Piaget and Vygotsky: compare and contrast Essay

Everyday life is characterized by conscious purpose. From reaching for food to designing an experiment, our actions are directed at goals. This purpose reveals itself partly in our conscious awareness and partly in the organization of our thoughts and actions. Cognition, as defined as â€Å"†¦ the activity of knowing and the processes through which knowledge is acquired† (Shaffer et al., 2002), is the process involved in thinking and mental activity, such as attention, memory and problem solving. Much past and present theory has emphasized the parallels between the articulated prepositional structure of language and the structure of an internal code or ‘language of thought’. In this paper I will discuss language and cognition and two famous theorists who were both influential in forming a more scientific approach to analyzing the process of cognitive development: Jean Piaget and Lev Vygotsky. Jean Piaget was known for his establishment of the four major perio ds of cognitive development. Lev Vygotsky was the complement to Piaget’s theory with his sociocultural perspective on cognitive development. Both were keenly interested in the relationship of thinking and language learning. Jean Jacques Piaget was born in Neuchà ¢tel, Switzerland on August 9, 1896. His father, Arthur Piaget, was a professor in Medieval Literature. His mother, Rebecca Jackson, was an intelligent woman but Jean found her a little bit  neurotic. When he was in his late youth he had a faith crisis. His mother encouraged him to attend church to only found it foolish. So he had decided to focus less on philosophy and more on psychology (Smith, L.). Piaget attended the University of Neuchà ¢tel. There he studied natural sciences. He then attended the University of Zà ¼rich were he gained an interest in psychoanalysis. In 1919, he went to Paris, France where he met Dr. Simon at the Binet Laboratory. While in Paris, Piaget planned and administered many reading tests to school children and became interested not in their correct answers, but in their incorrect answers. He wanted to explore the reasoning process that children have. By 1921 he began to publish his research findings. He developed a new way of questioning the children; it was a psychiatric method of question and response. It is called the methode clinique or the clinical method. The clinical method is a type of interview in which a participant’s response to each successive question (or problem) determines what the investigator will ask (Shaffer et al., 2002). Piaget was interested in learning the differences between a child’s acquisitions of knowledge compared to an adult’s. He formed the theory that the growth of knowledge is a progressive construction of logically embedded structures superseding one another by a process of inclusion of lower less powerful logical means into higher and more powerful ones up to adulthood. Therefore, children’s logic and modes of thinking are initially entirely different from those of adults† (Smith, L.). By the time Piaget died in Geneva in 1980, he had written over 300 papers, book chapters and introductions as well as thirty boo ks on cognitive development. Piaget’s idea was that children had learned through action. He believed that children are born with and acquire schemas, or concepts for how to act and respond to the world. As children explore their world, they form and reform ideas in their minds. The more actively involved children are, the more knowledge is gained. McGee and Richgels (1996) note, â€Å"Because children construct their own knowledge, this knowledge does not come fully developed and is often quite different from that of an adult† (p.7). Accordingly, the Piagetian perspective of literacy acquisition emphasizes a child’s stages of development and reflects â€Å"concepts of reading and writing as the child has constructed them,† state McGee and Richgels (1996, p. 10). They add,  Ã¢â‚¬Å"Children ‘s concepts of reading and writing are shaped more by what they accomplished in preceding developmental stages than by their simply imitating adults’ behavior or following adultsâ€⠄¢ directions† (p. 10). Piaget believed that children are born with the innate tendency to try to organize the way in which they think about their environment, that is, to make sense out of it. He believed that human beings organize the material about the environment in different ways as they mature. These mental changes are related to an interaction between age and environment. Piaget further believed that his theory was universal, that the stages of development he outlined would exist in all societies. He viewed the development of the child’s cognitive ability as a four-stage process. Children would move up through the stages in a fixed order. He assigned estimations of age for each of the four stages, but did not see the process as connected to specific ages. Piaget’s theory identifies four developmental stages and the processes by which children progress through them. The four stages are as follows: Sensorimotor stage (birth – 2 years old)–The child, through physical interaction with his or her environment, builds a set of concepts about reality and how it works. This is the stage where a child does not know that physical objects remain in existence even when out of sight (object permanence). Preoperational stage (ages 2-7)–The child is not yet able to conceptualize abstractly and needs concrete physical situations. Concrete operations (ages 7-11)–As physical experience accumulates, the child starts to conceptualize, creating logical structures that explain his or her physical experiences. Abstract problem solving is also possible at this stage. For example, arithmetic equations can be solved with numbers, not just with objects. Formal operations (beginning at ages 11-15)–By this point, the child’s cognitive structures are like those of an adult and include conceptual reasoning (Shaffer et al., 2002). While Piaget did not conduct cross-cultural research, his research in Switzerland was comprehensive. As the text points out, Piaget’s original observations and hypotheses were based on his observations of his own three children. He then tested his theories by designing experiments for children to perform. These experiments were passed on to teachers being trained at  the institute. Over the years, Piaget and these teachers have conducted an estimated 20,000 of his various experiments. For example, if one child had been taken on trips around the world, spent much time in museums, and read many books, she might be prepared to move up to the next stage at an earlier age than a child who spent his time playing video games and watching TV all day (Driscoll, 1994). Piaget accounted for varying levels of preparedness by explaining that each child possessed a schema, and that a child could not move to the next stage until his or her schema was at a threshold level. Schemata were expanded through what Piaget termed as assimilation (adding to prior knowledge) and accommodation (changing prior knowledge to fit new information). In this manner, children adapt to situations in response to their need for equilibrium (solving dilemmas; mastering skills). A soccer player who wishes to be a scorer, but lacks aiming skills, may practice at shooting at the goal until she assimilates knowledge of which angle to shoot from and how hard to kick the ball. When she adjusts her tactic (via accommodation) and score a goal, she moves from disequilibrium to equilibrium. Physical maturation, activities and socializing with peers to learn from them are all factors that can or do promote growth in schema (Driscoll, 1994). Piaget believed that children who speak aloud in the presence of others will sometimes adapt their speech to take into consideration the hearer(s) but at other times would direct their remarks to no-one in particular and there would be no evidence that the child was attempting to take into account the knowledge or interests of a specific