Different Style of Learning

Different Styles of Learning By Jason D. Himel COLL100 DO41 WIN 13 American Military University Maureen Horowitz As individuals I found we all learn in many different ways. You have from people learning on-line while other attends a class room environment. Some people are hands on learners while others can read an assignment and retain the information very well. When I first started this exercise I thought to myself how I learn the material I am trying to obtain. After taking all four of the surveys and completing the exercises I found it very interesting the breakdown of my learner abilities.In all the styles and ways of learning I found that I am a visual learner. As a visual learner I prefer hands on training, taking lots of notes, and visual seeing the big picture and then breaking down the picture while trying to understand how it all comes together. But being a visual learner doesn’t really stop here. I decided to go further into detail to see what a visual learner means to me. I have decided to seek a college degree to prepare myself for the future and prepare myself for the new chapter in life. I only have about two years remaining in the military and a few courses left to complete my bachelor degree.My supervisor a few weeks ago sat down with me really broke it down for me and helps me understand time management and finding time to finish my degree. She pretty much gave me a more time so I can finish my education. A challenge I am willing to accept. Despite me working full time and many long hours I decided to attend on-line classes. Considering surveys taken; on-line courses is one of my weaknesses since how I prefer eyes on and hands on training but through the proper motivation and dedication I can overcome my weakness and make it my strength. This I hope I am able to overcome and do extremely well.As I was doing the exercises I found two of which most interesting and yet I totally agree was from the learning styles and strategies website and the learning style preference website. My learning style is sequential and global learner and my style of preference was a kinesthetic learner. According to Felder & Soloman, a sequential learner tends to gain understanding in linear steps, with each step following logically from the previous one. Global learners tend to learn in large jumps, absorbing material almost randomly without seeing connections, and then suddenly â€Å"getting it.Retrieved from http://www4. ncsu. edu/unity/lockers/users/f/felder/public/ILSdir/styles. htm. In The Center for New Discoveries in Learning, a kinesthetic learner we prefer to be a hands-on learner and most likely love to move around frequently, like athletics, and to build things with your hands. Be grateful for your talents and also, it is important to know that most company and school environments cater to people whose highest learning style preference is visual. Retrieved from http://www. howtolearn. com/quiz-results? id=34681D5B-149A-D43E-1E F8-212F30D45B44&source=HTL. In conclusion, now I have a better understanding on my particular learning styles and habits I believe in can improve on areas that I may be weak at by taking it upon myself by learning other styles individuals have mastered. This will help me more effectively interact, while also increasing my learning potential because I can learn from other individuals. Knowledge truly is power, and the more I acquire, and the more I can learn from myself and other people, the better off I will be.

