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ideas †¢ thinkers †¢ practice david a. kolb on experiential learning David A. Kolb's model of experiential learning can be found in many discussions of the theory and practice of adult education, informal education and lifelong learning. We set out the model, and examine its possibilities and problems. contents: †¢ introduction †¢ david a. olb †¢ david kolb on experiential learning †¢ david kolb on learning styles †¢ issues †¢ developments – jarvis on learning †¢ a guide to reading †¢ links †¢ how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting.Experiential learning thus involves a, ‘direct encounter w ith the phenomena being studied rather than merely thinking about the encounter, or only considering the possibility of doing something about it. ‘ (Borzak 1981: 9 quoted in Brookfield 1983). This sort of learning is sponsored by an institution and might be used on training programmes for professions such as social work and teaching or in field study programmes such as those for social administration or geography courses.The second type of experiential learning is ‘education that occurs as a direct participation in the events of life' (Houle 1980: 221). Here learning is not sponsored by some formal educational institution but by people themselves. It is learning that is achieved through reflection upon everyday experience and is the way that most of us do our learning. Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences'.He continues, â €˜unfortunately it has tended to exclude the idea of secondary experience entirely'. Jarvis also draws attention to the different uses of the term, citing Weil and McGill's (1989: 3) categorization of experiential learning into four ‘villages': Village One is concerned particularly with assessing and accrediting learning from life and work experience†¦. Village Two focuses on experiential learning as a basis for bringing change in the structures†¦ of post-school education†¦. Village Three emphasizes experiential learning as a basis for group consciousness raising†¦.Village Four is concerned about personal growth and self-awareness. These ‘villages' of approaches retain a focus on primary experience (and do not really problematize the notion of experience itself). Jarvis (1995: 77-80) makes the case for a concern for secondary or indirect experience (occurring through linguistic communication). While there have been various additions to the literatu re, such as the above, it is the work of David A. Kolb (1976; 1981; 1984) and his associate Roger Fry (Kolb and Fry 1975) that still provides the central reference point for discussion.Following on from Kolb's work there has been a growing literature around experiential learning and this is indicative of greater attention to this area by practitioners – particularly in the area of higher education. David Kolb's interest lay in exploring the processes associated with making sense of concrete experiences – and the different styles of learning that may be involved. In this he makes explicit use of the work of Piaget, Dewey and Lewin. David A. Kolb David A. Kolb is Professor of Organizational Behavior in the Weatheread School of Management.He joined the School in 1976. Born in 1939, Kolb received his Batchelor of Arts from Knox College in 1961, his MA from Harvard in 1964 and his PhD from Harvard in 1967. Besides his work on experiential learning, David A. Kolb is also kno wn for his contribution to thinking around organizational behaviour (1995a; 1995b). He has an interest in the nature of individual and social change, experiential learning, career development and executive and professional education. David Kolb on experiential learning David A.Kolb (with Roger Fry) created his famous model out of four elements: concrete experience, observation and reflection, the formation of abstract concepts and testing in new situations. He represented these in the famous experiential learning circle that involves (1) concrete experience followed by (2) observation and experience followed by (3) forming abstract concepts followed by (4) testing in new situations (after Kurt Lewin). It is a model that appears time and again. Kolb and Fry (1975) argue that the learning cycle can begin at any one of the four points – and that it should really be approached as a continuous spiral.However, it is suggested that the learning process often begins with a person car rying out a particular action and then seeing the effect of the action in this situation. Following this, the second step is to understand these effects in the particular instance so that if the same action was taken in the same circumstances it would be possible to anticipate what would follow from the action. In this pattern the third step would be understanding the general principle under which the particular instance falls.Generalizing may involve actions over a range of circumstances to gain experience beyond the particular instance and suggest the general principle. Understanding the general principle does not imply, in this sequence, an ability to express the principle in a symbolic medium, that is, the ability to put it into words. It implies only the ability to see a connection between the actions and effects over a range of circumstances. (Coleman 1976: 52). An educator who has learnt in this way may well have various rules of thumb or generalizations about what to do in d ifferent situations.They will be able to say what action to take when say, there is tension between two people in a group but they will not be able to verbalize their actions in psychodynamic or sociological terms. There may thus be difficulties about the transferability of their learning to other settings and situations. When the general principle is understood, the last step, according to David Kolb is its application through action in a new circumstance within the range of generalization. In some representations of experiential learning these steps, (or ones like them), are sometimes represented as a circular movement.In reality, if learning has taken place the process could be seen as a spiral. The action is taking place in a different set of circumstances and the learner is now able to anticipate the possible effects of the action. Two aspects can be seen as especially noteworthy: the use of concrete, ‘here-and-now' experience to test ideas; and use of feedback to change practices and theories (Kolb 1984: 21-22). Kolb joins these with Dewey to emphasize the developmental nature of the exercise, and with Piaget for an appreciation of cognitive development.He named his model so as to emphasize the link with Dewey, Lewin and Piaget, and to stress the role experience plays in learning. He wished to distinguish it from cognitive theories of the learning process (see Coleman 1976). David Kolb on learning styles David Kolb and Roger Fry (1975: 35-6) argue that effective learning entails the possession of four different abilities (as indicated on each pole of their model): concrete experience abilities, reflective observation abilities, abstract conceptualization abilities and active experimentation abilities.Few us can approach the ‘ideal' in this respect and tend, they suggest, to develop a strength in, or orientation to, in one of the poles of each dimension. As a result they developed a learning style inventory (Kolb 1976) which was designed to pl ace people on a line between concrete experience and abstract conceptualization; and active experimentation and reflective observation. Using this Kolb and Fry proceeded to identify four basic learning styles. Kolb and Fry on learning styles (Tennant 1996) Learning style Learning characteristicDescriptionConvergerAbstract conceptualization + active experimentation†¢ strong in practical application of ideas †¢ can focus on hypo-deductive reasoning on specific problems †¢ unemotional †¢ has narrow interests DivergerConcrete experience + reflective observation†¢ strong in imaginative ability †¢ good at generating ideas and seeing things from different perspectives †¢ interested in people †¢ broad cultural interests AssimilatorAbstract conceptualization + reflective observation†¢ strong ability to create theoretical models excels in inductive reasoning †¢ concerned with abstract concepts rather than peopleAccommodatorConcrete experience + active experimentation†¢ greatest strength is doing things †¢ more of a risk taker †¢ performs well when required to react to immediate circumstances †¢ solves problems intuitively In developing this model Kolb and Fry have helped, along with Witkin (1950), have helped to challenge those models of learning that seek to reduce potential to one dimension such as intelligence (Tennant 1997: 91). They also recognize that there are strengths and weaknesses associated with each style (and that being ‘locked into' one style can put a learner at a serious disadvantage).However, there are a number of problems with the model. Issues Here I want to note six key issues that arise out the Kolb model: It pays insufficient attention to the process of reflection (see Boud et al 1983). While David A. Kolb's scheme ‘has been useful in assisting us in planning learning activities and in helping us to check simply that learners can be effectively engaged', they comment , ‘it does not help†¦ to uncover the elements of reflection itself' (ibid. : 13), see reflection. The claims made for the four different learning styles are extravagant (Jarvis 1987; Tennant 1997).As Tennant (1997: 91) comments, even though the four learning styles neatly dovetail with the different dimensions of the experiential learning model, this doesn't necessarily validate them. David Kolb is putting forward a particular learning style. The problem here is that the experiential learning model does not apply to all situations. There are alternatives – such as information assimilation. There are also others such as memorization. Each of these may be appropriate to different situations (see Jarvis below). The model takes very little account of different cultural experiences/conditions (Anderson 1988).The Inventory has also been used within a fairly limited range of cultures (an important consideration if we approach learning as situated i. e. affected by environ ments). As Anderson (1988, cited in Tennant 1996) highlights, there is a need to take account of differences in cognitive and communication styles that are culturally-based. Here we need to attend to different models of selfhood – and the extent to which these may differ from the ‘western' assumptions that underpin the Kolb and Fry model. The idea of stages or steps does not sit well with the reality of thinking.There is a problem here – that of sequence. As Dewey (1933) has said in relation to reflection a number of processes can occur at once, stages can be jumped. This way of presenting things is rather too neat and is simplistic – see reflection. Empirical support for the model is weak (Jarvis 1987; Tennant 1997). The initial research base was small, and there have only been a limited number of studies that have sought to test or explore the model (such as Jarvis 1987). Furthermore, the learning style inventory ‘has no capacity to measure the deg ree of integration of learning styles' (Tennant 1997: 92).The relationship of learning processes to knowledge is problematic. As Jarvis (1987) again points out, David Kolb is able to show that learning and knowledge are intimately related. However, two problems arise here. David Kolb doesn't really explore the nature of knowledge in any depth. In chapter five of Experiential Learning he discusses the structure of knowledge from what is basically a social psychology perspective. He doesn't really connect with the rich and varied debates about the nature of knowledge that raged over the centuries within philosophy and social theory.This means that I do not think he really grasps different ways of knowing. For example, Kolb focuses on processes in the individual mind, rather than seeing learning as situated. Second, for David Kolb, learning is concerned with the production of knowledge. ‘Knowledge results from the combination of grasping experience and transforming it' (Kolb 1984 : 41). Here we might contrast this position with Paulo Freire. His focus is upon informed, committed action (praxis). Given these problems we have to take some care approaching David Kolb's vision of experiential learning.However, as Tennant (1997: 92) points out, ‘the model provides an excellent framework for planning teaching and learning activities and it can be usefully employed as a guide for understanding learning difficulties, vocational counselling, academic advising and so on'. Developments – Peter Jarvis on (experiential) learning Jarvis (1987, 1995) set out to show that there are a number of responses to the potential learning situation. He used Kolb's model with a number of different adult groups and asked them to explore it based on their own experience of learning.He was then able to develop a model of which allowed different routes. Some of these are non-learning, some non-reflective learning, and some reflective learning. To see these we need to trace ou t the trajectories on the diagram he produces. reproduced from Jarvis 1994 Non-learning: Presumption (boxes 1-4). This is where people interact through patterned behaviour. Saying hello etc. Non-consideration (1-4). Here the person does not respond to a potential learning situation. Rejection (boxes 1-3 to 7 to 9). Non-reflective: Pre-conscious (boxes 1-3 to 6 to either 4 or 9).This form occurs to every person as a result of having experiences in daily living that are not really thought about. Skimming across the surface. Practice (boxes 1-3 to 5 to 8 to 6 to either 4 or 9). Traditionally this has been restricted to things like training for a manual occupation or acquiring particular physical skills. It may also refer to the acquisition of language itself. Memorization (boxes 1-3 to 6 and possibly 8 to 6 and then either to 4 or 9) Reflective learning: Contemplation (boxes 1-3 to 7 to 8 to 6 to 9). Here the person considers it and makes an intellectual decision about it.Reflective pr actice (boxes 1-3 (to 5) to 7 to 5 to 6 to 9). This is close to what Schon describes as relfection on and in action. Experiential learning (boxes 1-3 to 7 to 5 to 7 to 8 to 6 to 9). The way in which pragmatic knowledge may be learned. While this represents a useful addition to our thinking about learning, a number of problems remain. There is still an issue around sequence – many things may be happening at once, but Jarvis' model falls into trap of stage thinking. As with Kolb's work there is a limited experimental base to support it.We can also ask questions as to whether these are different forms or routes – or can they grouped together in a different and more compact way. Further reading and references The literature around this area can be pretty dire. We have picked one or two of the better collections/explorations plus a couple ‘standards'. Boud, D. et al (eds. ) (1985) Reflection. Turning experience into learning, London: Kogan Page. 170 pages. Good collec tion of readings which examine the nature of reflection. The early chapters make particular use of Dewey and Kolb. Boud. D. and Miller, N. eds. ) (1997) Working with Experience: animating learning, London: Routledge. Useful collection of pieces exploring experiential learning. The editors focus on animation (not so much in the French and Italian senses as ‘breathing life into' – to activate, enliven, vivify. Includes introductory and closing pieces by the editors: Brookfield on breaking dependence on experts; Smyth on socially critical educators; Heron on helping whole people learn; Tisdell on life experience and feminist theory; Harris on animating learning in teams; and Mace on writing and power.Fraser, W. (1995) Learning From Experience. Empowerment or incorporation, Leicester: National Institute of Adult Continuing Education. Examines APL / APEL and asks what is lost and gained in the translation of private experience into the public sphere. Based on the experience of various courses. Jarvis, P. (1987) Adult Learning in the Social Context, London: Croom Helm. 220 pages. Peter Jarvis uses Kolb's model to explore the process of learning in context. The result is a better appreciation of context and the ability to approach memorization, contemplation, practice etc.However, he also inherits a number of problems e. g. around stages. The model is revisited and summarized in P. Jarvis (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Johnson, D. W. and Johnson, F. P. (1996) Joining Together: Group theory and group skills, 6e. , Boston, Mass. : Allyn and Bacon. 612 pages. Rightly popular practical groupwork guide with plenty of examples and exercises, plus some good foundational chapters. It was one of the first texts to pick up on Kolb and to link experiential learning with the work around groups by Lewin and others.Chapters on group dynamics; experiential learning; group goals and social independence; communications w ithin groups; leadership; decision making; controversy and creativity; conflicts of interest, the uses of power; dealing with diversity; leading learning and discussion groups; leading growth and counselling groups; and team development, team training. Keeton, M. T. (ed. ) (1976) Experiential Learning, San Francisco: Jossey-Bass. Ageing but still useful collection. See, in particular, Coleman's contrasting of information assimilation with experiential learning. Kolb, D.A. (1984) Experiential Learning, Englewood Cliffs, NJ. : Prentice Hall. 256 pages. Full statement and discussion of Kolb's ideas concerning experiential learning. Chapters deal with the foundation of contemporary approaches to experiential learning; the process of experiential learning; structural foundations of the learning process; individuality in learning and the concept of learning styles; the structure of knowledge; the experiential learning theory of development; learning and development in higher education; li felong learning and integrative development. Mezirow, J. 1991) Transformative Dimensions of Adult Learning, San Francisco: Jossey-Bass. 247 + xix pages. Develops a comprehensive theory of how adults learn by making meanings of their experiences. Particular focus on perspective transformation. Weil, S. Warner & McGill, I. (eds. ) (1989) Making Sense of Experiential Learning. Diversity in theory and practice, Milton Keynes: Open University Pres s. The texts on experiential learning tend to be rather atheoretical (and often precious). This text doesn't totally escape this – but has a number of useful contributions. ReferencesAnderson, J. A. (1988) ‘Cognitive styles and multicultural populations', Journal of Teacher Education, 39(1): 2-9. Brookfield, S. D. (1983) Adult Learning, Adult Education and the Community Milton Keynes Open University Press. Borzak, L. (ed. ) (1981) Field Study. A source book for experiential learning, Beverley Hills: Sage Publications. Dewey, J. (19 33) How We Think, New York: Heath. Houle, C. (1980) Continuing Learning in the Professions, San Francisco: Jossey-Bass. Jarvis, P. (1994) ‘Learning', ICE301 Lifelong Learning, Unit 1(1), London: YMCA George Williams College.Jarvis, P. (1995) Adult and Continuing Education. Theory and practice 2e, London: Routledge. Kolb, A. and Kolb D. A. (2001) Experiential Learning Theory Bibliography 1971-2001, Boston, Ma. : McBer and Co, http://trgmcber. haygroup. com/Products/learning/bibliography. htm Kolb, D. A. (1976) The Learning Style Inventory: Technical Manual, Boston, Ma. : McBer. Kolb, D. A. (1981) ‘Learning styles and disciplinary differences'. in A. W. Chickering (ed. ) The Modern American College, San Francisco: Jossey-Bass. Kolb, D. A. (with J. Osland and I.Rubin) (1995a) Organizational Behavior: An Experiential Approach to Human Behavior in Organizations 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb, D. A. (with J. Osland and I. Rubin) (1995b) The Organizational Behavi or Reader 6e, Englewood Cliffs, NJ: Prentice Hall. Kolb. D. A. and Fry, R. (1975) ‘Toward an applied theory of experiential learning;, in C. Cooper (ed. ) Theories of Group Process, London: John Wiley. Schon, D. (1983) The Reflective Practitioner, New York: Basic Books Tennant, M. (1997) Psychology and Adult Learning 2e, London: Routledge. Witkin, H. and Goodenough, D. 1981) Cognitive Styles, Essences and Origins: Field dependence and field independence, New York: Links Experiential learning: helpful review of sites by Tim Pickles. Experiential Learning Theory Bibliography: Prepared by Alice Kolb and David Kolb, this is an extensive bibliography of on experiential learning theory from 1971-2001. Acknowledgement: The workshop picture representing experiential learning is from the EFEO Action Workshops in 2008. It was taken by devilarts and is copyrighted. It is reproduced here under a Creative Commons licence (Attribution-Non-Commercial-Share Alike 2. Generic) flickr: http://ww w. flickr. com/photos/devilarts/2458317215/. How to cite this article: Smith, M. K. (2001). ‘David A. Kolb on experiential learning', the encyclopedia of informal education. Retrieved [enter date] from http://www. infed. org/b-explrn. htm.  © Mark K. Smith 1996, 2001. infed is a not-for-profit site [about us] [disclaimer] provided by the YMCA George Williams College. Give us feedback; write for us. Check our privacy policy and, when copying, our copyright notice. Join us on Facebook and Twitter. 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Secondary Motives

