European Films & An Analysis Essay

Films are products of culture. It is a culture woven into a piece of art. Films are like mirrors reflecting certain cultures, and these cultures in turn, are also affected back by these films in which they relate to. In fact, film is considered as one great type of art because of its effectiveness in influencing its audience or film viewers. It is therefore very important to be careful of what should be shown to the viewers though films because of the possible effects that it can do to the public, a social entity that is reemerging from the film with a well-defined historical and contemporary roles and functions. This public is where the film audiences also came from and, audience, is the group where the film is appealing to, influencing them, their thoughts, their ideas and their beliefs as they see their own culture unfolds before them in front of the screen through the motion pictures. It is actually difficult to visualize an instituted and strengthened public/national identity without reinforcement between or among those who are sharing this national identity. The role of films therefore is to relay the information back to those individuals with shared identity, values, culture and many other things in â€Å"their sense of common cultural memory or mutual belonging†1 according to David Forgacs, stated in the book of Ricci. With this high sensibility to the public, more often than not, governments take some, or even much, precautions before allowing some release of films by regulating them or, sometimes, governments take advantage of the films to promote their national goals through the encouragement of some themes in them in exchange to some benefits and privileges given to filmmakers. II. Major European Nations and Their Films It is important to understand that films are generally regulated. Some institutions located in a country or region into where the film is based or created, or the culture of that region or area where the film relates to, must also be considered in the creation of that certain film. Films must also be paralleled or must be aligned with the whims of the regulatory bodies controlling them, or else they cannot be approved for public release and viewing. At present day, these regulations are apparent to some directives given by governing bodies such as the European Union (EU) in European countries. Some of the directive’s provision includes statement such as: †broadcasters reserve for European works the majority proportion of their transmission time†2. This is the general directive. Each country however has their respective ways of regulating and directing their own film industries as well as the films that are to be shown in their respective territories, both in the past and presently. In English film industry in the early eightees, before Thatcher’s intervention, it â€Å"had been generally expected that a Labour government would increase state support for film in recognition of its cultural, and not just commercial, worth† 3 (Hill 1996, 101) Another film industry that can be seen as controlled, making the art as a means to encourage national goals, is seen in the French national film industry where there are quotas as to the percentage of European and American/foreign films that may be shown to the public, and this is claimed to be in accordance with cultural preservation of European values. In Italy however, films are freer and without so much restrictions imposed upon their approval and release to the public. In the early 1920’s Soviet era, foreign films were even utilized for the purpose of its own â€Å"industry’s recovery†. 4 The following section focuses on major European nations and their national film forms in depth analyses in their institutional context. This includes the English, French and Italian film industries among others. III. Selected European Films in Their Institutional Context As the Second World War approached, it was believed that the film productions in European areas were random. That was history. Today, aside from the umbrella rules of the recent EU Directive, each nation, especially the greater ones, have their own sets of rules and policies, as well as style and culture in their respective film industries. The following are major European countries/areas and how their respective film industries are with respect to institutional context/

Education and Philosophy Essay

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

Ayurvedic Medicine Essay Example for Free (#2)