Rethinking the City of Marseille Through Its Control, Occupation and Separation

Rethinking the metropolis of Marseille through itscontrol, businessandseparation Abstraction With the urban development, there are more and more physical boundaries built in metropoliss dividing urban infinites, like transit substructure: railroad and main road. these building became more seeable but less accessible for walkers. Although they are of import to maintain the metropolis operating good, they created an enclosed ambiance within the metropolis to its exterior infinite. On the other manus, boundaries besides formed by the legal boundary lines or parts, states or states are used to specify borders, separate two entities, and interrupt flows such as human migrations and ecosystems. Natural and unreal boundaries exist and will go on to make so in one manner or another. Is it possible to rethink what a boundary is, and what its possible in citations can be, and if we even need them or non? Urban development has acquired sufficient substructure to back up metropoliss, but additive substructure was ever treated as an accoutrement to metropoliss without serious consideration and ordinance of urban and spacial issues. These substructures cut the urban cloth and circulation of walkers. But they provided indispensable maps of construction to the metropolis and at the same clip individuality for people acknowledging urban infinites. The most interesting facet is that they are elements with the map of transporting and connecting, but produce division in urban forms. The thought of Boundary and Border are multidimensional elements in urban infinite – from the national graduated table like national boundary line barrier to the urban graduated table like airdrome and haven. But they are normally used in a negative meaning, because they frequently promote being linked to international places like marginalisation and exclusion and being formed as a barrier or a fencing. With this issue, my undertaking is about detecting the boundary/border status between Marseille and its haven, these boundaries non merely formed a backwoods between metropolis and haven but besides possessed more complicated effects to the metropolis. Furthermore, giving a definition of boundary and boundary line in their map and demo the chief issue with port of Marseille– the paradox of its multi-meanings of separation, connexion and control. Through different positions from immigrants, tourers and local people in Marseille, utilizing the construct of ( The Urban Lobby ) to cover with the issue of boundary and boundary line, and reconnect metropolis of Marseille and its haven. Introduction In the urban design, it ‘s about doing connexions with infinites and people, urban cloth and edifices, policy determination and building. We try to look into thoughts and theories from urban phenomena, and better the reinforced signifier of metropolis and colony to do our metropolis working more efficaciously. Human colonies, from small town to cities are mussy. Many complicated and complex spacial composing procedure like national boundary line, regional scenes and substructure built based on the human behaviour, political relations, economic forces, capitalisation and globalisation. Therefore, analyzing the significances of complexness and individuality of these building is more of import in this essay. In the instance of the Mediterranean context, the phenomenon of planetary and regional touristry and conveyance web and the building of national/regional individualities prostration within the leftover of infinites perceivably. Issues such as the regional hostility, division of national boundary line, geopolitical domination and eventually political orientation and competition in a planetary graduated table get a paradigmatic value in the context of the Mediterranean district. Most significantly, the cultural and political history of the Mediterranean necessitates a treatment that expands into a complex urban affair, so a spacial stuff that should be studied. And the merchandises of the political relations and economic system of metropolis should hold to be evaluated as elements of the complex mechanisms that formulate our metropoliss in spacial and temporal footings. Furthermore, to travel beyond it in an operative manner. Aiming to re-think the elements that regulate infinites on t he district and to step in within their organisational forms. Further, with the national provinces all around the universe are progressively unable to modulate transit of population and goods, and it can be seen that everything has become de-centered and de-territorialized in term of graduated table. Marseille, France, shows itself as a specific site of complexness research in the Mediterranean. From the position of location, economic system and societal position of Marseille. Throughout its history and territorial scene, the metropolis of Marseille expended with development of its seaport. The old port of Marseille farther formed a high denseness of metropolis centre. Furthermore, the development of economical and physical dealingss have modify the form of the port, besides the form of the metropolis. Since Marseille is located as a intersection in the Mediterranean. Its port ever treated as a gateway of pass throughing people and goods. Up to now, the port of Marseille is still one of major commercial ports in the Mediterranean for lading and riders and besides has a really important place in the universe planetary exchange. At the Social degree, couple to its location in the Mediterranean, Marseille has a really complex societal web, pulling many immigrants and made Marseille to be a widely distributed thaw pot, unlike other major Gallic metropoliss like Paris or Lyon. On the terminal of the eighteenth century about half of its population originated from elsewhere in Provence largely. And in 1960s, there was a reaching of big Numberss of people from Algeria. Many immigrants have settled and provided the metropolis of Marseille a French-African with a big market. The metropolis served as an entryway port for over a million immigrants to France. Chapter 1: thephenomenonof migration in Marseille As the largest haven of France, Marseille has ever seen as a runing pot of civilization and people. Its location makes it became a gateway to the Mediterranean, North Africa, and the Middle East. Throughout its history the metropolis of Marseille has aggregated consecutive flows of immigrants from Italy, Spain, Greece, Turkey and North Africa in 18 centuries to 19 centuries. This place of in-migration in France has been profoundly influenced by the policy of colonialism of old centuries and the tradition of using foreign labour for the procedure of industrialisation. Besides, in 1962, when the Algerian war ended, there were approximately about 150,000 people moved to Marseille. Through the sixtiess and 1970s, gauging the figure of Muslim of North Africans immigrated to Marseille at approximately two million. After the economic crisis in early 1970s, France stopped all the policy of employment for foreign labour. However, this tactics did n't diminish in in-migration. On the contrary, many original immigrants tried to settle in France and brought their households to fall in them. Therefore, reunion of family has become another most important step and issue of in-migration. Because of its topography, the whole metropolis of Marseille enclosed by the haven and mountains. Marseille did n't hold adequate infinites to construct a â€Å" banlieue † which is a suburb of a big metropolis with several independent administrative territories like Paris. Thus, many races in Marseille were forced to garner in the same country with cultural and societal struggles. Put otherwise, Marseille is a metropolis which garnering multi-cultures but discord with each race with societal and cultural tensenesss. Because Marseille is deficiency of appropriate ordinances on immigrants, the metropolis is now confronting with the serious economic and societal jobs of immigrant population that suffers from progressively high rate of unemployment and offense. Therefore, the manner of immigrants traveling to Marseille, the system of boundary line control and the manner of how immigrants integrate into Marseille will go pressing issues in the hereafter. Boundary and boundary line in Marseille Furthermore, the metropolis of Marseille had a really close relationship with ocean. With the development of haven, many substructure particularly transit system established to back up metropolis of Marseille, but this passage caused the metropolis bit by bit divided into several parts with different urban forms and maps. The port of Marseille is located near the centre of metropolis as a topographic point closed to the dehumanising atmosphere.One of the great troubles of the terrain are railway nearby the haven and in the raised part of highway.They are perceived by walkers as a boundary line, a barrier to the sea. The whole boundary country amplified by multiple walls, fencings, and the coastline isolated by port installations and international zone of ferries. These physical constructions were elements with double map of connexion and separation, even being linked to sociological and international place like marginalisation and exclusion and being built as a barrier or wall to cur tail and command specific infinites. Statement of Boundary and boundary line Boundary and boundary line are multidimensional elements in urban infinite – from the national graduated table like national boundary line barrier to the urban graduated table like airdrome and haven. One of definition of ‘boundary and border’ is about â€Å" The boundaries define a infinite of containers and topographic points ( the traditional sphere of architecture ) , while the webs established a infinite of links and flows. Walls, fencings and teguments divide waies, pipes and wire connexions. â€Å" ( William J. Mitchell ) . On the other manus, it can be look that the boundary lines are produced by human existences to procure or command urban infinites. As a unreal merchandise they are modifiable and shapeable procedures and non a general motionless construction or stuff. Ante goes farther to explicate that a fringy infinite with hapless or no colony that divides two countries from each other. This transitional infinite is reduced to a line on the map or a reinforced fencing. ( Ante,1995:432 ) Morphologically, physical and additive boundary like railroad and highway take the directional map in the metropolis and are related to lines for the countries they are spliting and linking. Kevin Lynch argues in â€Å"The Image of the City† ( Lynch,2007:78-80 ) that boundary and boundary line are one of the important stuffs of the metropolis for its whole operation. Although the map of boundary is a really important one for the position of the metropolis, I found out that boundaries ca n't be simplified to morphological lines in the urban planning. Furthermore, these physical linear boundaries have their ain characteristics formed by spacial, institutional and legal significances, and besides by societal, economic or political change, that continually separate the urban infinite once more. Therefore the purpose of this essay is three-folds. First, discoursing the types of boundary and boundary line such as additive substructure and inte rnational boundary line and analyzing the impacts of different formation of boundary in three instances: 1. physical boundary in Taipei 2. political boundary – Berlin wall 3. national boundary line between U.S and Mexico. Second, discoursing how do modern-day designers trade with the issue of boundary. Third, I will claim my place about undertaking with urban boundaries – film overing boundaries with a precise design attack – â€Å" The urban anteroom † . And so this thought will be directed against to cover with the boundaries between metropolis of Marseille and its haven. Chapter 2: definitionof physical boundaries definition I –formed byadditive substructure Linear substructure is the economic system ‘s blood supply. Roads, main road, railroad move and connect people and goods in metropoliss ; public-service corporations bring in indispensable services and take waste. But these practical linear constructions formed in uninterrupted which built on the surface of land or over-ground formed the physical boundaries visually, even commanding motion and separating activities and urban form of the metropolis. From the position of Kevin Lynch, â€Å" Edges are the additive elements non used or considered as waies by the perceiver, they are the boundaries between two stages, additive interruptions in continuity: shores, railway cuts, borders of development, walls. † ( Lynch,2007:47 ) . Although these boundaries likely non every bit opinion as waies and may be barriers with less penetrable to traverse motion, are of import for many people to added look to urban forms, moving as the surface and specifying the mass of infinites. The add itive substructure non merely created physical barriers on the land but besides affected the feeling of the metropolis with the overhead substructure. Additionally, they decreased land values like dividing the continuity of urban activities and blocks, and diminishing qualities of urban environment environing these constructions. This phenomenon made more accessary infinites like industrial mills / recycling mills / parking infinites garnering at environing of additive construction. instance I –physical boundaries in Taipei definition II –formed byterritorial/national boundary line Throughout the 20th century, The International Law define that â€Å" Boundaries of district or state are the fanciful lines on the surface of the Earth which separate the district of one province from that of another, or from unappropriated district, or from the unfastened sea. † ( Oppenheim. L, 1905. p253 ) . However these lines are non merely fanciful, people built the practical building of system or wall as a natural and sensible act of defence, limitation and security control from state to state – control of boundary line barrier and from metropolis to metropolis – airdrome and haven, which besides divided one country from that of another by national political relations or private proprietors. â€Å" Authority produces infinite through. . .cutting it up, distinguishing between packages of infinite, the usage and maltreatment of boundary lines and markers, the production of graduated tables ( from the organic structure, through the part and the state, to the Earth ) , the control of motion within and across different sorts of boundaries. † ( Pile, S. 1997. p3 ) . Although people built the boundaries ( boundary lines ) of the metropolis for defence and domination, sometimes merely was a symbolic one, these physical boundaries ( boundary lines ) sometimes were being expensive to keep, inefficient and be corrupted by administrative official. But physically, socially, politically, these boundaries ( boundary lines ) undeniably built a protected manner of crowned head rights and public security. Therefore, with the development of globalisation and flows of in-migration, the boundaries ( boundary lines ) seem to be redefined as new chance for productive public infinite. instance II –national boundary line between U.S and Mexico In the undermentioned portion of the essay I will give an illustration of the national boundary line as a multidimensional codification. It is based on the research between U.S and Mexico boundary line barrier. â€Å" The U.S – Mexico boundary line barrier appears typical in intent, map, and building among the many walls being built around the universe, spliting the Global North from the Global South and aimed chiefly at northbound flows of illegal drugs and immigrants. â€Å" ( Brown, W. 2010. p35. ) Furthermore, harmonizing to figures provided by The International Boundary, the length of boundary line is about 3,145km, cutting across a assortment of terrains, runing from the urban countries to abandon environment. But it is the most often crossed international boundary line in the universe, with about 3.5 million people of legal crossings yearly. The boundary line is a imposingly big and expensive construction with sixty-foot-high steel and concrete barrier as a significant fencing, composition of cameras, detectors, watchtowers and other sensing engineerings to keep the boundary line ‘s map. However, under this state of affairs, there were still about 0.5 million illegal i mmigrants from Mexico escaped the boundary line barrier into United States per twelvemonth. ( Government Accountability Office. 2006. p42. ) Besides, since 1990s, there were more than 150 secret resistance tunnels have been found along the boundary line between U.S and Mexico. The papers shows that runners and felons continuously transit the illegal drugs and immigrants into United States despite U.S imposts maintain reenforcing the system and building of boundary line barrier in recent old ages. ( Lichtenwald, T. and Perri, F.S. 2011. ) Furthermore, the cost of keeping and set uping fencing security was surprisingly increase to $ 60 billion over 25 old ages, this cost excludes the funded labour and wage to private-property proprietors. ( Brown, W. 2010. p37. ) The boundary line controlseemingly decreases illegal crossings efficaciously, nevertheless, this intensification of building compound the jobs about more original illegal migrators seeking to settle in the United States for good, and besides increased the cost of one-direction illegal migration to in the United States. In the other words, the boundary line is a conflicting issue on the security and economic, the state wo n't open boundary lines for free flows of labour, goods and services from another without security. But on the other manus, both the status of state are ever unequal, people in hapless status still desire to travel to the better 1. Furthermore, many employers besides tend to engage illegal labour from the other side with lower payments. These grounds caused the tendency of illegal migration will be continued despite of the reinforce of boundary line control. Therefore, it seems that we ca n't merely handle the boundary line as one simple building of control or a gate for immigrating and emigrating, but besides handle it as a ephemeral infinite or zone that has more chances to rethink the issue of migration and the phenomenon of segregation in metropoliss. Chapter 3: instance survey of covering with boundaries Case study –Rem Koolhaas Exodus, The Voluntary Prisoners of Architecture. Chapter 4: Position: unfastened boundaries –The urban anteroom The map of south haven of Marseille is about transporting immigrants, goods and wheeled ladings, and having tourers from other states. In order to guaranting the safety of state and people, the port built a series of complex fencings for security control. This boundary line formed by the economic, societal and political division. Unlike a additive boundary line edifice on the district, the port of Marseille seems like a infinite of control near the boundary line – border district, busying one side of the metropolis to its coastline. Besides, the system of usage control in haven seems like unwelcome and unfriendly for tourers and immigrants. It ‘s easy to accomplish the control of in-migration by rigorous legal ordinance. However, how do we cover with the spacial issue about immigrants in Marseille? I proposed to open the boundaries with the thought of the urban anteroom, which is cited from the map of airdromes ‘ anteroom. This battle non merely open up the chances for new signifiers of communicating and public infinites, but besides animating a series of intermediate infinite like independent parts between the metropolis of Marseille and its haven, which offer immigrants the better chances to settle, work and adapt with other races and local civilization. Decision– Mentions – Ante, U. ( 1995 ) .Grenze, in: Handworterbuch Der Raumordnung.pp. 432–436. Aureli, V.P. ( 2010 ) .The Possibility of an Absolute Architecture. Brown, W. ( 2010 ) .Walled provinces, declining sovereignty.pp. 35–42. Graham,S. and Simon, M. ( 2001 ) .Seceding urbanism: networked substructures, technological mobilities and the urban status. Lynch, K. ( 2007 ) .The Image of the City.pp. 78-80Mezzadra, S and Neilson, B. ( 2008 )Border as Method.Weizman, E. ( 2007 )Hollow Land.Sorkin, M. ( 2005 )Against The Wall: Israel ‘s Barrier to Peace.