SECONDARY/ LEARNT/ PSYCHOLOGICAL MOTIVES  ·Besides the basic biological needs, the expression of psychological needs is also of great significance:through society and culture in which one lives.  · Non-satisfaction of these motives may lead to mental illness. Main psychological needs are: i. Achievement ii. Curiosity iii. Need for appraisaliv iv. Need for affiliationv v. Need for powervi vi. Work as motive 1. Achievement  · Self- actualization or attaining excellence in relevant domain is the characteristic feature ofthis motive. The need to achieve something, some object of desire, a goal, or position/status.  · The source of satisfaction is not just the achievement of the goal, but the very act of strivingfor it too.  · The level of the need for achievement varies from person to person.  · Some are high and some low achievers.  · Competition is an important element of this need.  · Achievement motivation is a significant variable in a competitive society.  · Peopl e with high motivation: Take and overcome challenges in order to succeed rather thanfinding an easy ways of achieving success. Similar essay: Primary and Secondary Reflection Examples People with low motivation: Tends to avoid failure, finding easy way outs, not desire to takedifficult tasks.  · Methods of measuring achievement motivation: · Thematic Apperception Test (TAT) is used; series of ambiguous pictures are presented tothe person and ask him to write a story on it.  · Instructions are given as that the story must have a beginning, middle and an end along withthe title; who are the people, what they are thinking, feeling, wanting etc; what is going onand what will happen____ all depicts the needs, desires and motivation to succeed/ achieve. In short the subject describes the past, present and future along with the description ofcharacters and their thinking and motivation.  · Factors Contributing to the Need for Achievemento Parents who are warm for their child as well as make high standards for theirchild; encouragement is given on becoming independent. o Siblings who are high achievers in their own domain. 2. Curiosity  · Think why a little chil d always wanting to break toys and things? Why children always asks questions of things they saw on TV, read it or listen from any one · It is all their curiosity and need to explore in order to find answers of these puzzles.  · It is a significantly inborn but learned also: found in both humans and animals.  · Parents encourage their children's curiosity by satisfying their inquisitiveness.  · School also plays an important role; the teaching methodology adopted may encourage or discouragecuriosity. 3. Symbolic Reward/ Appraisal Appraisal is a powerful motive for everyone; especially for children and animals ·Praising words, petting after doing well etc all serve as symbolic reward for the learner.  ·The presence and the attitude of the more liked serves as a social reward for thelearner e. g. child with his mother, dog with its caretaker etc. Parent's approval and disapproval, liking and disliking towards the child all areincluded in symbolic rewards. 4. Need for affil iation  ·Urge/ desire to main a relationship with other people; making friends, social contact with otherpeople. Less desire to be isolated or alone.  ·Studies showed that females spend a larger span of time among friends and peers as compared tomales.  ·Although the need for affiliation is a universal phenomenon, cultural differences do exist in itsexpression; some cultures have more group cohesiveness than others. 5. Need for Power  · Desire to influence, hold or ruling over others in order to be recognized as powerful individual.  · These types of people prefer to work in big organizations, businesses and other influentialprofessions. There also exists gender differences among males and females; men are more apt to take challengesand respond quite aggressively irrespective of women who are socially restrained and traditional inher behavior. 6. Work  · Most of the people spent large span of time in their life at work; for this reason, psychologists take itas another po werful motive  · Work serves as a powerful motive because it satisfies other motives also such as biological motives ofhunger, shelter etc, sense of achievement, affiliation and decision-making.

