The Frontier Or Some Like Takao Ozawa Essay - 2498 Words

Laws are not only as the dictionary says, â€Å"any written or positive rule or collection of rules prescribed under the authority of the state or nations.† The rules that are written reflect the racist, classist, and sexist biases and assumptions maintained in our nation. In other words, laws mirror the customs of the majority that are in power. This is especially evident in the United States during the late nineteenth century when many people were debating the question of what it means to be an American. There are various responses, some by â€Å"native born† such as, Fredrick Jackson Turner who wrote the propaganda piece: The Significance of the Frontier or some like Takao Ozawa, an immigrant from Japan who defines Americanness in his legal brief for naturalization. However, it seems as those who are vulnerable [i.e. women, Black, and Brown people] in an aggressive nation such as the United States, hold with them the true meaning of what it means to be American. For instance, while some were arguing whether or not to assimilate the â€Å"other† as Americans, one community of the other were fighting to stay in a land they were forced into; to be considered humans let alone American. In this paper, I will discuss the ways that the 13th, 14th, and 15th Amendments brought freedom for African Americans, for a moment, and how white supremacy has fought this from happening. It also looks at the ways non-black and non-white immigrants, such as Japanese and Mexican people, have utilized the

The Roaring Women During The Mid Nineteenth Century

The Roaring Women During the mid-nineteenth century, women were the ones taking the pictures instead of being included in them. Women did not matter enough to be in the picture, and the men made sure of that by paying them less in their jobs, not allowing them the custody of their children, not speaking unless spoken to, and no say-so in anything political. Men constantly reminded women they did not have the mind balance to help prevent and evaluate political affairs, and that woman do not have the â€Å"calmness of temperament (qtd. in â€Å"Suffragette†). Henceforth, men believed that if women gained suffrage America would lose all that in which they believed and worked, socially and politically. On the contrary, women began to fight strongly for suffrage, even though they would have been beaten brutally, shunned by their families, and/or thrown into jail. Suffragettes continued to strive for equality because these women were not only fighting for their rights, but also for the future generations brought into a world where women mattered and had a voice. In addition, during the times of war women acquired a taste of something they never had before, independence. Women were called to take charge of many tasks while the men left their country to fight for freedom. However, sadly for the women, war eventually ended, and the men came back to take over the workforce and household. Therefore, women were forced back to their subordinate rank in the eyes of men; however, the ladies had aShow MoreRelatedThe Memorable Periold of the 1920s in The Great Gatsby by F. Scott Fitzgerald1168 Words   |  5 Pageswere occurring. Throughout the 1920s, commonly referred to as the â€Å"Roaring Twenties†, were the Women’s Rights Movement, Prohibition, and The Great War, among other events. 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Triple Bottom Line Approach in Modern Event Management Free Essays