listener. Piaget called this egocentric speech – the inability of the child to separate their own perspective from those of other people. Piaget saw egocentric speech as being the reflection of thought processes of the young child, and he investigated this in detail. He saw egocentric speech as having no apparent function in the child’s behaviour, so it would have no reason to survive, eventually fading away as the child became more aware of the distinctions between themselves and others (Piaget, 1955). Lev Semyonovich Vygotsky was born in the U.S.S.R. in 1896, the same year  Piaget was born. His active career as a psychologist was only around 10 years long. He graduated with a law degree at the Moscow University. After graduation, he started teaching at various institutions. Vygotsky’s first big research project was in 1925 with his Psychology of Art. A few years later, he pursued a career as a psychologist working with Alexander Luria and Alexei Leontiev. Together, they began the Vygotskian approach to psychology. Vygotsky had no formal training in psychology but it showed that he was fascinated by it. After his death of tuberculosis in 1934, his ideas were repudiated by the government; however, his ideas were kept alive by his students. While agreeing with Piaget that the child is an active learner, Vygotsky placed more emphasis on the child’s interaction with the social environment. Whereas Piaget visualizes the young child as a natural scientist, experimenting with the environment, Vygotsky sees the child as needing assistance at a critical point; he refers to the range of skills that a child can exercise with assistance but cannot perform independently as the zone of proximal development. With guidance or assistance from parents, adults, or even older children, the child is able to master a more difficult task or concept. In contrast to Piaget, Vygotsky believed that the child requires more socialization for cognitive development. While recognizing that maturation is important in cognitive development, he placed less emphasis on it. Language and cognition emerge in development at about the same time and are intertwined. Children build new concepts by interacting with others who either provide feedback for their hypotheses or help them accomplish a task (McGee & Richgels, 1996). Vygotsky suggested that learning is a matter of internalizing the language and actions of others. According to McGee and Richgels (1996), â€Å"Vygotsky believed that children need to be able to talk about a new problem or a new concept in order to understand it and use it† (p. 8). As the child discusses a problem or task with an adult, the adult supplies language to assist the child in solving the problem; the child gradually internalizes the language until the task can be completed independently (McGee & Richgels, 1996). The instructional technique in which  the teacher models the desired learning strategy or task and then gradually shifts responsibility to the students is called scaffolding. Vygotsky perceived the process of cognitive development as less segmented and rigid than Piaget had. He believed that children learned from in two ways: from tools and from more capable peers and adults. Tools could be anything in the environment that children use to help them advance intellectually (e.g., the internet, cultural artifacts). He advocated that children be placed in learning contexts which were raised just slightly above their existing ability so that they would step up to reach the next level. For Vygotsky, learning was a social process from the beginning. Children learned only by interacting with adults, not with peers who were at there level of cognition. The adult provides the child with assisted learning and scaffolding until the zone of proximal development has been removed. An example of this might involve a mother teaching her child how to drink from a cup. The mother could model the action for the child; the mother could then hold the cup up to the childâ€℠¢s mouth; following that, the child could attempt to raise the cup to her own mouth; finally, the mother would help the child coordinate the activity until the child she has acquired the skill. A main area Piaget and Vygotsky are both concerned about is the relationship between language and thought. This is the concept in which they show great dissimilarity. As preschoolers go through their daily activities, they frequently talk out loudly to themselves as they play and explore the environment. Piaget called these utterances egocentric speech, a term expressing his belief that they reflect the preoperational child’s inability to imagine the perspectives of others (Piaget, 1955). Piaget believed that egocentric speech reflects an inability to take the perspective of others, and plays no useful role in development. Vygotsky believed that a child’s use of private speech – talking to himself/herself – is not an example of egocentrism but rather is pre-social conversation. Vygotsky placed a high value on private speech because it enables the child not only to practice talking but also to plan activities. Some modern investigators have suggested that private speech is a process of  planning out loud – for example, when you are going to a new place, you verbalize the instructions for getting there aloud to yourself. It is an important developmental phenomenon, which helps children to organise and regulate thinking. As the Western world has more time to assimilate Vygotsky’s ideas, we may discover other contributions that are important in the cognitive development of young children (Vygotsky, 1962). There are two cases of Piaget and Vygotsky’s differences that stand out the most in their world. First, Vygotsky was critical of Piaget’s assumption that developmental growth was independent of experience and based on a universal characteristic. Vygotsky asserted that development is complex and is effected by social and cultural contexts. Biological and cultural development are interrelated and do not develop in isolation. Vygotsky believed that intellectual development was continually evolving without an end point. Second, the other conflict between Vygotsky and Piaget was the latter’s explanation of development as the notion that concepts should not be taught until children are in the appropriate developmental stage. This conflicts with Vygotsky’s zone of proximal development (ZPD) and developmental theories. Vygotsky noted that instruction that is oriented toward development is ineffective concerning the child’s overall development. Both Vygotsky and Piaget were exceptional men with theories that have helped shaped the world of psychology. Piaget believed the universal acquisition of knowledge occurs within a four stage process. The Vygotskian perspective of cognitive development emphasizes social interaction but places less emphasis on stages of behavior. Although both theories had conflicted with one another, it is true to believe that Vygotsky had built his educational theories on the strengths of Piaget’s. References: Driscoll, M. P. (1994). Psychology of learning for instruction. Boston: Allyn and Bacon. Evans, R. (1973). Jean Piaget: The Man and His Ideas. New York: E. P. Dutton & Co., Inc. Hall, Wayne and Drinnin, Beverly. Instructor’s Resources for Discovering Psychology. New York: Worth Publishers, 2000, p. 254. McGee, L.M., & Richgels, D.J. (1996). Literacy’s beginnings: Supporting young readers and writers (2nd ed.). Boston: Allyn and Bacon. Moll, Louis C. (1994). Vygotsky and Education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press. Piaget, J. (1955). The language and thought of the child. New York: Meridian Books. Shaffer, D. R., Wood, E., & Willoughby, T. (2002). Developmental Psychology: Childhood and Adolescence, First Canadian Edition. Toronto: Thomson/Nelson. Smith, L. (1997). Jean Piaget. In N. Sheehy, A. Chapman. W.Conroy (eds). Biographical Dictionary of Psychology. London: Routledge. Vygotsky, L. S. (1962). Thought and Language. Cambridge: MIT Press.

