changes in sweat-producing glands increasing the risk of being unaware of foot trauma, injuries and callosities. The ulcers appear punched out with the surrounding skin callosed. The ulcer may appear pink or brown (Gabriel and Camp, 2008). Lower extremity ulcers have varied prognosis and are associated with many complications. They are the

Education and career goals for a scholarship Essay - 1

Education and career goals for a scholarship - Essay Example Hence, serve the global community better as an accountant in an area that I have passion in beside acting as a role model to young women. Many people in the community perceive accounting as a demanding career and by taking this challenge, I will encourage many young people to venture into this field. Additionally, women for long have been relegated to low-paying jobs in the service industry. For instance, waitressing and retail positions though this seems to be changing for the better and I would like to be a part of that shift. Therefore, it would be empowering to be among those intending to break the glass ceiling and assume strategic positions in the corporate sector. However, to be in a position to achieve these goals, I require a lot of support particularly financial. This is because my husband and I own a small business in Loveland whose net income is not even sufficient for us. We neither pay ourselves a salary nor do I have any other funding available from Stafford loans for my education. Hence, implying realizing my goals will be quite a challenge due to economic constraints, which we are experiencing. This is despite having searched relentlessly for organizations that would help me in achieving my academic goals. Therefore, based on my financial condition I believe that I deserve this scholarship opportunity. Since, I am hardworking, tenacious and always striving to succeed in every endeavor I undertake. Besides, I want to be a role model for other young women in my community. Therefore, awarding me this scholarship opportunity in your foundation will help me accomplish my educational and career goals. I look forward to your positive

Critique of Kokomo sung by the Beach Boys Essay

Critique of Kokomo sung by the Beach Boys - Essay Example Mike Love added the "Aruba, Jamaica" part and changed the line "Thats where we used to go" to "Thats where we want to go."† (par. 5). The song was played in the movie Cocktail which featured Tom Cruise. It was ranked number 1 in the US Billboard Hot 100 number-one singles (DeKnock, 1988). The pitch is an element of tone, determined by the frequency of vibration (Free Dictionary, par. 1). The song was delivered in well balanced vocal tones and vibration accompanied by steel drums, acoustic guitar, bass and saxophone. The pitch of the voice of singers, Mike Love and Carl Wilson, were harmonious and well blended. The intensity or loudness was average with vocals and instrumentation concocted to arrive at a unified musical structure. High quality exudes from the distinctive overtones heard from the drums at the background and the guitar. In an article written by Jones on Understanding Vibrato, he defined vibrato as "slight variation of pitch resulting from the free oscillation of the vocal cords". This free oscillation of the vocal cords results from (1) an open pharynx or what many call the "open throat" along with (2) healthy "closure of the cords" I consider that vibrato is a result of these two opposites working together: open throat and closed cords. (3) Another majo r factor to be considered in regard to vibrato is the even sub-glottic breath pressure.

The Performance Of Unilever

The Performance Of Unilever In 1999, Unilever implemented what they considered to be an ambitious strategy named Path to Growth which they believed achieved a lot in terms of brand focus, global buying, operating margins and capital efficiency (Cescau Rivers, 2007b). However, according to the then Group Chief Executive Patrick Cescau, the strategy failed to transform growth performance (Cescau Rivers, 2007b, 1). Consequently, adjustments were made to the strategy between 2005 and 2006, aimed at reorganizing and streamlining Unilevers organization and to increase awareness of the Unilever brand (Johnson Scholes, 2006). In terms of innovation, Unilever delivered bigger and better innovations, rolled out faster and to more markets (Unilever, 2009, 5). The tremendous success in fast and effective rollout of innovations was enhanced greatly by the one organizational structure (One Unilever) introduced into the business as a result of the adjustments made to Path to Growth (Unilever, 2009a). For example, the Dove Minimising Deodorant has been rolled out across 37 markets and Clear Shampoo across 37 markets. The success in this area has also been reward by the business publication Fast Company which recently recognized us as the fourth most innovative company in advertising and marketing. In terms of cost saving, the business focused on discontinuing and cutting out activities that failed to add value. The restructuring was one such activity. In 2009 alone, Unilever, achieved cost savings of à ¢Ã¢â‚¬Å¡Ã‚ ¬1.4bn, which was better than expected and also improved working capital by à ¢Ã¢â‚¬Å¡Ã‚ ¬1.9bn (Unilever, 2009a. Despite these and other successes including mergers and acquisitions, operational and sustainability and corporate responsibility, Unilever also failed to achieve some of their targets. For example, in two key markets, India and Spain, we took longer to respond to changing market dynamics and to the intense level of competition especially from low-cost local competitors (Unilever, 2009a, 6). In the processed and packaged goods industry in which Unilever operates, this is a significant failing as the battle for market share is fierce (Ehlers Estes, 2007). Companies primarily achieve this primarily by cost leadership strategies, therefore the need for Unilever to continue on their cost cutting drive cannot be overestimated. Another significant challenge is their inability to develop their brands to top quality status. In their own estimation, product quality is getting better, but we need more of our products to show superiority and there is ample scope to sharpen our communications and to set the innovation bar even higher (Unilever, 2009a, 6). Financial Performance To put Unilevers performance into context, let us look at some of their financial ratios for both the financial year ended 31 December 2009 and ratio averages for a five year period which includes 2006 to 2009. Figure 1: Sales Growth (%) of Unilever, Processed Packaged Goods Industry and SPs 500. Data Source: Yahoo Finance Figure 1 shows Unilevers performance compared against its competitors and the SPs 500 benchmark which has been widely regarded as the best single gauge of the large cap US equities market since the index was first published in 1975 (Standard and Poors, nd). The chart on the left shows the close to 5% decrease in growth of Unilevers sales while the industry average recorded an increase between 2008 and 2009. This reveals that the competition is making inroads in regaining lost market share during the period of the economic downturn. The five year average for Unilever is still showing a positive although it is significantly below industry average. Figure 2 below shows the earnings per share position for the last three years for Unilever. Figure 2: Earnings per share for Unilever (2007 2009) Data source: Yahoo Finance The earnings per share ($) shows the profit attributable to each share held by Unilever for the last three years (McLaney, 2006). Despite a recovery from 2008, the 2009 EPS