1.0 Introduction Events play an important role in host destinations in terms of the economy, culture, and society (Li and Blake, 2009). events are defined as â€Å"spatial-temporal phenomenon, and each is unique because of interactions among the setting, people, and management systems, including design elements and the programme† ( Getz, 2008: 404). We will write a custom essay sample on Triple Bottom Line Approach in Modern Event Management or any similar topic only for you Order Now The most obvious benefits are economic, as events like the Australian Grand Prix can fill hotel rooms and restaurants (Derret, 2004). Overall, Getz (2008: 405) argues: †¦destinations develop, facilitate and promote events of all kinds to meet multiple goals: to attract tourists (especially in the off-peak seasons), serve as a catalyst (for urban renewal, and for increasing the infrastructure and tourism capacity of the destination), to foster a positive destination image and contribute to general place marketing (including contributions to fostering a better place in which to live, work and invest), and to animate specific attractions or areas. However, events also have social, political, cultural and environmental impacts, for example, successful events can help to build community pride and increase cohesiveness (Gursoy et al., 2004). This report focuses on the Australian Grand Prix, which is held annually in Albert Park, Melbourne. The race has been in this location for 16 years, since it moved from Adelaide in 1994 (Lowe, 2004). This event would be defined as a hallmark event, as it is a â€Å"major†¦ sporting events of international status which are held on either a regular†¦ basis† (Hall, 1992: 263). The Albert Park race circuit is unusual in that it is a temporary track that is laid out on public roads within the park area, especially for the Grand Prix each year. Melbourne won the race to stage the Grand Prix after an aggressive takeover strategy, but there were immediately a series of protests from local environmental campaigners who argued that any economic benefits to be derived from the race would be dwarfed by the ecological damage that would be caused by having up to twenty-four high performance motor racing vehicles racing in the location (Fairley et al., 2010). These protests have been maintained, on and off, ever since, but have not so far led to a rethink regarding the decision to hold the race at Albert Park (Fairley et al., 2010). Another reason for the continuing controversy over the event is the relatively large amount of government funding that it receives. Critics continually argue that the Australian taxpayer should not subsidise one of the richest and most affluent sports in the world (Fairley et al., 2010). However, defenders of the Grand Prix insist that the economic benefits to the city of Melbourne – due to the thousands of fans who flock to the city each year, as well as the teams, drivers, sponsors and other personnel from the teams themselves – far outweigh the amount of public money that is used (Liu, 2010). Nevertheless, as government-funded race circuits in the Middle East and Asia continue to threaten the survival of ‘traditional’ events in countries such as Australia, Great Britain and Germany, it is clear that â€Å"no Grand Prix event run on purely commercial terms, i.e. without some degree of government backing, can be tenable in the long run† (Liu, 2010: 630). Clearly, therefore, the controversy surrounding the Australian Grand Prix is likely to increase over the next few years. The track currently has a deal to host the event until 2015. This report discusses the implications of the Triple Bottom Line (TBL) approach in modern event management using the Formula 1 Australian Grand Prix as a case study. Section 2.0 discusses the TBL approach briefly, which lays the foundation for Section 3.0 which discusses the application of the TBL approach to the Australian Grand Prix. In this section, the major stakeholders are identified and the impacts of the event on them are noted. Section 4.0 concludes the report, discussing the potential strategies for managing these key stakeholders. 2.0 Background: The Triple Bottom Line Approach According to Hede (2008), the TBL approach is borrowed from accounting and finance and is a method of measuring organisational success that takes into account the economic, environmental impacts of an activity and combines it into a single framework. Thus the aim of this approach is to provide a more rounded and comprehensive overview of the impact of an event than would be the case if it were analyzed purely in terms of a single factor such as its business success and the level of revenues. For example, Henriques and Richardson (2004: 105) argue that â€Å"isolating single strands of economic impact†¦ can be virtually impossible, and would anyway fail to paint a comprehensive picture of the true impact of an event.† The TBL approach recognises that most events have both positive and negative implications and, as such, cannot be judged in simple black and white terms. For example, an event such as a Formula 1 Grand Prix might on the surface seem to damage the ecology of a location such as Albert Park, but might bring in sufficient revenues for the local authority to be able to invest in the park and have an overall net benefit. One of the primary benefits of this approach is therefore the interrelatedness of the three bottom line factors (Henriques and Richardson, 2004). In applying the TBL approach to event management, Hede (2008: 13) combines the TBL approach with Stakeholder Theory and argues that this approach allows the â€Å"underlying principles of the TBL [to] be implemented to special event planning so that the outcomes of special events can be enhanced for their stakeholders.† Figure 1 below shows how the TBL approach and Stakeholder Theory have been integrated into one framework by Hede (2008). Fairley et al. (2010) also advocates the use of this approach. The stakeholder theory of management is designed to serve the interests of all the various groups that have an interest in the corporation and therefore the corporation has an obligation to consider the interests of customers, employees, shareholders, communities, suppliers, and financiers in all aspects of their operations (Kelly and Oliver, 2003). Thus Stakeholder management requires, as its key attribute, simultaneous attention to the legitimate interests of all appropriate stakeholders, both in the establishment of organisational structures and general policies and in case-by-case decision making (Donaldson and Preston, 1995: 67). This is clearly applicable to events management as advocated by Hede (2008) and Fairley et al. (2010), as the interests of all groups need to be taken into account when an event is being hosted. Putting all this together, the TBL approach is one that implies that â€Å"organisations should assume accountability for their economic, social, and environmental impact and that such assessment should be measured and communicated to relevant stakeholders† (and Fairley et al., 2010: 4). 3.0 A Triple Bottom Line Analysis of the Australian Grand Prix Hede (2008) identified primary stakeholders as businesses, community groups, governments, residents (attendees and non-attendees), shareholders, sponsors, tourists (attendees), employees (event and non-event), volunteers, and the media, and these are represented in Figure 1. Secondary stakeholders include environmentalists, competitors, emergency services, and event associations and these are not represented in the diagram but are still discussed below. For the Australian Grand Prix, the primary and secondary stakeholders and the impacts they experience are discussed below. F1 Fans and Sports Tourists These stakeholders can be argued to have a strong claim, as they have a powerful and legitimate claim on the event (Mitchell et al., 1997). As noted in Figure 2, their interest is primarily in the social impacts of the event. These stakeholders can be seen as dominant as the success of the event depends on these stakeholders (as discussed below). Event Organisers and Sponsors These stakeholders seem to have the strongest claim, since they have a powerful claim on the event backed by Australian Grand Prix Act, 1994 and by the Australian Government. They can also be seen as dominant stakeholders in the event. Formula 1 races are administered by the Formula One Group (FOG), led by Bernie Ecclestone and owned by CVC Capital Partners (70%), JPMorgan (20%) and Ecclestone (10%). Each race circuit pays an annual sanctioning fee for the right to host a Grand Prix. This varies from race to race based on various considerations, and the precise amount is rarely revealed, but it is estimated that Melbourne pays around AUS$30 million annually (compounded annually at 15%) (Fairley et al., 2010). This would seem to be broadly in line with the fees paid by most other tracks (with the exception of Monaco). Other factors that must be covered by the organisers include the provision of marshals, advertising and promotion, support races, seating and ticketing arrangements, sec urity, ‘parc ferme’[1] and paddock environments for teams and drivers, and the necessary transport infrastructure to get people to and from the event (ref). The real variation concerns ancillary factors such as on-track sponsorship: some tracks retain the rights to sell this advertising and keep the profits, while others trade this for a reduced race sanctioning fee. Again, both FOG and the Melbourne organizers have been reluctant to reveal details of such arrangements, but it is believed that the Melbourne track organises advertising and retains this income. Since 2007, the race has been sponsored by Qantas. Income for racetracks comes from a variety of sources. Actual ticketed attendance over the three days of an event remains important. Fridays are given over to testing sessions, Saturdays to more testing plus qualifying and some support races, and Sundays (always the most heavily attended) are for the race itself. Crowd figures since 1995 have dropped off, but in recent years have begun to improve as shown in Figure 2. As can be seen, the Melbourne event has never reached the 500,000 spectator level that was achieved by the final Adelaide race in 1995, and attendance steadily declined between 1996 and 2005, at which point a small rally took place. The Grand Prix has settled at between 300,000 and 300,500 in recent years, despite the potential inducements offered by Australia finally having a race-winning Grand Prix driver again (Mark Webber) and despite the onset of the financial crisis. In fact, one of the most startling aspects of the attendance figures is that, since 2005, they hav e been remarkably consistent, weathering not only the global economic crisis but also more specific issues such as a number of transport strikes (aimed specifically at the Grand Prix), rising unemployment in Australia, the death of a marshal at the 2005 event, and a number of other problems. Figure 2: Australian Grand Prix Melbourne crowd figures, race day, 1995-2009 (shaded area indicates figures for Adelaide) However, relatively stable attendance figures do not necessarily indicate a stable financial basis for the race, especially given that race sanctioning fees have been rising year-on-year and other costs have also risen. In 2010, the race posted its latest financial figures and revealed a loss of AUS$49 million, a 25% increase on loss from the 2009 race (Reuters, 2010) and a clear indication that the core event itself is may not be economically viable. In fact, losses for the race have been steadily rising year-on-year since at least 2005. Government and Taxpayers Both of these groups have a strong stake in the event, with the government having a powerful and legitimate claim, which combine to create authority (Mitchell et al., 1997). On the other hand, taxpayers have an urgent claim based on the amount of subsidy being provided by the government for this event. However, taxpayers do not seem to be dominant stakeholders because it does not appear that they have the power to determine whether the event continues or not, unlike the government. The total input from the government is approximately AUS$40 million, which means that the government covers the entire sanctioning fee plus a contribution to the running costs (Fairley et al., 2010). When major sporting events receive public funding, there are inevitably grand claims about the economic impact of those events for the surrounding economy. On a simple level, if the state government invests AUS$40 million in the Melbourne Grand Prix, it should be able to demonstrate that the surrounding economy benefits by more than that sum if the government is to avoid accusations that it is merely subsidising an expensive sport. The main way in which tourism organisations try to achieve their economic objective is to attract visitors who spend on the event (and on local products such as hotel rooms and restaurant meals) and therefore the major objective of events tourism is to translate intention to visit a destination into an actual visit (Auld and McArthur, 2003). However, demonstra ting the economic impact of any event is notoriously difficult as Szymanski (2009: 31) notes, â€Å"the investment is easy to quantify and define, but the return – which can include hotel bookings, transport, franchises, restaurant income and almost any aspect of the location’s economic cycle – is much harder to determine.