Ratio analysis can help in measuring business performance and setting objectives/ goals Essay

Ratios are calculated from an organisation’s financial statements and are an effective business tool in measuring its performance. By comparing the ratios to those of the previous year it is possible to determine whether a business is doing better this year than last year. It is also possible to compare ratios of one organisation against those of another in a similar industry. This helps identify areas in which one business is either under performing or indeed is out performing another. Undertaking ratio analysis and making comparisons to market leaders within your industry will help focus on areas which require attention. By carefully selecting the most suitable ratios business owners and managers can use the results to gain a better understanding of how their organisation is performing. The same ratios can also be used to set future targets. Ratios are calculated from an organisation’s financial statements and are an effective business tool in measuring its performance. By comparing the ratios to those of the previous year it is possible to determine whether a business is doing better this year than last year. It is also possible to compare ratios of one organisation against those of another in a similar industry. This helps identify areas in which one business is either under performing or indeed is out performing another. Undertaking ratio analysis and making comparisons to market leaders within your industry will help focus on areas which require attention. By carefully selecting the most suitable ratios business owners and managers can use the results to gain a better understanding of how their organisation is performing. The same ratios can also be used to set future targets. Ratios are calculated from an organisation’s financial statements and are an effective business tool in measuring its performance. By comparing the ratios to those of the previous year it is possible to determine whether a business is doing better this year than last year. It is also possible to compare ratios of one organisation against those of another in a similar industry. This helps identify areas in which one business is either under performing or indeed is out performing another. Undertaking ratio analysis and making comparisons to market leaders within your industry will help focus on areas which require attention. By carefully selecting the most suitable ratios business owners and managers can use the results to gain a better understanding of how their organisation is performing. The same ratios can also be used to set future targets.