Ethical and Legal Issues on the Internet Essay

Plagiarism is probably the main concern when it comes to blogging and academic assignments. Should it be our responsibility to minimize plagiarism, yes it is. Academic Integrity helps keep higher learning’s foundation strong. That is why it is very important to minimize or even try to eliminate plagiarism. Academic integrity surely includes issues like cheating and plagiarism, copyrights, patents, intellectual property. But it concerns the way in which we present ourselves to the community of which we are a part of. It’s the obligation of students, administrators, faculty, and staff, to come together to educate students for personal and social responsibility. Schools offer to the learning community information about academic and research integrity, the responsible conduct of research, and about the ways in which our individual actions have an effect on our participation with, a vibrant and creative academic and social community. Plagiarism, the use of another’s words, ideas, data, or product without  appropriate acknowledgment, such as copying another’s work, presenting someone else’s opinions and theories as one’s own, or working jointly on a project and then submitting it as one’s own. Cheating, the use or attempted use of unauthorized materials such as annotated or instructor editions of the course textbook, information, or study aids; or an act of deceit by which a student attempts to misrepresent academic skills or knowledge. Fabrication is the intentional misrepresentation or invention of any information, such as falsifying research, inventing or exaggerating data, or listing incorrect or fictitious references. There are ways for responsible blogging; as long as people can be ethical and follow them blogging may become more credible. First Bloggers should check their facts before blogging. It is so simple to produce and share content why not make sure it is 100% facts before sharing. Bloggers should respect all copyright laws, people associate online content with public domain content which can get the blogger in hot water. Bloggers should include links to a more detail source of the material that is being written. Giving credit where credit is due is very important in responsible blogging. The blogger should always reference their sources, this practice is important under an ethical point of view, but also give the reader a place to get the main source of facts.

Technology impact on children in USA Research Paper

Technology impact on children in USA - Research Paper Example Rather than spending loads of time on computer and TV, it is also vital for children to spend their time on other activities. It can also create negative impact on children. Children spending large sum of time on television and Computer are prone to become fat. Despite having some negative impact, computer games can help children to learn new things. Children find it easier to learn from technology. Computer games also have some negative impact on children. Some violent games can affect the mentality of children and would sometimes lead to increase in aggressive behavior and increase in aggressive feelings. Real world violence shown in many violent games can change the behavior of children in to aggressive. Some survey revealed that maximize use of social networking sites and inter net can lead to aloneness and depression. Children are too small to visualize the difference between real world and virtual world. Violent aggressive response shown in game games can make create difficulty on mind of children to verify difference of simulation and real world. Technology holds a pivotal role for the development of children to teenager. Technology can have positive and negative impact on growth of children to teenager. In has been surveyed in the year 1999, percentage of children having gaming console in 67%. 60% of the children have home computers. And more than 37% of children are so me way or another connected to internet. Recent survey reveals the popularity and addiction of computer and internet among children. Children aged between 8 and 18 are asked that, if they are taken in to desert isle then what things they would carry with them. Most of the children replied access to internet and computer. The addiction and popularity of technology had made children lazier. The increase in exposure to electronic devices would create negative impact on the development of children at younger age. Technology is not the solution that would

Marketing Assignment 2 BENG Essay Example | Topics and Well Written Essays - 1000 words

Marketing Assignment 2 BENG - Essay Example does it offer sufficient growth rate to warrant investment, and how strong the company vis-Ã  -vis its competitors in the industry i.e. how much market share it command in the industry. Estelami2 stated that BCG matrix can also be employed under product elimination decisions (55-56). Thus using this model, the company can plot all of the its businesses or products in the matrix and identify the best strategies for businesses (product) in various categories. Thus, the model gives clear guidance to a company as to how it should go about its investment decisions. The concept of product life cycle is based on the concept of human life cycle. According to Kotler & Keller (2007)3 products passes through various stages of their lives. At each stage the position of the product in the market is different and thus it have to respond accordingly. To help that marketers can use various strategies suggested for the various stages. Drive Thru – This is in the growth stage marked by recent surge in the number of drive thrus that are witnessed. There life cycle will stretched, given the busy life styles; people would love to have them. Cart and Kiosks - It have been the earliest form of coffee shops, though earlier mostly managed by unorganized nondescript market players. Then the sophisticated organized players taked it up and have introducing a lot of innovative features in to it. So I would say the organized players resuscitated this product form. Currently the product will in maturity stage given the kind of competition we see. Growth stage - Marked by the entry of competition, the stage witness a segmented approach to marketing and separate marketing mix to various segments. The firm may go for skimming by lowering the price; the product will have new features and improved versions; the advertising would shift from product awareness to preference building. Maturity Stage – This stage witness heavy price discounts and trade promotion.

Sociolinguistics Essay Example | Topics and Well Written Essays - 500 words

Sociolinguistics - Essay Example Lower geographical distances and large population sizes often results in increased social contact between two locations and the chance that the respective dialects are influenced by each other (Heeringa, 2006). Therefore by establishing language variation theories more information can be gathered about the speakers, their representations, about the structures of the society and interactions (Berruto, 2004). The scientific study of language is called linguistics. Formal models are often constructed which allow us to understand the functioning of various modules of the linguistic grammar function1. These modules include study of variations in phonetics, phonology, morphology, syntax and semantics. In fact there's a school of thought which says that, "In the absence of variation, languages would no longer be the versatile, flexible semiotic instruments they are, malleably following the flow of time and history. This capacity for variation would appear to be co-essential to natural langu ages" (Berruto, 2004). Variations in language can be; Dialect: This is a somewhat complex concept. Dialect is considered a collection of attributes (phonetic, phonological, syntactic, morphological, semantic) that make one group of speakers noticeably different from another group of speakers of the same language Therefore while on the one hand there are variations in the languages li

Dilemmas of Leadership in Business Assignment Example | Topics and Well Written Essays - 750 words

Dilemmas of Leadership in Business - Assignment Example J. et al. 2004:15) declares that leadership is the capability of any individual to marshal an organization’s members towards effectiveness and success by motivation and influence. It marks an influence relationship with the intention of attaining real outcomes and changes of mutual interest. In contemporary times, influential cross-border leadership is imperative, and this is measurable in terms of cultural adaptability, emotional and cultural intelligence as a factor of self-development in a leader, which impacts success through leadership at an extensive scale in the highly globalized world of modern times. Emotional intelligence (EI) pertains to the notion that the proficiency of leaders to comprehend their individual emotions, and the emotions of people in their working environment is an expedient tool to achieve better business performance. It is claimed that the core competencies of modern and historical leaders is not just a function of EI, but it also incorporates Cult ural Intelligence (CQ) into the equation. CQ is an individual’s ability to adapt to new cultural environment and forego any cultural shock attributable to unfamiliar settings in a cultural context. With regards to assessing the EI and CQ on the developmental scale, many tests have been developed: Cross-cultural adaptability inventory (Kelley C., and Meyers J., 1995), paper-and-pencil inventory, behavioral investment centres, intercultural communication inventory tests (Earley and Peterson 2004) etc. Goleman (2002) claims that four aspects of EI: self-awareness, self-management, social awareness and relationship management, add to the critical set of skills required for profound leadership. He further asserts that self-awareness facilitates empathy and enables self-management. These two combined are a gateway to emotionally intelligent leadership built up on the foundation of self-awareness. The EI in itself is not a distinctive form of intelligence, but the application of int elligence to a certain domain of life- the emotions. The concept has an extensively wide base and therefore its measurement is not scientifically reliable, however its paramount significance can not be doubted with regards to leadership in the current era. Cultural Intelligence comprises of three rudimentary components: cognitive, motivational and behavioral. In light of these, authors of the subject suggest a CQ learning and educational model based on three subjects: meta-cognitive (learning different strategies to enable cultural sense making), motivation (cultural empathy and self efficacy, which is directly proportional to self-esteem of an individual), and behavior (approved behavior in a cultural setting and mimicry). The current issue of contemporary times is an ever increasing demand for global effective leaders, who when measured on the scale of effectiveness must possess the required combination of knowledge measured in terms of EI and CQ for it is necessary for any achiev ement oriented leader in the sphere of local or international relations. However, the supply of global leaders and managers today having adequate EI and CQ is critically very low. Globalization is regarded as the master concept of the modern times, because we live in an era which is marked by dramatic industrialization and interaction between nation states. Extensive globalization indicates that the success of Multinational Corporations (MNCs) and Small and Medium

Diachronic Analysis of Poverty Essay Example | Topics and Well Written Essays - 1000 words

Diachronic Analysis of Poverty - Essay Example From the 578 documents reviewed in the process of selecting the core definitions of poverty, three broad categories were utilized in the screening of the documents: the main among the had to relate to poverty, secondly, each document had to contain a unique and original definition of poverty, and finally, the authorship to correspond to the key actors involved that is the researcher, donors, government, and NGOs. To uncover the deeper layers of meaning within definitions and changes, the diachronic analysis disaggregated topics, themes, and frames within the definitions. Huckin (2002) states that each definition was first disaggregated into basic component parts or topics, once they were identified they were grouped according to their semantic meaning for example topics such as housing, assets, and clothes were grouped according to material assets or possessions while topics such as food, nutrition, and life expectancy were categorized as physical factors. The definitions varied in t heir length and complexity. Some definitions were formed by a single theme while in more length definitions, the themes were embedded in one another. Â  From the findings, the majority of definitions of poverty were sourced in documents written by development agencies and researchers with fewer non- governmental organizations and national government. One of the reason for this as argued by Edwards and Hulme (1992) reveals that governments and NGOs are largely the implementers of development praxis. Secondly, NGOs and government literature often repeated definitions offered by both researchers and donors, this literature was least original and therefore least represented. Gill (1970) argues that NGOs programmes in the past were more independent and did not mirror donor interests today for example during the 1970s, NGOs were less interested in poverty per se than disaster mitigation and family relief as stated by Gill (1970), Twedt (1998) and Maxwell (2001). Â  

Global warming Essay Example | Topics and Well Written Essays - 250 words

Global warming - Essay Example You’ve been greatly successful in offering appropriate illustrations, examples, and explanations all through your speech, effectively enhancing them with elaborate graphics. Significantly, the data you’ve provided throughout your speech have been concise and handy, ornamented with computer-model charts, photos, archival footage, and cartoons. The ultimate impact of using these tools in the speech is that the audience is easily persuaded by the seriousness of the issue as these dramatically illustrate the influence of the issue of global warming on the entire universe, and on the U.S. in particular. I’m particularly impressed with the pertinent point of your speech, i.e. the human beings have been destructively influencing the planet by way of manmade pollution and other threatening acts. However, I’m more impressed with the way you have been emphasizing the compelling case for decisive action, through your forceful words and effective mannerisms. In short, I’m highly convinced that you’ve secured a respectable place among the world’s most natural public speakers through your show of public speaking ability in this campaign. Work Cited â€Å"An Inconvenient Truth.† Top Documentary Films. Feb 17. 2011.