Gender Stratification & Women

Gender stratification and women in developing nations is a serious issue women struggle to overcome. They are not respected by their own husbands let alone others within their communities. Women are forced to work in deplorable conditions with no financial rewards. They are denied jobs, education, healthcare and resources to provide good healthy homes for their children. Even in the United States where women are independent and hold many male-dominated professions there are still situation of gender discrimination. Developing† nation is a word often used to describe underdeveloped, peripheral, or less developed countries. Women constantly struggle to hold their own in these developing nations. The responsibility to care for and support their families along with the added burden of finding the resources to accomplish it makes life hard on women in these countries. In 1960 The Modernization Theory was introduced to these countries encouraging the change from traditional, technologically simple to the modern industrialized nation. The theory was to provide these nations with the technological knowledge to develop â€Å"Western-style institutions and market-based economies. † Policymakers based their theory on statistic from Europe and the United States as a basis for establishing standard economic and political policies. The developing nations found the theory to have little association with the experiences of their countries. In response to the push for modernization theory, the development of the dependency theory came about. Clearly this push for development was to come at the expense of the host country. These countries began producing their own goods so they were not dependent on the developed nations. The view of the dependency theory was that developed nations found it beneficial for these countries to remain underdeveloped. Whereas big corporations often relied on the natural resources and cheap labor, found in these countries, to maximize their profits (Wermuth & Monges, 2002). The role that women play in developing nations, such as Africa, is very important. However, women are not given credit for their contribution to the development taking place. Unrecognized as full partners either in the family or in society, women have been denied equal access to education, job training, employment, health care, ownership and political power† (Anunobi, 2003, p. 62). The effects of economical and political problems in Africa make life difficult for men and women. The societal concerns of their community include the lack of opportunity, poverty, and inequality within their countries. The female is generally the main supporter of the family, she is responsible for the children and making sure they are fed and cared for. The increased establishment of commercialized agriculture has added to the burden of these women. The men were provided with commercial opportunities by selling their crops for money, and acting on their rights to land and the labor of their wives for their own benefit. In some areas men have many wives to work their land as free labor, and they are not obligated to share their profits with the family. â€Å"Gender bias is especially pernicious in African nations where most of women’s activity takes place in the non-wage economy† (Anunobi, 2003, p. 9). Womens’ work was basically for survival and not wage earning therefore they were not seen as being economically productive. The men used their wives and children as laborers in their family fields to produce crops taken into town and sold from money. The wife was forced to perform the domestic duties for her husband and yet she was not able to claim any share of his income. This gave further opportunity for men to expand their land ownership and financial stability. However, the burden of caring for the family was placed on the female. Unable to obtain jobs of their own many women resorted to selling sex, food, or other domestic services to other men to support their families. â€Å"In parts of the region, rural tribal authorities were given the right to prevent unmarried women and children from moving to the towns, and urban authorities had the power to send those who defied such restrictions back to the villages† (Anunobi, 2003, p. 67). This left women virtually helpless against the stronger more powerful men of their nation. Unable to own property or be a part of decision making for their families, these women themselves have become a orm of property to be controlled. It was purely a survival tactic for women to stay with their husbands because, if divorced, they had no rights to the wealth that she helped her husband to obtain thus further compounding her economic vulnerability. â€Å"Gender bias or gender discrimination is thus a fundamental cause of poverty in its various forms it prevents hundreds of millions of women from obtaining the education, training, health services, childcare, and legal status needed to escape from poverty† (Anunobi, 2003, p. 69). This bias against women is a major contributor to the high birth rates in the developing nations. Unable to control their family income or have access to productive resources, the children are forms of social status and economic security for these women. To reduce the number of children being born into poverty is to increase the womans’ productivity and give her control over resources. â€Å"In poor households, women and girls are generally allocated less food than men and boys; two thirds of the world’s illiterate adults are women. Women tend to be more malnourished, less educated and less involved in public decision making than men† (Alvarez-Castillo & Feinholz, 2006, p. 115). It is clear to see that women in poor developing countries have very little command over productive resources. Women are not able to obtain title to land in their own name and have no legal right to the land of their husbands. Even upon the death of a husband, the widow has no legal right to the marital property. It is the combination of all these disadvantages against women in developing nations that keep them from gaining independence and self control. Women were seen and not heard, as they did not complain or disagree with their husband as they were oftentimes beaten. In an effort to combat these inequalities the poor and peasant women formed self help groups to aid one another in their efforts toward equality. It is these groups that provid economic assistance, credit for farming, childcare and, assistance toward business ventures. The husbands were powerless over these groups of women, unlike the power they hold over their wives. The women’s groups made huge strides in improving the lives of women and the welfare of their families and communities. The greatest problem for these groups was the lack of challenging the gender roles that kept them subordinate to males, and because of the gender division the wealth and power remained primarily to the men. â€Å"Development should encourage more cooperation between the sexes with the goal of ending poverty, reducing fertility, and securing the environment† (Anunobi, 2003, p. 74). Improving the status of women and allowing them to be a vital part of improving the economic and industrial aspects of their nation will benefit and establish an environment in which women and men can prosper together. The front line in the struggle for women’s rights appears to lie in the poorest, most patriarchal, least democratic nations† (Walker, 2005, p. 32). The Women’s rights campaign focus mainly on the underdeveloped nations. Women are beaten in the Middle East for not adorning the traditional Islamic clothing. In Afghanistan women are abused and deprived of their legal rights with or without the Taliban. The Pakistani women endure domestic violence and â€Å"honour crimes† in which they are attacked with acid. (Walker, 2005) This is a continuous struggle to establish universal women’s rights within these poor developing countries. The sad truth is â€Å"developed countries hardly offer a good example in their treatment of women – in fact they help make things worse† (Walker, 2005, p. 32). In Japan, pornography and its display is a common site in the mainstream of their society. Men are known to frequent bars offering expensive sexual service of women. These women are typically being trafficked from the Philippine nations in hopes of alleviating the poverty of their families at home. The control of men over women’s sexuality goes beyond that of social behavior and employment. Contraception was not legal for women until the availability of the pill in 1999, and still many physicians refuse to prescribe it. The Japanese nation may be a technical pioneer and one of the biggest global aid contributors but the treatment shown to the women in this nation is far less advanced (Walker, 2005). Examining the United States and its support of human rights; the United States is labeled as the world leader in this area. Women represent two thirds of poor Americans, and the majority of households living below poverty level are headed by females. Many American women are deprived of healthcare and those who do have coverage are 68% more likely to pay more out-of-pocket expense (Walker, 2005). â€Å"According to Amnesty USA, guns in American homes increase the risk of someone in a household being murdered by 41%, but for women the risk increases by 272%† (Walker, 2005, p. 33). These statistics are not that surprising as 85% of women in the United States are victims of domestic violence (Walker, 2005). Unfortunately, these instances of abuse on women’s ights are generally seen as isolated instances in the United States, unlike the widespread abuse of women’s rights in developing countries. The unbalanced relationship seen between women themselves is somewhat disturbing. This is displayed when women hire cheap foreign nannies to care for their children or buy clothing made in sweatshops. If women play a role in the gender-bias system they are just as capable of fighting to change it. The familiar image of poor women is seen as very similar, yet approached somewhat differently. The women who live in the third world are seen as victims of poverty in a developing country. The other women live in America and are referred to as the â€Å"welfare queen† (Mehta, 2009). These images both portray women of poverty and powerlessness, yet each images paints a different picture of their lives. The United States foreign policy makers and international development institutions strive to remedy this image of Third World women by encouraging them through empowerment; so they can be an asset to their families and community. Development policies have supported women’s rights and increasing their economic and educational opportunities. Local community centers were developed to provide poor women with education and job skills to start their own business. On the other hand, a completely different message is sent about the image of the welfare queen. She is seen as being lazy and unwilling to work and a burden on her family and community. The reform laws did little to build their level of education, or potential to be leaders within their communities. Instead there were limits on the single mother’s receipt of aid, family caps on additional children born while on welfare, and taking away benefits from those mothers who are attending school. The goal was to get these women into work, and it did not matter if it was a low paying dead end job, at least they were working (Mehta, 2009). It seems in the developed nation more attention should be given to pushing for higher education and building of work skills so that these women could be a beneficial part of the growing economy. â€Å"U. S. policy evinces skepticism that U. S. women could be affected by the same kinds of oppressive economic and cultural forces that keep women in poverty in the developing world† (Mehta, 2009, p. 68). American poor women are denied the potential of becoming strong leaders within their communities, unlike the opportunities for success given to their sisters in developing countries (Mehta, 2009). The negative image of the welfare queen has stunted the U. S. Welfare Policy to create laws that punish poor women. â€Å"The United States loses out on the positive effects of women’s empowerment that are already accepted and highlighted by the United States as sound policy abroad† (Mehta, 2009, p. 69). The potential that the developing nations have by empowering their women is very beneficial to their economic growth. Women always have been the strongest contributing influence on the family unit. Future development should encourage cooperation between men and women with the ultimate goal to end poverty, reduce population growth, and secure the environment. It seems obvious that not capitalizing on the talent and skills of women to protect men’s privileges is a waste of human resources (Anunobi, 2003). Hillary Rodham Clinton said, â€Å"Supporting women is a high-yield investment, resulting in stronger economies, more vibrant civil societies, healthier communities, and greater peace and stability† (USAID, 2009).