Evaluate the key theories of learning in schools

Theories of larning find their roots in the kingdom of kid development, and, as such the two footings are frequently interchangeable. It is appropriate to specify the term development ; kid development is defined by the Inter-American Development Bank ( referenced in Arthur & A ; Cremin, 2010 ) as â€Å" a many-sided, built-in, and continual procedure of alteration in which kids become able to manage of all time more complex degrees of traveling, believing, feeling and associating to others † , instead â€Å" Child development refers to the biological and psychological alterations that occur in human existences between construct and the terminal of adolescence, as the single advancements from dependence to increasing liberty † ( hypertext transfer protocol: //www.selfgrowth.com/articles/definition_child_development.html ) . Many definitions of kid development describe the procedure of kid development as the patterned advance from dependance to autonomy and foreground th e value of experience in this respect. However, as it is hard to specify their effects/value many definitions do non account for the impact of topographic point, clip and cultural and societal influence upon both the likeliness for development and the degree of development which can be achieved. These are of import factors impacting larning which can non be overlooked. As will go clear, larning is non ( and should non be ) restricted to childhood – acquisition is invariably available through all of our experiences. Learning is nevertheless, more rapid and receives significantly more focal point at the earlier phases of life due to the demand to quickly develop cognitive, societal and emotional accomplishments which form portion of the turning personality of the kid. It is of import to observe nevertheless, that cause and consequence are ill-defined. For illustration it could besides be personality ( at any phase of its development ) which affects the environments and state of affairss to which the kid chooses to expose themselves and later the content and quality of the acquisition available. There are a figure of theories which aim to explicate this procedure of kid development, how they begin and continue to larn, and explicate the grounds for developmental differences between kids. These theories have over clip experienced their ain development with go oning research and are frequently influential upon what is determined as best pattern for learning to ease maximum kid development ( Q10 ) . In other words, the ways in which kids develop straight affect teaching method of both single instructors and the ethos adopted by the school ( Q22 ) . The competence of the instructor to present learning which caters for single developmental demands affects development through acquisition and later may bring forth the demand for alteration of teaching method ( dependent upon the level/success of learning ) . It is hence the duty of the instructor to supervise the advancement and effectivity of their instruction for each kid, particularly to supply each kid with the ability to aptly place chances for acquisition and the manner ( s ) in which they can outdo derive the maximum benefit from each of these chances. This clearly demonstrates the cyclical nature of development and the demand for all parties to be committed to the acquisition procedure. This is important as developmental advancement made at the early phases of life are influential manner beyond childhood ; the experiences which bring about larning are really likely to determine grownup experience, grownup personality/tendencies/preferences and success as defined by the footings of Every Child Matters policy ( to be healthy, to remain safe, enjoy and achieve, do a positive part and accomplish economic wellbeing ) . This instruction must get down at an early phase through parental influence ( Q5 ) – as all experiences can hold a good impact upon larning – and go on through the early phases where drama is constructive, and onwards during the entireness of the formal schooling period. It has been identified by assorted research workers ( e.g. Piaget 1951 ; Smilansky, 1968 & A ; Power, 2000 ) that there are different types of drama which are valuable as the earliest signifier of larning through experimentation and regulation testing, these are: Locomotor or physical-activity drama including exercising and rough and tumble drama. Play with objects. Fantasy and socio-dramatic drama. Language drama. Friedrich Froebel ( 1906 ) besides recognised the value of drama ; â€Å" Play, genuinely recognized and justly fostered, unites the shooting life of the kid attentively with the mature life of experiences of the grownup and therefore Fosters the one through the other. † ( referred to in Smith, P. K. , Cowie, H. & A ; Blades, M. 2003, p. 229 ) Sing this attack, development can be sought by the kid and nurtured by counsel from grownups including instructors. This procedure is enhanced by the proviso of the appropriate stuffs and larning environments as shaped by the instructor. It is indispensable for all acquisition that linguistic communication, both spoken and observed ( organic structure ) are used suitably to ease larning – without linguistic communication we can non go through on the cognition and experience required for growing through counsel. Conversely it is clear that linguistic communication is non necessary for self-experimentation, although it would assist the scholar to discourse their observations following the experimentation. With this in head, it is necessary for kids to be exposed to many manners and degrees of linguistic communication ability to larn from one another, particularly in happening an alternate if one party finds communicating hard. Thus the instructor should promote communicating and Foster co-operation throughout larning activities. In an inclusive environment, successful employment of this technique will let all kids to maximize their possible under the counsel of a robust, flexible and rich teaching method. A figure of the cardinal points provided by a figure of cardinal theoreticians who have influenced acquisition are discussed below ; Jean Piaget ( 1951 ) focused on how the kid comes to understand their universe by detecting kids ‘s idea processes, elicited during open-ended conversation with them. The success of this method is clearly dependent upon the research worker ‘s ability to inquire appropriate inquiries. Piaget suggested that kids progress through 4 age-related phases of thought by proving the logic applied to their intelligence, get downing with pattern drama, through symbolic drama ( fantasy/pretend drama ) , to games with regulations. The kid possesses a figure of sets of mental operations which can be applied to objects, thoughts and constructs known as ‘schemas ‘ . The scheme ( consciousness of an entity ) can be tested and adapted where appropriate over clip, through ‘assimilation ‘ and ‘accommodation ‘ . Piaget indicated that the kid is innately able to organize bing scheme with one another to set about assorted activities at one time, or use more than one scheme to work out a job. In other words, larning influences the attack to farther acquisition. By absorbing