† It is therefore unsurprising that economic impact reports commissioned by the National Institute of Economic and Industry Research (NIEIR) and the Victorian Auditor-General’s Office (VAGO) produced dramatically contrasting conclusions regarding the impact of the Grand Prix in Melbourne. The NIEIR report, commissioned by the organisers of the Grand Prix, was much more favourable in terms of the economic benefits it identified, while the VAGO report â€Å"State Investment in Major Events† from May 2007 found far more areas where the economic impact was being dissipated and was failing to meet its theoretical level. It is not difficult to see how such issues become highly politicised: the VAGO report was in part funded by those who are opposed to the race due to ecological considerations, while the NIEIR report was funded by those who have strong economic reasons to want to keep the race running. This degree of politicisation adds an extra layer of confusion to any analysi s of the economic impact of the Grand Prix. Still, the losses incurred by the Australian Grand Prix Association, reported by Reuters at AUS$49.2 million which is double the loss in 2006, supports the argument that taxpayers are bearing the burden for hosting this race, with the opportunity cost being less money spent on heath, education, and social services. Additionally, recent research by Giesecke and Madden (2007) demonstrates that economic impact assessments of major events based on input-output methodology (used by NIEIR) typically leads to inflated estimates, supporting the conclusion of the VAGO report that there was no evidence that the Melbourne Grand Prix event is leading to induced tourism. Businesses and Employees These stakeholders also have strong claims on the event, however they are not necessarily powerful stakeholders. The Grand Prix represents a platform for a vast array of other international and local businesses to promote their goods and service offerings (Cairns, 2009). However, while the Grand Prix is a major marketing outlet for involved and sponsoring businesses (Cairn, 2009), the impact on local businesses is less apparent. According to Fredline (2004), those residents and businesses that directly benefit from the hosting of the grand Prix would have more positive perceptions of the event, which was borne out by their research showing that those involved in tourism or other business positively impacted by the event perceived the event more positively than the general population. In their systematic review of the data on the economic impact of events McCartney et al. (2010) concluded that: The overall impact of major multi-sport events on economic growth and employment was unclear. Two thirds of the [18] economic studies reported increased economic growth or employment immediately after the event, but all these studies used some estimated data in their models, failed to account for opportunity costs, or examined only short term effects. Thus, as found by the VAGO report, it seems that local businesses may not be making out as well as they could have from the hosting of the Grand Prix. Environmental Groups, Community Groups, and Residents This is the final group discussed here. These stakeholders have a legitimate claim on the event and also have an urgent claim, but lack the power to change anything major regarding the event. For example, the ‘Save Albert Park’ group as formed in early 1994, however they have still been unsuccessful in their goal of eliminating or relocating the Grand Prix (Fredline, 2004). On one hand, residents benefit from the hosting of the event because they can take part in the festival events surrounding the race day, such as the street parades, markets and annual rock concert and this may improve their quality of life (Fairley, 2010). Additionally, some residents note that the hosting of the event has led to better maintenance of public facilities, employment opportunities, and greater pride in Melbourne and so most respondents in Fredline’s (2004) study (68%) indicated that they would like the Grand Prix to continue. However, some costs and benefits are only felt by some of the population, for example, locals involved in tourism may receive a direct economic benefit while those that normally use Albert Park for recreation may be most affected by this event. This is particularly an issue for the Australian Grand Prix because Albert Park is a public park that is close to the downtown core of Melbourne and is also adjacent to densely populated inner-city re sidential suburbs, which has made it one of the most popular and well-known parks in the city (Lowe, 2004). As a popular public park Albert Park is the home of several sporting clubs and many local residents use the area for general athletic and leisure activities. Fredline (2004) found, as expected, that those residents that used to park frequently were more negatively affect by the Grand Prix and so held more negative views towards the event than those that rarely or never used the park. Overall, the Grand Prix leads to negative impacts of the Albert Park Reserve and also disruption and loss of amenity caused to park users and sporting clubs by the 4-5 months of Grand Prix occupation. 4.0 Discussion and Conclusion The analysis of the impact of the Grand Prix on the local, regional, and national economy seems to indicate that the economic benefits are less than the economic costs, leaving taxpayers to subsidise the event. This picture does not improve when the social and environmental impacts are included, because there seems to be no clear evidence that these ‘intangible’ impacts are more positive than negative. However, the dominant stakeholders (event organisers, fans, sponsors, and the government) seem to be making out well from the event, while the dependent stakeholders (the taxpayers, environmental groups, and taxpayers) seem to be bearing the brunt of the negative impacts. Aggregation of impacts across the entire community or the entire country hides the fact that certain groups within the community are negatively affected by the Grand Prix, even if some groups are reaping benefits. Fredline (2004) argues that this then raises the issue of social distributive justice. It is also clear that some residents may feel disenfranchised by the planning process, as the decision to locate the event in a major urban park was taken unilaterally by the Government (Lowe, 2004). Since the local community can be seen as an ‘internal customer’ to the extent that they are a part of the product being delivered, some kind of internal marketing may be useful in achieving higher levels of satisfaction within the community (Fredline, 2004). A consultative process may be one way of undertaking this. Reference List and Bibliography Books Bowdin, G., McDonnell, I., Allen, J. and O’Toole, W. (2002). Events Management. Oxford: Butterworth-Heinemann. Chalip, L. (2001). Sport and tourism: Conceptualising on the linkage. In Kluka, D. and Schilling, G. (Eds.), The Business of Sport (p. 78-89). Oxford: Meyer Meyer. Derret, R. (2004). Festivals, events, and the destination. In Yeoman, I., Robertson, M., Ali-Knight, J., Drummond, S., and McMahon-Beattie, U. (Eds.), Festival and Events Management: An International Arts and Culture Perspective (32-51). Burlington, MA: Elsevier Butterworth-Heinemann. Elkington, J. (1999). Cannibals with Forks: The Triple Bottom Line of 21st Century Business. London: Capstoen Fredline, L. (2004). Host community reactions to motorsport events: The perception of impact on quality of life. In Ritchie, B. and Adair, D. (Eds.), Sport Tourism: Interrelationships, Impacts and Issues (p. 155-173). NY: Channel View Publications. Getz, D. (2005). Event Management and Event Tourism. New York, NY: Cognizant Communication Corporation. Hall, C. (1992). Hallmark Tourist Events. London: Bellhaven Press. Henriques, A. and Richardson, J, (2004). The Triple Bottom Line: Does it All Add UpLondon: Earthscan. Hiller, H. (1998). Assessing the impact of mega-events: A linkage model. Current Issues in Tourism, 1 (1): 47-57. Law, C. (2002). Urban Tourism: The Visitor Economy and the Growth of Large Cities. London: Continuum. Mason, P. (2003). Tourism Impacts, Planning and Management. London: Butterworth-Heinemann. Morgan, N., Pritchard, A. and Pride, R. (2002). Destination Branding: Creating the Unique Destination Proposition. Oxford: Butterworth Heinemann. Robinson, M., Evans, N., and Callaghan, P. (1996). Culture as the Tourist Product. Centre for Travel and Tourism with Business Education Publishers Ltd. Sharpley, R. and Telfer, D. (2002). Tourism and Development: Concepts and Issues. Clevedon: Channel View Publications. Szymanski, S. (2009). Playbooks and Checkbooks: An Introduction to the Economics of Modern Sports. Princeton: Princeton University Press. Articles Auld, T. and McArthur, S. (2003). Does event-driven tourism provide economic benefitsA case study from the Manawatu region of New Zealand. Tourism Economics, 9 (2): 191-201. Chalip, L. and Leyns, A. (2002). Local business leveraging of a sport event: Managing an event for economic benefits. Journal of Event Management, 16: 132-158. Dwyer, L., Mellor, R., Mistilis, N., and Mules, T. (2000). A framework for assessing ‘tangible’ and ‘intangible’ impacts of events and conventions. Event Management, 6: 175-189. Cairns, G. (2009). Personal reflections on attending the Australian Grand Prix. Critical Perspectives on International Business, 5 (3): 245-254. Crompton, J. and McKay, S. (1997). Motives of visitors attending festival events. Annals of Tourism Research, 24 (2): 425-439. Donaldson, T. and Preston, L. (1995). The stakeholder theory of the modern corporation: Concepts, evidence, and implications. Academy of Management Review, 20 (1): 65-91. Fairley, S., Tyler, D., Kellett, P., and D’Elia, K. (in press). The Formula One Australian Grand Prix: Exploring the triple bottom line. Sport Management Review. Gelan, A. (2003). Local economic impacts: The British Open. Annals of Tourism Research, 30 (2): 406-425. Getz, D. (2008). Event tourism: Definition, evolution and research. Tourism Management, 29 (3): 403-428. Getz, D., Anderson, D., and Sheehan, L. (1998). Roles, issues, and strategies for convention and visitors’ bureaux in destination planning and product development: a survey of Canadian bureaux. Tourism Management, 19 (4): 331-340. Giesecke, J. and Madden, J. (2007). The Sydney Olympics, seven years on: An ex-post dynamic CGE assessment. Centre of Policy Studies, Monash University. Gursoy, D., Kim, K., and Uysal, M. (2004). Perceived impacts and special events by organisers: An extension and validation. Tourism Management, 25 (2): 171-181. Hall C. (1989). The definition and analysis of hallmark tourist events. GeoJournal, 19 (3): 263-268. Hede, A.-M. (2008). Managing special events in the new era of the Triple Bottom Line. Event Management, 11(1/2): 13-22. Kelly, M. and Oliver, G. (2003). Reflections on business decision-making: Time for a paradigm shiftJournal of Academic Ethics, 1 (2): 199-215. Liu, D. (2010). The impact of mega sporting events on live spectators’ imagines of a host city: A case study of the Shanghai F1 Grand Prix. Tourism Economics, 16 (3): 629-645. Lowe, M. (2004). Neoliberal power politics and the controversial siting of the Australian Grand Prix motorsport event in an urban park. Society and Leisure, 27 (1): 69-88. McCartney, G., Thomas, S., Thomson, H., Scott, J., Hamilton, V., Hanlon, P., Morrison, D., and Bond, L. (2010). The health and socioeconomic impacts of major multi-sport events: Systematic review (1978-2008). British Medical Journal, 340: c2369. Mitchell, R., Agle, B., and Wood, D. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of Management Review, 22 (4): 853-886. Online Resources Reuters (2010). Under-fire Australian Grand Prix posts AUS$49m loss. Available online at http://uk.reuters.com/article/idUKSGE68F05Y20100916 [accessed 11 October 2010]. Save Albert Park. What is the Albert Park-Grand Prix IssueAvailable online at http://www.save-albert-park.org.au/sapweb/SAP%20Grand%20Prix%20Issue.html [accessed 6 December 2010 [1] Parc ferme, literally meaning â€Å"closed park† in French, is a term used to describe a secure area at a Grand Prix circuit wherein the cars are driven back to the pits post-race. According to the FIA Formula One regulations, the area must be sufficiently large and secure so as to prevent unauthorised access to the cars, while allowing technical checks to take place. How to cite Triple Bottom Line Approach in Modern Event Management, Essay examples