Case Study 2 Essay Example | Topics and Well Written Essays - 1000 words - 2

Case Study 2 - Essay Example Zara has inspired the creation of relationships with its customers that allow it to benefit in all seasons (Craig, Jones and Nieto 2004). For example, if a cloth item is popular with clients, executives can make a decision to discontinue its production so as to generate an unsatisfied demand which will benefit the firm. This means that once a trendy outfit is released, customers will immediately consider purchasing it as soon as possible so that it does not go out of stock or cease being created (Slack, Chambers and Johnston 2010). In addition, Zara has developed the rare ability to be able to cater to in-season demands. This immediately puts Zara ahead of most of its business competitors. In having an inventory system that is flexible and responsive, Zara is capable of functioning with a high close-to-sale-time production system. This results in short lead times that are unparalleled when compared to other providers of apparel. The innovative plan to produce only the trendiest produ ct lines has generated for Zara the ability to offer clients trending apparel that is more in demand than any other items that are offered by business rivals.   Today, most of the important fashion firms are based in America, Europe, Japan, and China (Taplin 2006). The fashion industry is extremely competitive. For even experienced firms such as Zara to survive, there is a need for them to keep making significant changes that will allow them to be more aligned with the best conditions in the global market. Zara strives to ensure that it reaches potential customers from different geographical areas around the world with its products. This is quite necessary as the fashion industry tends to be chaotic in nature in that it is constantly experiencing change (De La Cruz 2013). Trends can last for months or even days. Zara has to take into account this uncertainty when coming up with business policies. Some of the business strategies favoured by Zara are unlike those in other fashion

SHort answer questions Assignment Example | Topics and Well Written Essays - 500 words

SHort answer questions - Assignment Example The attitudes of people about obesity are lax. This indicates that obesity is a socially accepted norm regardless of ethnic or racial lines. 2. Education / Ecological Assessment have been carried out in parts (c) and (f). The assessment shows that educational intervention to deal with obesity has been low in middle schools and virtually nonexistent in high schools. Also, it is clear that public information campaigns in relation to obesity have had little impact on people affected with the condition. This clearly signals the failure of such efforts. 3. The best practice would be to utilize a multi-level approach to reduce obesity using a mixture of medical and non-medical means. The multi-level approach would consist of direct medical regulation, introducing education related to nutrition and physical health as well as attempts at behavioral modification. Medical regulation would ensure that participants have direct access to medical care and intervention so that the effects of losing weight do not lower the participant’s quality of life. In addition, the lack of awareness regarding obesity and its ill effects on human health need to be dealt with using specialized education on nutrition and physical health. Participants would be made aware for the need of physical health in order to lower the consumption of food as a leisure time activity. Similarly, participants would be informed of nutritional value of foods so that they can eat healthier. Lastly, behavioral modification will be attempted in order to create sustainabl e changes in the lives of obese people. 4. A number of different theories may be applied to the proposed interventions. However, the most important theories concerning intervention will be goal setting theory and social cognitive theory. Goal setting theory allows participants to set their own aims in order to reduce their weight. The use of goal setting has been found to be effective in organizational, social as

Respond to the online discussion about movie High Noon Essay

Respond to the online discussion about movie High Noon - Essay Example However, you have jointly discussed the position of Helen and townspeople where you should have elaborated Helen’s role in detail since she did have good will within her intentions which the townspeople did not! By saying this, I am not supporting Helen in her decision of moving out of the town. I just want to say is that you should have clearly indicated that having good will is not enough to make an individual’s action morally justified unless it is accompanied with practical action. 2. I agree with you when you rightly analyze the role of Kane as a moral activist fighting not for personal satisfaction, but for a moral cause. But you sound too confused about analyzing the role of Amy, particularly when you say, â€Å"Amy wanted Kane and this is what guided her, but at the end she dropped everything she believed in just so she can help Kane. Is this a selfish act or a dutiful act?† Kane was just as much husband to Amy when she decided not to stand by him when he was when she chose otherwise! It is obvious that she felt good will and her action was driven by her motivation to help her husband out of the trouble as a dutiful wife. She was truly a moral activist. You did not at all discuss the role of Helen and townspeople as was the requirement of the question.

Analysis of The Importance of Being Earnest by Oscar Wilde Essay

Analysis of The Importance of Being Earnest by Oscar Wilde - Essay Example Bracknell affirms, â€Å"35 is a very attractive marriage age (Wilde 138).† The story focuses on the theme of destiny. Gwendolyn feels she is destined to marry only the person named Ernest stating to Jack, â€Å"My very own Ernest! (Wilde 26).† Ernest represents a rich family. Jack does not belong to a rich class. Likewise, Jack is characterized as a poor person. Consequently, Jack is eager to marry a rich lady in order grab the money of the rich lady. In the same manner, the author creates an imagery picture that Algernon is an unhappy with his family (Croally 35). Algernon creates a fictitious person, Bunbury. Creation is done to escape from his family. Algernon excuses himself from many important social and family events. He instead prefers staying with Bunbury. Algernon disguises as Ernest to Cicely. Cicely falls in love with Ernest (Algernon). When Gwendolyn learns that Cicely is also being engaged to marry the same Ernest, the two women fight. However when Jack (Ernest) and Algernon (Ernest) appear together, the two women stop fighting and ven t their anger on the two men who pretended to be take the name of Ernest. Further, the story ends with Miss Prism, Lady Bracknell’s former maid, stating that Jack was left at a station thinking the child was the book to be published stating, â€Å"†¦placed the baby in the handbag and deposited it on the train to be sent to the publisher (Wilde 144)†. Jack is Algernon’s elder Brother. Since Cicely is wealthy, Bracknell approves the marriage between Cicely and Algernon. Bracknell then approves the marriage between Gwnedolyn and Jack (Ernest). The story ends with the Jack affirming to Bracknell the significance of being earnest. Jack is eager to marry Gwendolyn, â€Å"..we must marry immediately (Wilde 26).† The story shows irony (Turner 84). Gwendolyn and Cicely are both in love with the person named Ernest. Gwendolyn wants to marry only the person named Ernest. However, they find out that Jack and