has fallen again and to levels below 2007s. Figure 3 shows the Price/Earnings ratio compared with competitors and the SP benchmark. Figure 3: P/E Ratio (2009) Source: Yahoo Finance The price earnings ratio is the number of years that it would take at the current share price and rate of earnings, for the earnings from the share to cover the price of the share (McLaney, 2006, 58). This is one of the most important measures investors use to assess a company. Unilever is once again operating below industry average and way below a benchmark of companies in the stock market. This implies that investors are less confident of growth in future earnings (McLaney, 2006, 58) of Unilever compared with industry average and the benchmark of leading companies. In terms of profitability, Figure one shows the position. Profitability Ratios % Unilever Industry SP Gross margin 30.40 38.50 Net margin 9.20 9.80 10.50 5 yr Gross margin 48.60 46.80 37.80 5 yr Net margin 10.10 9.50 11.30 ROCE 15.60 15.00 9.30 ROE 30.60 29.80 20.50 Table 1: Profitability Ratios Source: Yahoo Finance Gross margin figure for 2008 2009 was unavailable for Unilever. The net margin which shows the proportion of profit left for Unilever after all expenses have been taken into account is around the industry average for the period 2008 2009. The 5 year average positions for both gross and net margins are favourable for Unilever, compared to its competitors. Its 5 year gross margin is also significantly better than SPs 500. The return on capital employed (ROCE) and return on equity (ROE) positions are also marginally better than the industry average and significantly better than SPs 500. While the ROCE is a measure of profit as a percentage of total assets less current liabilities, the ROE looks at matters more specifically from the shareholders viewpoint, and reports on profit earned by shareholders after all charges have been accounted for (McLaney, 2006). Table 2 below shows the liquidity and gearing positions of Unilever and comparisons with other companies. Gearing and Liquidity Unilever Industry SP 500 Debt/Equity Ratio 0.83 0.81 1.37 Interest Coverage 48.30 21.00 27.10 Current Ratio 0.90 1.20 1.40 Quick Ratio 0.60 0.80 1.20 Table 2: Gearing and Liquidity. Data source: Yahoo Finance The Debt/Equity Ratio as with all Capital Gearing ratios is concerned with the relative sizes of the funds provided by shareholders on the one hand, and by loan creditors on the other (McLaney, 2006, 56). The higher the ratio, the riskier the business is concerned to be. In this case, the ratio is around industry average and less than the benchmark of top companies, so it should not cause too concern. The interest coverage shows that Unilever can comfortable meet interest payments as they fall due way above the industry average. In terms of liquidity, the current ratio is a measure of whether the current assets are able to meet current liabilities obligations as they fall due. This does not appear to be the case if payment is requested immediately (which a ratio of at least 1:1 will be able to do). In practice however, it is unrealistic to expect to ask for their payments at once unless the business was in serious problems. Therefore, although lower than the competition the current ratio and the quick ratio (which looks at the most liquid of assets, normally excluding inventory) should not cause panic although ways to increase it must be looked at. Brand Awareness According to Unilever, brands and innovation are at the heart of everything we do. We develop our products to keep pace with changes in consumer lifestyles and to appeal to people at all income levels. Success means getting bigger and better innovations into the market faster, supported by the very best marketing (Unilever, 2009, 8). These statements are indeed backed up by initiatives undertaken in the last few years in the UK to increase brand awareness. Some of these initiatives will be briefly described. According to Mathiesen (2009, 19), a recent campaign for Lynx for Men, one of Unilevers mens deodorants, resulted in a 56% increase in (prompted) brand awareness in the UK. This campaign was done through mobile marketing. The campaign sought to achieve the following objectives (Mathiesen, 2009): To enhance awareness of the Lynx brand To market to the 16-24 year old male who are traditionally hard to reach through traditional advertising methods To promote the Lynx brand as attractive to women and modern The success is not only evidenced by the 56% promoted awareness, according to Mathiesen (2009), 86% could recall the Lynx advert and 44% of people felt more positive about Lynx after seeing the add. Not only are Unilever working on improving product branding, they have most significantly moved to increase the company brand image. In March 2009, Unilever UK and Ireland began putting the corporate branding on its product brand advertising including TV, posters and press (Unilever, 2009b), starting with Flora. This move was influenced by research which showed that consumers in the UK and Ireland have relatively low awareness and knowledge of our company, compared to some of our competitors. They are open to the idea of us promoting Unilever more overtly and see this as a sign of honesty and transparency. For a company as large as Unilever, it is surprising that a lot of people who use a lot of their products on a daily basis do not know the name of the company. The same could not be said of its competitors like Nestle or Kraft, for instance. In an industry as competitive as the processed and packaged goods industry, where the extent of competitive rivalry is very high, brand awaren ess is a vital source of achieving and sustaining competitive advantage (Porter, 1998b). Brand Theories Indeed, the importance of Unilever focusing on promoting brand awareness is supported by relevant theory. MacDonald and Sharp (2003, 1), citing Rossiter and Percy (1987) described brand awareness as being essential for the communications process to occur as it precedes all other steps in the process. Without brand awareness occurring, no other communication effects can occur. In other words, a consumer is likely to buy a brand if they are made aware of it. MacDonald and Sharp (2003, 1) also go on to discuss memory theory where brand awareness is position as a vital first step in building the bundle of associations which are attached to the brand in memory (citing Stokes, 1985). Brand awareness is very important when a consumer is making what are usually very quick purchase decisions. According to MacDonald and Sharp (2003), where a customer can identify certain brands, he or she spends very little time looking at unfamiliar brands. Consequently, an unfamiliar brand name or one that is not aggressively promoted risks being ignored, irrespective of the quality of the product. Even after a consumer has formed a consideration set and chosen the few brands from which she will make her purchasing decision, consumers decide to purchase only familiar, well established brands (Keller, 1993). The decision is usually made very quickly as well. According to Dickson and Sawyer (1986), it takes approximately 12 seconds on average for a consumer to view product alternatives and make a choice from different brands. MacDonald and Sharp (2003, 2) also explained that brand awareness affects customers perception of quality. They cited Hoyer and Brown (1990) who found in a consumer choice study that over 70% of consumers selected a known brand of peanut butter from among a choice of three, even though another brand was objectively better quality (as determined by blind taste tests) and even though