Research Academic Skill Technology Digitalâ€Myassignmenthelp.Com

Question: Explain On Research Academic Skill Technology of Digital? Answer: Introduction: Beyond the clash between the technophobia and the technophilia, the impact of digital technology on the quality learning has been rapidly increasing since the 1980s. Kuliks meta-analysis first showed that technology has no impact on quality teaching as well as learning for the matter of performance of the learners' performance. Russells research also showed that the impact of advanced technology rarely made any differences on students performances. According to the critics of those researchers, no strong evidence was provided in those research papers about the technologys impact on learning. However, it cannot be neglected that the smell of new books, as well as the chemistry lab, can never be replaced by the usage of technology. After Kulik's publication, nobody could give a satisfactory answer, because assessing technology's impact on learning was unknown. After all the relationship of us to the world is saved by technologies, which has become a part of our regular lives, whether people or immigrant. Understanding of people about the links between pedagogy and technology is being improved. People no longer keep belief on the fact map all students can be applied with ICT, digitally native students can be provided with ICT. People also do not believe any more technology can be used anywhere and anytime. Digital technology is needed to come as a strategic priority but is deficiency getting bodies as well as monitoring tools. It is also true that sufficient current initiatives have not been taken in local practices Body: As per the comment of ICT Development Index, which is developed by ITU or International Telecommunication Union, advanced countries are Northern European countries and South Korea. Comments have been increased everywhere from 2002 to 2007, the disparities, as well as the digital divide in the countries, have not seen any improvement even in 2009. In Today's education system, the biggest issue is digital immigrant instructors. According to Palfrey and Gasser (2013, p.45), They speak in a language is of Pre-digital age and are struggling for teaching generation whose language is entirely new. This thing is very obvious to digital natives. Schools offering face problems as unintelligible, heavily accented foreigners have been brought in, whom they have to teach. Digital natives used to get information very fast, and they like multitasking as well as the parallel process. Graphics are more preferred than text to them as stated by Berman, et al. (2014, p.1). They prefer hypertext-like Random Access. Their functions are dependent on networking. It gets better when networked. Digital natives thrive on frequent rewards as well as instant gratification. Games are more preferred than serious work to them. However, digital immigrants have little appreciation for such skills, and the digital natives have preferred as well as acquired? for practice and interaction. Immigrant thinks those skills as different skills. Digital immigrants do not at all believe that the students can learn while listening music or watching TV and they cannot as per the comment of Kirk et al.(2015, p.81). Digital image grant also thinks learning cannot be fun. Digital immigrant teachers think that today's learners are the same now as they have been. They still teach with the same method, which worked for them at the time when they were students themselves. Small students prefer tablet or desktop rather than a notebook, and they try to access content as well as tools outside the school and from Internet or from anywhere. So there are two ways one is immigrants can improve their teaching skills with technology usage while another is the natives can go back to the old. The second one is not possible. Academic climate of today has been totally changed then the years past. Classrooms have become complex centres of education for diverse students and narrowing the focus on international rankings has started curriculum in increasing the academic achievement level as per the comment of Ololube et al.( 2013, p.56). Digital Immigrant teachers are now looking for some solid credentials for preparing them to teach in the modern classroom, which includes rigorous coursework, reliance curriculum as well as applicable skills. Some solid academic foundations arrange online education programs for teachers to enter in the new classroom be prepared for this new style of learning. New tools of Technology, as well as resources, make it easier for engaging students in studies that are complex at all time for fostering interactive as well as the robust environment of learning as stated by Gu et al.( 2013, p.410). Starting from the integration of large screen in each classroom two web-based resources usage for supporting lessons, the technology has been rapidly changing of how the students are getting information, processing it as well as applying that information to their useful lives. Cloud computing, Mobile calculating, Tablet Computing, MOOCS, Learning Analytics are some technologies that are used by digital natives in their higher education (Joiner et al. 2014,p. 591). The technologies that the students use for their higher education have some limitations that they cannot cover up. Example, technology has not the power to remove the desire for work on learners, and it is not possible for the technology to download studies directly into the brain. Greater responsibility has to be taken by the learners as the technology offers learner-centered learning. The progress that comes out from the learners by the use of Technology is of higher quality. Hoffmann et al. (2014, p.155) think that the teachers are needed to update themselves and so their way of teaching in order to be matched with the new generation teaching. On the contrary, Bullen and Morgan (2016, p.60) think that technology does not at all replace the traditional way of educating students. Technology has greater usage in enhancing the quality of education, but the role of teachers still exists in seminar or lecture as per the comment of him. The role of chalk still exists on the blackboard after all the advancement of technology that has greater usage of education. Wang et al. (2013, p.409) think that human element cannot be changed by the technology as the role of professors have been changed but their lectures are still important. Still, all the students run towards college to attend classes of professors. Their roles are not removed. Interaction with highly educated teachers is still giving benefits to the students. Research evidence: As per the outcome of the research of University of Otego of New Zealand, and the University Malaysia Sarawak, no difference of generation is there in the social and personal usage... The research is such understanding the differences between the generation of the use of technology in learning, There are taking dimensions of the characteristics of learning altogether, and they are multitasking, connectedness, learning preference for the group work, goal-orientedness, social aspects, need for the immediacy and preference for the images over the text, structure in the learning, and literacy for digital natives (Yong and Gates, 2014, p.116). The research of the University created three groups altogether, is group 1 for the generation is of under 20. This group is called generation next and the second group is called net generation which consists of 20 to 30 ages generation. These two generations are digital natives. Group 3 consists of generation over 30, who are digital immigrants. The result of the research is no difference of generation is there common as well as personal usage of Technologies in the increased usage in learning. No differences of generation can determine the connectedness, the choices of images over a text, social aspects and experimental learning. Generational differences are evident in the fact that group1 preferred multitasking as well as working in groups more and they like the clear direction more regarding education. The study also showed that group 3 had clearer goals in lives whereas group 1, as well as group 2, had a need for their immediacy. The claims for Digital divide are not at all substantiated as per the result of this study. The differences between generations regarding the usage of Technology are petite according to this study. This study and some other related studies show that regarding e-learning and other structural education. So all the groups are to be educated by enhancing and improving the quality of teaching. Not any particular group is to be focused on. The next generations use such Technologies that are not at all highly necessary for the purpose of learning. Recommendations: Now the question that arises that does the education should be changed? Should literature fight to hold its existence? Yes, it should. It must evolve into a new form. It must not combat with the technology but must enlist the support of technology. As the coordinators of entertainment have been changed, the literature and other higher studies have to be changed. The studies have to exploit the lust for mysteries in PDF, eBooks, iPad. The old readers or the digital immigrants may miss the smell of the first page of a new book, and maybe they will be nostalgic but still old books have to survive and so the old teachers. The old teachers have to change their way of teaching and have to adapt themselves to the digital mode. Open Contest can be arranged by the teachers to judge the skill of students. They can give notes in PDF in place of dictating class notes. They can deliver their lectures through websites. The teachers must go away traditional printing notes and traditional way of del ivering lectures and gear themselves to face the new challenges. Conclusion: Then the old system of education like studying literature from books is dead? The answer is no. Education cannot die; teachers method cannot die when men are alive. People still go to the book fairs but the existence of textbooks is now the pigeonholes or in an extra piece of furniture full of books is a luxury. The old systems of education will not die. It is just that the teaching style of digital immigrants is to be upgraded. Glossary: Cloud Computing: The practice of using a network of remote servers hosted on the Internet to store, manage, and process data, rather than a local server or a personal computer. MOOCS: A course of study made available over the Internet without charge to a colossal number of people. Digital Immigrant: A person born or brought up before the widespread use of digital technology. Digital Native: A person born or brought up during the age of digital technology and so familiar with computers and the Internet from an early age References: Berman, R. and Hassell, D., 2014. Digital Native and Digital Immigrant Use of Scholarly Network for Doctoral Learners.Journal of educators Online,11(1), p.n1. Bullen, M. and Morgan, T., 2016. Digital learners not digital natives.La Cuestin Universitaria, (7), pp.60-68. Gu, X., Zhu, Y. and Guo, X., 2013. Meeting the" Digital Natives": Understanding the Acceptance of Technology in Classrooms.Educational Technology Society,16(1), pp.392-402. Hoffmann, C.P., Lutz, C. and Meckel, M., 2014. Digital natives or digital immigrants? The impact of user characteristics on online trust.Journal of Management Information Systems,31(3), pp.138-171. Kirk, C.P., Chiagouris, L., Lala, V. and Thomas, J.D., 2015. How do digital natives and digital immigrants respond differently to interactivity online?.Journal of Advertising Research,55(1), pp.81-94. Ololube, N.P., Kpolovie, P.J., Amaele, S., Amanchukwu, R.N. and Briggs, T., 2013. Digital natives and digital immigrants: A study of Information Technology and Information Systems (IT/IS) usage between students and faculty of Nigerian universities.International Journal of Information and Communication Technology Education (IJICTE),9(3), pp.42-64. Palfrey, J.G. and Gasser, U., 2013.Born digital: Understanding the first generation of digital natives. Basic Books. Wang, Q.E., Myers, M.D. and Sundaram, D., 2013. Digital natives and digital immigrants.Business Information Systems Engineering,5(6), pp.409-419. Yong, S.T. and Gates, P., 2014. Born digital: Are they really digital natives?International Journal of e-Education, e-Business, e-Management and e-Learning,4(2), p.102. d Teacher Education,29, pp.122-131.