Capitalism Essay Example | Topics and Well Written Essays - 750 words

Capitalism - Essay Example This essay explores the United States plunged into an economic crisis in 2008 and 2009. This situation escalated, and it became an irresistible opportunity for the United States to pronounce the failure of the type of capitalism that had emerged towards the end of the twentieth century. The French President, Nicolas Sarkozy once said, â€Å"One had expected competition and abundance for everyone, but instead one got scarcity, the triumph of profit-oriented thinking, speculation and dumping." According to Sarkozy, the then economic crisis had signaled the return of the state and brought an end to public impotence illusions. Notably, economists regard the state of capitalism as one in which the governments are limited in controlling markets and posing property rights. The majority of political economists usually make strong emphasis on private property, wage labor, power relation, class, and the uniqueness in the historical formation of capitalism. Generally, capitalism encourages eco nomic growth, and the failure of our economy in 2008 should not be laid at Capitalism’s door. For one year that is between June 30, 2009, and July 1, 2008, the United States’ total economic output experienced escalating inflation that led to drop in the economy at an annual rate of 3.8 percent. Historically, this was the worst twelve months in economic decline that the United States had experienced since the year 1946. The rate of unemployment that had started declining in the year 2008 at the rate of five percent per annum doubled at the fall of the year 2010. This led to a fall in the number of jobs, a situation that lasted for about twenty one consecutive months. Towards the end, of May 2010, the median workers were relieved off their duties for a period of twenty-three weeks this is compared to ten weeks when United States had experienced depths of recessions; that is, between 1973 and 1975. All these economic hard times should not be pegged on capitalism, but on p oor governance and poor approach in resolving economic problems (Ingham 89). Shortly after the election of Ronald Reagan in the United States, a norm of a quarter century become operational, and this is the time or period when the free market approach to economic proved to be superior to economies of state directions (Ingham 43). During this period, the America’s income tax rate was halved; thus, reducing burdens from regulation. Notably, during the same period, the United States experienced a tremendous spread and growth of free market economy. This encouraged, free trade, which produced a remarkable stability and significant prosperity. Between the period 1983 and 2008, the gross domestic product experienced a growth of an average of 3.2 percent per year. It is only once within this period that the output of the United States fell in a calendar year; this only resulted when the percentage was being adjusted to two-tenths point (Ingham 104). Unfortunately, the assets of the real estate exploded resulting to varnishing of growth and stability. This drove the United States into a worse economic crisis. As President Sarkozy said, many would see this recession as an economic setback that could be as well regarded as a death blow (Ingham 119). The policies of conservative economy aimed at reducing the government power and liberating the private sector. Therefore, the introduction of the free market could have been regarded as a way of managing a state economy, but it was extremely brief. The surprising reversal of the economic down fall of the United States actually reached a point of no return in the year 2010. All these cannot or could not be blamed on capitalism, but on Americans who were only â€Å"profit oriented.† American is now convinced that the government has failed to solve the economic crisis; in fact, it has worsened the situation. It is liberal economic policies not conservativeness that is in a quick jeopardy (Ingham 342). Most of the Americans had lost faith in the federal government, and the majority had believed

Ethical professional and cultural issues of ICT Essay

Ethical professional and cultural issues of ICT - Essay Example around the world, rights which have already legally been recognized are daily being violated, whether it is in the name of economic advancement, some religious causes, political stability, the fight against terrorism, or for various personal greed and interests. These violations of rights has created new problems in the human social systems, such as the digital divide, digital security, cybercrime and a number of privacy concerns, all of these have affected people’s lives either indirectly or directly. It is important for the countries like Britain to come up with an assessment of the current situation, followed by a guideline for a plan of action to combat the incidence of malicious attacks on the integrity, confidentiality and availability of electronic data and systems, forgery and fraud, computer crimes, content related offenses, such as those which are related to child pornography and violations of the intellectual property rights (IPRs). Taking this another step forward there are threats to the critical infrastructure and national interests are arising from the use of the internet for criminal and terrorist activities which has become a growing concern over the past few years. The damage incurred to governments, businesses and individuals in these countries in which the internet is used widely, is fast gaining scope and importance. Consumers have started losing confidence in transactions and businesses, due to this opportunity costs may rise to substantial heights. Information technology has had a massive impact on people from all walks of life, all around the world. Major developments in ICT has made it possible for a transition of information processing, storage and dissemination, from paper to virtual, which is now setting new heights of speed, accuracy and efficiency in all human activities. Latest computerized databases are being extensively used to store all forms of confidential data of political, economic, social or personal nature for the support

Oil, Islam and Authoritarianism Critical Review Paper Essay

Oil, Islam and Authoritarianism Critical Review Paper - Essay Example Kathleen Collins shows in her report how the current state of affairs has come about by reviewing some of the history behind not only the Afghan and Iraqi nations, but how Russia’s (formerly the U.S.S.R.) former domination and its subsequent downfall has shaped how we operate with the Middle Eastern nations. Starting with Russia and its five republics of Kyrgyzstan, Kazakhstan, Uzbekistan, Turkmenistan, and Tajikistan, we can see the changes that occurred when the U.S.S. R. lost power and its domination over much of its territories. While it was thought that Democracy might perhaps take a front place to the new government establishments, there was a turn instead for the majority to a renewal of authoritarianism and a strong Islamic clan influence through clans. Only Kyrgyzstan seemed able to move to a Democratic structure, especially through 1991 to 1995. However, by 2000, democracy was only a former shadow of itself and would finally revert back to a government of authoritari anism. What remained throughout was the clan structure in many of these countries and this would be something of a thorn in the government’s side because loyalties and subsequent benefits of sticking together, sometimes clashed with what the government had in mind in terms of governance of the people (Collins, 2009). We can see these same issues in the Islamic countries such as Afghanistan, Iraq, Pakistan and others in the area who also happen to have a handle on the oil supply of the world. It is difficult to work effectively with countries when there are so many factions with different ideas, mainly because they are made up of clans. That, combined with the Islamic religion, has created many problems and wars, large and small. Brzezinski, in his book, The Grand Chessboard, does not address the clans so much as Collins does, yet he makes many of the same observations she does in terms of the authoritarianism of Middle Eastern nations and the effect of Russia’s loss of dominance over Eurasia and its own republics. In the midst of perceived chaos and lack of government stability for many nations in the Middle East after Russia’s downfall, what we see most often now is the surge of Islamic solidarity. We are seeing this in Egypt’s effort to build a new government right now. The Islamic Brotherhood has gained a majority in power, and while Western nations had originally thought Democracy would take hold, just the opposite has happened. Collins’ observations are relatively accurate but as we can also realize, events happen very quickly these days and while she looks at the hope that Afghanistan will settle down and find a certain peace, even today we are witnessing disturbance and chaos erupting once more, this time against the Americans and the West (Collins, 2009). Most events in the Middle East today, are shaped mainly by two factors, which work hand in hand to affect what happens everywhere else. Oil is one of the main prizes and the nations, who are the biggest producers, are also Islamic. All but one percent of crude oil is based in Saudi Arabia, Iraq, Kuwait, Iran and the United Arab Emirates (UAE). The breakdown, as of the year 2000, is: Saudi Arabia with 26 percent, Iraq with 10 percent, Kuwait with 9 percent, UAE with 7 percent, and Iran with 6 percent. Russia and Venezuela have 6 percent, Mexico has 5 percent and the United States only has 2 percent (Salter, et al. 2000).