Ayurvedic Medicine Essay Class name Date Introduction Ayurveda, the ancient Sanskrit word (Ayus/living and Veda/revealed wisdom) comes from the traditions of the ancient Indian sages, also known as Rishis. The word â€Å"denotes the enlightened knowledge of all aspects of optimal, healthy, everyday living, and longevity† and, its followers believe Ayurveda to be a â€Å"fortress of wisdom† (Ninivaggi 2008, xvi). Being that the medical practice of Ayurveda goes back as far as 6,000 years, 3,000 of those years recorded and verifiable, it is worth inquiring about why the seemingly successful methodologies and medical practices have not been adopted into the Western framework of scientific medicine. Although Ayurvedic methods and its practitioners are becoming more popular in the United States, with the increased interest by North American patients in preventative and holistic treatments, there appears to be a disconnect about these procedures as validated by providers within North America and our system of payers (i. . , the insurance agencies). As indicated by the Rocky Mountain Institute of Yoga and Ayurveda website, a Boulder, Colorado agency, it was learned that although reimbursements can be found, it often times requires a unique â€Å"system of billing and coding† to ensure payment. There are numerous reports and studies being done that show how Ayurvedic medicine is not just an ancient version of complementary and alternative medicine, but rather these studies demonstrate the validity for support of the treatments. One example of this would be in cancer treatment, there are herbal and traditional medicines that are being studied worldwide to validate their effect on cancer. Alternative and more natural approaches to curing and managing cancers are becoming more popular and common. With the existing regulatory policies and perceptions surrounding Complimentary and Alternative Medicine in the United States, it is my goal to show and provide statistics that will increase awareness and acceptance of the medical wisdom of Ancient Ayurveda. There will be an investigation and explanation showing how Eastern Indian healthcare treatments have been scientifically examined and how they can successfully be adopted into the U. S. healthcare model, via a more global perspective on illness, disease and the prevention of disease from a wellness and holistic approach. Review of Literature The following section summarizes the history of Ayurveda, describes major trends and holes found in the existing research, and explores the evidence both supporting and disproving Ayurveda as a viable and proven healthcare strategy. The History of Ayurveda The concept of Ayurveda was developed sometime around 2500 and 500 BC in India. Ayurveda is rooted in Buddhist and Hindu traditions, but it has been said to connect with Asian medicine (Warrier 2011). Essentially, Ayurveda suggests that the body’s ability to heal itself â€Å"acts through three forces called doshas. These are vata (space and air), pitta (fire and water), and kapha (water and earth)† (Yeager 1998). In order to live a healthy life, these doshas must remain balanced. Typically, Ayurveda is most often used to prevent disease, and has proven beneficial in the treatment of high blood pressure, cholesterol and stress (Yeager 1998). Ayurveda is also helpful in everyday life. Translated, Ayurveda means â€Å"science of life. † This definition is relevant because the ancient Indian system of health care focuses views of man and his illness evolving from the body and its external factors (Yeager 1998). In the present context, the Ayurvedic system of medicine is becoming more widely accepted. It is practiced in India and also in the more economically evolved countries such as Europe, the United States and Japan (Samy, Pushparaj and Gopalakrishnakone 2008). In the mid-1990’s, The World Health Organization also recognized Ayurveda as a system of sophisticated traditional medicine that involved the study of life stimulating observation, and fostering scientific research (Berra and Molho 2010). With the existing and evolving global healthcare crisis that is also currently plaguing the United States (U. S. ), one would believe that an affordable, safe and proven health system so globally recognized would have been able to pass at minimum the test of time but, this is not the case. Although the recent decade has brought about many observations that have added to the scientific credentialing of Ayurveda and other forms of Complementary and Alternative Medicine (CAM), there are still concerns about the ancient Indian treatment and its scientific validity, this is especially true in the U. S. (Rastogi 2010). â€Å"Before the recent upsurge of traditional medicine in a global perspective, Ayurveda was persistently criticized for its ambiguity and philosophical tenants incomprehensible to occidental mind† (Rastogi 2010, 1). Ayurvedic Research Methods Ayurveda is arguably an under researched topic, as scholarly research did not truly begin until the 1970s. This stunted research can be separated into three distinct categories: the examination of traditional Ayurveda in pre-colonial South Asia, the examination of Ayurveda in colonial and post-colonial times in South Asia, and an examination of Ayurvedic practices outside of South Asia (Warrier 2011). The first wave of Ayurvedic research used treatises written in Sanskrit to decipher the origins of Ayurveda. This research helped to conceptualize and understand the Ayurvedic understanding of the body, health and practice, which heavily differed from other representations during that time (Warrier 2011). The second wave of research showed that Ayurvedic practices were encouraged in India until 1835 when British policy changed. When India gained its independence in 1947, the government took immediate steps to standardize Ayurveda; however, the practice was still poorly funded. The effects of British colonialism and favoritism for biomedical has been long lasting. Current practices of Ayurveda are much of hybrid between the two medical practices (Warrier 2011). The third wave of research focused on the advent of Ayurveda in the West (the United States and the United Kingdom) beginning in the 1980s. Deepak Chopra and Maharishi Mahesh Yogi are cited as influential individuals who popularized Ayurveda in the West. Although Ayurveda became more popular, it was discounted as a â€Å"New Age† fad. The third wave of research largely avoids discussions of healthcare reform, or conversations on the â€Å"legitimacy and authenticity of their [Ayurveda] practice† (Warrier 2011). Ayurvedic research presents additional problems. Firstly, â€Å"It’s difficult to conduct double-blind placebo-controlled trials, [†¦ ], because Ayurveda is a holistic system that treats individuals differently with multiple methods† (Hontz 2004). However, these modern scientific studies often ignore the primary objective of Ayurveda, which is to see patients as individuals in need of unique care. Secondly, the new and emerging research has not been disseminated, and the new textbooks on the practice have not been updated. Because this new wealth of information has not yet made it to professionals or students, it is of little use. Within the study of Ayurveda, numerous scholars are calling for new research methodologies (Baghel 2011). In the past, many studies have focused on the use of the plants and herbs (herbal pharmacology) in Ayurveda. Despite the screening of over 2000 medicinal plants over ten years, no conclusive data emerged. Based on the inconclusive findings, other researchers continued to suggest that Ayurvedic research should address the uses and benefits of plants. This research has led to advances in traditional medicine, such as the use of certain plants when modern medicine is unavailable (Baghel 2011). Currently, Ayurvedic research is concerned with altering the research methodologies, separating itself from traditional scientific practices. Another issue with Ayurvedic research is the translation of terminologies. â€Å"For instance, Vata is not air, Pitta is not fire and Bhasma is not oxide- they have much deeper scientific meaning† (Patwardhan 2009). Because Western scientists fail to grasp the full meaning of certain terms, the scientific research of Ayurveda falls short and its reputation has actually been damaged. These failures concerning Ayurvedic research have resulted in certain consequences. Scientists have simply viewed Ayurveda as a means to bolster modern medicine, rather than a unique practice. In addition, eastern Ayurvedic practices have reached a standstill in the midst of the research and implementation controversies. This has severely paralyzed the Ayurvedic educational system, along with its practice (Patwardhan 2009). Many scholars and practitioners conclude that Ayurveda needs to define itself and establish a universal methodology (Baghel 2011). Unless this occurs, Ayurveda will continue to loose momentum. Scholars have suggested adopting a transnational approach to Ayurveda in order to refocus the research. Evaluating Ayurveda from a transnational perspective means looking at, â€Å"[†¦ ]where personnel, ideas, meanings, symbols, products, and practices are constantly crossing boundaries [†¦ ]† (Warrier 2011). This viewpoint would ideally look at the influence of of local practices on global traditions. The American Healthcare System: Evolution? There is evidence in the U. S. nd throughout the world of a growing demand for alternative healthcare choices, based upon the best practices from varying healthcare models. This demand for options appears to be based on an opinion that any single system of healthcare has its inadequacies and will not be able to solve all contemporary health care needs (Shankar 2010). It is this perhaps this assessment that has brought about the dramatic growth of the Complementary and Alternative movement as well as the awareness and evolution of myriad methods of Integrative Medicine (I. M. ) in the last ten to fifteen years. Luckily for proponents and practitioners of Ayurvedic medicine and research, governments and regulatory bodies appear to have also begun to understand the need for varied approaches to health and wellness with the intent that all new models must also establish their safety, quality and efficacy (Shankar 2010). Agencies such as the National Center for Complementary and Alternative Medicine (NCCAM) and The Food and Drug Administration (FDA) are just a few of the institutions in the United States that are starting to provide guidance and policy around C. A. M. and I. M. , which is a positive step because without these policies and approvals, there would be no evolutionary progress whatsoever in terms of Ayurveda in delivery in the U. S. Over the past two decades, U. S. mainstream medicine has become more accepting of Ayurveda and other alternative medical practices. â€Å"A widely quoted study in the New England Journal of Medicine suggests that a third of Americans spend $14 billion a year on alternative medical methods† (Perry 1994). Yet much of this money comes from consumers’ pockets. Although the interest in alternative medicine has increased in recent years, it is still difficult to find insurance coverage, but some companies are offering group and individual policies (Dharamsi 2011). Although the coverage is substantial, it is not full coverage. The need for insurance companies to alter their plans is becoming more pressing as the prevalence of Ayurveda increases in the U. S. Despite this acceptance, many questions and controversies remain. Doctors in India and the U. S. are concerned with the standardization of the practice of Ayurveda in the U. S.. In India, practitioners of Ayurveda are required to obtain a Bachelor of Ayurvedic Medicine and Surgery (BAMS) degree, which is the equivalent of five and a half years in medical school (Yeager 1998). However, no such lengthy certification exists (or is required) to practice in the United States. This is further problematic because many of the herbs and treatments used in Ayurveda are relatively untested or unregulated. This means that a person seeking Ayurvedic treatment is left with the responsibility to conduct their own research and find a reliable practitioner. In order to mediate this issue, some U. S. medical schools are beginning to offer courses in Ayurveda similar to those seen in India (Swapan 2007). Yet, these courses are seminars and are completed in a matter of days. Ultimately, standardization is also necessary to price services so that they can be covered by insurance conglomerates. Medical scholars are investigating the potential of an integrative medicine (IM) approach (Patwardhan 2009). These same scholars often look to China as a successful example of integrative medicine. China has accomplished this feat by requiring medical students to complete coursework in Western and traditional medicine (Patwardhan 2009). This dualistic approach means that doctors can provide patients with a combination of treatments. A similar situation is arising in India at the Banaras Hindu University where students integrate modern medicine with Ayurveda and Yoga (Patwardhan 2009). However, integration is sometimes difficult because implementation and methodologies have to be developed and agreed upon. Further, many risks are involved with integration, including the potential to lose identity; conversely, there is the possibility of Ayurveda being overtaken by modern medicine. To be successful in the integrative endeavor, Ayurveda must â€Å"recognize, respect and maintain the respective identities, philosophies, foundations, methodologies, and strengths of all systems† (Patwardhan 2009). Research Approach Form of Knowledge Chronic disease in the United States (U. S. ) is now more of a challenge. The number of Americans suffering from chronic disease has increased rapidly in the past two plus decades, and today 51 percent of the U.S. population is struggling from conditions such as heart disease, cancer, diabetes, and stroke. Chronic disease in the U. S. is so prevalent that it is largely accepted as a part of everyday life. Unfortunately, conventional Western medicine is largely focused on treating the symptoms of chronic disease and prevention often goes ignored. According to the Centers for Disease Control and Prevention, Chronic diseases such as heart disease, stroke, cancer, diabetes and, arthritis are among the most â€Å"common, costly and preventable of all health problems in the U. S. Yet, they account for â€Å"7 out of 10 deaths or 51% of deaths† annually, according to a 2008 report of 2005 mortality data. The Problem. With the traditional Western model of healthcare in America being as financially lucrative as it has been historically (i. e. , reactive disease processes, hospitalizations, pharmaceuticals, insurance plans) one can only imagine that there is not much of a desire by these money making industries to move toward a model of preventative medicine. It is also less likely that these industries would consider Complementary and Alternative Medicine (CAM). The proposed research study aims to explore the ancient art of traditional Eastern Indian Ayurvedic medicine, its validity as a scientifically proven means of symptom prevention, daily healthcare regimen, disease curative and whether or not this form of CAM has a current presence in the U. S. or any potential future in our existing healthcare system. Research questions. The research will address the following questions: 1. What is the Ayurvedic philosophy of health, healing and medicine? 2. What does Ayurveda in North American U. S. culture consist of? Who are the practitioners? Who are the patients? 3. What does current research say about the outcomes of chronic diseases treated with Ayurvedic methods? 4. Are Ayurvedic treatments currently being paid for by U. S. insurance plans, if not, why not? 5. What are the trends with regard to CAM treatments in the American healthcare model? Target Audience The audience for this research and those that will benefit from its findings would be the United States population as a whole. Not only will the current and potential patients of the ancient practice benefit by a growing and increased awareness and hopeful change in insurance policy if needed but, current practitioners and those considering the study and certification of Ayurvedic medicine should be relieved and assured of their futures as proven through reports of clinical outcomes and accepted methods of Ayurvedic delivery in Western culture. Controlling Factors Since Ayurveda is a somewhat recent discovery in The United States , the expanse of its historical data originates from India. The majority of its practitioners and patients are native Eastern Indians and the information found within academic reports can mostly be traced back to organizations hailing from India. Since a determination about the effectiveness and utilization in The United States is the goal of the research, the information may be difficult to locate. The healthcare publications and journals that will report Ayurvedic outcomes will likely be written by Indian physicians based upon Indian lifestyles and dynamics of health within the country of India. I would assume without further research and investigation, that there will be some conflicting if not incomplete and/or possibly biased information being reported. Data Collection Methods A dual approach of qualitative and quantitative research review will be done. I will use the world wide web and other library resources to locate industry white papers and respected journal articles that show specific recordable and scientific data about Ayurvedic deliveries and outcomes, statistics on use and trends, specific to the United States. Since the Boulder, Colorado area is a well-known community of those who seek or practice CAM therapies some information can be obtained by agencies willing to share their experiences, knowledge and clinical data. IRB approval will be required to perform any type of survey or case study that will be implemented with these approving agencies. Ayurvedic Medicine. (2018, Oct 26).