Robin Hood Case Analysis Essay Example

Robin Hood Case Analysis Essay Robin Hood Case Study Robin and the Merrymen are in business to steal from the rich and give to the poor. The organization had begun as a personal interest to Robin, and has grown with allies and new recruits to become a very large organization. Robin is the head of all operations with few delegates who have their own specific duties. 1. What problems does Robin Hood have? What issues need to be addressed? Robin Hood’s dilemma is that he must overcome his largest competitor, the Sheriff, who is getting stronger and becoming better organized than Robin Hood and the Merrymen. Robin Hood started with a noble cause fueled by anger and had no long term plan. Now with the increasing forces he is faced with many issues and is forced to make changes in his strategy. Robin’s forces have become quite large, so large in fact that it’s considered oversized for the needs. Resources have become increasingly scarce due to the larger number of men. These sudden changes call for a change in management strategy for Robin and for new members to buy into that strategy. He also only has one manager to help support his management strategy and losing Little John would cause a devastating blow to Robin and his band. 2. What strategic options does Robin Hood have (explain)? Is continuing with the present strategy an option or is the present strategy obsolete (why? )? Robin Hood’s current plan is becoming obsolete. If robbing from the rich and giving to the poor is their current strategy, and the rich are avoiding the forest from fear of being robbed.. Robin should consider a new strategy. We will write a custom essay sample on Robin Hood Case Analysis specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Robin Hood Case Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Robin Hood Case Analysis specifically for you FOR ONLY $16.38 $13.9/page Hire Writer If he continues with his present strategy, food and resources will become increasingly scarce. Some strategic options Robin has might be: Form a strategic alliance with the barons and rescue King Richard. He could consider a defensive strategy and kill the sheriff. He could diversify and expand outside the forest. He could also maybe go with an offensive strategy and switch to a fixed transit tax. 3. What are the pros and cons of accepting the offer of the barons to assist in securing King Richard’s release from prison? The pros of accepting the offer of the barons to assist in securing King Richard’s release from would be, Robin would be granted full amnesty, and his status restored to the kingdom. Not to mention the campaign against the Sheriff would be successful. The cons would be if the plan was unsuccessful, King John would retaliate and Robin could lose the lives of his men, or lose his own life. 4. What action plan would you recommend to Robin? Robin Hood should accept the offer from the barons, and secure King Richard release from prison. Although this is the most risky of decisions, it would have greatest rewards. 5. How should Robin implement the recommended plan? What action steps will need to be taken to make the recommended strategy work successfully? Robin should begin an alliance with the barons. They should develop some sort of strategic plan and implement the plan to secure King Richard’s release. This could be considered a partnership, Robin Hood and his men are the workers and the barons are the investors. It would be a winning strategy.

Free Essays on Pros And Cons Of Capitol Punishment

The word "capital" in "capital punishment" refers to a person's head. In the past, people were often executed by severing their head from their body. As of 2000-OCT-19, during the last decade of the 20th century, 547 prisoners were executed in the United States one third of them in Texas. Another 3,500 wait on death rows. None have been executed in Canada; that country abolished the death punishment decades ago. The United States is one of the very few industrialized countries in the world which executes criminals. It is one of the few countries in the world which executes mentally ill persons, persons with very low IQ, and child murderers. When asked whether they prefer to keep or abolish the death penalty, about 60 to 80% of American adults say that they want to retain capital punishment. Numbers vary depending upon the precise wording of the question asked by the pollsters. When asked whether they would like to see executions continue or have them replaced with a system that guaranteed: Life imprisonment with no hope for parole, ever; That the inmate would work in the prison to earn money; That the money would be directed to helping the family of the person(s) that they killed, About 60% of Americans prefer the latter system. The American Civil Liberties Union noted that in the 1960's and 1970's only a bare majority of Americans favored capital punishment. They believe that "mounting fear of crime, and the cynical manipulation of the death penalty issue by many politicians for their own political gain, led to a shift upwards." The death penalty now has broad public support in both the United States and Canada. Surveys in the US and Canada regularly show that a sizable majority of adults are in favor of the death penalty for convicted murderers. Depending upon the exact question asked, 65 to 80% of adults are in favor of ... Free Essays on Pros And Cons Of Capitol Punishment Free Essays on Pros And Cons Of Capitol Punishment The word "capital" in "capital punishment" refers to a person's head. In the past, people were often executed by severing their head from their body. As of 2000-OCT-19, during the last decade of the 20th century, 547 prisoners were executed in the United States one third of them in Texas. Another 3,500 wait on death rows. None have been executed in Canada; that country abolished the death punishment decades ago. The United States is one of the very few industrialized countries in the world which executes criminals. It is one of the few countries in the world which executes mentally ill persons, persons with very low IQ, and child murderers. When asked whether they prefer to keep or abolish the death penalty, about 60 to 80% of American adults say that they want to retain capital punishment. Numbers vary depending upon the precise wording of the question asked by the pollsters. When asked whether they would like to see executions continue or have them replaced with a system that guaranteed: Life imprisonment with no hope for parole, ever; That the inmate would work in the prison to earn money; That the money would be directed to helping the family of the person(s) that they killed, About 60% of Americans prefer the latter system. The American Civil Liberties Union noted that in the 1960's and 1970's only a bare majority of Americans favored capital punishment. They believe that "mounting fear of crime, and the cynical manipulation of the death penalty issue by many politicians for their own political gain, led to a shift upwards." The death penalty now has broad public support in both the United States and Canada. Surveys in the US and Canada regularly show that a sizable majority of adults are in favor of the death penalty for convicted murderers. Depending upon the exact question asked, 65 to 80% of adults are in favor of ...

Creating a Business Plan Project and Presentation (Course-Advanced PowerPoint

Creating a Business Plan Project and (Course-Advanced Business Dimensions of Health Care) - PowerPoint Presentation Example In order to achieve the mission the health care unit has objected different objectives such as creating awareness, treatment, offering clinical services as explained later in this paper. The operations of the mission will specifically be in New Jersey in connection to other units designated in other countries on the same network. The unit will be set in the existing health center at the selected location in order to improve the services as demand rises, which are unavailable in the country. The new health unit is also set to act as a center for the campaign and awareness for advocating better health services and advices to the increasing cases of youth pregnancies. Teenage pregnancy is a real threat to the society in terms of the social and economic development status quo of the people and their existence. The problem has caused many cases of maternal death due to lack of better health cares on such cases. However, the problem occurs for lack of awareness and advices to the young relationships such as sexual education in order to avoid the unplanned pregnancies. This results many families from riches to rags and eventually begging since the parents of the children were not prepared for their task ahead. The real solution of spread of Teenage pregnancies lies within each one in the country to participate in its eradications, which will be through education of sexual consequences. It’s very much sure that women are infected at a younger stage than men. In this case, the teen pregnancy has become a priority of the New Jersey state. This is because of its complexity as their expose themselves in the poor social and economic conditions. This status includes low attainment of education, overcrowded or inadequate housing, language barriers, literacy, and violence in the families, negligence, and gang abuse. The teen pregnancy also causes their involvement in crime

The definition of a word that means something to you Essay

The definition of a word that means something to you - Essay Example Globalization is a common term used in describing things taking place as a result of current technological advancement especially things that have enhanced integration of different countries. Many intellectual imaginations have been gripped by the concept of globalization and most people commonly pursue a perception that globalization is an analytical prerequisite used in appreciating continuousness and adjustment of contemporary society. Globalization has gained popularity in different fields including political and academic spectrum because of its relevance to the growing trend, which has heightened the current propagation of the global discussion. This further signifies the impact of the contemporary social relation and the fact that there is a common and new character shared within the society because of the relevancy and the context of the term to the society. Many fields have incorporated the word globalization in their studies and event tried to relate numerous phenomenon with it. There are many different concepts and meanings of globalization as per different scholars, laymen and in political spectrum that sound almost similar. Some people define globalization as westernization implying a concept of transformation of the social structure of modernity to all humanity while extinguishing preexistent culture as well as self-rule. It is presumed that globalization is colonization and Americanization thus positioning it as a hegemonic discourse by some critics that it is just a philosophy of hypothetical advancement concealing far reaching. Proponents of globalizations westernization argue that globalization has led to transformations such as rationalist knowledge, capitalist production, as well as technological advancements as modernity while early global consciousness prompted the onset of modernity. Indeed, contemporary globalization has played an integral role in the modern and western social relations in