Strategic Management and Strategic Competitiveness Essay Example for Free

Strategic Management and Strategic Competitiveness Essay What started as a store geared towards the rugged outdoorsmen has grown into one of leading retailers for the upscale college student as well as the adventurous young adult with a fashion to go along with their adventure. Abercrombie Fitch (AF) sells a variety of casual sportswear apparel, including shirts, graphic t-shirts, jeans, shorts, and sweaters, as well as perfumes/cologne and personal care products, and accessories for both sexes and children. As of February 1, 2014, the company operated 843 stores in the United States and 163 stores outside of the U. S. (SEC, 2014). With a footprint this large in the outdoor apparel it only made since to look into the e-commerce market to continue to expand and grow their business. Strategic management deals with decisions a company makes to stay afloat and have a competitive advantage. Over the past years, AF has encountered a few financial setbacks brought forth by turbulent economic times and a controversial advertising campaign that not only affected sales, it drew negative publicity and sometimes not all publicity is good publicity. If, however, the leaders of the organization can make good tactful and strategic moves, this company might be able to turn around and be profitable. Globalization and Technology AF understood that in order to be competitive, they must venture overseas and do it wisely as well as strategically. Companies that take the chance on foreign opportunities are often met with challenges set forth by governments, including local sourcing requirements, tariffs and restrictions on foreign direct investment. Not only must the area be able to support the new business, AF had to make sure any other requirements from local areas are met. This may be why competitors American Eagle Outfitters Inc. and J. Crew Group Inc. had not made the move. Despite the challenge, Abercrombie took their business overseas in 2007, starting in London (Eaton, 2013). At that time, Gap Inc. was the only major competitor overseas, with one hundred sixty eight stores internationally. Having the information available that Gap Inc. has been successful, allowed for AF to save on financial resources of placing stores in certain areas. Knowing that Gap Inc. stores were making profit then AF stores should make a profit in the same area. The  company capitalized on this opportunity, and it paid off. The company recorded revenues of $3,318.2 million during the fiscal year ended January 2007, an increase of 19.2% over 2006. The operating profit of the company was $658.1 million during fiscal year 2007, an increase of 21.3% over 2006. The net profit was $422.2 million in fiscal year 2007, an increase of 26.4% over 2006. The company has made over $7 million in the current year with direct to consumer sales (Abercrombie Fitch, 2007). Bringing the product to the consumers’ fingertips allows for them the opportunity to shop from their couches, beds, or even workplace and have their items delivered to their homes. The world of e-commerce has helped AF solidify itself as a leading outdoor clothier. Dramatic changes in technology have occurred rapidly over the last ten years. As noted in the textbook, â€Å"personal computers, cellular phones, artificial intelligence, virtual reality, massive databases, and multiple social networking sites are only a few examples of how information is used differently as a result of technological developments† (Hint, 2012). With such advances over the past decade, there has been an increased focus on online sales in order to remain competitive. Multichannel shopping has enabled companies to expand margins and tap into new and emerging markets including China, the leader in use of Internet sales channels (PricewaterhouseCoopers, 2013). Abercrombie has a good online store, accessible to both domestic and international consumers which expand the number of customers dramatically compared to brick and mortar stores only. Abercrombie plans to improve their direct-to-consumer operations by upgrading their website and offering, an assortment of web exclusive styles, by making the items web exclusive it brings those consumers that would not normally use e-commerce to their website and allows them to gather information about their consumers to continue to target the correct demographics. Abercrombie also plans on improving mobile capabilities, expanding international language and payment options. This will enable Abercrombie to be more marketable to the online environment and easily available by any consumer worldwide. Industrial Organization Model and Resource-Based Model The industrial organization (I/O) model describes how above-average returns are earned when companies use the information gained from the external  environment to target a specific area within the industry and apply a winning strategy. Recognizing that 2013 was not a good year financially, AF created specific objectives to help improve investment capital. These objectives (recover productivity and profitably in US stores, improve international growth, increase direct to consumer sales and reduce expenses) will enable the organization to look within each area and focus on improving those areas and begin making a profit. AF has a plan and upon proper implementation the company should begin to see a positive as well as above average return. The textbook explains that the resource based model, â€Å"assumes that each organization is a collection of unique resources and capabilities. The uniqueness of its resources and capabilities is the basis of a firm’s strategy and its ability to earn above-average returns.† (Hint, 2012) At one point AF tried to use their elite and upscale brand as an enticement, making clothing for those wear a size â€Å"large† or lower. Chief Executive Michael S. Jeffries—according to Business Insider—had a core marketing strategy that exclusive sells and that including everyone would make his business â€Å"boring.† (Business Insider, 2013). The â€Å"no plus size† strategy proved not only unsuccessful, but disastrous. It is not uncommon for small boutique stores to attempt to cater only to a particular crowd, however for a major chain store like Abercrombie Fitch making that decision alienated a good portion of the profit potential because of Chief Executive Michael S. Jeffries’ decision. AF reported a quarterly drop in same-store sales for the seven quarters straight, and its stock price fell 10.4 percent (Business time, 2013). Vision Statement and Mission Statement of the Corporation Abercrombie and Fitch focuses upon high-quality merchandise that compliments the casual classic American lifestyle. The organization uses this statement to not only help define how Abercrombie and Fitch do business, but what the company is trying to sell to the consumer. Many consumers around the world understand and accept they will not live in America but if that consumer can somehow have a piece of America in his/her closet through the classic American lifestyle being offered by Abercrombie and Fitch then the person will purchase what they want. The Abercrombie and  Fitch brand is as much about the company and what is provided to the consumer as the actual shirt on the persons back. A person see the words Abercrombie and Fitch across a shirt it will make those around think about where the person made his/her purchase and does that person remind them of themselves and want that same brand. How Stakeholders Impact The Overall Success Of This Corporation. There are many types of stakeholders and each one adds value to and can affect the outcome of an organization. For this paper, three types are focused on – capital market, product market and organizational. Capital market stakeholders are the shareholders. Shareholders have an invested financial interest in the firm’s standing. Shareholders always want the company to make a profit and continue to grow so that their financial interest continues to grow. Product market stakeholders are the customers – those who are interest in the product being sold. Customers not only want the latest and trendiest fashions they also love the brand that is associated with Abercrombie and Fitch. That brand loyalty will keep the shareholders happy and continue investing their profits into the company, which can in turn produce more for the consumer. Organizational stakeholders are the internal workers – employees and management. Employees are the management, supervisors, and laborers who expect a positive work environment where they can grow and gain knowledge. With good working conditions, outstanding organization to work for, and strong benefits package. Abercrombie and Fitch is a strong organization headed in the right direction using advanced technology and expanding beyond the borders of the United States. By taking the brand international, allows for a stronger market share and more profit. Great strategy must always be used when expanding beyond an organization’s normal area of control. Government to include federal, state, local, and international will affect potential growth with possible tariffs or other unforeseen expenses. Having the ability to use the unique brand and capabilities of Abercrombie and Fitch will allow them to move into the future with a strong business plan that will bring positive profits. Abercrombie and Fitch mission/vision statement is more than a way to shape the business it is a brand that consumers want. That want allows for Abercrombie and Fitch to remain relevant going forward. Stakeholders are the driving force in any business and shareholders want profits, consumers want products, and employees want a comfortable lifestyle. References Abercrombie and Fitch. (2014). Form 10-K 2014. Retrieved from SEC EDGAR website http://www.sec.gov/edgar.shtml Abercrombie Fitch Begs the Fat Kids for Another Chance. (2013) Business time. Retrieved from http://business.time.com/2013/11/06/abercrombie-fitch-begs-the-fat-kids-for-another-chance/ Abercrombie Fitch Refuses To Make Clothes For Large Women. (2013) Business Insider. Retrieved from http://www.businessinsider.com/abercrombie-wants-thin-customers-2013-5#ixzz2z3gtRZA4 Company Overview 2007. Abercrombie Fitch SWOT Analysis, p. 4, Business Source Complete, EBSCOhost Hitt, Michael A.; Ireland, R. Duane; Hoskisson, Robert E. (2012-01-01). Strategic Management: Concepts and Cases: Competitiveness and Globalization (Page 11). Cengage Textbook. Kindle Edition. SECTION D100 Simon Fraser University. (n.d.). Retrieved from http://www.sfu.ca/~sheppard/478/syn/1137/G_E_1137.pdf United States Of America: Abercrombie Fitch announces (n.d.). Retrieved from http://www.fibre2fashion.com/ news/apparel-news/newsdetails.aspx?news_id=160117