new cognition into bing scheme, the kid ‘s cognition and scheme are enhanced, but may be falsely. With farther centripetal stimulation, new information can be accommodated into bing scheme, or into a new scheme where the kid recognises a defect in their logical thinking. The unconditioned want for equilibrium between consolidating mental constructions ( assimilation ) and growing through the impact of cognition on bing scheme ( version ) gives the scholar a thirst for larning. This thirst reaches its extremum when the experience pushes but does non over-stretch the capacity to procedure and either assimilate or suit the new information. However, Piaget ‘s research methods have been questioned ; his attack was flexible to the demands of the single kid under observation and hence through this non-standardised method it is non possible to bring forth replicable quantitative informations. Furthermore, Piaget ‘s theory has been criticised as it places a heavy accent upon the kid ‘s failures instead than successes sing their scheme. Although these issues exist, Piaget ‘s theory is influential today. His theory high spots the demand to accommodate learning to the demands of the kid as an active, instead than inactive, scholar. In this manner the instructor should make an environment and applied scientist state of affairss which allow the kid to prove and theorize. By extension, the instructor should be interested in the logical thinking which generates the kid ‘s replies, instead than the reply itself. This allows the instructor to supply content appropriate for and to convey maximal benefit to each single kid. As highlighted by Piaget it is besides cardinal to supply chances for societal interaction to develop a point of view which is less egoistic, see others ‘ and their sentiments and develop vocabulary needed to discourse issues. From my experience it is clear that pupils battle to bring forth narratives as they have non experienced abstract thoughts based in phantasy and do non possess a vocabulary which is broad plenty. As such, parents should be encouraged to read to their kid to develop these accomplishments and as suggested trial what they are hearing instead than merely listen ( this relates to Q30, Q4 and Q5 ) . The instructor should guarantee that their planning provides many chances for kids to read, experience and develop inventive accomplishments ( this relates to Q1 ) . Like Piaget, Lev Vygotsky ( 1933 ) viewed the kid as an active builder of cognition and apprehension, but was more interested in how cognition is passed from coevals to coevals and by effect how civilization affects beliefs which are held by the kid. Through societal interaction with more experient others the kid can develop the tools and cognition they need to go active members of the current society and as such are a merchandise of their cultural influences including linguistic communication, art, music and symbols developed by the bing society. In this manner acquisition is informative in nature. Like Piaget, Vygotsky believed that drama was a valuable method of larning and ‘the taking beginning of development in the preschool old ages ‘ ( Smith, P K & A ; Cowie, H. & A ; Blades, M. ( 2003 ) p 231 ) . Through play the kid can be liberated from the restraints of their environment and are able to prove the universe in an fanciful state of affairs. Cardinal to Vygotksy ‘s theory was the zone of proximal development ( ZPD ) defined as the difference between what a kid can make with aid and what he or she can make without counsel. Clearly, this gives the kid a degree of possible based on the quality of direction they receive from more experient equals and/or grownups. However, Vygotsky ‘s theory ne'er indicated how the more experient instructor influenced the passage through the ZPD to accomplish their possible. In this manner the instructor is responsible for placing the appropriate clip and method for intercession to help in traveling the scholar from what they can make with aid to what they can make entirely. This construct, known as staging, following Bruner ‘s extension of Vygotsky ‘s theory continues to be used today. The intercession gives the kid a construction within which they become able to explicate significance. Current pattern in school caters for larning in this manner by delegating some clip for mixed-ability group activities ; those more able are stretched by the activity they are presented with and are able to transport those who are less able through the assorted phases of idea needed to work out the job. From my observations this gives assurance to both parties and an involvement in future acquisition. Howard Gardner ( 1983 ) identified three methods/types of learning/learner as below. These classs portion principles with the theories noted above. A Ocular scholar prefers to see something and be able to read it. This type of scholar achieves best when given hand-outs and sees shows which demonstrate the acquisition content. An Auditory scholar prefers to speak about the issue and listen. This type of scholar is likely to happen it most good to larn from a talk and during treatment. A Kinaesthetic scholar prefers to larn by making and touching things. This type of scholar is best suited by an activity which includes a physical activity to prove the erudite theory such as a scientific discipline experiment. This can be demonstrated utilizing an analogy sing one ‘s attack to constructing flat-pack-furniture ; there are three common attacks, ( I ) you read all the instructions and look into you have all the pieces before you commence constructing ( ocular scholar ) , ( two ) you ignore the instructions wholly and merely finish the physique by test and mistake ( kinesthetic ) or ( three ) you have to construct the point with person so that one can discourse the following step/find it good to state what you are making aloud if you are entirely ( Auditory ) . During childhood, the kid tends to larn best utilizing a individual acquisition manner. With age and experience, the kid tends to derive the capacity to larn in many ways because of the ability to accommodate to new challenges and environments. Alternatively, this ability is possibly the merchandise of an enhanced apprehension sing ways to derive information via another acquisition manner. By going an effectual scholar the kid can go more flexible, adaptable and derive the information they need to accomplish the acquisition ends in more ways than one. Similarly it becomes possible for the kid to follow a figure of schemes which can be used to work out jobs. When be aftering for the class-room it is of import to do certain that there are chances for all types of scholar to be able to larn in their optimal manner and achieve their possible ( Relates to Q23 ) . It is indispensable to guarantee that everyone is concentrating on the undertaking and is hence able to take in the information ( Relates to Q10 ) . Changing the activities to accommodate auditory, ocular and kinesthetic scholars besides breaks the lesson into subdivisions, forestalling loss of attending, as kids appear to fight to concentrate for longer than 10 proceedingss. Honey and Mumford ( 2000 ) besides propose a figure of scholar types based on a figure of