Chicken parm sub Essay Example for Free

Chicken parm sub Essay Chicken parm is the best sub on the planet earth. I used to eat it when I was little my mom used to make for me every Sunday. I used to have it with Pepsi. When we were done we used to go on a bike rides. Me and my family dont do the bike riding any more. When we ate it we say funny old storys about are family. When my friends come over I ate with them but the storys got embarrassing. This is what I like to do when I eat chicken parm. Chicken parmigiana (also referred to as a parmi[1] or parma[2]) is a chicken dish based on the Italian Parmigiana, and is regularly served in Australian pubs.[3] The meal consists of a breaded chicken breast, or chicken schnitzel, covered with a tomato-based neapolitan sauce and cheese. Variations include the addition of a slice of ham or bacon.[4] The dish is typically served with a side of potato chips and salad, although there is some dispute as to whether the chips should be served under or next to the chicken.[5] Size is considered to be a major part of the chicken parmigiana,[5] and increased competition has led to a greater focus on the size of the meal.[3][6] Some restaurants hold competitions with prizes for people who successfully finish a large chicken parmigiana, such as the Parmageddon which was held in an Adelaide Hills pub.[7] The popularity of the chicken parmigiana led to a specialised chicken parmigiana restaurant opening in Melbourne,[5] and the chicken parmigiana is the subject of reviews on dedicated websites which compare the dish as purchased from various pubs within a region.[2][1][5][8] Other meals have also taken on the chicken parmigiana theme, including pies and Subway sandwiches.[9][10] This dish was adopted by the Australians it is originally from Italy. In Italy it was served with pasta, and sometimes garlic bread