The Child By Tiger By Thomas Wolfe Essay Example for Free

The Child By Tiger By Thomas Wolfe Essay Insane Slave Murders Citizens! The headlines would boldly exclaim this phrase if an event such as that happened today. The central event of the plot is a violent action in The Child by Tiger by Thomas Wolfe. The author gives significance to the occurrence by making it reveal a general truth about human experience. This universal theme becomes evident through many aspects of the story, which can be analyzed and evaluated to discern their purpose. These following paragraphs will support the judgement that a person in general can contain two worlds inside their psyche: good and evil. If the balance of these two is upset, tremendous or horrible things can happen. When The Child by Tiger first begins, Dick Prosser is established as a well-rounded, almost perfect individual. Although he is a slave, that doesnt restrict his amazing talents and abilities. As the story progresses, however, a stark contrast becomes evident in Dick Prossers presence. The first indication of the revelation of an underlying theme is the shroud of mystery veiled over Dick Prosser. For example, in the first few pages of this story, a character named Pansy Harris is introduced. She is portrayed as a jovial, good-hearted, Negro woman that assists with the kitchen duties in her owners home. Her disposition quickly changes to quiet and somewhat mournful upon encountering Dick Prosser. She informs her host family that she is leaving, which seems as if her departure is without any reason whatsoever. Secondly, a dark, enigmatic presence surrounded the narrator when he would see Dick. The narrator (once referred to as Mr. Spangler) speaks of the red in Dicks eyes whenever Dick would emerge from his living quarters. This was presumed to be an intoxication of the spirit because Dick was a godly man. The appearance of the worn-out Bible on his table was evidence that the book had been used often. Spangler often refers to Dicks cat-like abilities to sneak up on people, which deeply troubled him. Dicks moaning of hymns and another aspect pertaining to the Bible frightened the narrator. Dick would sometimes put together a weird jargon of Biblical phrases, perhaps constructing his own meaning of the passages. Obviously, the author is trying to create a direct contradiction to Dicks previous character. The significant violent action becomes almost predictable with the next few events. On Saturday a little after eight in the evening, the narrator along with the Shepperton boy noticed Dicks door to his basement room was slightly open. They entered and found a rifle with ammunition lying  on the small table is Dicks perfectly tidy lodging. Dick crept upon the boys like a cat, his red eyes glaring. This incident frightened the boys. While everyone in the town was asleep that night, Dick was not. The town bell rang, awaking Spangler in the process. When the narrator had heard that a Negro man had murdered several people, he knew immediately that it was Dick Prosser. Earlier that evening, Dick had been at Pansys home. Her husband came home, drank with Dick for a short while, then proceeded to fight with him. Pansys husband was killed. Perhaps it was out of jealousy or a conspiracy between Pansy and Dick; nonetheless, Dick murdered him. This initiated Dicks killing spree. He murdered men because they posed a threat to Pansy, first; then because people were a danger to him. What was the purpose of the strange chronological structure? It was very interesting how the author used a different sequence of order in telling this story. The whole story is a twenty-five year flashback, yet to recount the actual events that happened the night of the murders, Wolfe returns to the present time. What importance does this removal in time have for the meaning of the story? It is evident that the removal in time of the narrator has had an effect on him. He could take time to put things into perspective and delve beyond the surface to contemplate the Dicks true motives. Even during the time period that the incidence occurred, Spangler understood the mentality of the people. He said, For we would still remember the old dark doubt and loathing of our kind, of something hateful and unspeakable in the souls of men. We knew that we should not forget. What was the intent of Wolfe to constantly mention the Army? How was that pertinent to Dicks actions and behavior? There were several references in the story to Dicks affiliation with the Army. A great example is paragraph 102 on page 36 which states, as if he were seated on his co t in an Army barracks, he unlaced his shoes, .stood up like a soldier. What was the significance of this event, especially when Dick was a mere ten yards away from freedom? It symbolized submission to fate. All humans are subject to some sort of fate, and Dick believed that his destiny was of a Biblical nature. Perhaps he would rather die willingly than to be hunted down by the police for the rest of his life. How Dick readily gave up contrasted to the way that the whites treated his body. He knew that he was subject to fate, yet the whites completely destroyed his body with almost 300 shots. Also, verse four of the  psalm on page 38 explains the significance of Dick taking off his shoes. It states that thou art with me. Dick might have misconstrued Bible passages. Perhaps something clicked in his head and made him recall bits of his previous character: the good Dick Prosser. Are voices of reason always drowned out by a mob? Hugh McNairs voice was certainly ignored. A minor character, Hugh desperately tried to persuade the mob to go by law, order, and justice. They completely disregarded the righteous things that he said, and proceeded to throw a brick in his direction. Hence, it is apparent that there were others who saw the unjust attitude of the townspeople besides the narrator and the other boys. These paragraphs have supported the judgement that a person in general can contain two worlds inside their psyche: good and evil. If the balance of these two is upset, tremendous or horrible things can happen. In this case it was the latter. Conceivably, things could have turned out different for Mr. Dick Prosser had he been brought up in a different community. Subtract the potential for racism, prejudice, discrimination, and Dick might have been another star football player or the highest-ranking officer in the military. The possibilities could be endless if one would disregard their limitations.