larning stages through which an person may go through ( widening the research and theory of Kolb ) . They postulate that different people prefer different methods of larning dependent upon the current state of affairs and environment. The individual moves within the rhythm of ; Experiencing a stimulation Reflecting on the object/the experience Pulling decisions and analysis Testing theory Based on the kid ‘s observations the rhythm may be completed and larning takes topographic point, or the rhythm is repeated until understanding is gained. The types of scholar identified correlative with these phases: the ‘Activist ‘ prefers making and sing the ‘Reflector ‘ observes and reflects the ‘Theorist ‘ wants to understand the implicit in grounds, construct and relationships and, the ‘Pragmatist ‘ likes to â€Å" hold a spell † attempt things to see if they work. ( hypertext transfer protocol: //www.learningandteaching.info/learning/experience.htm ) Honey and Mumford devised a questionnaire which allows the person to place their acquisition manner and hence the most effectual manner for them to maximize their learning potency. This method of class is reliant upon the respondent candidly replying the questionnaire with their penchants instead than replying harmonizing to what they believe will bring forth the consequence they would prefer. Equally, the questionnaire as a quantitative step may supply a consequence which is inconclusive i.e. the acquisition manner returned is a mixture of more than one manner. It is of import nevertheless, to recognize the value this can hold in the schoolroom ; by being able to place the acquisition manners and per centums of each, the instructor can be after harmonizing to single and the corporate bulk demands ( Relates to Q22 ) . Abraham Maslow proposed the Hierarchy of Need which included five degrees of demand which humans must fulfill consecutive to let larning to happen. These include: 1. Biological and Physiological demands – air, nutrient, drink, shelter, heat, slumber, etc. 2. Safety needs – protection from elements, security, order, jurisprudence, bounds, stableness, etc. 3. Belongingness and Love needs – work group, household, fondness, relationships, etc. 4. Esteem needs – self-pride, accomplishment, command, independency, position, laterality, prestigiousness, managerial duty, etc. 5. Self-Actualization needs – gaining personal potency and self-realization, seeking personal growing and extremum experiences by developing an apprehension of morality credence of facts and developing job work outing accomplishments for illustration. ( Cited in Powers, 2005 ) Maslow indicated that by fulfilling one demand another higher demand is recognised. Through this desire, development becomes possible and possible for development is merely restricted by the person ‘s motive to see state of affairss from which they can derive accomplishments and or cognition. In this manner acquisition is continual one time the basic physiological demands described by degrees one to four ( lack incentives ) have been satisfied to a degree satisfactory for the kid, they are able to satisfy their incentives for growing and seek chances or cognition to make so. For illustration, it is non possible to actuate a kid to accomplish their acquisition mark ( flat 4 ) when they ‘re holding jobs with their parents ( flat 3 ) . Equally, a kid would happen it hard to work in a group ( flat 3 ) when they ‘re holding to travel house ( flat 2 ) . This demonstrates the value of PHSE and SEAL programmes I have seen delivered ; if a kid is unable to cover with their emotions and joint their feelings, they are non free to larn. By understanding their emotions and those of others and how to act consequently allows development chances for all kids. To help this procedure the instructor must make an environment in which the kid feels physically and emotionally safe to ease effectual development ( Relates to Q31 ) . John West-Burnham proposes another holistic position on the procedure of larning as a developmental procedure. As antecedently noted a figure of degrees are offered, but here in footings of the degree of larning which can be derived from the presented information i.e. acquisition can be shallow ( â€Å" what † ) , deep ( â€Å" how † ) or profound ( â€Å" why † ) . Shallow acquisition allows the kid to develop a bank of cognition through memorization and reproduction of facts usually delivered by the instructor, whilst deep acquisition affords the kid an apprehension of the significance and hence impact of the delivered content. Deep scholars are able to absorb cognition and reflect on it and their method of larning. The instructor must prosecute in treatment with the scholar to guarantee that the decision drawn ( and understanding ) is right e.g. can the kid explain, justify and contextualise facts. Profound larning allows the kid to get down the development of a sense of ego as a alone entity capable of self-influence as a growing mechanism ( similarity to Maslow ‘s theory of self-actualization can be drawn here ) . Profound larning gives perceptual experience of possible for accomplishment and constructive rating of success and failure. In this respect the instructor should learn about morality and strive to develop an unmeasurable deg ree of assurance, delivered in a manner which serves to supply maximal benefit for each kid. As the young person of today experiences a broad cultural and societal influence it is necessary to learn accomplishments beyond shoal acquisition which allow the grownup ( as a merchandise of their childhood experience ) to be adaptable and antiphonal to a broad figure of people with a broad figure of beliefs i.e. as the consensus of social sentiment widens, kids need to develop a greater degree of complexness of idea which allows them to be flexible to the beliefs and behaviors of others as a merchandise of their civilization ( Relates to Q18 ) . For this ground, it is appropriate to promote inclusion in our schools, where instructors inspire the value of others as a function theoretical account ( Towards to Q2 ) . As highlighted above, larning is continual and cyclical. Existing cognition, the environment including societal and cultural contexts and the beliefs of others are to a great extent influential on larning. Whilst genetic sciences ( nature ) may pre-dispose us to larning in a peculiar manner and may specify our capacity for acquisition, larning can non take topographic point outside of the environmental context ( raising ) . As the theories discussed above concur, larning takes topographic point during assorted phases – usually age-related – which can non be accurately depicted as they vary from one individual to another. Furthermore whilst the theoreticians do non agree on how others ( grownups and equals ) influence the acquisition procedure, they agree of their engagement and the benefit of collaborative working as a tool for societal development ( Relates to Q6 ) . A rounded instruction with many societal and cultural facets develops a rounded immature person who is capable of accomplishing both their personal ends and working as a valuable member of society, where that society becomes capable of accomplishing the corporate end ( s ) .