they had neither bought or used the brand before. This result is even more surprising considering the subjects were given the opportunity to taste all of the brands. Just being a brand dramatically affected their evaluation of the brand (MacDonald and Sharp, 2003, 2). Therefore, Unilever has tremendous opportunities to marry the popularity of their tremendous brand image for most of their products to the corporate brand image. With effective marketing strategies they can generate enough consumer trust and loyalty to dominate entire shopping trolleys of families. This is because in the industry that Unileve r operates in and the kind of products it offers, consumers (buyers) have high bargaining powers. There is also low switching costs which means that a consumer may decide to switch from competitors deodorants to Lynx for the simple reason that the consumer has been used to buying Knorr stock. Recommended Strategy for Unilever Vision We work to create a better future every day. We help people feel good, look good and get more out of life with brands and services that are good for them and good for others. We will inspire people to take small everyday actions that can add up to a big difference for the world. We will develop new ways of doing business that will allow us to double the size of our company while reducing our environmental impact (Unilever, nd). SWOT Analysis Based on an internal analysis of Unilever, their strengths and weaknesses were identified. The opportunities and threats facing Unilever were also determined by undertaking an external analysis. The internal analysis included a review of its financial performance, its marketing function, employees, operations, management, and management information (including technology and RD) which helped to pinpoint Unilevers strengths and weaknesses (Lynch, 2005). The external analysis used the PESTEL and Co. framework which stands for Political, Economic, Socio-Cultural, Technological, Ethical, Legal and Competition. From this analysis, the opportunities and threats facing the business were identified. Strengths Global company Economies of scale Good profit margins Competitive prices Strong brand image for products Innovation Developing and emerging markets Weaknesses Room for improvement in enhancing brand awareness Negative sales growth Company still not a household name Liquidity Opportunities Focus on sustainability and corporate responsibility Speed of technological advancement Low switching costs Threats Low consumer confidence Low consumer spending Volatile political climate in developing and emerging (DE) markets Global economic downturn Fierce competition Figure 4: SWOT Analysis In terms of Unilevers strengths, as was seen from the financial analysis above, they made good profit and their level of gearing is in line with competitors. They maintain a very strong presence in the developing and emerging markets with nearly 50% of their revenues coming from areas such as India and China. However, they need to increase their brand awareness although they are doing it with targeted advertising campaigns. In terms of opportunities, Unilever are well positioned to exploit the opportunities that result from being seen as a company that takes its environmental responsibilities seriously. For example, to meet their aim of growing their business while reducing their environmental impact, our Code of Business Principles and other operational and business polices are designed to ensure that we consistently maintain high social and environmental standards an d we have established processes to track performance in these areas. Our strategy benefits from the insights of the Unilever Sustainable Development Group, comprising five external specialists in corporate responsibility and sustainability that guide and critique the development of our strategy (Unilever, 2009a) In terms of threats facing Unilever, the threat of political volatility especially in emerging markets are mitigated by Unilevers already strong presence there. There have experience of operating in these markets for a good number of years, therefore, they can cope with the volatility. However, the economic downturn has proved constraining to not only Unilever but its competitors. This has also adversely affected consumer confidence and consequently consumer spending which companies like Unilever depend on for their success. Competition is fierce due to low profitability, fairly equal market share and undifferentiated products (Ehlers Estes, 2007). To be successful in the processed and packaged goods industry, there must exist high brand awareness, effective cost management to be able to charge low prices and the commitment to meet ethical standards. Unilever have the strengths to achieve these and are well on their way to overcome weaknesses relating to brand awareness. Once brand awareness increases and the economic conditions become better then this should impact positively on their business as consumer spending and confidence returns. Strategic Options and Choice Based on the SWOT analysis above Unilever are faced with different strategic growth options which are provided below, based on Ansoffs matrix (Johnson Scholes, 2006): Market penetration of existing products into existing markets Market development of existing products into new markets New product development introducing new products into new markets Diversification new products into new markets Strategic Option 1 (Market penetration of existing products) is recommended with details as follows: Maintain and sustain competitive advantage in the DE markets where which is expected to continue to grow Focus on enhancing brand awareness in the developed markets like the UK Develop cross selling and other initiatives to increase usage by existing customers The rationale behind this strategy is that with such fierce competition, Unilevers rivals will unsurprisingly be doing all they can to increase their market share and that will include offering products at low prices. Unilever, by employing the market penetration strategy, will effectively be doing business as usual, while employing cost cutting measures designed to bolster profits. This strategy is less risky especially in an environment of a global economic downturn (Johnson Scholes, 2006). It is also recommended that the strategy be achieved through organic growth as opposed to other activities like mergers and acquisitions which have high potential for failure. In terms of competitive strategy, it is recommended that a combination of cost leadership and differentiation be employed. Although Porter argues for a single generic strategy (1998b), this is not always the best option because customers will require different thing from the same product. For example, for the success of the Lynx brand is because it combines low price with perceived coolness. This combined generic strategy has great chance of success as it enables Unilever to be price competitive while also using obtained brand loyalty to keep customers from rivals. Choosing the right strategy is important. However, more important is the successful achievement of the strategy. This will involve effective deployment of Unilevers resources (those used in the internal analysis above) to achieve set objectives. Communication is also key to ensure that those responsible for implementing the strategy buy into it sufficiently to be motivated enough to implement it successfully (Johnson Scholes, 2006). Finally, it is important that once implemented the strategy should be monitored regularly with a view of making changes or enhancing it as required to achieve set objectives.