Employees should decide on what information to surrender to employers Essay

Employees should decide on what information to surrender to employers - Essay Example According to Ferdinand Schoeman â€Å"A person has privacy to the extent that others have limited access to information about him, limited access to the intimacies of his life, or limited access to his thoughts or his body† Privacy encompasses the body, mind and possessions (Persson & Hansson, 2003). Employment is an individual’s source of livelihood. An individual, from the time of his or her application for work up to the moment of employment is required by the employer to provide personal information. The employer determines which information the employee should divulge. Not supplying certain data may mean termination from work. An applicant for a position may even be excluded from the list of qualified candidates by not providing the information asked by the employer. But should the employers determine which type of information the employees should reveal to the employer or the former have the right to do so. Requiring a worker to reveal personal information would b e tantamount to a transgression of the privacy of the person if not work related. Employers, on the other hand, can insist that they have the right to require some information since they have to know more about the person they are hiring to work for them. Through such information, they can determine if their interest and investments would be safe from such person. Infringement into the privacy of an employee involves an ethical and legal issue. The Fourth Amendment of the US Constitution explicitly guarantees the right of people to be â€Å"secure in their persons, houses, papers, and effects, against unreasonable searches and seizures† (Doyle, 2010, p. 2). Intrusion into the privacy of an employee must be justified from the start and related to the subject of the intrusion that would warrant the justification (Narducci v. Moore, 2009, as cited in Doyle, 2010). Sources of Information There are many types of information that can be taken from an individual. The usual procedure in getting information from an individual is through a form that asked for simple data such as the name of the applicant, address or status. Usually, a job applicant has to fill all the blanks that require specific information, otherwise the application will not be entertained. The employer may use these data for the background investigation of the applicant prior to hiring. Persson and Hansson (2003) mentioned three other sources of information, which are drug testing, genetic testing and surveillance, all of which are related to privacy issue. Genetic testing has two forms, genetic screening (which identifies â€Å"possible genetic predispositions† to diseases caused by chemicals) and genetic monitoring (which identifies diseases that resulted from chemical exposure in the work area) (Persson & Hansson, 2003, p. 59). Genetic testing may result to a social stigma although the employee does not actually develop the disease (Brady, 1995, as cited in Persson & Hansson, 2003). An individual can also be subjected to the â€Å"Hitler mentality† wherein those who do not fit the perfect race concept will become outcast in society (Brady, 1995, p. 52, as cited in Persson & Hansson, 2003, p. 60). Other information may not be as permanent as the genetic code, such as the personal items brought into the office, or the movement of the employee within the company premises. The latter case will fall under the third category mentioned by Persson and Hansson (2003), which is surveillance. The â€Å"smart† ID badges, for instance, can track down the whereabouts of a person anywhere within the building (Persson & Hansson, 2003). Tracking an employee while answering the call of nature would be irrelevant for the employer. And at that moment, the employee