Social contexts and the justification for punishment Essay

Social contexts and the justification for punishment - Essay Example (Zaibert, 2003) The societal justification for the punishment therefore is one of oldest issues which society has been contemplating in different contexts over the period of time. This paper will therefore describe the relationship between the social contexts and the punishment besides providing a discussion about how the concepts about punishment have evolved and why modern society has become tough. Social context is defined in different contexts however, over the period of time the exact definition has kept on changing. Social context is often also described as the circumstances surrounding any given action or story. Social context is also linked with the social identity or with different social variables such as gender, class etc. There are two possible explanations of the punishment and the social context i.e. retributivism as well as the consequationalism. Based on the social context such as gender, class or any action, retributivism suggests that punishment is due because a person deserves it. (Bedau & Erin, 2010) However, over the period of time, this idea has faded and the consequationalism emerged as one of the valid theoretical explanation for the connection between the social context and the justification for the punishment. Utilitarian beliefs suggested that punishment can only be justified if it has the value and use for the society. Punishment is also considered as a mechanism for the social control therefore over the period of time society has shaped the institutions and laws in such manner which can achieve the social control. (Fagan & Meares, 2008). Apart from this, the current day approach to get tough on the punishment therefore is based upon achieving the low rates of crimes. This has been therefore based upon the notion of achieving minimum level of deterrence. The current approach therefore is based upon the notion of achieving a correctional system which is rehabilitative in nature wherein those who commit crimes are

Pre Calculus Questions Assignment Example | Topics and Well Written Essays - 250 words

Pre Calculus Questions - Assignment Example However, I later discovered that integration is the easier of the two concepts through practice. Using numerical data, differentiation proved to be the most difficult concept to use and in some case, I realized when doing trial questions that it was difficult to use differentiation. I realized that differentiation was only nice when using explicit formulae to solve functions. Integration seemed impossible explicitly but it was comfortable numerically. Natural exponential function can be used to estimate the size of a population with a constant relative growth rate. In estimating population growth, the formula P (t) = P (0) e kt where P is population after a period t, k denotes constant relative growth rate, and P (0) denotes the initial population size at t = 0. The measurement of time used in the formula is in most cases proportional to the life of the organisms under study. In the case of bacteria, hours or days are utilized while for human beings, t is normally in

Project Management and How it Relates to Purchasing and Supply Research Paper

Project Management and How it Relates to Purchasing and Supply Management - Research Paper Example In this scenario, project management processes are required to perform these operations successfully. The basic purpose of this research is to analyze project management in the context of its use in procurement and supply management. Procurement and Project Management Procurement is the most important element of a business industry. It encompasses a wide variety of aspects of project management such as acquiring material, goods, equipment, and services from external firms. However, procurement does not include other internal departments inside an organization. In view of the fact that procurement is a domain for which a project manager will be responsible for providing information and input, in various and possibly a number of firms, hence it is believed to be an area that the project manager does not own. Though, the project managers generally are not authorized to take part into contracts in support of the business organization, as well as they are not responsible for controlling t he contracts once they are prepared or in process. However, it is still a most important area which an organization must need to have knowledge of. In this scenario, the project Management Institute (PMI)’s Project Management Body of Knowledge (PMBOKÂ ®) outlines six key processes that deal with certain Project Procurement Management knowledge areas (Mochal, 2007). Plan purchases and acquisitions: This process of project management is concerned with identifying and determining the resources that need to be acquired for a project and when a project needs them. This area of procurement comes directly under the control and authority of the project manager, for the reason that the top management and organization’s purchasing committee do not... This paper has presented a detailed analysis of the project management function in the context of its role in procurement and supply chain management. Project management is a set of well-organized and synchronized processes, and each process is connected with another however the basic purpose remains to achieve a common goal. The research has shown that both the project management and supply chain management are similar disciplines. The research has also shown that if both supply chain management and project management are combined effectively then it can improve the performance and efficiency of a firm. This paper has also discussed various aspects associated with procurement and purchasing. This paper has also presented recommendations on how to use project management to improve procurement and supply chain processes. In short, the survival of successful project management depends seriously on the proper execution of the supply chain process, for the reason that well-timed, accurat e, and well-organized delivery of materials, equipment, supplies and resources are critical to success of project management. In order to make the procurement process a success, there is a need for reliable aftercare and organizational record, which should be carried out by a variety of professionals from the legal and financial settlement of purchases. In addition, even a project is in progress, the performance of the suppliers should be constantly assessed and, where essential, alternatives should be adopted.