Free Admissions Essay - Sojourn to Medicine :: Medicine College Admissions Essays

Admissions Essay -  Sojourn to Medicine    On the first day that I walked into the Church Nursing Home, I was unsure of what to expect. A jumble of questions ran through my mind simultaneously: Is this the right job for me? Will I be capable of aiding the elderly residents? Will I enjoy what I do? A couple of hours later, these questions were largely forgotten as I slowly cut chicken pieces and fed them to Frau Meyer. Soon afterwards, I was strolling through the garden with Herr Schmidt, listening to him tell of his tour of duty in World War II. By the end of the day, I realized how much I enjoyed the whole experience and at the same time smiled at the irony of it all. I needed to travel to Heidelberg, Germany to confirm my interest in clinical medicine.    Experiences like my volunteer work in the German nursing home illustrate the decisive role travel has played in my life. For instance, I had volunteered at a local hospital in New York but was not satisfied. Dreams of watching doctors in the ER or obstetricians in the maternity ward were soon replaced with the reality of carrying urine and feces samples to the lab. With virtually no patient contact, my exposure to clinical medicine in this setting was unenlightening and uninspiring. However, in Heidelberg, despite the fact that I frequently change diapers for the incontinent and deal with occasionally cantankerous elderly, I love my twice weekly visits to the nursing home. Here, I feel that I am needed and wanted. That rewarding feeling of fulfillment attracts me to the practice of medicine.    My year abroad in Germany also enriched and diversified my experience with research. Although I had a tremendously valuable exposure to research as a summer intern investigating chemotherapeutic resistance in human carcinomas, I found disconcerting the constant cost-benefit analysis required in applied biomedical research. In contrast, my work at the University of Heidelberg gave me a broader view of basic research and demonstrated how it can expand knowledge -- even without the promise of immediate profit. I am currently attempting to characterize the role of an enzyme during neural development. Even though the benefit of such research is not yet apparent, it will ultimately contribute to a vast body of information which will further medical science.    My different reactions to research and medicine just exemplify the intrinsically broadening impact of travel.

Powers of police Essay

Polo Games limited was initially involved in manufacture and sale of electronic typewriters changed its product line and started developing and manufacturing hand held computer games and devices. From the scenario of this company it comes out clearly that the company was involved fraudulent and counterfeiting practices and as such it was suspected of having committed a crime. The police came to the business premises one day to search, arrest and seize suspected counterfeit materials used in the fraudulent activities. Police have the powers conferred up on them to do the search and make arrests. Such powers are outlined hereunder: Police and other government authorities have been conferred some powers to arrest, search and even seize property. These powers are available for use by such authorities only in the given circumstances and conditions. For instance the power to search a person for anything is allowed when the person can cover up evidence relating to an offence, or anything which might enable the person to escape from unlawful custody. Other reason or conditions is to search to an extent which is reasonably required to get the required evidence (http://www.11kbw.co.uk/html/articles/policepowers.html, assessed on April 1, 2008). Police have powers conferred to them that enable them to enter and search premises. These powers of entry and search states that: power to enter and search a premise in which a suspected person is hiding; the power only applies to the extent that the police man has reasonable grounds to in believing that there is evidence in the premises. Section 18 of the EPA (Emergency Provisions Act 1996) gives the police power particularly the cop who is the rank of inspector to gain entry into premises occupied by a person under arrest. The inspector in this case should have sufficient belief that there is some evidence in the premises. When such an officer gets into the premises they are covered by the power conferred to them to seize any materials which are suspicious or can be used as evidence in court. This power is deemed critical in cases where it is assumed that some delay may lead to destruction of evidence by the suspected person. Section 17 of the EPA also mandates the police to enter into premises of suspected people in order to execute a warrant of arrest or arrest a person who has committed an arrestable offence. Other reasons for entry and search could involve the capturing of a person who has escaped from the police custody. Such person could have had committed a business related offence. Also in the context of business, police enters or force their way into a premise when there is anticipated damage of the property or evidence. There is section 19 of the EPA which mandates the police officers to enter premises and seize all things obtained through commission of crimes or which act as evidence related to crime.   Police also have power to seize property where there is evidence that it relates to given offence. The basis of this is to prevent the suspect from concealing, losing, altering or destroying the evidence.   Police officers have powers to arrest any person whom they have sufficient evidence or reasonable ground to suspect as having committed or is about to commit crime. To enter business premises, police normally have to obtain warrant from Justice of Peace. The Justice of Peace only grants such warrants when fully convinced that there is sufficient strength of the offence committed. Police seeking such warrants must specify reasons for the search and the things or items to be looked for. Reference: Police powers of search and seizure, available at: http://www.11kbw.co.uk/html/articles/policepowers.html, assessed on April 1, 2008

Engaging In Comparative Education Education Essay

IntroductionIt is in the very nature of logical activity to do comparings. Comparing is a simple portion of idea procedure which enables us to do sense of the universe and our experience of it. Indeed, it can be said that merely by doing comparings can we decently support our place on most inquiries of importance which requires the devising of the judgements. Comparing causes us to do statements to the consequence that one thing is intellectually or morally preferred to or more effectual or better than the other, and this can be clearly exposed in the instruction field, where the quest for betterment for making things better is ever obliging. In a universe which is chiefly focused on intense planetary economic competition and turning beliefs in the cardinal function of instruction as the beginning of possible advantage, authoritiess have become progressively haunted with the international rankings of measured educational results. Educational policy is progressively driven by national efforts to copy the sensed advantage associated with the educational schemes and techniques of other states. Margret Brown argues that documenting patterns in high-scoring states that give thoughts for alteration are really of import ( as cited in Broadfoot 2000, p.361 ) . It would be at least as of import to happen out why similar undertakings have non been successful in other states. ( Shorrocks-Taylor & A ; Jenkins 2000, p.16 ) It is important to measure any suggested patterns from one state to another. Teachers and the general public demand to be informed about the jobs of seting something â€Å" borrowed † into pattern and reform thoughts from other states to our ain system. The increasing