Being an effective primary school teacher

Being an effective primary school teacher Being an effective primary school teacher Introduction This essay discusses the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay explores this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay begins by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moves on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework is discussed, and how this impacts on teacher effectiveness is also noted. The essay then moves on to looking at the qualities of effective teachers, and effective teaching in a primary setting, and concludes that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. Recent policies and initiatives in primary education In terms of Government policy towards primary education, in 2003, the Government launched the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  which set out a vision for the future of primary education built, formally, on the striving for higher standards through the formulation of a rich and varied curriculum which is aimed at developing children in a number of ways. As explained by the DfCSF (2008), the key to making this vision a reality lies in the need to empower primary school children to take control of their own learning, to be innovative and to develop their own character. The DfCSF (2008) also noted that the aims of the policy  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  should also be achieved through schools being able to set their own targets, based on challenging but realistic targets for the progress of each individual child, with LEA targets being set after this. In addition, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  encourages schools to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  was intended as an enabler, with leadership in schools being strengthened in terms of professional development of teachers towards the whole curriculum, and in terms of helping schools themselves design broad curriculum that links different areas of the curriculum and which thus provides children with as wide as possible a range of learning experiences (DfCSF, 2008). The policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  argues that the best primary schools are those that offer a broad and rich curriculum, and that, based on this it is fundamental that schools develop their own distinctive character through taking ownership of the curriculum, by being creative and innovative, using tests, targets and tables to help every child to develop his or her potential (DfES, 2003). Essentially, the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) urged the promotion of excellence in primary teaching through building on the success of the National Literacy and Numeracy Strategies, using the new Primary Strategies to extend this success in to other areas of the curriculum, including in foreign languages, sport and creativity, amongst other areas, measuring the success of this curriculum through assessments (DfES, 2003). The Assessment Process: its implications for teaching practice and childhood attainment There are many ways in which assessment activities can take place in the classroom, including monitoring normal classwork activities, using specific assessment tests designed by the teacher, designating assessment tasks as part of normal classwork, providing assessment tasks as part of homework assignments, and others, which are the domain of higher educational levels than the foundation stage, such as the use of standardized National Curriculum tests and/or formal examinations (Kyriacou, 1999; p.107). Kyriacou (1999; p.107-109) details each of these assessment protocols, showing, for example, how, although monitoring classroom activity is a part of the normal routine of a teacher, the monitoring, when it becomes investigative and active can become a form of assessment (Kyriacou, 1999; p.107; Kyriacou, 1997). In this way, the monitoring can inform teaching practice, through leading to suggestions for improvements in how learning is delivered, based on observations of areas in which t he children are failing to learn as quickly or as thoroughly compared to other areas, for example. In this way, monitoring and assessment can be a route through which teaching can be improved and teachers can become more effective. In terms of how the assessment is actually made (i.e., the actual process of assessment), evidence is collected through an ongoing process, via the teachers knowledge of the child, information from other contributors who are in regular contact with the child, anecdotes about significant moments in the child’s development, and focused assessments, based on observation where observation is understood to mean â€Å"the practice of watching and listening to a child as they engage in an activity and demonstrate specific knowledge, skills and understanding† (NAA, 2007). As pointed out by Kyriacou (1999; p.106), it is imperative that an adequate record of the child’s achievements, and their assessment, is kept, and that portfolios of children’s work are kept in order to exemplify the standards that are being sought, and so that teachers can use these records as a benchmark to build upon, through which improvements to teaching practice can be made and teacher effe ctiveness be improved. Teachers thus need to be competent in many areas in order to ensure that the assessment process goes smoothly for all concerned and that the assessment process is something that can be useful for teachers, in terms of improving teaching practices. The need for teachers to be competent in the assessment of children is reflected in the fact that the DfEE (2000) list of standards for teachers lists the ability to assess and record each pupils progress systematically as a competency (Kyriacou, 1999; p.106). In addition, it is fundamental that assessment judgements are agreed amongst all concerned, so that all those involved can make the best, fullest, use of the information. The Primary Strategies outlined in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003)  thus built on the National Literacy and Numeracy Strategies to lead to the development of the Primary Curriculum, with the National Literacy and Numeracy Strategies being embedded in the  Primary Strategy  (under the framework of the Primary Framework for literacy and mathematics that was launched in October 2006) (DfCSF, 2008). This new framework builds on the learning that has taken place since the National Literacy and Numeracy Strategies were launched in 2003, providing new structures and new impetus to the vision embodied in the policy document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), extending, as it does, the support given only to literacy and to numeracy to other subjects (DfCSF, 2008). The overall ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). In terms of the future education of primary children, and how assessments at the primary level affect children’s future educational development, it is well documented that the level of educational attainment of a child (as assessed through Key Stage 1 assessments) cannot – alone – be used as an indicator of how well a particular teacher or school has performed; it is the  relative  progress that needs to be considered in terms of making an assessment of how children’s future educational prospects are affected by the assessment process (Kyriacou, 1999; p. 106). Ways to do this include taking baseline measurements of achievement and comparing these with achievement following a certain time period of education, or taking value-added measurements (Kyriacou, 1999; p.106). In terms of tracking how children progress beyond the primary level, the relationship between Key Stage 1 assessments and attainment in terms of National Curriculum levels needs to be explored (AAIA, 2007). As discussed by AAIA (2007), however, Key Stage 1 attainments cannot be directly related to National Curriculum levels and any such attempts would result in spurious information (NAA, 2006). It is clear, however, that the higher the child’s assessment at Key Stage 1, the more likely it is that the child would attain high levels following the National Curriculum tests (AAIA, 2007). Models of good early years education Cohen  et al.  (2004) provides information on how to plan and organise classes, and shows how the Qualification and Curriculum Authority (QCA) has set out principles for early years education (QCA, 1999; 2000; 2001), on the basis that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure†. As the QCA (1999, 2000, 2001) point out, early years education should be carefully structured, providing different starting points, depending on what the child can already do, should have relevant and appropriate content, matching the different levels of children’s needs and should provide planned and purposeful activities which provide opportunities for teaching both indoors and outdoors, with teachers who are able to observe and respo nd appropriately to the children under their care. This is on the basis that â€Å"parents are children’s first and most enduring educators† (QCA, 2000, p.9), and that teachers provide a series of stepping stones through foundation stages, through Early Learning Goals, through primary level, which articulates with the National Curriculum which all children from age five are legally bound to follow (Cohen  et al.,  2004; Parliamentary Office of Science and Technology, 2000). Cohen  et al.  (2004) show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). As Morrison (2000; p.122) states, â€Å"the intention (of learning) is to extend play, to empower students and to enable them to take responsibility for their own, active and autonomous, learning and to develop in all aspects of their learning†. This is conducted, generally, through four key elements: classroom arrangements (with such things as centres of interest), daily schedules of plan-do-review sessions, key curricular and learning experiences and content and assessments through observation, rec ording and sharing, using authentic assessment and portfolios (Cohen  et al.,  2004). By following such suggestions for enabling learning at the primary level,  continuity  and  progression  are ensured. Continuity  is  generally defined, and understood, as ensuring that the overall aims, values and beliefs that give direction to, and put boundaries around, the scheme of work are consistent, regardless of who is teaching or answering later questions (Fabian and Dunlop, 2002).  Progression  is defined, and understood, generally, as the process through which the schools planned activities gradually extend pupils’ thinking, their exploration of values and attitudes, enrich language, knowledge and strategies through increasingly demanding inputs and challenging explorations, matched to pupils chronological age, readiness and circumstance (Fabian and Dunlop, 2002). Through ensuring continuity and progression, children can be enabled to achieve the goals they want to achieve, within the frameworks that are set them. My personal teaching ethos This section takes one or two of my principles to explain how I intend to be an effective primary teacher, using examples from your my school experiences. In essence, I concur with Cohen  et al.  (2004) that, â€Å"effective education requires both a relevant curriculum and practitioners who understand and are able to implement the curriculum requirements†¦building on what children already know and can do, encouraging a positive attitude and a disposition to learn and to protect against early failure† and I agree with the overall stated ethos of the new Primary Strategy framework is that excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008). Taylor and Hayes (2001) provide a discussion as to how education  should  be delivered, leading me to arrive at several conclusions as to how I should organize my time as a teacher in order to provide the most effective teaching possible to my pupils. I agree with the aims of the Primary Strategy as set out in the policy document,  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003), which  encourages schools and teachers to network to learn from each other and to develop good practice, in partnership with parents in order to help children as far as possible and to forge links between schools and communities (DfCSF, 2008). The dictates of the assessment processes and the Curriculum mean I have to teach within these boundaries, but this does not mean that lessons have to be rigid and that assessments and tests and Curriculum have to be frightening terms to primary age pupils. One of my responsibilities as an effective teacher is to prepare students, as well as possible, for the assessments and to teach the Curriculum in such a manner that the children’s sense of wonder is upheld (see Allen and Ainley, 2007) and that children’s awareness of themselves as part of a whole and as spiritual beings is also encouraged (Eaude, 2005). My aim as a primary teacher is to foster a sense of enjoyment in the learning process and, through this, to foster a love of learning that will continue well beyond the primary level, encouraging success at the secondary level and forging a lifelong love of learning in each individual pupil, based on a sense of wonder at the world, its contents and its processes. I, personally, agree with Cohen  et al.  (2004), who show how key aspects of effective learning at the primary level are active, integrated, socially constructive, cognitively constructive and linguistically rich learning, beginning where the individual learner is at themselves, in terms of their learning process, so that the individual child is the agent of their learning, empowering the children to enable their own learning by casting learning as problem-solving (Morrison, 2000; Cohen  et al.,  2004). It is my aim as a teacher, wishing to be an effective teacher, to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. The Success of New Labour’s Policy Towards Primary Education Tymms (2004) look at how successful the changes to primary education have been, following the introduction of the Numeracy and Literacy Strategies and finds that, whilst the introduction of these Strategies contributed to a rise in standards, independent tests of children’s attainment have shown that this rise in standards is not as widespread nor as high as claimed and that, as such, an independent body should be set up to monitor standards over time, with the purpose of testing how Government planning for education is actually being received on the ground, as it were. A recent Oftsted report (Ofsted, 2003) also shows that some of the aims of the National Numeracy and Literacy Strategy were not achieved (with weak subject knowledge being a common failure of schools), suggesting the Government’s approach to primary education needs to be looked at further. Allen and Ainley (2007) back this suggestion, through their analysis of education in the UK, presented in their book  Education make you fick, innit?  Allen and Ainley argue that as institutionalized learning has become more common-place in the Uk, through schools and work-based training programmes, possibilities have been foreclosed for emancipating minds, something that is increasingly being applied to primary level education, through the introduction of the Primary Strategy, for example, and the assessment-based curriculum this embodies, which, argue Allen and Ainley (2007) forces teachers to concentrate more on training children in the Curriculum for the purpose of attaining high scores on the assessments than on actually instilling a sense of wonder in learning. Allen and Ainley (2007) argue that this process is killing the sense of wonder in children, and that, even for primary school children, education, the process of going to school, has become little more than a daily g rind, rather than a joyous process the children are happy to undertake because they enjoy the process and because the process can bring them knowledge and enjoyment. Conclusion This essay has discussed the question, â€Å"What do you consider to be an effective primary teacher?†. With reference to recent research, government initiatives and your own experience, the essay has explored this question, based on my own educational principles and the ways in which these will underpin your professional practice in the future. The essay began by reviewing the Government policies and initiatives that are relevant to the research question, discussing, in particular, the document  Excellence and Enjoyment – A Strategy for Primary Schools  (DfES, 2003) and the subsequent Primary Strategy framework for primary education. The essay then moved on to discuss the aims of these policies and initiatives and the implications these have had for schools and teachers. The assessment framework was then discussed, and how this impacts on teacher effectiveness was also noted. The essay then moved on to looking at the qualities of effective teachers, and effective t eaching in a primary setting, and concluded that some of the facets of Government policies and initiatives – such as continual assessments – run counter to my ethos of effective teaching and actually serve as little other than distractions from pure teaching time, through all the administration such assessments bring and the amount of time this takes away from lesson planning, for example. The main conclusion to the essay is that effective teaching at the primary level should serve to instill a sense of the wonder of learning and should open children’s minds to the possibilities that learning, and the learning process, encompasses. I converge with Allen and Ainley (2007) that the current trend towards assessments, more assessments and yet more assessments is not healthy for children, because it causes stress and can initiate a sense of failure in children who do not achieve high scores on these assessments and also because managing these assessments takes time away from teaching, through all the administration that the tests generate. The argument that these tests do little than to confirm that the education policies the Government is espousing are correct seems valid, and it is, as has been seen, in any case questionable that the standards suggested by the Government, in the Primary Strategy are actually leading to rises in standards (see Tymms, 2004). That the overall stated ethos of the new Primary Strategy framework is that an excellent education is an education that is tailored to children’s specific needs, allowing them to engage with the educational process and giving them the start they need to be able to succeed in the context of secondary education (DfCSF, 2008) is thus a good basis to begin, as an effective teacher, but, in order to avoid boredom in the education process, and psychological problems, due to the huge amount of testing and assessment primary children are subject to, effective teaching not only needs to teach the Curriculum and prepare children for the battery of tests and assessments they will be subjected to, but also needs to foster the empowerment of children, through developing a sense of the wonder of learning and empowering the children to direct their own learning, within the context of the Curriculum, so that children feel they are capable of learning and are capable of achieving the standards they set themselves. Effective teachers are thus not only bound by the dictates of Government policy and teaching research which suggests  how  teachers should teach, but they are, in my opinion, also bound by a responsibility to children, to instill in children a sense of the wonder of learning. In my opinion, and something I will endeavour to achieve in my teaching practice, this sense of wonder can be best achieved through empowering children to realise their potential and to realise they can achieve their goals, through fostering a love of learning. These qualities not only make for an effective teacher but also an inspiring teacher, who will inspire their pupils to want to learn. References AAIA (2007). Assessing children’s attainments in the foundation stage: guidance produced by the AAIA. Available from  http://www.aaia.org.uk/PDF/FAQs%20-%20assessing%20children’s%20attainment%20in%20the%20foundation%20stage.pdf  [Accessed on 29th  February 2008]. Alexander, R. (2004). Still no pedagogy? 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