Contemporatry social problems Essay Example | Topics and Well Written Essays - 500 words

Contemporatry social problems - Essay Example The film literally bursts with the theme of racial prejudice as a multi-colored cast careens in and out of the screen to make their presence felt. From the first frame, it already shows a black man sitting with a Hispanic woman, both police officers in a car that got bumped by another. This woman gets insulted by the Chinese lady driving the car that bumped into theirs and calls her a Mexican who â€Å"blakes (translated as brake) too fast†. She, in turn, wields her sword of a tongue to throw back the sarcasm by commenting to the petite Chinese lady that â€Å"Maybe if you see over the steering wheel, you’d blake too!† Indeed, one can’t help but judge one another based on physical appearances and the stereotypes they represent. Same goes for the American gun dealer who gets impatient with foreigners who speak their language in front of him, making him feel left out. Sensing that these Mediterranean customers are Arabs, he snaps at them by saying, â€Å"Play your jihad on your own time†. When the customer reacts angrily, saying he is an American citizen who has the same rights as everyone else, the dealer goes on his offensive oration on how these foreigners have no right to destroy America. He is suggesting that the customers are would-be terrorists, relating it to the â€Å"recent† September 11 terrorist attacks. The man is sent out of the store leaving her daughter behind while the dealer continues his hostile verbalizations. In doing so, he is unaware that he himself is terrorizing a lady. The overly- ethnocentric black car robber who constantly complains about how blacks are being unfairly discriminated upon in L.A. is one example of a self-fulfilling prophecy. He believes that the white server in the restaurant ignored them because they were blacks and because blacks are not known to give tips, proved her right by not leaving a tip at all, justifying that they had poor

Violence in video games Research Paper Example | Topics and Well Written Essays - 2000 words

Violence in video games - Research Paper Example Such a lifestyle could only cause the individual to develop obesity among other poor health conditions, which can stimulate other health problems such as heart diseases and blood pressure. Research has gone ahead to show that playing video games increases the risk of suffering from many other diseases such as arthritis, diabetes and many more. Still on the health effects caused by video games, children and other players are likely to experience failing of vision. It is not healthy to the individual’s eyes when one spends long hours staring at the screen of the computer due to too much harmful radiation emitted as light. Many are the times when game addicts spend sleepless nights playing games. Those that do better will sleep late in the night for very few hours. Doctors and other medical officers have done their research and recommended that every human being should sleep for at least seven hours to keep mentally fit. Anyone therefore failing to follow this recommendation coul d be exposing themselves to risks of mental illnesses. This therefore means that by spending sleepless nights playing video games as many addicts do, may most likely invite mental instability to themselves. This implies that sleeping disorder is another health effect caused by playing video games. When students and children get addicted to playing video games, it becomes time consuming. This is how children end up wasting time that could have been used in carrying out better and meaningful activities such as reading and performing other chores.

Teaching Methods in our Public Schools Essay Example | Topics and Well Written Essays - 500 words

Teaching Methods in our Public Schools - Essay Example The study should aim at incorporating various learning styles into the curriculum, which will greatly assist in keeping pace with the modern world. Some of these learning methods include; Discovery learning which is strictly a learner-centered approach. The learner is expected to apply his or her creative skills, draw hypothesis, perform experiments and logically interpret their own data to arrive at well-researched conclusions. The method largely contributes to the learner's cognitive development. Co-operative learning is the second method which calls calls for discussion and mutual exchange of ideas amongst students. It is aimed at promoting teamwork. A research conducted by Johnson (1979) indicates that the method not only assisted the teachers but also was also highly preferred by the students. Lastly, they talks about Digital learning a method which involves the use of modern electronic devices that assist learner in making their work easier for instance in making calculations. Teachers are also trained on how to use these devices which include calculators, computers etc. They also appear to be satisfied with the mode of communication, which includes good relations between them and their leaders. However they are not happy since there is on openness in sharing of knowledge and information.

Peyton Budget and Analyzing Assignment Example | Topics and Well Written Essays - 1250 words

Peyton Budget and Analyzing - Assignment Example The sales budget for Peyton Approved shows that the company forecasts sales to be $1,080,000 for the quarter ending September 2015. To cover the sales and the required ending inventory, the company needs to produce 60,000 units. That would require 27,380 units of raw material at a cost of $212,195. The total labor requirement is 30,000 hours at a cost of $480,000. While the budget estimate for direct material for the period is 36,320 units, the actual amount of direct labor is 31,000 units. The budgeted price per unit of direct material is $7.75. It is also the actual price. Given the difference is only on the number of units of direct material, the direct material price variance is zero. As for the direct material efficiency variance, the company records a favorable efficiency variance of $41,230. That gives a favorable total material variance of $41,230. There was no material price variance as the budget price and the actual price were the same. As for the favorable efficiency variance, there may have been several causes. As the actual production shows, there was less direct material usage than the budget estimates. That may have been a result of efficiency in utilizing material in the production process. The procurement process may also have contributed to the favorable efficiency variance. Where there is purchase of high quality material, there would probably be no wastage and the production may use up less material than the estimates (Nobles, Mattison and Matsumura, 2014).