Quantitative and Qualitative Comparative Approaches

Quantitative and Qualitative Comparative Approaches Comparative Education What Are the Strengths and Weaknesses of Quantitative and Qualitative Comparative Approaches? Introduction Virtually it is impossible for comparison not to exist, since it is a major part of human nature. Anything that exists and can be thought about has the potential to be compared. Swansen (1971: 145) stated that THINKING WITHOUT comparison is unthinkable, so is all scientific thought and scientific research. When the term comparative approach is used in the general sense it is a vital attribute in the field of social scientific methodology. In the general sense it may be assumed that all social scientific methods are comparative. However, in the field of sociology the term is more restricted to the explicit study and comparison of different societies; in an effort to determine the alike and different attributes of the societies (Eastthope 1974). However, some researches in this field of study have developed the position over the years that there is no uniqueness about this field of inquiry. One such researcher is Smelser (1976) who indicated that there is no separate goal recognised by comparative and non comparative researcher because they both describe societal trends by creating limitations over situations and case variants that occur in those trends. Ragin (1989), however, maintained that the comparative approach is a distinctive field because it can be characterised as having an undeviating experiential functioning of the nonfigurative notion of society that has a high level of notions. Based on this, Ragin stated that this is what differentiates compartivists and non- comparativits. Therefore it may be assumed that the comparative approach involves the studying of one society and comparing it to more than one case (society) based on their societal factors such as culture, politics, etc., and determining their similari ties and differences and attributing them to why phenomenon exists in the society being analysed. There are two major methods that researchers can apply when they conduct comparative research. These two approaches are called the comparative quantitative and comparative qualitative approaches. Therefore, in this essay I will be discussing the strengths and weaknesses of quantitative and qualitative comparative approaches. However, firstly I will conceptualise the term comparative approach within the tradition of social science and then I will define discuss the consequences this has for education. Reference will then be made the three stages the comparative approach evolved in education and the major principles that the comparative approach is hinged on. The qualitative and quantitative comparative approaches will then be defined; their features and functions, advantages and disadvantages will be discussed. I will then discuss what the best approach the comparative approach is; then I will finally be discussing the consequences that the comparative approach has for education. Conceptualising the Comparative Approach In the broad field of sociology the comparative approach may be defined as relating to a type of evaluation that contrasts one ideology or investigative plan aligned with others. It may have a possibility of being replaced by another one that can be used to explicate the same others that would explain the same common trend (Gerring 2008). Furthermore, Keaty (2008) stated that the comparative approach is the primary scientific process existing, that an individual can utilise to control theories and analyse the correlations of more than one variable, while maintaining all invariance that can latently alter factors. The main purpose of the comparative approach in this field of study is to construct a justification of worldwide trends that are common to these societies but also allows researchers to analyse the more intricate trends of a society Ragain (1987). Therefore, it may be assumed that through the use of the comparative approach researches are capable of distinguishing that a sou nd empirical elucidation is pertinent to a diverse number of situations, however it still provides the researcher the opportunity to identify that societal trends are multifaceted and that a broad rationalisation is an incomplete rationalisation. Ragin (1989) further purported that the comparative approach is a rational approach and as a result it is hinged on John Stuart Mills (1888) principles of inductive inquiry. John Stuart Mills (1888) as cited in Etzioni and Du Bow (1970) called these three principles are called method of agreement, method of difference and the indirect method of difference. The method of agreement may be explained as if two or more cases of the occurrence that is being examined have one condition that is similar, it is assumed that this condition in which all the occurrence concur, is the origin of the specified trend. Therefore in order for an occurrence to be necessary it must occur in each situation (206-208). Furthermore, it may be assumed that in this instance the comparativits would be concerned with investigating situations where the condition can be identified and therefore by default conditions that are not recorded would not be necessary for the occurrence(s) to transpire. The method of agreement that Mills (1888), as noted in Etzioni and Du Bow (1970), formulated may be explained as if an occurrence in which the trend under analysis takes place, and an occurrence in which it does not transpire, and the occurrence is the equivalent one should be reserved, that one taking place before; the condition(s) and the two cases that are different may be termed as the effect or a vital aspect of what caused the trend to take place. The final method that Mill (1888) defined, that the comparative approach is grounded on, is the indirect method of agreement. This method Mills indirect method of difference is the use of the method of agreement twice (208-210). Researchers draft cross tabulations in an effort to establish if trends are existent and if the result present/present or absent/absent then the notion can be maintained. When compartivists apply this method it has three major steps these are: the dual employment of the indirect method of difference and the step which is related to the elimination of challenging single elements of clarification through opposite comparisons. However, when the comparative approach is applied in education it may be defined as being a combination of pedagogy and the social sciences. The comparative approach in education deals with the structure and purpose a school serves. It is suggested by Noah and Eckstein (1969) that the field of education and the social sciences have merged because researches have focused on analogous types of statistics and congruent subject matters. Furthermore, the other reason for this merger between fields is the noticeable interest in quantitative and experiential and approaches of investigation (Noah and Eckstein 1969). The application of the comparative approach in education is purposeful for four main reasons. Crossley and Watson (2004) have tried to identify these purposes. Firstly, it allows stakeholders to comprehend their own educational structure. Secondly, it provides individuals with the opportunity to also be able to comprehend other peoples educational structures, their cultures and i ts societal interactions. Thirdly, individuals would be able to recognise contrast educational structures, procedures and effects as a means of recording and comprehending the issues in education, and assistance to the development of educational guiding principles and traditions. Fourthly and finally it supports enhanced global comprehending and collaboration owing to augmented understanding to various beliefs and traditions of the world. When the comparative approach is applied in the field of education it is hinged on the various stages that evolved from. They are two major theories that are used to explain this process. According to Bereday (1964) as noted in Bray, Adamson and Mason (2007) the development of the comparative approach in education went through three steps. The first step he insinuated occurred during the 19th century and was established by Marc- Antonie Jullien the first known methodically, academic comparative educationalist. This period was referred to as borrowing. Bereday (1964) stated that during this phase great importance was focused on the categorisation of explanatory facts. After that emphasis was placed on contrasting the information collected in an effort to determine the preeminent traditions that a country was using with the purpose of implementing them in other countries. Beredays (1964) second step in the development of the comparative approach in education transpired within the firs t 50 years of the 20th century. This phase, he contended was pioneered by Sir Michael Sadler in the United Kingdom and it emphasised that educational structures are interlinked complicatedly to the nation that maintains them. Beredeys (1964) last step involved interpretation which stresses the development of the evolving of hypothesis and approaches and the apparent creation of the stages of comparative processes and strategies to assist the improvement of ideologies. According to Bereday (1964) as noted in Bray et al (2007) this modern new historical era that examined was a extension of the conventions of the phases of guessing, but it proposed that preceding guessing and ultimate borrowing is endeavoured it is essential that the subject is methodically implemented and applied to the educational policies. Comparative social science is also important in the field of comparative education. The process of borrowing and analysing educational systems across countries are very important for the existence of this field. As such, the use of the quantitative and qualitative approach is also important in comparative education research. The general field of comparative research is generally associated with applying the qualitative approach because cases have to be analysed. However, when applied in education there is a greater need for compartivists to apply the quantitative approach. This demand was brought about because of the move in focus contained in the discipline of comparative education from chronological, descriptive investigations in the direction of investigations applying arithmetical data and quantitative data analysis methods (Bray et. al 2007). The Two Approaches to Comparative Research As previously mentioned they are two major means by which researchers approach their investigations, through the application of either the quantitative or qualitative approach. In this section I will be discussing these both approaches in the broad social science field and then I will be discussing them as they are applied to the field of comparative education. According to Picciano (2004) the major differences between the both approaches when applied in education are based on the rationale of the investigation, the type of information to be collected, the method by which the collected information would be scrutinised, and how conclusions will drawn based on the findings of the collected data. For example, if a researcher wanted to investigate and understand trend that was occurring in a society the researcher may apply the qualitative approach. However, if another researcher was desirous of conducting a correlation study on students performance, they may apply the quantitative approach Quantitative Comparative Approach When the qualitative approach is applied generally, Bryman (2004) defined it as an investigative approach that typically stressed on words as opposed to the computations involved the gathering and interpretation of information. He further stated that this approach has three major features. The first feature is that it involves a deductive methodology towards the interaction connecting assumptions and investigation, in which the emphasis is situated on the examination of these assumptions. The second feature is that it integrates the systems and standards of positivism and of the natural empirical model. And thirdly it exemplifies an analysis of societal veracity as a peripheral authentic purpose Bryman (2004). The application of the qualitative approach in the social sciences is generally advantageous for four major reasons. Bryman (2004) stated that these reasons are measurement, causality, generalization and replication. Measurement is essential because it allows the researcher to define fine disparities between the cases, it is a reliable mechanism for shaping dissimilarities and it provides the foundation for further accurate educated conjectures of the level of association between notions. When the quantitative researcher is investigating a trend he or she is not interested in explaining the trend but rather in determining why the trend is occurring. When the researcher has made their final findings and conclusions there results may be able to be generalised to the whole population being researched. And finally, because of generally steps that are followed, and this method of research is void of personal biases it is objective, therefore if the researcher or any other researcher cond ucted the same research following the same steps the results yielded should be similar. Therefore this would give an indication that this approach to the social science is reliable and valid (Bryman 2004). However, they are also some disadvantageous which occur from applying the quantitative approach. Bryman (2004) has identified four major disadvantages that are generally associated with the application of this approach. Firstly he stated that researches of this approach are unsuccessful in discriminating individuals and societal organisation from the way by which people construe the world. Secondly, some individuals are of the opinion that the means by which the data is measured false belief that it is exactitude. For example, if a researcher distributed questionnaires, it is likely that some individuals may misinterpret the questions, and the answers may not be accurate. Thirdly, sometimes, the respondents may not have enough knowledge to answer the questionnaire adequately, which will result in the data not reflecting the current trend. And finally the investigation of interaction among variables produces an inert perspective of societal that is mutually dependent of individuals l ives (Bryman 2004). An example of how the quantitative approach was applied in mainstream social science was the study conducted by Chin, Fisak and Sims (2002). This study was termed Developing a Likert Scale: the case of attitudes to vegetarians. This study was used to investigate the behaviours of vegetarians who were said to be abnormal and as a consequence were considered with scepticism and resentment. As a result, the study conducted on a sample of undergraduate students of a university from the United States. There scale sought to answer four major questions. These questions were based on the type (s) of behaviours that vegetarians exhibited that was seen as offensive, discrepancy with their vegetarians ideologies, health concerns of vegetarians and how to treat them aptly. The researchers of the comparative quantitative approach also refer to this approach as the variable approach. Ragain (1989) defined this approach as being established on theory. Furthermore he opined that the qualitative comparative approach seeks to determine and analyse the association among perceptible interactions throughout various nations, and extensive hypothetically established descriptions of worldwide societal trends, as opposed to trying to comprehend explicit results. However, it must be noted that the main purpose of the quantitative comparative approach is based on establishing theories which are formulated from common assumptions as opposed to analysing historical conditions, in an attempt to create various historically results. This approach, the quantitative comparative approach has been famous for more than 25 years and its fame because there was a revamping in the concern of researching global societal phenomenon. This revamping of the field prompted researchers to inculcate the quantitative procedures from the conventional social sciences, which led to the application of the social science procedures to analyse hypotheses. The application of the quantitative approach in comparative social science has been beneficial because compartivists now have and increased authenticity and a renewed association with conventional social science (Ragin 1989). The use of the quantitative comparative approach is advantageous obviously for the same reasons mentioned for the use of the quantitative approach in mainstream social science, however Ragin (1989) has presented seven advantages that compartivists derive when they apply the quantitative comparative approach. Firstly, comparitivts are now equipped with an approach that allows them to study a large number of cases at an instant. Furthermore, it allows these researchers to increase the quantity the amount of scrutiny which does not require a great amount of knowledge of the field; despite having knowledge of the field would improve the quality of this approach. Secondly, it has stimulated a novel awareness in consistent quantitative cross-national data. This awareness is valuable because measuring permits more precise examination of the hypothesis to be achieved. Quantification of description of societal composition presents a foundation for analysing a wide range of conjectures concern ing the interaction among cases. Thirdly, it allows investigators to consider alternative explanations more carefully when testing a theory. Fourthly, comparativists now have access to information from various a large cross sections of countries data bases. Fifthly, through the application of the quantitative comparative approach, researchers have now when creating scientific generalisations; since the quantitative procedures that have been introduced are conventional like the traditional design in mainstream social science. Sixthly, it has reduced the inclination between some comparativits to appreciate specific elucidations when confronted with several contradictory situations. And finally it has given researches the opportunity to use procedures of statistical control (Ragin 1989). An example of a quantitative comparative study would be Bronschier and others (1978) study of developed countries that had an advanced level of local investment economies grew quicker. However, some individuals have criticised the quantitative comparative approach of these comparativists. Picciano (2004) has identified some major criticisms. Firstly, individuals have stated that comparativits who apply this approach has not given their subjects the opportunity to express their genuine perceptions, unlike the researchers who use the qualitative comparative approach. The quantitative comparative approach is also said to be criticised because findings from this approach tend to be void of significance. Researchers of the qualitative comparative approach also are condemned because they tend to be concerned with hypothesises which are unrelated to cases being examined, therefore this results in findings which are not truly linked to the instigative enquiries. As such, statistics are produced which is fictitious and inappropriate to distinct situations (Picciano 2004). According to Bryman (1988) and Smith (1983) as noted in Bray et al (2007) the use of quantitative comparative education in education is purposeful for the formation of principles which provide some form of clarification and forecasting of educational trends Principles of relationship maintain a practical reliance among objects, while principles that seek to determine reasons (qualitative comparative approach) entail an unchanging series of procedures. Observing this approach to the nomothetic form of analysis entails that investigators contemplate such principles to be worldwide, despite of dissimilarities that exist. Principles increases potentiality to explicate and forecast interactions among trends across circumstances. The quantitative approach is also imperative in education. These comparative educational investigators are interested in analysing in a fashion that their results would be generalised and pertinent to all the trends regardless of the nation our culture. Concurrently, there are feasible assumptions, systems, and strategies across the globe, and an aspiration to get worldwide explanations to worldwide phenomena. Major records from worldwide researches of educational accomplishment, and educational statistics collected by global organisation, can be appealing to knowledgeable and apprentice investigators similarly as a result of its accessibility. Ultimately, if the government indicates that they require the educational system a worldwide group to carry out an investigation they may require that researchers apply a more quantitative comparative approach (Bray et al 2007). Qualitative Comparative Approach When the qualitative approach is defined in mainstream social science Creswell (1998) stated that it is an investigative procedure of comprehending rooted on clear customs of inquisition that investigates a societal or human dilemma. The investigator creates a multifaceted, whole depiction, evaluates words, reports comprehensive ideologies of subjects, and performs the research in a real situation. However, he maintained that researchers who use this approach ought to conduct a quantitative research preceding it. Lincoln (1995) stated that this approach is procedure has a large concern of integrating and deducing the real subject with an effort to explain and understand trends of people. Furthermore this type of investigations uses diverse types experimental resources e.g. interview, case study, etc. When researches use the qualitative approach to conduct their investigations they are six steps that they must follow. Bryman (2001) has identified these six steps. The first step involves formulating broad investigative enquiries. The next step involves the choosing of the pertinent cases to be investigated. Thirdly, these researchers should seek to gather their pertinent information that will answer their research questions. Fourthly, the researcher has to construe the gathered information and afterwards they should seek to do some theorising. At this point the researcher has to redefine the research question, gather more information and re-interrupt the gathered information. Finally, the research can then construct their findings and conclusions. An example of the application of the qualitative approach to investigation is Taylors (1993:8) study cited in Byman (2004). This research involved the investigation of female drug users who used needles. In her study she showed that thes e women were rational active individuals who were capable of making choices rooted on the eventualities of both their drug abuse and the roles they play in society collectively. The qualitative approach in mainstream social science is advantageous. Burns (2000) has identified some advantageous of applying this approach when conducting research. Firstly, because the basis of research in this approach is not established on testing a hypothesis the investigator is provided with the opportunity to have a more intimate relationship with the subjects, and therefore a better understanding of the phenomenon being investigated. Researchers of this approach can also have a better opportunity in developing causations as it relates to trends that are occurring. Ultimately, when the findings are prepared they are not represented with numerical summaries; therefore the average person can understand the results presented (Burns 2000). However, they are four major disadvantages which can be associated with the application of the qualitative approach in mainstream social science. Firstly, the approach is too subjective, as such the results are too reliant on the investigators disorganised perceptions about what they view consequential. This approach to investigation is impossible to reproduce because it does not have any formal structure. Another criticism of this approach it that the results yielded cannot be generalised and can only be applicable to the small number of cases that were researched. Finally the whole procedure that is carried out in this approach does not clearly depict what the investigator procedures and how they made their deductions (Bryman 2001). The qualitative comparative approach is defined as an approach that compartavists use to create chronological clarification of detailed past results or previously distinct grouping of observed trends. This approach is also referred to as the case-orientated comparative method. The objective of this methodology is equally past construe and fundamental rational. Therefore, comparativits who use this method attempts to comprehend or infer explicit cases based on their inherent values. Thus the general aim is to create restricted generalisations regarding the subjects of tentatively distinct groups of experiential trends universal to a small group (Ragin 1987). They are some advantageous which can be derived from utilising the qualitative comparative approach. Ragin (1989) identified some of these advantages. Firstly, it is feasible to focus on fundamental difficulty involved in studying the cases based on attributes that create the significant societal transformation and trends that concern social scientists. Also this methodology necessitates that the researcher defers suppositions concerning the similarity of subjects and situations. This accommodation enhances the interactions between ideologies and findings. The research sample is manageable since the cases are few. Therefore these compartivists will be able to contrast the differences, and have a personal understanding of pertinent subjects (Ragin 1987). A good example of a qualitative comparative study is Marvin Harris (1978) study of sociocultural puzzles This study entailed him to studying the various views people had regarding meat from various parts of the world. He was able to explain these different ideologies of meat eating for the various regions based on cultural elucidations. They are also some disadvantages in applying the qualitative comparative approach. Picciano (2004) identified four disadvantages. Firstly, the analysis of the information is too dependent on the researcher. Furthermore, when the researcher has completed their investigation the study cannot be reproduced nor can the results be generalised for any other cases. And ultimately, since the results are not presented statistically some researchers will view the results as insufficient to provide valuable proof and furthermore being an assault to the truth. Since the qualitative approach to social to comparative method involves determining causation compartivists tend to apply comparative historical research when investigating. Mahooney and Ruechemeyer (2003) noted that this approach is a primary type of investigation that is applied in the social science. The comparative historical researchers primary interest is in enquiries which are precise to specific chronological cases. As a result of the desire to explicate these cases, frequently may result in additional research which extends beyond the initial subjects. Comparative historical analysis also involves explicating and recognising of fundamental configurations that create significant outcomes Furthermore investigators clearly examine past trends and obtains the changes over a time frame. And ultimately because comparative historical researchers typically are acquainted with all cases, they are able to they can assess variables based on theoretical analysis and legitimacy is achiev able when a reasonable number of cases are chosen (Mahooney and Ruechemeyer 2003). An example of a comparative historical study in the field of education would be Green and Wiborg (2004) study on Comprehensive Schooling and Educational Inequality: An International Perspective. Skopol and Somers (1980) have identified three approaches that can be used in comparative historical analysis. The first one is called Parallel Demonstration of Theory. The chief principle of this approach was for contrasting situations/countries past to convince the reader that a specified and described assumption can frequently reveal its effectiveness. An example of this approach is Jeffery M. Paiges study on the Agrarian Revolution. The second approach is contrasting on contexts by putting cases beside each other and more or less has a differing purpose than parallel comparative history. An example of this approach is Reinhard Bendix investigation of nation building and citizenship. Generally comparison is done between separate subjects. Typically contrasts are advanced by of the direction of assumptions. The third approach is the Macro-social Analysis. These investigators employ this style chiefly to determine causation about macro-level methods and systems. An example of this approach is Barrington Moores research on Social Origins of Dictatorship and Democracy (Skopol and Somers 1980). Mahooney (2000) also identified another approach that may be used in comparative historical analysis as path dependency. Through this approach researchers indistinctively conceptualise the past that is significant and the impacts it will have on the future. This form of investigation essentially analyses the association between sequential variables are considered, however it does not essentially scrutinise path-dependent progression of transform. However, it proposes an account for specific results of occurrences of exceptions. An example of the path-dependency approach to comparative historical analysis is Jack Goldstones Revolution and Rebellion in the Early Modern World (Mahooney 2000). However within comparative education they are some researchers who prefer to adopt the qualitative comparative approach, and therefore insist that this method is applied. They prefer this method because they opine that it will eliminate the inadequacies that are associated with the quantitative approach to comparative education. Qualitative investigators within the field of comparative education also view that there is a sound conviction in the significance of traditional, political and societal framework and the opinion that education cannot be unrelated from its indigenous customs. Qualitative investigation is also supported through a great quantity of worldwide numerical statistics, frequently insignificantly engaged devoid of reflection of impending preconceptions. And also by means of elements of investigation contrasted which not only include native circumstances and societal difference, with consideration to the enquiry of the objectivity or importance of the investigators un dertaking. The qualitative comparative investigators in education focus on the necessitatity to the immensely prospective for partiality and difficult conjectures when investigators act externally from their personal intellectual circumstances. They opine that effort ought to be present in order to become cognisant of such partialities and furthermore to enquiry individual postulations although attempting to comprehend the postulations fundamental to the nations and traditions which are aims of investigations. An example of the use of the qualitative comparative approach in education is Margaret Archers (1979) as noted in Green (1990) study on The Social Origins of Education Systems. Her study was conducted in Russia, England, France and Denmark. This research was also the basis for Green (1990) study on Education and State Formation. Another example is Ramierz and Boli (1987) study on The political Construction of Mass Schooling: European Origins and Worldwide Institutionalization Mixed Methods Combing the qualitative and quantitative approaches to the comparative approach is beneficial when considering the many advantages and disadvantages t