international importance of a policy discourse of larning in relation to conventional educational establishments such as schools and universities, reflects the modern-day apprehension of the deduction of the ‘knowledge society ‘ ( Broadfoot 2000, p.358 ) ; It is of great possible and inevitableness for the whole population to be capable and disposed to take advantage of the new methods for accessing new cognition that information and communications engineering is doing available. This besides reflects the turning acknowledgment that ‘learning ‘ is non tantamount with learning. Today ‘s turning concern is womb-to-tomb larning which is strongly described in a recent European Commission study: ‘The Treasure Within ‘ . ( Broadfoot 2000, p.358 )Different position of comparative instruction by different bookmansAntoine Jullien de Paris in 1817 proverb comparative instruction as an analytical survey of instruction in all states with a position to hone national schooling systems with version and alterations from which policymakers can borrow thoughts to implement in their own-country ( Bray 2007, p.1 ) . In Hans ‘ position the public-service corporation of comparative instruction was that type of instruction which analyzes comparative jurisprudence, comparative literature or comparative anatomy in order to foreground the differences in the forces and beginnings that create the differences in the educational systems ( C.S. Oni 2005, p.244 ) . Lewis approached the issue of comparative instruction in footings of an Island formation. Lewis asserted that, no state is an island ; that each is a portion of the universe ; hence, no educational system anyplace in the universe is deserving anything unless it is comparable to some other systems in the universe. â€Å" ( Quoted from C.S. Oni 2005, p.244 ) . Comparative instruction for Blishen is the subdivision of educational theory that has to make with analysing and construing the educational patterns and policies in different states and civilization ( C.S. Oni 2005, p. 244 ) . Le Thanh Khoi believed that comparative instruction is a multidisciplinary country when he said that it â€Å" is non purely a subject, but a field of survey covering all the subjects which serve to understand and explicate instruction † ( quoted from Bray 2007, p. 35 ) . In add-on to larning about other people and civilizations, comparative instruction besides helps the research worker to cognize about oneself. As George Bereday puts it: â€Å" It is self-knowledge Born of the consciousness of others that is the finest lesson comparative instruction can afford. â€Å" ( Quoted from Kubow & A ; Fossum 2003, p. 11 ) . With the sweetening of patriotism and the increasing importance of the state states in the beginning of the nineteenth century comparative instruction was pushed in front. The aim was to larn utile lessons from foreign states, particularly refering instruction systems. This contained a really colonialist position of the western societies on the foreign states. School systems were seen as a resource of new educational thoughts, which could be â€Å" borrowed † to better the ain school system. Comparative instruction transferred itself from extremely pure description degree to a more sophisticated analysis. With the rise of the societal scientific disciplines in the 1950s the historical facet became undistinguished. Alternatively comparative instruction was introduced as a true scientific discipline by utilizing statistical techniques and more quantitative methods. The chief attack was structural functionalism.The purposes of comparative instruction:The purposes of comparative i nstruction are to depict educational systems, procedures, and stoping merchandises every bit good as to help in the development of educational establishments and patterns. It besides highlights the relationships between instruction and society and establishes generalized statements about instruction that is valid in more than one state. Comparative instruction besides deepens our apprehension of our instruction and society ; it can be of great assistance to policy shapers and decision makers ; and can be of great plus in the instruction of instructors ( Bray 2007, p.15 ) . Comparative research besides helps us understand better our ain yesteryear ; turn up ourselves more precisely in the present ; and see more clearly what our educational hereafter may be. Comparative instruction gives the research worker the ability to depict what might be the effect of certain classs of political and economical action, by looking at experience in a scope of states. From the theories mentioned supr a extracted from different bookmans, we can see that comparative instruction facilitates the research workers to larn from the achievement and mistakes that other states have made in the procedure of work outing similar educational jobs. The focal point of comparative survey in instruction is the aggregation and classification of information, both descriptive and quantitative. As Sadler stated in one of his talks delivered in 1900: In analyzing foreign systems of instruction we should non bury that the things outside the schools matter even more than the things inside the school, and govern and construe the things indoors. We can non roll at pleasance among the instruction systems of the universe, like a kid sauntering through a garden, and picking flowers from one shrub and some foliages from another, and so anticipate that if we stick what we have gathered into the dirt at place, we shall hold a life works. A national instruction system of instruction is a living thing, the result of disregarded battles and â€Å" of conflicts long ago † . It has in it some of the secret workings of national life. † ( Quoted from Philips in Alexander et. Al 1999, p.19 ) .On ComparingThe comparative instruction research worker should travel far from the familiar to see the unfamiliar ‘to make the familiar strange ‘ , in order to broader the rules, geographical and epistemic position ( Broadfoot 2000, p .363 ) . When comparing in instruction research workers are bring forthing a assortment of descriptive and explanatory informations which differ from micro to macro comparative informations analysis, leting us to see assorted patterns and processs in a really broad context that helps us to throw light upon them ( Sultana as cited in Borg 2009, p.21 ) . While less developed states have a inclination to look at more developed states to larn from them, more developed states tent to look at states that are on the same economic and educational degree to do cross-national comparings. Examples of this are figure of states that looked at USA as their theoretical account. Switzerland in mid-1990 apart from looking up to USA, it besides hired American advisers to develop a reform bundle for schools ( Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18 ) . On the other manus, America learned besides from other states ( Levin 2010, p.96 in www.kappanmagazine.org ) like East Asia, ( Bray 2007, p.21-22 ) where the US section of instruction made an intensive survey of Nipponese instruction and came out with 12 rules of good patterns. Educators and policy shapers went to Finland, which is the top-performing state in the first three unit of ammunitions of PISA, in order to happen the key to education success to accomplish high Markss in PISA. Pr ivate companies like Cisco and McKinsey, are publishing studies on the quality of instruction around the universe. Comparisons across clip provide information about betterment or diminution over the old ages like comparing the different periods in the history of instruction. These comparings though are limited in the nature of the mention groups or standards used: that is they are normally limited to school systems similar to those being evaluated. When policy shapers look at the yesteryear to larn for the hereafter as the British policy shapers used to make in 1980 ‘s to do comparings with their ain yesteryear instead than with other