Justice with Mercy Essay Example | Topics and Well Written Essays - 1750 words

Justice with Mercy - Essay Example As defined by the Merriam-Webster dictionary Justice is â€Å"the maintenance or administration of what is just especially by the impartial adjustment of conflicting claims or assigning the merited rewards or punishments† (Duff and Garland 44). Justly assigning the rewards and punishments associated with an action/infraction are particularly important to a Naval Officer. An officer must impartially distinguish the facts in a non-judicial punishment (NJP) case and issue punishment in a fair, impartial, practical and effective manner. Merriam-Webster also defines justice as â€Å"the quality of being just, impartial, or fair† (Duff and Garland 44). While being impartial will usually be the simple part to a NJP case the issue of being just or fair leaves some ambiguity. From the point of view of Plato, justice is one of the four main cardinal virtues that need to be upheld by all humans (Mill 35). Plato’s student contends that virtuous behavior needs to be at the ce nter stage of human behavior. In his review, this state of fairness is the basement upon which moral maturity is anchored. Just like Aristotle, Plato contends that fairness principle is central to the execution of justice. In this regard, individuals need to be entitled and to get exactly what is due to them. According anything more than whatever they deserve implies that justice in this regard is excessive (Konow 1188). Conversely, according them less of whatever they deserve implies that justice is deficient. Although it could be very difficult to determine and measure the exact amount of what people deserve, the perfect justice principle offers useful insights that can be used to attain this. At this point, it is certain that justice is a virtuous principle that greatly promotes fairness. In particular, it ensures that good persons within the society are rewarded while those who pursue evil deeds are punished accordingly. To a great extent, this enhances harmonic living as a bala nce is maintained between the societal good and evil. In this respect, individuals inhabiting such a society appreciate the importance of the virtue and employ it in restoration and maintenance of social order. Undoubtedly, a society that lacks justice is likely to be characterized by a high degree of disorganization. Examining the Socratic principles we find that justice is entrenched in various ethical principles. In light of utilitarianism for instance, ends must justify the means. In a game of chess, if a parent violates the rules of chess in order to teach the child how to play the games we find that the ends justify the means. Though a trivial example the same application of righteousness of action can be expanded and applied to a larger context. According to Rawls utilitarian moral ethics state that the best action or avoidance of action is determined by the usefulness of the implementation of an action or inaction (Rawls 42). In short, the morally right act or avoidance of a n act is grounded based on the outcome of the action or avoidance of action† (Mill 52). Utilitarians believe that punishment is allowed if it brings greater happiness to the greater number of persons in society. In his research, Rawls emphasizes that punishment is justifiable if it effectively promotes societal interests, otherwise it should be disallowed (Rawls 56). In essence,

Vesta, The Roman Goddess of Heart and Fire Essay Example for Free

Vesta, The Roman Goddess of Heart and Fire Essay Vesta is the Goddess of Heart and Fire. Being one of the most popular gods/goddesses of Ancient Rome, she symbolizes â€Å"the continuity of the life of the State† (Johnston, par. 488). Being a people of deep religious feeling (Hamilton 45), the ancient Romans embraced gods and goddesses like Vesta into their everyday lives, as they gained in statute and dignity before the eyes of gods and men. Every ancient Roman family has the personification of Vesta in their home, as she is one of the family’s own gods and goddesses. Vesta is among the gods/goddesses who were â€Å"never worshipped in temples, but only in the home, where some of the food at each meal was offered to them† (Hamilton 45). For this reason, Vesta appears to be one of the most lived gods and goddesses of Rome, protecting the heart of the family in order to gain stability, prestige, and dignity. This paper revolves around Vesta, the Roman Goddess of Heart and Fire, and how the Vestal Virgins appear and relate to the ancient Roman state. After examining the dense issue of how Vesta and the Vestal Virgins appear and relate to the people, it shall be proposed that the appointing of Vestal Virgins do not indicate Ancient Rome’s affinity or high respect with the females in general. Instead, it proposes that females can have an opportunity of having the highest honor within the community if she is true to her duties and her chastity. This proposition is supported by the idea that: first, Vestal Virgins carry one of the heaviest responsibilities associated with their social position, and if they are true to it, then they get one of the highest honors; second, Vestal Virgins carry one of the heaviest sacrifices associated with their social position, and if they are true to it, then they get one of the highest honors; third, Vestal Virgins carry one of the heaviest punishments associated with their social position, but if they are true to it, then they get one of the highest honors. Main Text Vestal Virgins Carry One of the Heaviest Responsibilities Vestal Virgins were associated to possess strong spirits and powers in the ancient state of Rome. As priestess of the goddess Vesta, they carry one of the heaviest responsibilities, as they keep the ‘sacred fire’ in the altar aflame and lingering. As stated in the recent page, this act symbolizes â€Å"the continuity of life of the State† (Johnston, par. 488), and this makes it very necessary for the state and the village. Having to protect the ‘home fires’ of the people, Vestal Virgins keep homes stable and flourishing as well, as daughters of the households assist them in tending fires, and then gain stability and permanence. In the process, the virgins would have to be of noble origin. The College of the Vestal Virgins is composed of 18 members, with 6 members working at a time (Fowler, par. 3). Originally, only the upper class blood were traditionally allowed to be included in the college, but later on, it was approved that daughters of patriarchs and freedman were allowed to join the college (Fowler, par. 3). Handpicking physically ideal girls who were 6-10 years of age and had two living parents (Fowler, par. 3), they were sworn to celibacy to serve the first ten years of their Vestal life learning priesthood, the next ten years applying what they learned of priesthood, and the last ten years of priesthood teaching to the new Vestal Virgins what they have learned. Vesta and her Vestal Virgins carry the crucial role of keeping the family and state intact and thriving, though in a metaphorical way. Vestal Virgins Carry One of the Heaviest Sacrifices Vestal Virgins carry one of the heaviest sacrifices in the ancient state of Rome, as they lived their whole lives in total celibacy, chastity and purity. At the end of their term—which is exactly 30 years—these women were allowed to get married. However, as stated by Fowler (2006), â€Å"[m]any retired Vestals decided against marriage† (par. 4). This is because, according to the Roman tradition, wives were supposed to be under the dominion of their husbands. Having to live almost all of their lives getting prime seats in Roman theaters, attending luxurious dinners and parties, or having the permission to vote†¦ being under the power of a man would be very difficult; thus, they spend the rest of their lives being single. Another significant responsibility of Vestal Virgins appears during the celebration of Vesta—the feast called ‘Vestalia’, which is an â€Å"annual ritual in honor of their patron goddess, Vesta† (Fowler, par. 6). As stated by Fowler (2006), every June 7-15 of the year†¦ â€Å"[T]he doors of the Temple of Vesta opened to the mothers of the families of Rome who brought offerings of food to the goddess. The Virgins also prepared special food offerings at this time. This occasion was the only time of year that the doors of the temple were opened to the public. † (par. 6) In vowing for a powerful position for women in the Ancient Rome, such as being a Vestal Virgin, the religious and political rank carried with it heavy sacrifices and forfeits. Vestal Virgins Carry One of the Heaviest Punishments Lastly, Vestal Virgins carry one of the heaviest punishments in Ancient Rome. Aside from the forfeit and sacrifices that were mentioned above, the virgins carry a chastisement if they failed to comply with their responsibilities in keeping the fire of the family and state aflame. This spells death and disaster when the member breaks the vow of celibacy, with the execution being given by means of the following strategies: first, by being buried alive; second, by being thrown into the Tibet River; third, by being publicly whipped (Fowler, par. 5). Aside from her failure to keep her celibacy and chastity, another grave destruction for a Vestal Virgin is when she fails to keep the ceremonial fire inside the Temple of Vesta. It is, indeed, an appealing way of life, as dictated by Fowler (2006, par. 4)†¦ but the responsibilities are grave and the punishments are nothing but life threatening. Conclusion Vesta and her Vestal Virgins relates and serves to the families and state of Rome by doing the following: first, by keeping the sacred fire aflame and burning; second, by keeping the home fires stable and flourishing; third, by sacrificing to a life of chastity and celibacy; fourth and final, by keeping the feast of Vestalia alive within the state. However, as the life of Vestal Virgins reflect one that is full of responsibilities, sacrifices, and punishments†¦ it is evident that the appointing of Vestal Virgins does not indicate Ancient Rome’s affinity or high respect with the females in general. Instead, it proposes that females were given the chance to live a life that only the males were given privilege in the ancient world. If she remains true to her word, her chastity, and her responsibility, then she gains all the respect, dignity and power that only a few citizens were able to obtain. It is true that ancient women of Rome were more privileged in 700 B. C. , but still, life and existence are always at stake. It was 37 years after the founding of Rome that Romulus—one of its founders—was said to have disappeared in a thunderstorm (Bingley, par. 1). Having no king, Numa Pompilius was elected as king of the state, who then appointed priests, pontifices, flamines, the Salii†¦ and the Vestal Virgins who, since then, took charge of fire and water (Dio 3). Bibliography: Bingley. â€Å"Numa Pompilius. † 4 March 2004.Suite101. com. 13 May 2007 http://www. suite101. com/article. cfm/ancient_biographies/106541. Brelich, Angelo. â€Å"Vesta. † The Journal of Roman Studies 40. 12 (1992): 150-151. Burriss, Eli Edward. Taboo, Magic, Spirits: A Study of Primitive Elements in Roman Religion. New York, NY: Macmillan, 1931. Dio, Cassius. â€Å"Fragments of Book I. † Roman History. Cambridge, Massachusetts: Loeb Classical Library, 1914. Exovedate. com. â€Å"Timeline: Ancient Rome. † N. d. 13 May 2007 http://www. exovedate. com/ancient_timeline_one. html. Fowler, Robin. â€Å"Vestal Virgins of Rome: Privileged Keepers of Rome’s Home Fires. † Ancient History. 7 May 2006. Suit101. com. 13 May 2007 http://ancienthistory. suite101. com/article. cfm/vestalvirginsrome. Hamilton, Edith. â€Å"Part 1: The Gods, the Creation, and the Earliest Heroes. † Mythology: Timeless Tales of Gods and Heroes. Boston, New York: Warner Books, 1942. Johnston, Harold Whetstone. â€Å"Chapter 15: The Roman Religion. † The Private Life of the Romans. Upper Saddle River, NJ: Scott, Foresman and Company, 1932.