Drug Wars In Mexico: Overview of Cartels

Drug Wars In Mexico: Overview of Cartels A wise man once said, Im the king of the trap, El Chapo Jr, this man was 2 Chainz. Im talking about El Chapo and Mexican drug wars in general. Unlike most other research paper topics, drug wars are going on right now. In fact, from the time that you woke up yesterday morning to the time that you went to sleep last night, about 103 people died because of the drug war. Mexican drug wars are the result of killing for money, long time gang feuds, and because of the actions of high level drug lords. Mexican President Enrique Pena Nieto has made progress in stopping the drug violence. He has done things such as dropping homicide numbers 30% and arresting Joaquin Guzman in 2014. Money is the main reason for The Drug War. If it wasnt for the billions of dollars involved, most people probably wouldnt get involved in the lifestyle. Mexico, on average, spends about $431,000,000 per year on illegal drugs. Mexican authorities have revealed that drug cartels earn an estimated $64,340,000,000 per year off of the United States alone! That is enough money to buy every NBA and NFL franchise (therichest.com). Its not only large industries that make billions of dollars. Forbes Magazine estimated that his net worth is in the billions. The United States Government announced that a $5,000,000 reward was waiting for anyone who gave information leading to his location and arrest. Car ·tel (kà ¤rˈtel) n. An association of manufacturers or suppliers with the purpose of maintaining prices at a high level and restricting competition. Drug cartels pretty much run Mexico. The three main cartels in Mexico are the Tijuana, Sinaloa, and the Mara Salvatrucha Cartel. The Tijuana Cartel traces back the the Sinaloa State. Founded in the 1960s, the founders were Pedro Aviles Perez, Rafael Caro Quintero, and Ernesto Fonseca. It is important to note that the gang is a shell of what it was in the late 1990s (Insight Crime, 2015). The Sinaloa Cartel, often described as the largest and most powerful drug trafficking organization in the Western Hemisphere, is where the famous drug lord, El Chapo, thrives from (Insight Crime, 2015). El Mayo is second in command with the Sinaloa. While El Chapo has been sidelined in jail for short periods of time El Mayo takes over and handles things to perfection. El Mayo is a 68 year old man that has been in the business his whole life. He was the leader of El Chapos escape from prison in 2001 and in 2015. The origins can be traced back to Guadalajara cartel. In 1985 the cartel was involved in the 1985 torture and murder of a U.S. drug enforcement agent. While Mexico and the United States were on the hunt for whoever was behind all of this the cartel split up into multiple groups. The Sinaloa Cartel came out the most powerful. The Mara Salvatrucha Cartel is considered the most powerful street gang in the Western Hemisphere. They rob and bully their way into neighborhoods and have turned to crimes such as human smuggling and drug trafficking. The Mara Salvatrucha Cartel (MS13) was founded in the barrios of Los Angeles in the 1980s. The gang was made from immigrants to the United States because of a civil war going on in El Salvador, their previous home. The gangs members are often decorated with tattoos all over their body, and often on their face. National Security and Foreign Affairs Reporter JP Carroll said, MS-13 tattoos partially mean loyalty to the group or family, but they mainly demonstrate the identification to a specific lifestyle, representing the culture of the street. Also in this scenario, tattoos were like like a baptism of the member into a group, representing the turning point of the appartenance (The Daily Caller). El Chapo is right behind Pablo Escobar when it comes to most notorious drug lords in history. El Chapo was born in La Tuna somewhere from 1954-1957. There are no existing birth certificates of him that we know of. El Chapo is a professional at escaping prison. His latest escape was in 2015 from the Metropolitan Correctional Center in Manhattan, New York. He escaped through a 60 foot deep tunnel leading him to freedom. In the 10th-floor Special Housing Unit, known by its acronym, the SHU, pronounced like the shoe, around a dozen prisoners spend 23 hours a day in 20-by-12-foot cells, prohibited from communicating with one another. Meals are eaten in cells, and exercise is in a recreation area specifically for these inmates (Fox News). El Chapo has a lot of power in Mexico and all over the world. He became the Sinaloa Cartel leader in 1980 and needless to say, hes a billionaire. The Mexican Drug Wars will end soon. The FBI is cracking down on leaders more and more every day. Drug lords like El Chapo are always going to be on the run, Mexican President Enrique Pena Nieto has already made a ridiculous amount of progress but he wont be stopped until the fighting stops. The Mexican people live in fear every day. The people of Columbia believed that just because you are involved in the drug scene doesnt make you a bad person. Pablo Escobar is known as a hero in Columbia. He took care of the people of his country. The people of Columbia saw him as a father.Behind every crime is a story of sadness- Enrique Pena Nieto. Works Cited Crime, InSight. Tijuana Cartel. InSight Crime | Organized Crime In The Americas. Insight Crime, 17 Nov. 2015. Web. 27 Feb. 2017. Drug Cartel. Britannica School, Encyclopà ¦dia Britannica, 6 May. 2016. school.eb.com/levels/high/article/drug-cartel/607942#334007.toc. Accessed 7 Feb. 2017. Enrique Peà ±a Nieto. Britannica School, Encyclopà ¦dia Britannica, 12 Jan. 2017. school.eb.com/levels/high/article/Enrique-Pe%C3%B1a-Nieto/599569. Accessed 7 Feb. 2017. Joaquà ­n Guzmà ¡n Loera. Britannica School, Encyclopà ¦dia Britannica, 19 Jan. 2017. school.eb.com/levels/high/article/Joaqu%C3%ADn-Guzm%C3%A1n-Loera/600397. Accessed 7 Feb. 2017. Mara Salvatrucha (MS-13). Britannica School, Encyclopà ¦dia Britannica, 26 May. 2016. school.eb.com/levels/high/article/Mara-Salvatrucha/627101. Accessed 7 Feb. 2017. Post, Latin. How Mexican Drug Cartels Earn Billions in Drug Trade. Latin Post. KJ Marino, 03 Feb. 2016. Web. 28 Feb. 2017.