Art and Culture Assignment Example | Topics and Well Written Essays - 250 words

Art and Culture - Assignment Example It can be anything and everything. The canvas of an artist is not vast, but his scope is and it’s significant to look beneath the surface of art rather than just exploring its medium and texture. The ‘Tutankhamuns Golden Death Mask’ is a spectacular piece of art and is kept in Cairo Museum of Art. The death mask is believed to be of prince Tutankhamun son of Akhtenaten. Tutankhamun was 19 years old when he broke his leg and infection caused his death. The mask is made of 24 pound pure gold, blue-glass and embedded with various precious stones (Historylists.org, 2014). It covered the head and shoulder area of the deceased. This mask is a replica of the dead prince though a little artistically presented, but it creates the ultimate portrait of the deceased prince. To check its resemblance with the late king, mummy of Tutankhamun and the mask were matched, bold lips, prominent nose, well shaped eyes and chin matched with the features of mummy. The most prominent thing about the mask is its youthfulness, which is evident in the mask. Death mask was made to honor the dead young King/ prince and to secure his position in life-after-death. Historylists.org,. (2014). 10 Most Distinguished Works of Ancient Egyptian Art - History Lists. Retrieved 16 September 2014, from

The Three Main Goals Of Research Psychology Essay

The Three Main Goals Of Research Psychology Essay Research is the examination of a particular topic using a diversity of reliable, scholarly resources. The three main goals of research are establishing facts, analyzing information, and reaching new conclusions. The three main actions of doing research are searching for, reviewing, and assessing information. This KAM will examine the different research paradigms available for my study. The paradigms will be compared and contrasted against other research methods that are available in order to determine which the best methods to use are. There are many different paradigms available which include: the positivist/empiricist view, the constructivist/naturalist worldview and the pragmatic model. Abstract Depth There are many research paradigms and research methods available to be used by researchers depending on the nature of the study that is being undertaken. This thesis paper on the depth component explores the strengths and weaknesses of each paradigm and outlines the key research methods that can used to ensure successful use of the approach. The depth portion will include the traditional annotated bibliography addressing the research paradigms and their use in accounting research. This report employs secondary research on the internet and most of the information gleaned is from the content and literature. Additionally this paper lays the grounds for further research in research methods and their uses. Abstract Application In the application section both the breadth and depth will be brought together with other research in regards to developing or discussing uses of the different research paradigms. The breadth section of this thesis paper will lay out in detail all of the available research paradigms and how the relate to accounting research. When looking at these paradigms this paper will try to focus on the one that will be chosen for my research, and how it compares and contrasts to the rest. This paper will particularly detail the chosen research paradigm and how it relates to the concept of auditing practices and their effects on the corporate governance of a company with a conceptual focus on international accounting principles. This report employs secondary research on the internet and most of the information gleaned is from the content and literature from non-profit organizational case studies, applications and on-going research on auditing practices on an international level. Breadth Section Organizations use research, especially in market research activities. Market research is used to identify potential markets, the needs and wants of each, how those needs and wants can be met, how products and services could be packaged to be most accessible to customers and clients, the best pricing for those products and services, who the competitors are and how best to complete against each, potential collaborators and how to collaborate with each and many other applications of research. Organizations can conduct this research without having to have advanced skills (Free Management Library, n.d.). Academic research is research and development (RD) undertaken in the higher education sector, including universities, polytechnics, etc., and research centres that have close links with higher education institutions. Higher education research has grown during the past 20 years. Between 1981 and 2003, the share of RD carried out by the higher education sector increased from 14.5% to 17.4% of the total RD effortà ¢Ã¢â€š ¬Ã‚ ¦(Vincent-Lancrin, 2006, p. 170). Drivers of this growth include professionalization of the academic profession (including specialization and standardization of the trade), the importance of the quantitative research output in academic career paths and the emergence of strong external incentives to publish following the introduction of research assessment exercises in several countries. The well-known publish or perish rule is rather recent (Vincent-Lancrin, 2006). Research Paradigms A paradigm offers a theoretical framework for seeing and making sense of the social world. The implication of paradigms is that they shape how one sees the world and are reinforced by those around us and the community of practitioners. Contained by the research process the attitudes a researcher holds will reflect in the manner they research is planned, how data is both gathered and analyzed and how research results are presented. For the researcher it is significant to distinguish their paradigm, it permits them to identify their role in the research process, decide on the course of any research project and differentiate other perspectives (Methodology, n.d.). There are numerous research paradigms that are used across and within different disciplines. These include (a) the positivist/empiricist view, which supports the use of quantitative methods, (b) the constructivist/naturalist worldview, which supports the use of qualitative methods, and (c) the pragmatic model, which supports the use of quantitative, qualitative, or a combination or mix of both methods (Tashakkori Teddlie, 1998). Other paradigms that will be looked at in this paper include post-positivism and interpretivist view. Paradigms guide how we make decisions and carry out research. As a researcher, it is important to know where ones discipline belongs, that there are different ways of viewing the world and that ones approach to knowledge is one of many. Paradigms can be characterized through their: ontology (What is reality?), epistemology (How do you know something?) and methodology (How do go about finding out?). These characteristics create a holistic view of how people view knowledge: how they see themselves in relation to this knowledge and the methodological strategies they use to discover it (What is your paradigm, n.d.). Positivist/empiricist View The positivist paradigm of exploring social reality is based on the philosophical ideas of the French Philosopher August Comte. According to him, observation and reason are the best means of understanding human behaviour; true knowledge is based on experiences of sense can be obtained by observation and experiment. At the ontological level positivists assume that the reality is objectively given and is measurable using properties what are independent of the research and his or her instruments; in other words, knowledge is objective and quantifiable. Positivistic thinkers adopt scientific methods and systemize the knowledge generation process with the help of quantification to enhance precision in the description of parameters and the relationship among them. Positivism is concerned with uncovering truth and presenting it by empirical means (Research Methodology and Design, n.d.). Using scientific method and language to investigate and write about human experience is supposed to keep the research free of the values, passions, politics and ideology of the researcher. This approach to research is called positivist, or positivist-empiricist and it is the dominant one in social research. Positivist researchers believe that they can reach a full understanding based on experiment and observation. Concepts and knowledge are held to be the product of straightforward experience, interpreted through rational deduction (Ryan, n.d.). According to the positivist epistemology, science is seen as the way to get at truth, to understand the world well enough so that it might be predicted and controlled. The world and the universe are deterministic; they operate by laws of cause and effect that are discernable if we apply the unique approach of the scientific method. Thus, science is largely a mechanistic or mechanical affair in positivism. Deductive reasoning is used to postulate theories that can be tested. Based on the results of studies, we may learn that a theory does not fit the facts well and so the theory must be revised to better predict reality. The positivists believe in empiricism, the idea that observation and measurement are at the core of the scientific endeavor. The key approach of the scientific method is the experiment, the attempt to discern natural laws through direct manipulation and observation (Krauss, 2005). The social scientist must study social phenomena in the same state of mind as the physicist, chemist or physiologist when he probes into a still unexplored region of the scientific domain. Objectivity is then defined by being the same as that of natural science and social life may be explained in the same way as natural phenomena. This tradition may therefore be characterized in terms of the prediction and explanation of the behaviour of phenomena and the pursuit of objectivity, which is defined as the researchers detachment from the topic under investigation. The results of research using this method of investigation are then said to produce a set of true, precise and wide-ranging laws (known as covering laws) of human behaviour. We would then be able to generalize from our observations on social phenomena to make statements about the behaviour of the population as a whole. Positivism thus explains human behaviour in terms of cause and effect and data must then be collected on the s ocial environment and peoples reactions to it (May, 2001). In its broadest sense, positivism is a rejection of metaphysics. It is a position that holds that the goal of knowledge is simply to describe the phenomena that we experience. The purpose of science is simply to stick to what we can observe and measure. Knowledge of anything beyond that, a positivist would hold, is impossible. predict how people will behave everything else in between (like what the person is thinking) is irrelevant because it cant be measured. Positivists believe that reality is stable and can be observed and described from an objective viewpoint, without interfering with the phenomena being studied. They contend that phenomena should be isolated and that observations should be repeatable. This often involves manipulation of reality with variations in only a single independent variable so as to identify regularities in, and to form relationships between, some of the constituent elements of the social world (Positivism Post-Positivism, 2006). In empiricism knowledge is only validated through sense experience, or in more recent versions through the surrogates of scientific instrumentation (which in the social sciences would include survey questionnaires and interview data). Its importance to scientific method in the natural and social sciences lies in the centrality of emphasis placed on empirical hypothesis testing. Thus if we formulate a hypothesis such as industrialization leads to worker alienation, this is only meaningful if it can be verified empirically; anything less is metaphysical speculation. Moreover empiricists (unlike realists) eschew claims of causal necessity, because (after Hume) it is maintained that although event A may precede event B in time, we cannot be sure A brought about B. In social science this principle is exemplified by the social survey where the strength and direction of association between variables is expressed, but no necessary function claimed (Williams, 2006). Post- Positivism Post-positivism is a wholesale rejection of the central tenets of positivism. A post-positivist might begin by recognizing that the way scientists think and work and the way we think in our everyday life are not distinctly different. Scientific reasoning and common sense reasoning are essentially the same process. There is no difference in kind between the two, only a difference in degree. Scientists, for example, follow specific procedures to assure that observations are verifiable, accurate and consistent. In everyday reasoning, we dont always proceed so carefully (Positivism Post-Positivism, 2006). Constructivist/Naturalist Worldview Constructionism is a perspective that considers facts, descriptions and other features of objective reality to be inescapably contingent and rhetorical. This is a more recent formulation of constructionism (without the social) which follows the traditional view of social constructionism as a perspective wherein people are seen as produced (constructed) through social interaction rather than through genetic programming and biological maturation (Hepburn, 2006). Naturalism is the hypothesis that the natural world is a closed system in the sense that nothing that is not a part of the natural world affects it. More simply, it is the denial of the existence of supernatural causes. In rejecting the reality of supernatural events, forces, or entities, naturalism is the antithesis of supernaturalism (Augustine, 2012). The naturalist or constructivist view says that knowledge is established through the meanings attached to the phenomena studied; researchers interact with the subjects of study to obtain data; inquiry changes both researcher and subject; and knowledge is context and time dependent (Krauss, 2005). Constructivists maintain that scientific knowledge is constructed by scientists and not discovered from the world. Constructivists argue that the concepts of science are mental constructs proposed in order to explain sensory experience. Another important tenet of Constructivist theory is that there is no single valid methodology in science, but rather a diversity of useful methods. Constructivism is opposed to positivism, which is a philosophy that holds that the only authentic knowledge is based on actual sense experience and what other individuals tell us is right and wrong (Guba Lincoln, 1994). Pragmatic View The pragmatic approach to science involves using the method which appears best suited to the research problem and not getting caught up in philosophical debates about which is the best approach. Pragmatic researchers therefore grant themselves the freedom to use any of the methods, techniques and procedures typically associated with quantitative or qualitative research. They recognize that every method has its limitations and that the different approaches can be complementary. The pragmatic approach to science involves using the method which appears best suited to the research problem and not getting caught up in philosophical debates about which is the best approach. Pragmatic researchers therefore grant themselves the freedom to use any of the methods, techniques and procedures typically associated with quantitative or qualitative research. They recognize that every method has its limitations and that the different approaches can be complementary. Being able to mix different approa ches has the advantages of enabling triangulation. Triangulation is a common feature of mixed methods studies. It involves, for example: the use of a variety of data sources (data triangulation) the use of several different researchers (investigator triangulation) the use of multiple perspectives to interpret the results (theory triangulation) the use of multiple methods to study a research problem (methodological triangulation) (The four main approaches, 2012). Research is a necessary ingredient for a knowledge-based