The Importance Of Transferable Skills Marketing Essay

The Importance Of Transferable Skills Marketing Essay The transferability of one persons skills can reveal the competencies of this person in performing an especial job which can be utilised in the performance of another job. In nowadays working environment, its a critical task to develop personal transferable skills in order to broaden the career options (McCourt and Eldridge 2003). For example, different people have distinct natural abilities to develop the skills like multiple tasks throughout their lives and thus they are applicable to a variety of working situations. The transferable skills are different from the job-related skills which are only utilised in one particular of work. Most of the employers think that the transferable skills are more important because they would like to expect their staffs to use the skills in more than one job even if the work is irrelevant to their previous educational or working experience (Moorhead 2005). This literature review will focus on the importance, implementations, and outcomes of transferable skills which is analysed in Human Resource aspects. The specific transferable skills differ in different preferences of people. For example, if people like to work with information and data, their specific transferable skills may include budgeting, measuring, analysis, research, or surveying. If people who enjoy working with ideas, their specific transferable skills may include developing, restructuring, painting, planning, or problem solving (Block and Betrus 2003). Definition The transferability of skills is defined as the specific capacities which allow the people to achieve in a spacious range of different jobs and tasks (Assiter 1995). It will become an advantage of competitiveness for the people because the transferable skills essence of marketable and tangible can provide the quality value for many organisations (Brown and Lent 2005). Transferable skills can be measured, such as the language or information skills, as well as self-motivation and initiative attribute which are able to be used in the workplace (Foster 1998). This kind of skills tends to be learned by trying to anticipate potential environments of application so that they can be transferred easily. The process is mostly set up the bridges between knowledge levels and capabilities whereby increases transferability (Hakkarainen et al. 2004). An inventory of transferable skills categorises into forty basic skills, such as the basic skill of communication can be separated into the specific skills of questioning, interviewing, listening, and writing. Most of these skills are developed naturally from all aspects of peoples life, and then they can transfer them to their jobs (Lock 2005). According to those definitions of transferable skills, they are all indicating that it can be implemented as any roles in different industries because the skills come from the life upon the basic skills. This can help the people to identify the different personal skills that they have utilised in their living and working environment. However, the critical issue is that people have to comprehend the transition between the basic skills and transferable skills so that they can improve their personal development through the transferability of various jobs. Reason for Transferability of Skills The importance of transferable skills Being a high extent of competitive society, its a crucial task for people to enhance their own forces and thus they are enabled to handle the challenges in different working situations. Hence, the transferable skills can be one of the most effective competencies to those who are new graduates or returning to the working places (NJIT 2010). Its a critical factor that people have to identify their transferable skills from the experiences of the jobs since the title of job never disclosed all the details of the actual work and the formal job description is often different from the facts. This is the reason that its important to anatomise each previous and current job to observe varied skills used on the jobs. After identify the personal transferable skills, it can help to discover the most suitable position in peoples career depends on demonstrating at the work place. It can be also apply to the interviews to show the skills and talents to the employers. Besides that, the transferable skills can be developed from the basic skills of the daily life, such as the language, writing, communication, organising, and self management skills. These basic skills can not be neglected because they will become the accelerant for transferable skills due to the steady foundation (Aswathappa 2005). Once the employees have improved their basic skills in their daily lives and moved on to the development of transferable skill, it would bring them higher social and economic returns. Demands of organisation Transferable skills are valuable to most of the employers and organisations. They would like to offer the staffs with flexibility in their career planning so that they can obtain the transferable skills from a variety of activities (Gardner et al. 2009). For instance, after involved in a large trade event, the employees might gain or enhanced the abilities of teamwork, leadership, and effective communication. In addition, many employers are using on-the-job tests to evaluate the degree of multi-task skills so that they can be trained properly to develop the transferable abilities (Mathis and Jackson 2008). The transferable skills of the employees can help to meet the organisational requirements, utilise the services properly, and increase the efficiency (Randhawa 2007). It also tends to a wide range of capacity at same level when the company is recruiting new staffs (Marchington and Wilkinson 2005). It can be discovered from the job requirements of the organisations which prefer their staffs to gain the transferable skills in order to increase its productivity and working effectiveness. Implementations The needs of transferable skills The transferable skills have become an important aspect for the organisations to measure and evaluate their staffs. The employers will discover the potential of the employees to perform in other roles at same level. The performance can help the company to decide that the developmental needs of the employees and the next paces within the company (Bohlander and Snell 2008). The skills are totally based on the work performance rather than entirely on accessibility and knowledge due to the flexible qualifications (Brown and Lent 2005). For example, the needs of the skills will include assertiveness, negotiating, persuading and influencing, indentifying key issues, data analysis, organising work individually, etc. This can occur to the employees that they are able to listen effectively to the details of a project meanwhile expressing the idea immediately in the meetings.