states. Sometimes the ground to compare with the predecessors is to see how the society has developed every bit good as to larn from the errors that were done in the yesteryear ( Bray 2007, p.23, Bradburn & A ; Gilford 1990, p.2 ) . Comparisons with other vicinities or between provinces, provincials and parts compare similar local educational systems within the same province, or with those in other provinces or the state as a whole. Comparisons with other provinces or the state as a whole have the advantage of comparing between educational systems that are loosely similar. They provide information on peculiar state ‘s degree of accomplishment in instruction to the much broader country of the universe ‘s instruction system ( Bradburn & A ; Gilford 1990, p.2 ) .Example of such comparing is the comparing between the instruction systems of Hong Kong ( Bray 2007, p.131 ) or the instruction systems of Macao ( Bray 2007, p.134 ) . When comparing the research worker has to place the countries ; states or topographic points, and can non be generalised. As Le Than Khoi ( in Sultana as cited in Borg 2009, p.16 ) gave the illustration of the Mediterranean. There are excessively many differences in the part that we call the Mediterranean † to do it the object of comparative analyses. Culture is an of import factor when comparing topographic points. An illustration of this is the consequence that Finland got in the PISA in 2002 compared to other topographic points which was based on the reading competencies. Finland achieved good as it has centuries of cultural tradition that long promoted the reading ability ( Bray 2007, p.167 ) . A comparative instruction research worker must seek non to be prejudiced either on political, national, spiritual, racial, gender or ideological facets. It is important that the paradigms used are relevant to all geographic countries and states that are included in the survey. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are frequently important resource of cultural fluctuation ( Bradburn & A ; Gilford ( 1990 ) , p.21 ) . The part of developing states in international surveies adds information to the development of local research capacity and besides widens the sample of take parting states. Third-world engagement develops North – South duologues every bit good as East- West linkages as it serves as a good beginning for edifice trust and co-operation ( Bradburn & A ; Gilford ( 1990 ) , p.22 ) . As the economic sector is increasing its value and the importance of holding a sound instruction system, the concern and industry sector may confer with comparative educational surveies in their international planning. Textbook publishing houses, developers of educational package and other educational bargainers use comparative instruction to categorise the demands and markets for new merchandises. So the inquiry raised is â€Å" In whose involvements do the instruction system and determinations taken, work? † ( My talk notes ) . Though comparings in instruction are of great benefit there are besides who is sceptic and critic about it. There is the belief amongst these that comparative research will take to a homogeneous-world attack to education that impede proper attending to each state ‘s alone history, civilization, and people. ( Bray 2007, p.178 ) . This thought comes from experiences with international establishments that forced economic policies that had negative effects in less-developed states. It is critical for policy shapers to maintain in head that non all the methods of any state can or should be put into pattern in other states. ( Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87 ) It is of import that â€Å" insiders † and â€Å" foreigners † work collaboratively in order to research and development work that is more sensitive to local, societal buildings of world. ( Crossley 2002, p.82 )Education research undertakings and organisations:As planetary economic competition additions, additions besides the beliefs in the instruction as the beginning of fringy advantage, authoritiess have become progressively haunted with the international rankings of measured educational results. However the issue and impact of power on the educational establishments differentiate signifier in society to another. It is going of import more than of all time as the determination devising in instruction is altering well. The chief histrions are no longer those most affected by instruction like the pupils, parents and the instructors but instead private bureaus and international fiscal establishments ( Stromquist 2002, p.87 ) . International bureaus compare forms and consequences in different states in order to better the advice that they give to national authoritiess and policy shapers. The UNESCO, World Bank and OECD are amongst international bureaus each underscoring their ain purposes changing from teaching method, course of study, economic and fiscal affairs, which play an of import portion in the instruction sphere. Their purpose is to help states in planing and implementing successful policies to turn to the challenges that the educational systems are confronting. They besides create strategies for advancing womb-to-tomb acquisition in relation with other socio-economic policies ( Bray 2007, p. 31 ) . New thoughts gained from international surveies such as PISA, TIMMS and Survey -Lang can be tried to see if they will better the instruction system and to understand why the public presentation of pupils in different states differs ( Shorrocks-Taylor & A ; Jenkins 2000 ) . Since the late 1950 ‘s with the initiation of the International Association for the Evaluation of Educational Achievement ( IEA ) such big graduated table comparative surveies have taken on considerable significance in instruction. From the get downing the IEA has been committed to analyzing larning in the basic school topics and to carry oning on a regular footing study of educational accomplishment. Over clip, these ‘outcome ‘ informations have been progressively linked to analyses of the effects of course of study and school organisation upon larning and the relationship between accomplishment and student attitudes ( Shorrocks- Taylor 2000, p.14 ) . There are different methods on how to mensurate the comparative facet which differs from theoretical grounded surveies intended to construct or prove complex theoretical accounts of educational systems to descriptive surveies whose intent is to supervise different characteristics of educational systems, patterns and results. The intent of theoretically oriented surveies is chiefly to analyze relationships among variables and expression for insouciant accounts. It is designed to analyze links between school accomplishment and such features as course of study, learning methods, household outlooks and support degrees. These highlight the degree of differences between schools or categories every bit good as on differences between pupils as the unit of analysis. ( Bradburn & A ; Gilford 1990, p.5 ) Belatedly, the intensification of international competition, spurred on by globalisation, neo-liberalism and marketizing, has major deductions for cross-national surveies of educational accomplishment, for those engaged in or covering with the powerful influence of national and international conference tabular arraies, and for the theoretical models that we employ in our analyses. If the support of research is progressively linked to commercial involvements, for illustration, the potency for critical theory, or for alternate cultural positions to act upon the building of new cognition, may be progressively challenged. Questions of power and â€Å" whose cognition counts? â€Å" , in the procedure of development arise, possibly, more strongly than of all time before ( mention from my talk notes ) . As Sultana stated, comparative instruction should travel further than the concern with comparing â€Å" like with similar † ( Sultana as cited in Borg 2009, p.9 ) . It focuses more on happening a peculiar point from