society, which includes a knowledge-based economy and its growth. A professional publication process is indispensable for the dissemination of knowledge and the advancement of knowledge through further, innovative research. These goals of publishing are best reached by means of an open access publishing business model. It is essential that open access becomes the standard and does not remain the exception. Open access publishing should become a requirement for publicly funded research. In order to make open access publishing a success, the enthusiastic cooperation of the professional publishing companies active on the market is highly desirable (Engelend, 2011). Interpretivist View Interpretive researchers believe that reality consists of peoples subjective experience of the external world; thus, they may adopt an inter-subjective epistemology of the ontological belief that reality is socially constructed. Some believe that interpretivists are anti-foundationalists who believe that there is no single correct route or particular method to knowledge. It has also been argued that in the interpretive tradition there are no correct or incorrect theories. Instead, they should be judged according to how interesting they are to the researcher as well as those involved in the same areas. They attempt to derive their constructs from the field by an in-depth examination of the phenomenon of interest. Interpretivists assume that knowledge and meaning are acts of interpretation, hence there is no objective knowledge which is independent of thinking, reasoning humans (Research Methodology and Design, n.d.). The interpretivist research paradigm emphasizes qualitative research methods, which are flexible, context sensitive and largely concerned with understanding complex issues. Researchers widely debate how the trustworthiness of interpretivist research efforts is evaluated. Positivist researchers, who emphasize the issues of validity, reliability and generalizability, often regard qualitative research methods as unscientific. Several researchers suggest new criteria for evaluating qualitative enquiry and many different approaches to evaluating qualitative research have been discussed in the literature (Carcary, 2009). In the interpretivist paradigm, the researcher is not perceived as being entirely objective; rather he/she is a part of the research process. Interpretivism recognizes the difficulty in making research value-free and objective. In terms of this view, a single objective reality does not exist. The social world does not lend itself to being understood by physical-law-like rules. Multiple realities need to be considered. These include an external reality, which is what actually occurred in the physical world, and internal realities, which are subjective and unique to each individual. Because each situation is different, the researcher needs to delve below the surface of its details to understand the reality. The meaning derived by the researcher is a function of the circumstances, the people involved and the broad interrelationships in the situations being researched (Carcary, 2009). The interpretivist paradigm emphasizes qualitative research methods where words and pictures as opposed to numbers are used to describe situations. In qualitative research, the researcher is actively involved and attempts to understand and explain social phenomena in order to solve what Mason (2002:18) calls the intellectual puzzle. It relies on logical inference (Hinton et al, 2003) and is sensitive to the human situation as it involves dialogue with informants. In general, the researcher collects large quantities of detailed evidence. Thus, qualitative research may achieve depth and breadth. Further, qualitative methods are useful when the researcher focuses on the dynamics of the process and requires a deeper understanding of behaviour and the meaning and context of complex phenomena. It is the most appropriate approach for studying a wide range of social dimensions, while maintaining contextual focus (Mason, 2002). Conducting qualitative research requires considerable reflection on the researchers part, and the ability to make a critical assessment of informants comments. It involves debating the reasons for adopting a course of action, challenging ones own assumptions and recognizing how decisions shape the research study (Carcary, 2009). Once a paradigm for research is chosen one must then decide on which research methods to employee in order to conduct their research. There are three different types of research methods that are available to those who are undergoing research. These include: quantitative, qualitative and mixed methods. These methods will now be explored in great detail throughout the rest of this paper. There have always been important differences between the research findings derived from quantitative research and those of qualitative research. The two methodologies have different approaches and their intended goals are not the same. In many ways, they also have competing visions of what constitutes truth. Despite these differences, however, the two methodologies often work in effective symbiosis with each other and each brings to the other a level of understanding that it would not otherwise achieve (Barnham, 2012). Quantitative Research Research involving the collection of data in numerical form for quantitative analysis. The numerical data can be durations, scores, counts of incidents, ratings, or scales. Quantitative data can be collected in either controlled or naturalistic environments, in laboratories or field studies, from special populations or from samples of the general population. The defining factor is that numbers result from the process, whether the initial data collection produced numerical values, or whether non-numerical values were subsequently converted to numbers as part of the analysis process, as in content analysis (Garwood, 2006). Quantitative research tends to be associated with the realist epistemology, the approach to knowledge that maintains that the real world exists, is directly knowable (although not necessarily at this moment) and that the real world causes our experiences. That is, real things exist, and these can be measured, and have numerical values assigned as an outcome measure, and these values are meaningful. These values can only be meaningful if researchers accept some of the criteria associated with the positivist standpoint (Garwood, 2006). Gaining numerical materials facilitates the measurement of variables and also allows statistical tests to be undertaken. For example, descriptive statistics can be used to illustrate and summarize findings, detect relationships between variables, as in correlation coefficient values, or inferential statistical analysis can be undertaken to establish the effects of different interventions, as in analysis of variance, analysis of covariance and multivariate analysis of variance. Interactions between variables can also be investigated within experimental designs and also as part of the analysis of data from surveys or secondary sources. Changes over time can be more easily tracked using quantitative methods, as measures of the same properties can be taken at several points during an intervention (Garwood, 2006). Quantitative studies provide data that can be expressed in numbers-thus, their name. Because the data is in a numeric form, we can apply statistical tests in making statements about the data. These include descriptive statistics like the mean, median, and standard deviation, but can also include inferential statistics like t-tests, ANOVAs, or multiple regression correlations (MRC). Statistical analysis lets us derive important facts from research data, including preference trends, differences between groups, and demographics (McClain, 2012). Quantitative research design is the standard experimental method of most scientific disciplines. These experiments are sometimes referred to as true science, and use traditional mathematical and statistical means to measure results conclusively. They are most commonly used by physical scientists, although social sciences, education and economics have been known to use this type of research. It is the opposite of qualitative research. Quantitative experiments all use a standard format, with a few minor inter-disciplinary differences, of generating a hypothesis to be proved or disproved. This hypothesis must be provable by mathematical and statistical means, and is the basis around which the whole experiment is designed. Randomization of any study groups is essential, and a control group should be included, wherever possible. A sound quantitative design should only manipulate one variable at a time, or statistical analysis becomes cumbersome and open to question. Ideally, the research should be constructed in a manner that allows others to repeat the experiment and obtain similar results (Shuttleworth, 2008). Qualitative Research Qualitative research is a situated activity that locates the observer in the world. Qualitative research consists of a set of interpretive, mate ­rial practices that make the world visible. These practices transform the world. They turn the world into a series of representations, including field notes, interviews, conversations, photographs, record ­ings, and memos to the self. At this level, qualitative research involves an interpretive, naturalistic approach to the world. This means that qualitative researchers study things in their natural settings, attempt ­ing to make sense of, or interpret, phenomena in terms of the mean ­ings people bring to them (Denzin Lincoln, 2011, p.3) Qualitative research is not a single set of theoretical principles, a single research strategy or a single method. It developed in the nineteenth and twentieth centuries, across a range of disciplines, on varied and sometimes conflicting philosophical and theoretical bases, including cultural anthropology, interpretive sociologies (such as symbolic interactionism), phenomenology and, more recently, hermeneutics, critical theory, feminism, post-colonial theory, cultural studies, post-structuralism and postmodernism. These diverse approaches inevitably give rise to substantial differences and disagreements about the nature of qualitative research, the role of the researcher, the use of various methods and the analysis of data (Sumner, 2006). However, qualitative research is often based upon interpretivism, constructivism and inductivism. It is concerned to explore the subjective meanings through which people interpret the world, the different ways in which reality is constructed (through language, images and cultural artifacts) in particular contexts. Social events and phenomena are understood from the perspective of the actors themselves, avoiding the imposition of the researchers own preconceptions and definitions. There is also often a concern with the exploration of change and flux in social relationships in context and over time (Sumner, 2006). The methods used in qualitative research, often in combination, are those which are open-ended (to explore participants interpretations) and which allow the collection of detailed information in a relatively close setting. These methods include depth interviewing, ethnography and participant observation, case studies, life histories, discourse analysis and conversational analysis. It is in the nature of qualitative research, with its emphasis on depth and detail of understanding and interpretation, that it is often small-scale or micro-level (Sumner, 2006). According to Glesne (2006), qualitative methods strive to understand some type of social phenomena through the perspectives of the individuals involved. Two major assumptions include a predisposition that reality is socially constructed and that the variables in a situation are highly complex, interwoven and difficult to measure. The purpose of such research is to contextualize, understand and interpret a situation. Typically, qualitative research begins with some type of inductive inquiry, resulting in a hypothesis or participant generated theory. The researcher is considered the main instrument in a setting that is as naturalistic as possible. The methods involved require a high level of descriptive writing and attention to detail. Moreover, a significant amount of time to collect and process the data is required. The researcher is directly involved with the research in a personal way. The various methodologies of qualitative inquiry allow a researcher to choose a strategy that is best suited for his or her purpose. Examples of qualitative research include ethnographies, grounded theory, case studies, phenomenologies and narratives (Designing a Qualitative Study, n.d.). Each methodology relies on specific protocols such as interviews, observations, content analysis, fieldwork, video and audio-taped transmissions, surveys or open-ended questionnaires. Data resulting from qualitative research should be thick in description, meaning that it go beyond surface explanation, expressing in-depth understanding not possible with quantitative methods. The methods of qualitative research are concerned with process, or how something occurs within the confines of the inquiry. The researcher constructs, analyzes and interprets data in a non-linear, non-chronological fashion (Szyjka, 2012). Participant Observation One of the most frequently used methods for qualitative data collection is participant observation, which is also one of the most challenging. It necessitates that the researcher become a member of the culture or context that is being observed. The literature on participant observation discusses how to penetrate the context, the function of the researcher as a participant, the compilation and storage of field notes, and the examination of field data. Participant observation frequently requires months or years of concentrated work because the researcher needs to become accepted as a normal part of the culture in order to guarantee that the observations are of the natural occurrences (Qualitative Methods, 2006). Advantages These include that it affords access to the backstage culture; it allows for richly detailed description, which they interpret to mean that ones goal of describing behaviors, intentions, situations, and events as understood by ones informants is highlighted; and it provides opportunities for viewing or participating in unscheduled events. It also improves the quality of data collection and interpretation and facilitates the development of new research questions or hypotheses (Kawulich, 2005). Disadvantages Disadvantages include that sometimes the researcher may not be interested in what happens out of the public eye and that one must rely on the use of key informants. Different researchers gain different understanding of what they observe, based on the key informant(s) used in the study. Problems related to representation of events and the subsequent interpretations may occur when researchers select key informants who are similar to them or when the informants are community leaders or marginal participants. To alleviate this potential bias problem, it has been suggested that pretesting informants or selecting participants who are culturally competent in the topic being studied (Kawulich, 2005). Direct Observation Direct observation is notable from participant observation in a number of ways. First, a direct observer doesnt characteristically try to become a participant in the environment. However, the direct observer does attempt to be as inconspicuous as possible so as not to prejudice the observations. Second, direct observation proposes a more disconnected perspective. The researcher is observing rather than taking part. As a result, technology can be a helpful part of direct observation. For example, one can videotape the occurrence or observe from behind one-way mirrors. Third, direct observation tends to be more centered on participant observation. The researcher is viewing certain sampled circumstances or people rather than trying to become engrossed in the complete context. Finally, direct observation tends not to take as long as participant observation. For example, one might observe interactions among people under specific conditions in a laboratory setting from behind a one-way mir ror, looking particularly for any nonverbal cues that are being used (Qualitative Methods, 2006). Advantages Simply observing people bypasses all the prob