Cancun Essay -- Essays Papers

Cancun Very little clothing is required. There is very little pressure, very little rush, and very little reminiscent of the world. The Cancun area is undeniably a fabulous place to take a vacation. It has luxurious hotels, exciting activities, and mysterious sightseeing tours. First, Cancun has gorgeous hotels. The architecture of one representative hotel is fabulous. Walking into the entrance of the hotel is like walking through a breezeway because there are no doors. Upon entering, the visitor is mesmerized by the colossal tropical floral arrangement that’s so stunning and full of vibrant color that her mouth drops in awe. Soon, she realizes, after the initial shock, that she is walking on marble floors that look like mirrors reflecting rays of dancing light. Indoor waterfalls accompanied with lavish foliage engulf her; every sense is stimulated. Happily greeted and escorted to her hotel room, she is delighted to see that the hotel’s beauty continues throughout every part of it. Posh describes the room exactly. The bathroom floors, counters, and the shower walls are polished stone, native to Mexico. Surprised, she looks over the balcony to see the S-shaped pool with a floating bar and the bar’s roof covered in bamboo. Walking through the hotel lobby, through the fresh gardens, through the pathway to the pool are picture-perfect peacocks flaunting their beauty, and, indeed, they are very beautiful. Every minute detail of the Grand Hotel is designed to give her an unf...

Essay --

Educational Diagnosis Predisposing factors. Pregnant women are usually motivated to seek and continue healthy habits. Although it has been seen that they usually decrease their alcohol consumption right after they become aware of their condition, young women between the their teenage and young adult years have more predisposition to have experienced binge drinking before pregnancy and this makes them more likely to engage in this habit even after they have recognized that they are pregnant.. (Tsai, Floyd, & Bertrand, 2007; Floyd , Decoufle , & Hungeford, 1999; Tough, Tofflemire, Clarke, & Newbum-Cook, 2006) Enabling factors. Health care workers face particular barriers similar to those observed during screening, this is having a truthful report, women with alcohol dependence might underreport their prenatal consumption of alcohol, due to several reasons, that can include fear of retaliation, different believes that small amounts are not harmful to the fetus, embarrassment or even denial of their condition.35 Many studies have shown positive results in the decrease of alcohol consumption after implementation of brief interventions and/ or motivational interviewing with pregnant women. (Handmaker & Wilbourne, 2001) Reinforsing factors. O’ Connor and Whaley’s study observed that women that receive brief interventions are five times more likely to report abstinence after a brief intervention and women who were heavy drinkers have better outcomes with their babies after delivery. (O’Connor & Whaley, 2007) Although these interventions have demonstrated benefits in the new born, long-term abstinence requires extensive case management and pharmacological intervention, the use of brief interventions during pregnancy can translate in to ch... ...ging in support group activities such as physical activities, counseling, motivational speech. The educational information will be supported with appropriate educational materials, prenatal care supplies, and a health record card. All materials will be provided to each clinic/center. Health and nutrition education classes take place twice monthly. Organized and scheduled daily activities will help the participants to engage to participate in positive and nurturing environment. The participant will receive a diploma of completion in a celebratory ceremony at the end of the 12 weeks. The program includes CHW’s home visits to follow up on alcohol cessation and medication compliance, advocacy with community leaders, local authorities and media. Hypothesis: The proposed program will demonstrate to be effective in the cessation of alcohol consumption in pregnant women.

Free Essays on Homers Odyssey: Odysseus as a Lonely Traveler :: Homer Odyssey Essays

Odysseus as a Lonely Traveler in Odyssey In Homer's Odyssey, Odysseus represents a traveler in life who is destined to make this journey alone, despite those who aid him, oppose him, or in some way interfered with his destiny. Gods and immortals alike aid him when it suits them, or fromsome feeling they have for him. Some gods and immortals also made Odysseuis's journey as difficult as possible. Some also switched loyalties and arn't very reliable. The Odyssey shows that even though some believe people can make it through life "goin at it alone," eventually people need the help of others. People need to help each other through life, for no one can ahieve anything alone. Athena helps Odysseuis because she chose him as a favorite, and as her champion. She is determined that her "hero" goes home in victory. Despite Zeus' warning, Athena defies her father and gives subtle helps to Odyssuis when he needs it. "This is the work of the Plunderer, Athene, who makes me what she will, for she has power, now like a begger, now again a youth in fair attire (157)." Here Odysseus refers to how Athene made him look like a begger in order to protect his identity, for she wanted him to succeed. Athene's fellow god Hermes helped Odysseus to defeat Circes. Hermes told Odysseuis about the plant that would prevent him from being spelled into submission. "Where are you going, hapless man, along the hills alone, ignorant of the land?" (96). At the request of the other gods, Hermes gives Odysseus the help he needs. Ordinaraly, Hermes would do no such thing, but because more powerful gods had told him to do so, he had to. Another that helped Odysseus greatly was Alcinous. He kindly took care of Odysseus even though he had no idea who it was. He even held a festival for Odysseus. Then after hearing Odysseus' tale, Alcinous offered a ship to take him home. Unlike the gods, Alcinous did not do it for his own sake, but because he felt compassion towards Odysseuis. Alcinous represents the kind stranger that sees a man's need and knowing that he can provide the need, does so gladly. There must be a balance of forces that affect Odyssus. Just as there are some that help him, there are those who oppose him, chief among them being Posidon.