The Jungle :: essays research papers

Part I In the book The Jungle, there are many characters. The major character is Jurgis Rudkus. The book revolves around his life in Packingtown. Jurgis is originally from Lithuania. When we first meet him he appears as very large and powerful. He has a wife, Ona Lukoszaite, and a son named Antanas. Mike Skully is the powerful political leader in Packingtown. Phil Connor is a foreman in Packingtown â€Å"politically connected† through Skully and causes much trouble for Jurgis. Jack Duane is an experienced and educated criminal who is also â€Å"politically connected†. A man named Ostrinski is a half blind tailor who teachers Jurgis about socialism. There are also members of Ona’s family who play minor roles in the story. The story opens with a feast at Jurgis and Ona’s wedding in America. They have a wedding feast after the ceremony. This is where Ona hopes her and Jurgis get some money. To their surprise, the young do not observe the tradition of giving m oney to the bride to help pay for the feast. Ona becomes worried that they are not going have enough money, but Jurgis simply replies by saying â€Å"I will work harder†. The story then flashbacks to how the two first met. Jurgis met Ona at a horse fair, and they fell in love. They were too poor to have a wedding because Ona’s father had died. In hopes of finding freedom and fortune, they left for America, bringing several members of Ona’s family with them. As soon as Jurgis and his family arrive in America they are faced with a problem. They do not speak English and get lost. Finally, they get a cab. They are let off at the yards and bump into Jonas’s friend. He finds them a place to stay in Packingtown. It is a section of Chicago where the meat packing industry is centralized. Jurgis tours the plant and sees the efficiency. No part of the animal is wasted. The tour guide specifically says, â€Å" they use everything about the hog except the squeal,â₠¬  (The Jungle, pg. 38). Jurgis quickly gets a job, on the cattle killing beds. The other members of the family soon find jobs, except for the children. They are put in schools. Jurgis and Ona decide that they want a home because they do not like where they are staying now. They arrange to see one of the houses. The Jungle :: essays research papers Part I In the book The Jungle, there are many characters. The major character is Jurgis Rudkus. The book revolves around his life in Packingtown. Jurgis is originally from Lithuania. When we first meet him he appears as very large and powerful. He has a wife, Ona Lukoszaite, and a son named Antanas. Mike Skully is the powerful political leader in Packingtown. Phil Connor is a foreman in Packingtown â€Å"politically connected† through Skully and causes much trouble for Jurgis. Jack Duane is an experienced and educated criminal who is also â€Å"politically connected†. A man named Ostrinski is a half blind tailor who teachers Jurgis about socialism. There are also members of Ona’s family who play minor roles in the story. The story opens with a feast at Jurgis and Ona’s wedding in America. They have a wedding feast after the ceremony. This is where Ona hopes her and Jurgis get some money. To their surprise, the young do not observe the tradition of giving m oney to the bride to help pay for the feast. Ona becomes worried that they are not going have enough money, but Jurgis simply replies by saying â€Å"I will work harder†. The story then flashbacks to how the two first met. Jurgis met Ona at a horse fair, and they fell in love. They were too poor to have a wedding because Ona’s father had died. In hopes of finding freedom and fortune, they left for America, bringing several members of Ona’s family with them. As soon as Jurgis and his family arrive in America they are faced with a problem. They do not speak English and get lost. Finally, they get a cab. They are let off at the yards and bump into Jonas’s friend. He finds them a place to stay in Packingtown. It is a section of Chicago where the meat packing industry is centralized. Jurgis tours the plant and sees the efficiency. No part of the animal is wasted. The tour guide specifically says, â€Å" they use everything about the hog except the squeal,â₠¬  (The Jungle, pg. 38). Jurgis quickly gets a job, on the cattle killing beds. The other members of the family soon find jobs, except for the children. They are put in schools. Jurgis and Ona decide that they want a home because they do not like where they are staying now. They arrange to see one of the houses.

Devial And Daniel Webster :: essays research papers

The play "The Devil and Daniel Webster" was boiring as watching grass grow. The audience struggled to find a comfortable position to stay awake. This disappointing production was stale and went nowhere. Unfortuneltly the audience was unable to develop any emotional relationship with the main characters. THe play predictablitly created an atmosphere of distisfaction. Stephen Vincent Benet obviously was having a bad day when writing this script. Benet uses his three main characters as symbols of mans struggle with good and evil. Evil was represented by the all mighty Scratch. Usually the devil is the undestructable force that can't be stopped. Benet did a poorjob portraying that we all struggle with the Scratch's inside of us. THis is a missed opportunity to develp his characters with traits we could all relate to. The most honest part of the play was the jury. The twelve men represented Jabez's weaknesses. They understood is internal need for money and power. The conversatioin between then three main characters helped the audience understand their relationshipfor one another and their daily values. For example, Mary portrayed the little girl next door nrole in the play. Mary was apathetic and devoted to her husband. At all cost her marriage vowes were very strong and meant a lot to her. Even her commitment to her husband was strong but she still apeared pathetic. Websters powerful commitment to strong morals leaves him exposed and out in the open. You can't take this story to seriously. For example, what neighboor is going to help someone who made a pakted with the devil. Theres a lot of unfinished story lines. The disappointing writing of Benet left the story unresolved.