where educational and related societal phenomenon can be seen from different positions ; make a deeper apprehension of the kineticss as good come up with new thoughts. Comparative instruction provides penetrations on higher instruction, educational invention, teacher instruction, power and instruction researches each conveying the experience of the research worker ‘s state, or the state or the states that research worker has studied and came together in order to portion these issues in debating Sessionss.Comparative instruction and globalisation:In a globalise universe, schools have come under greater national question sing the ways they can lend to or detain a national advancement. Claxton ( 1998 ) has described the rapidly-changing times we are populating a s the ‘Age of Uncertainty ‘ in which it is impossible to foretell the province and form of the universe in few old ages clip ( as cited in Broadfoot 2000, p. 358 ) . The educational universe today encounters systems which may finally turn out to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, ‘all its established systems were developed for a universe that no longer exists † ( quoted in Broadfoot p.267 ) . Accountability and educational transmutation rose oppugning on the instruction procedure itself. The heightened involvement in and concern over instruction has encouraged pedagogues to re-evaluate in the visible radiation of new planetary worlds, the intent of schooling, the implicit in theories about the relationship between instruction and development and oppugning about pedagogue professionalism. ( Watson as cited in Crossley 2002, p.81 ) The ways in which pedagogues in different states view these issues and the schemes employed to turn to them must be understood in the visible radiation of different cultural, societal and political context in each state. By sing the educational issue from the position of two diverse states the research worker can place factor that might be missed when sing the issue within the context of ain state entirely. If the research country is related to researcher ‘s ain cultural environment, it is non ever easy to comprehend its particular features. The instance may look excessively apprehensible and non-problematic. â€Å" A fish can non see that it is populating in H2O † ( quoted in hypertext transfer protocol: //www2.uiah.fi/projects/metodi/172.htm ) . Multiple cultural positions believing and analytic models from a multiplicity of adherent the research would supply an international context every bit good as tools for opening position to heighten the manner of seeing instruct ion.Critical thought on Comparative instruction:Comparative instruction and the critical position taking that comparative enquiry, assist the research worker to travel into a deeper analysis of the relationship among society, development, instruction and the function that citizens either straight or indirectly play in the instruction procedure. Through the development of comparative thought accomplishments research workers should be able to set about analyses of their place civilizations and systems with a more apprehension of the assorted cultural factors at drama. Comparative instruction encourages both research workers and pedagogues to inquire inquiries like: â€Å" What sort of educational policies, planning and instruction are appropriate and for what sort of society? † The field of comparative instruction focuses attending on what might be appropriate and inappropriate policy while encourage consciousness of doctrines underlying educational policies and encourages inte rdisciplinary review. ( Klein 1990, 1996, Epstein 1983 as cited in Kubow & A ; Fossum 2003, p.7 ) . Comparative instruction is good and necessary non merely for bookmans and policy shapers but for instruction practicians every bit good. As Gutek said, instructors function in two dimensions: as citizens of peculiar nation-states, they foster pupils ‘ national individuality ; and 2nd as citizens of a planetary society, they recognize that possibilities of worlds growing and menaces to human endurance traveling beyond national boundaries ( Gutek 1993 as cited in Kubow & A ; Fossum 2003, p.251 ) . Teachers must larn to look at other tantamount schoolroom and school patterns throughout the universe. As Stake ( 1978 ) said â€Å" we observe that people per se pursue the general by looking at the particular. Peoples make sense out of the new fortunes they encounter by comparing that particulars to the existence that includes their ain frames of mention. We have named the procedure of executing cross-cultural probe and so deducing penetrations from these probes the accomplishments o f comparative position pickings † ( quoted in Kubow & A ; Fossum 2003, p.252 ) . Schools are compared with spheres which constitute tenseness and combination of forces. In order to understand and command such status, involves critical accomplishments and the ability to understand the political underlining of societal and educational fortunes ( Kaplan 1991 as cited in Kubow & A ; Fossum 2003, p. 252 ) . These sorts of critical thought can advance critical inquiries like: What is the purpose of schooling? What are the just instruction and who decides? What is the appropriate balance between educator authorization and answerability? What factors reinforce or hinder teacher professionalism? ( Quoted from Kubow & A ; Fossum 2003, p. 252 ) . The field of comparative instruction continues to specify its individuality and significance in the new thought about instruction, society, colonialism and development. Ideas from post-foundational thought, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of advancement, modernness, laterality and subordination that there have been the fulcrum of the chief thoughts in comparative instruction. ( Mehta & A ; Ninnes 2003, p.238 ) , Crossley 2002, p.82 ) .Examples of Case surveies:Case study 1: Comparison literacyThe utility of comparative instruction is seen in the figure of different instance surveies. An illustration of a instance survey is ‘Literacy accomplishments in Maltese-English bilingual kids ‘ by Rachael Xuereb ( 2009 ) . The survey examines the reading and phonological consciousness accomplishments in English and Maltese of kids whose female parent lingua is Maltese and 2nd linguistic communication English. A sample of 50 typically developing Maltese kids aging between 8 old ages 0 months to 10 old ages 5 months was chosen to take part in this survey. The kids acquired Maltese as a first linguistic communication within the household and subsequently acquired English as a 2nd linguistic communication through Kindergarten and/or the early school old ages. The participants in this survey attend a church school situated in the south-western portion of the island. Since kids star traveling to school at the age of 5 old ages, the kids have been larning to read in Maltese and besides in English. For the intent of this survey, Maltese reading and reading-related trials were created to parallel the UK and US standardised appraisals. All the kids sat for the novel trials and the standardized trials. Harmonizing to the consequences found by Xuereb, Maltese kids read better in Maltese than in English, which is the linguistic communication of direction in most of the topics. Each kid was tested on the undermentioned steps in both linguistic communications: word and non word reading, non word repeat, spelling, sectioning words and non words elision, rapid naming of letters, Numberss and colorss, frontward memory for figures. Increasing research has addressed this issue for bilingual pupils, in relationship to whether phonological consciousness in the first linguistic communication predicts phonological consciousness in the 2nd linguistic communication ( Quiroga, Lemos-Britton, Mostafapour, Abbott & A ; Berninger, 2002 ) . Studies comparing first linguistic communication and 2nd linguistic communication decrypting accomplishments in readers of different writing systems suggest