Inspirational Speech

LET’S MAKE IT BETTER!!! LONDON UNDERGROUND TRANSPORT FOR LONDON 21ST OF OCTOBER 2010. Dear All My Colleagues London underground started its journey in 1863 and since then it has been Londoners one of the most dependable transportation system. You are the people who keep it alive and running. With your continuous effort and hard work we are giving our best service to our customers. You all deserve a big thank you for all your dedication towards making underground better. Our journey is not always easy. We have to been through many ups and downs. I am still scared thinking about 7/7 incident.We had a big blow that day but we have managed very well to be on track. We tried our best to run our trains as soon as possible after the bombing incident. I still feel sorry for all who have been died or affected on that day and hope we will never have to face this kind of things again. â€Å"Man is not made for defeat. A man can be destroyed, but not defeated. †[i] We will not be d efeated; we don’t know how to lose. It’s our holy duty to make sure all Londoners can travel safety and comfort. We will take LU to a high standard that can be example for the other world.Our vision is to deliver a world-class Underground for a world-class city. This is a realistic goal, and we have made great strides, but there are still challenges to overcome before our transformation of the Tube is complete. [ii] Recently we have some staff disagreement and Londoners have faces two consecutive tubes strike this and last month. It has affected London very badly and costs at least ? 50 million pounds and disrupts millions of journeys. [iii] Our strategy is to combine a reliable train service with the highest standards of customer care – something we take from our heritage.So if there is any kind of disagreement it should be solved in table not by stopping Londoners life. Because all the member of public pay to travel and also billions of pounds of tax payers mo ney into it. Our challenge is to keep London moving while we transform the Tube. To overcome the legacy of under-investment, we have embarked on a massive investment programme to deliver the extra capacity needed to keep pace with rising demand. The level of renewal and refurbishment work is on a scale unseen for more than 60 years.It presents a major challenge: maintaining the service during the biggest rebuilding programme the Underground has ever seen. So we really need your motivation and inspiration to make LU better. Without your afford our all investment and planning would go into ruin. I believe with your help and support London Underground will be people’s best choice for transportation and will create an excellence. Thank You HR Personnel London Underground. ———————– [i] Ernest Hemingway [ii] TFL. GOV. UK [iii] The Daily Telegraph Inspirational Speech LET’S MAKE IT BETTER!!! LONDON UNDERGROUND TRANSPORT FOR LONDON 21ST OF OCTOBER 2010. Dear All My Colleagues London underground started its journey in 1863 and since then it has been Londoners one of the most dependable transportation system. You are the people who keep it alive and running. With your continuous effort and hard work we are giving our best service to our customers. You all deserve a big thank you for all your dedication towards making underground better. Our journey is not always easy. We have to been through many ups and downs. I am still scared thinking about 7/7 incident.We had a big blow that day but we have managed very well to be on track. We tried our best to run our trains as soon as possible after the bombing incident. I still feel sorry for all who have been died or affected on that day and hope we will never have to face this kind of things again. â€Å"Man is not made for defeat. A man can be destroyed, but not defeated. †[i] We will not be d efeated; we don’t know how to lose. It’s our holy duty to make sure all Londoners can travel safety and comfort. We will take LU to a high standard that can be example for the other world.Our vision is to deliver a world-class Underground for a world-class city. This is a realistic goal, and we have made great strides, but there are still challenges to overcome before our transformation of the Tube is complete. [ii] Recently we have some staff disagreement and Londoners have faces two consecutive tubes strike this and last month. It has affected London very badly and costs at least ? 50 million pounds and disrupts millions of journeys. [iii] Our strategy is to combine a reliable train service with the highest standards of customer care – something we take from our heritage.So if there is any kind of disagreement it should be solved in table not by stopping Londoners life. Because all the member of public pay to travel and also billions of pounds of tax payers mo ney into it. Our challenge is to keep London moving while we transform the Tube. To overcome the legacy of under-investment, we have embarked on a massive investment programme to deliver the extra capacity needed to keep pace with rising demand. The level of renewal and refurbishment work is on a scale unseen for more than 60 years.It presents a major challenge: maintaining the service during the biggest rebuilding programme the Underground has ever seen. So we really need your motivation and inspiration to make LU better. Without your afford our all investment and planning would go into ruin. I believe with your help and support London Underground will be people’s best choice for transportation and will create an excellence. Thank You HR Personnel London Underground. ———————– [i] Ernest Hemingway [ii] TFL. GOV. UK [iii] The Daily Telegraph

Adoption of E-books Essay

The evolution of technology has already paved a way for various developments in terms of how people acquire information. Since computers and the internet have been very indispensable in fulfilling the needs of people for knowledge, modification aspects of lifestyle are becoming more and more common. Today, almost all commodities, processes and activities can be integrated into an electronic counterpart. One very good example is the introduction of e-books or electronic books. The adoption of e-books to make it commercially available just like selling bound paper materials has been very successful in terms of accessibility for the public. However, as what comes with every development, some concerns and issues abound. As a whole, the sudden transformation of publications into an electronic media can somehow overshadow the main benefits in the fabrication of such commodities. The publishing entities and elements are the core division which can easily fall into the problems of e-book industry. Apparently, there are specific issues which readily abound even before starting a specific process of launching a publication. The obstacles to e-Book publishing can be broken down into resistance to change, font issues, lack of a standard format, digital rights management, reproduction of graphics, and reader hardware. †(Stork, 1997). For the consumers, it can be very obvious that accessibility will be the primary advantage in acquiring publications. Since almost all households right now have computers and internet connection, it would be much easier to receive a copy of publications without going to a secondary retailer just to buy one. However, some implications may still be experienced. For one, users may not fully be able to utilize how electronic books work. There will always be market segments which are not really familiar with computer features which can make it impossible for them to use. Next, some end users may not be accustomed to reading publications on computer terminals or handheld screens, causing possible physical strains since it would be very possible that their previous reading experiences are accustomed to reading printed paper materials. Moreover, it can be more time consuming for an individual to set up the equipment first and opening the e-book file rather than flipping the pages of a conventional book. In terms of platform and distribution, the technical aspects of this parameter are to be blamed regarding e-book adoption. Since the format is electronic, there can always be a threat of unintentional or even intentional legality problems in terms of copyright. The internet is full of elements which have the capability to easily retrieve information with very little force. Moreover, these elements, which of course are individuals with unacceptable intentions, have all the advantages in committing electronic crimes. Hacking and plagiarism are just some of the things they can do to electronic versions of publications. Aside from the issues in platform security, the process of distribution of e-books poses another significant problem. Since there will be no physical item which are at stake, consumers may not be able to take hold of what they have purchased unless they have printed a copy. Computers and electronic media are intangible. One small system error could wipe out an entire electronic file. On the other hand, online company publishers may not be able to acquire the optimum profit share in selling e-books since computer users are able to do peer to peer sharing of files, putting their market performance at a disadvantage.