American Education

American Education is provided mainly by the government, with control and funding coming from three levels: federal, state, and local. At the primary and secondary school levels, curricula, funding, teaching, and other policies are set through locally elected school boards with jurisdiction over school districts. School districts can be (but are not always) coextensive with counties or municipalities. Educational standards and standardized testing decisions are usually made by the states through acts of the state legislature and governor, and decisions of the state departments of education.Education of the learning disabled, blind, deaf, and emotionally disturbed is structured to adhere as closely as possible to the same experience received by normal students. Blind and deaf students usually have separate classes in which they spend most of their day, but may sit in on normal classes with guides or interpreters. The learning disabled often attend for the same amount of time as other students; however, they also usually spend most of their day in separate classrooms, commonly known as special education or special ed; here they often receive extra instruction or perform easier work.The goal of these programs, however, is to try and bring everyone up to the same standard and provide equal opportunity to those students who are challenged. Some students are identified early on as having dyslexia or being significantly slower learners than other students. The federal government supports the standards developed in the Individuals with Disabilities Education Improvement Act of 2004. The law mandates that schools must accommodate students with disabilities as defined by the act, and specifies methods for funding the sometimes large costs of providing them with the necessary facilities.Larger districts are often able to provide more adequate and quality care for those with special needs. It was noted that the country has a low literacy rate as compared with other develop ed countries, with a reading literacy rate at 86-98% of the population over age 15, while ranking below average in science and mathematics understanding. The poor performance has pushed public and private efforts such as the No Child Left Behind Act.In addition, the ratio of college-educated adults entering the workforce to general population (33%) is slightly below the mean of other developed countries (35%) and rate of participation of the labor force in continuing education is high. Under the No Child Left Behind Act, all American states must test students in public schools statewide to ensure that they are achieving the desired level of minimum education, such as on the Regents Examinations in New York or the Pennsylvania System of School Assessment (PSSA); students being educated at home or in private schools are not included.The Act also requires that students and schools show â€Å"adequate yearly progress. † This means they must show some improvement each year. Althou gh these tests may have revealed the results of student learning, they may have little value to help strengthen the students' academic weakness. For example, in most states, the results of the testing would not be known until six months later. At that time, the students have been promoted to the next grade or entering a new school.The students are not given a chance to review the questions and their own answers but their percentile of the test results as compare to their own peers. There are several undesirable phenomena seen in the administration of the testing. In Illinois, for example, the state government delegates the printing and distribution of the test questions and booklets to private companies . There are questions about the security of the tests through this management.In 2006, some school districts did not receive the test questions until after other school districts had finished the tests weeks later. During high school, students, usually in their junior (That is, third ) year (11th grade), may take one or more standardized tests depending on their postsecondary education preferences and their local graduation requirements. In theory, these tests evaluate the overall level of knowledge and learning aptitude of the students. The SAT and ACT are the most common standardized tests that students take when applying to college.A student may take the SAT, ACT, or both depending upon the college the student plans to apply to for admission. Most competitive schools also require two or three SAT Subject Tests, (formerly known as SAT IIs), which are shorter exams that focus strictly on a particular subject matter. However, all these tests serve little to no purpose for students who do not move on to postsecondary education, so they can usually be skipped without affecting one's ability to graduateHowever, many conservatives believe that American public education is in poor shape today because of cultural and social trends, most beginning in the 1960s, which d estroyed classroom discipline, the moral basis for education, and a national consensus on what students should learn. There is some truth in this proposition, but ultimately it fails to explain why American students do not possess the communication and computational skills they need today to succeed in college or in the working world. By any standard, California students are observed to be not performing up to their full abilities.While some within the public school system claim that poor performance is due to inadequate government spending on education, more in-depth research demonstrates that such is not the case. The Pacific Research Institute’s California Index of Leading Education Indicators compiles data on the performance of students in California’s public education system. The findings in the Index reveal that poor student performance is the result not of too few taxpayer dollars, but of poor policy decisions by government education officials.Reform blockers of the American political system advantages those who prefer the status quo, which is why so little has changed in American education Twenty years ago â€Å"A Nation at Risk† set off alarms about the quality of America's schools, and ever since our country has been caught up in a frenzy of education reform. But the frenzy hasn't produced much, After untold billions of dollars and lofty reform packages too numerous to list, very little has been accomplished. Why such disappointing results?Many factors are no doubt responsible, but much of the answer rests with the politics of education. The problem is that, with rare exceptions, reforms that make it through the political process tend to be those that are acceptable to establish. Terry M. Moe , Mar 22, 2003 Further more he stated that â€Å"the teachers unions have more influence over the public schools than any other group in American society. They influence schools from the bottom up, through collective bargaining activities t hat shape virtually every aspect of school organization.And they influence schools from the top down, through political activities that shape government policy. They are the 800-pound gorillas of public education. Yet the American public is largely unaware of how influential they are–and how much they impede efforts to improve public schools. The problem is not that the unions are somehow bad or ill-intentioned. They aren't. The problem is that when they simply do what all organizations do–pursue their own interests–they are inevitably led to do things that are not in the best interests of children.To appreciate why this is so, consider the parallel to business firms. No one claims that these organizations are in business to promote the public interest. They are in business to make money, and this is the fundamental interest that drives their behavior†. Terry M. Moe | Jan 22, 2005. The Wall Street Journal, Jan. 13 On the National Assessment of Educational Progress (NAEP) math test (last administered in 1996), 54 percent of California fourth graders scored below a basic ability level.The average test score of those taking the fourth-grade math surpassed only the average scores of students in Louisiana and Mississippi. While the 1994 NAEP reading test, the average test score of California fourth graders ranked at the very bottom of all states, tied for last with Louisiana. Not only did 59 percent of all California fourth graders score â€Å"below basic,† an even more appalling 71 percent of African American fourth graders and 81 percent of Hispanic fourth graders scored below basic.Interesting performance indicator is the Scholastic Assessment Test (SAT) scores of public versus private high school students. From 1987 to 1995, the average verbal score of public high school SAT takers in California dropped from 421 to 412 (with a low of 408) in 1994, while public school SAT math scores stayed constant at 485. Over that same time p eriod, however, the average verbal score of parochial high school SAT takers increased from 432 to 442, while parochial school math scores increased from 464 to 484.Similarly, both the average verbal and math scores of independent private school SAT takers increased during that period. (See Figure 1. ) The public and private school systems seem to be headed in opposite directions, which is why school vouchers are becoming a more attractive option. The rhetoric of school reform often ignores the crucial role of individual decisions (by students, by parents, by business owners, by educators) in determining educational outcomes. You can lead a horse to water, the old adage goes, but you can't make him drink.It's a folksy way of imparting an important individualist truth. Providing students opportunities at school does not guarantee success if students watch television rather than do their homework – and parents let them. By assuming that any set of reform ideas can magically cre ate a well-educated citizenry, we oversell the role of policy-making. Education requires initiative, a trait notoriously difficult to create or impose. American business leaders began to see a decentralized, â€Å"patchwork† education system as a liability in international competition. U. S.manufacturers, especially, saw the rise of Germany as a significant economic threat and sought to imitate that country's new system of state-run trade schools. In 1905, the National Association of Manufacturers editorialized that â€Å"the nation that wins success in competition with other nations must train its youths in the arts of production and distribution. † German education, it concluded, was â€Å"at once the admiration and fear of all countries. † American business, together with the growing labor movement, pressed Congress to dramatically expand federal spending on education, especially for vocational instruction.Also, business and education leaders began to apply n ew principles of industrial organization to education, such as top-down organization and a â€Å"factory-floor† model in which administrators, teachers, and students all had a place in producing a standardized â€Å"final product. † These leaders created professional bureaucracies to devise and implement policy. Perhaps the most important boosters of America's new public education system were what we might today call â€Å"cultural conservatives. † The turn of the century, after all, was a time of tremendous immigration.As more and more immigrants arrived in America, bringing with them a plethora of languages, cultural traditions, and religious beliefs, American political leaders foresaw the potential dangers of Balkanization. The public education system, once designed primarily to impart skills and knowledge, took on a far more political and social role. It was to provide a common culture and a means of inculcating new Americans with democratic values. Public s chools, in other words, were to be a high-pressure â€Å"melting pot† to help America avoid the dismal fate of other multi-national polities.American political leaders were all too familiar with the Balkan Wars of the early 1900s, and were intent on avoiding a similar fate. Educators today lack the tools for dealing with unruly children thanks to two supreme court decisions of the late 1960's and 1970's. The bureaucratic lament that curriculums need to be revised, salaries should be raised, money should be poured into the system, teachers are not qualified, teachers salaries should be tied to students' performances, are not the reasons for students not learning. Rather it is a lack of discipline in the classroom.One decision declared that schools do not have ‘absolute authority' over their students and the other that a school had violated students' ‘free speech' by suspending them for not adhering to the school's dress code. To compound the situation students have learned quickly that if a school official does something they do not like they can sue or just threaten to sue with sometimes very telling results. More importantly, the ever-present threat of lawsuits transforms a teacher from an active, authority figure into a fearful, hapless, down-trodden passive public servant.Discipline is key to learning and acquiring skills to be prepared for the rigorous task of facing the world. It certainly was in place and largely effective before the tumultuous '60's came along and â€Å"discipline† became sinister in connotation. Today classroom disruption is no longer of the mundane sort – feet on the desk, loud talking, noise-making and fighting. Schools are now dealing with sex offenders, pistol packing students, cursing, students and/or parents fighting with teachers and litigation, all of which undermine the teaching profession.When discipline goes out of the window, the pillars of civility get pushed aside. The universal moral valu es of self-control, self- respect, and respect for others and for property cease to exist. The door is flung wide open for all types of self-serving stress. Counselors, psychologists, psychoanalysts, television commentators, lawyers and many charlatans too, first on the scene of every school tragedy, screaming the blindingly obvious, blaming one parent, two parents, dysfunctional and functional, poor and not so poor families for the troubles of society's young, and creating more chaos than calm in the lives of the young.The Solution There was a time when schools were counted always for stability, discipline, knowledge, caring and shaping the minds of young people. In addition, schools forged cohesive societies with very clear-shared values that conferred a sense of worth on all. That sense of worth could be revisited by a restoration of discipline; by teachers and parents working together, to make educating children their number one priority in life; by a system that instills charac ter and spirituality and equips each student with cultural skills.The quest for social improvement and for making societies better rests with the future generation and if students are to have a sense of social responsibility and desire to live up to social obligations, then they must be armed with a real education premised on discipline. The alternative is not to be savoured. References Judy Gelbrich, OSU . 1999 – School of Education. Section II – American Education Part 1. Colonial America Patricia Caton (562) Technical Contact: [email  protected] edu 951- 4807 Peter Sacks, Standardized Minds: The High Price of America's Testing Culture