that these accomplishments are positively correlated and that single differences in the development of these accomplishments can be predicted on the footing of underlying cognitive and lingual abilities such as phonological accomplishments, memory, orthographic cognition and velocity of processing ( Geva & A ; Wade-Woolley, 1998 as cited in Xuereb 2009, p.331 ) . This survey aimed to happen reply for how do Maltese-English bilingual kids perform on reading and phonological undertakings and to verify whether anterior findings of cross-language transportation from first linguistic communication phonological consciousness to reading or to 2nd linguistic communication phonological consciousness be replicated in this sample of Maltese-speaking pupils.Case study 2: Comparing the function of gender and age on pupils ‘ perceptual experiences towards on-line instruction.This survey conducted by Fahme Dabaj, and Havva BaAYak, was conducted in order to inquiry and analyse the perceptual experiences and attitudes of the pupils to online distance instruction by agencies of electronic mail and the World Wide Web as the method of presenting direction through online sheepskin plans offered by Sakarya University in Turkey with regard to their age and gender. The research was based on a questionnaire as a mean of informations aggregation method. The findings of the analysis explained that although the pupils registered to the on-line plan by will, they preference was for the traditional face-to-face instruction due to the trouble of the gestural communicating, their deficiency of ability in utilizing the engineering required, and their belief in traditional face-to face larning more than on-line instruction. The research methodological analysis of this survey used the quantitative statistical methods and techniques such as significance differences, correlativity and the cross-tabulation distribution to happen out if there is a important relationship between the independent and the dependent variable inquiries, mensurating the function of age and gender of pupils towards their perceptual experiences sing distant instruction. The quantitative information was collected by study questionnaire and was analyzed via quantitative statistical methods. All the pupils enrolled in the distance instruction plans and the online classs in the autumn term of the 2005/2006 Academic Year took portion in the research. Sing gender, the consequences proofed that the female pupils have a better consciousness of the on-line instruction contrasting to the male pupils. Sing age, the consequences showed that the older the pupils ‘ penchant moves towards go toing face-to face categories.Case study 3: Comparison different Art methodological analysiss.I besides attempted to do a little comparative survey in which I compared Art methodological analysis adopted in a province school compared with that adopted by the Verdala International School. The Verdala International is a coeducational international school in which foreign pupils resident in Malta can go to. The Art section in this school in based on two Art Programs ; the IG which is tantamount to O ‘ degree test and the IB which is tantamount to the A ‘ degree test. My research was aimed at conveying out the difference in instructors ‘ and pupils ‘ attack towards the topic. The first difference which I pointed out was the degree of organisation in the province school ‘s Art room in comparing with the â€Å" organized † pandemonium that ruled in the Verdala International. Both instructors ‘ response to my remarks about the Art room environment was that it reflects the methodological analysis they adopt towards the topic. Art lessons in the province school are more structured ; pupils have to follow regulations which hinder them from utilizing their imaginativeness freely. In both schools the lessons where introduced in the same mode there was a batch of instructor talk with the instructor orchestrating the whole thing. The kids were merely asked to take part when the instructor asked them for suggestions. The two lessons differed in the manner they developed while in the province school, the pupils followed the traditional method by copying the instructor ‘s illustrations from the whiteboard and were really limited in experimentation, at Vedala international the pupils were much freer to experiment and be originative. The ground was that although the Art course of study of both schools are really similar, the methodological analysis adopted is different. The instructor at the province school believes that in order to â€Å" interrupt the regulations † in Art foremost the pupil has to larn them by utilizing the traditional method – by copying. While Art lessons at the province school are more exams oriented, although at Verdala International they do hold an terminal of twelvemonth trial, the focal point is more on assisting pupils develop originative thoughts. During my observation Sessionss at the province school, which were carried out in the beginning of November, the instructor systematically reminded the pupils about the test. On the other manus at Verdala International the concluding trial was ne'er mentioned. At the Verdala International I besides tried to compare Maltese pupils who have been to a province school and are now go toing Verdala International with foreign pupils who had been go toing to Art categories in their ain states are now at Verdala. The purpose of such comparing was to place pupils ‘ positions of the methodological analysiss used for the instruction of Art in Malta and abroad. The foreign pupils interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodological analysis used in Maltese province schools is really similar to that in Russia and in the early old ages of the in-between school in Germany. Lessons at Verdala International are more similar to those in Italy where the pupils are active participants and able to take determinations on what they should make. While in province schools every lesson planned out by the instructor following the course of study that is to be covered, at Verdala International the lesson is in the signifier of a group treatment. Each pupil decides on a subject that he/she would wish work on and the instructor will ease his acquisition. This manner, different pupils might be working on different undertakings unlike in province schools where everyone would be making the same thing. Maltese pupils prefer more the methodological analysis used at the Verdala International than the Art methodological analysis used in the province school. The research methodological analysis of this survey consisted of observation Sessionss, interviews with pupils both on single bases and in groups, and interviews with four instructors ( one at Verdala International and 3 at province school ) . The figure of pupils that took portion in this survey was 45 pupils ( 22 at Verdala International and 23 at province school ) .DecisionThe comparative instruction country is composed by what research workers declare about its nature, beginnings, intents, hereafters, by the â€Å" truths † people support and by the battle over what made â€Å" true † comparative instruction ( Mehta & A ; Ninnes 2003, p.240 ) . The significance in analyzing this country utilizing rational truth, the working and foreign systems of instruction will ensue in our better fitted to analyze and understand our ain piece helps to widen and intensify our apprehension of the universe it is a manner to progress our entire capacity to believe. As postulated by Sadler: â€Å" If we study foreign systems of instruction exhaustively and sympathetically-and understanding and thoroughness are both necessary for the task- I believe that the consequence on our heads will be to do us value as we have ne'er prized before the good things which we have at place and besides do us recognize how many things there are in our ain instruction systems which need pmt and seeking alteration. † ( Quoted from Bray 2007 pp. 37-38 ) .