Hamlet Essay: Comparison of Gertrude and Ophelia -- comparison compare

Hamlet – a Comparison of Gertrude and Ophelia      Ã‚  Ã‚   Even though at opposite ends of the courtly society in the halls of Elsinore, the characters of Gertrude and Ophelia in Shakespeare’s Hamlet have much in common. This essay intends to explore that commonality.    Howard Felperin in his essay â€Å"O’erdoing Termagant† illustrates one point of similarity between these two female characters – they are both recipients of Hamlet’s ill-will. Here he describes Hamlet’s verbal attack on Gertrude in the closet scene:    Even Gertrude vaguely perceives that Hamlet’s speech is inspired more by ancient texts than by any immediate situation: â€Å"Ay me, what act, / That roars so loud and thunders in the index?† (III.iv.51-52) Here, as in so much of the play, we are confronted not with the ravings of a disordered personality but with the heroic frenzy of the prophet’s role. Moreover, Gertrude’s terms are theatrical as well as bookish. They recall Hamlet’s own caveats to t he players about mouthing lines, tearing a passion to tatters, and splitting the ears of the groundlings. Surely at this moment Hamlet o’erdoes Termagant and out-herods Herod, o’ersteps the modesty of nature, and violates his own neoclassical doctrines of decorum in speech and action as flagrantly as the most unreformed ham among the tragedians of the city. In sum, Hamlet turns the stage during the closet scene into something closely akin to the older theatrum mundi of Termagant and Herod, as he recasts the experience of the play into a straightforward morality drama in which everyone has a clear-cut and conventional role [. . .]. (103)    Other critics agree that both women are recipients of Hamlet’s ill-will. In the Introduction to Twentieth Century I... ...ntieth Century Interpretations of Hamlet. Ed. David Bevington. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1968. Rpt. from An Approach to Hamlet. Stanford, CT: Stanford University Press, 1961.       Pennington, Michael. â€Å"Ophelia: Madness Her Only Safe Haven.† Readings on Hamlet. Ed. Don Nardo. San Diego: Greenhaven Press, 1999. Rpt. from â€Å"Hamlet†: A User’s Guide. New York: Limelight Editions, 1996.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Rpt. from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. The Tragedy of Hamlet, Prince of Denmark. Massachusetts Institute of Technology. 1995. http://www.chemicool.com/Shakespeare/hamlet/full.html    Wilson, John Dover. What Happens in Hamlet. New York: Cambridge University Press, 1999.