The topic can be proposed by the writer Assignment - 17

The topic can be proposed by the writer - Assignment Example The delegation of the duties tasked at the heart of the corporation’s management does not essential lie at the discretion of the Board of Directors. The court gives no legal sanction to such agreements which impact on the hindrance of the directors in any substantial way within their duty to exercise their best judgment over the corporation’s management issues (Clarkson, Miller, Cross & Clarkson, 2012). Furthermore, the agreement of contract that James Donald entered into with the DSC Corporation does not in any official manner preclude the board of DSC from fulfilling the corporation’s fiduciary duty and exercise of its statutory powers. The board of directors for the DSC Corporation have the full exercise of their statutory powers within the context of the agreement Donald signed for his contract terms. Therefore, a raise of the point that the contract limits their powers is baseless and only eyes at the financial damage of the corporation may result into in the event of $20 million in the case of termination without cause. On the other hand the due to the court’s limited jurisdiction over the granting a legal sanction on agreements which would hinder in a significant way the director’s authority to best use their rational judgment over the corporation’s management (Mann & Roberts, 2013). The verdict of the case of the plaintiff, C. L. Grimes, and the defendant James Donald is therefore concluded that, the contract signed between James Donald and the DSC Corporation hold and unless there is an occurrence of the stated termination conditions in the agreement, the defendant holds office to the period of the

Contemporary Management Issues Essay Example | Topics and Well Written Essays - 2500 words - 1

Contemporary Management Issues - Essay Example The company’ s business is a large-scale business accounting almost all of the country’s natural gas supply and for more than 70% of its crude oil productions (Petroleum Development Oman, 2014). In order to perform its operational activity at more than 5,000 producing wells the company employs about 6  000 people and works with more than 35, 000 contractors (Petroleum Development Oman, 2014). Taking into consideration this type of business and the number of people involved, the company has extremely huge social and environmental responsibility for its activity. There are two key objectives of the assignment. The first one is to provide an overview of the theories of business ethics to stakeholders and critical analysis of how Petroleum Development Oman Llc develops and sustains business ethics and how the company conducts business ethics to its stakeholders (including shareholders, employees, customers, suppliers, and government). The second objective is to review different elements of corporate social responsibility (CSR) and to provide critical evaluation of the rewards/benefits of CSR obtains the Petroleum Development Oman Llc while implementing CSR. There are many various definitions and interpretations of the term â€Å"business ethics†. One of the most common interpretations is that business ethics or values set the definitions of good and bad, right or wrong in business environment (Payne, & Landry 2006). Further, these definitions become generally accepted standards in the business context (Gavai 2010). Thomas Garrett explains that business ethics is â€Å"concerned primarily with the relationship of business goals and techniques to specific human needs† (cited by Gavai 2010, 4). There are recognized two traditional theories of business ethics: Raiborn and Payne principles and the Kantian analysis (Payne, & Landry 2006). The idea of the

Encounter of the East and West Essay Example | Topics and Well Written Essays - 2250 words

Encounter of the East and West - Essay Example The three years spent by the French team in Egypt had great influence on the west and specifically Europe at that time. The invasion of the outsiders to Egypt has formed a benchmark onto which the east and west convened and exchanged different aspects. The western culture diversified because of the Egyptian influence. The Egyptian ancient society fade away with time as the encounter between east and west persisted over time. Ancient Egypt civilization as described by the napoleon team was rich in artefacts that triggered great interest to the west. These included the famous Egyptian pyramids, temples, and representations of pharaohs and gods. The sphinx of Giza is one of the statues that have amazed the world because of its age and meaning. The sphinx is a monument that bears the head of a human and the body of a lion. The great monument standing on the Egyptian desert is currently in ruins because of the persistent wind, sand of the desert and rainfall. The sphinx lies amidst Egypti an pyramids in Giza and the meaning that Egyptians have attached to the monument over time is perplexing. Time has redefined the meaning and representation repeatedly. The sphinx stands as a clear illustration of the dynasties existing in the previous civilizations before European intervention. Speculations from the old times indicate that the human face was in honour of one of the pharaohs. The sculpture probably dates back to the fourth dynasty and the face represented belonged to pharaoh Khafre. The monument dimensions are 238 feet in length and 65 feet in height. The origins of the bedrock making the sculpture re not very clear. The lion body depicts the royalty awarded to the dynasty by the people. Ancient Egypt was rich in style and this is the reason why the pyramids of the old times have persisted in world history. The ancient Egyptian civilization greatly influenced the succeeding new kingdom of the modern history. The great sphinx receives respect and honour from the peopl e. For some people, it represented the pharaoh who instructed its building. Others believe that the pharaoh Khafre’s father instructed its building (Bayly, 2004:75). The monument has both political and religious value for some people. While some regard the essence of the sphinx as an important aspect reflecting the fourth dynasty, others associate it with the Egyptian gods. ‘The dream stela’ in the middle of the paws of the sphinx that has inscriptions on it tells the story of prince Thutmosis who slept in the middle of the paws and had a dream in which the gods spoke to him. After this, some Egyptologists claim that the monument had transformed from a king icon to a god icon. The sphinx holds a lot of mystery concerning origin, purpose and disproportion of the monument. Question two Mehmet Ali is a name familiar in Egyptian history because he established a new Egypt after the French troop led by Napoleon left (Darwin, 2007:66). Egypt was an agricultural country during napoleon’s rule. Mehmet was formally a member of the ottoman army and was an Albanian. He moved to Egypt after the departure of napoleon and was ready to transform the empire. He moved to Egypt under the instruction of his uncle the governor. Having grown up in the uncle’s family, he had received responsibilities that presented him with an opportunity to develop great leadership and political skills. In 1801, his mission in Egypt was

Based on how technology, with particular emphasis on the internet and Essay

Based on how technology, with particular emphasis on the internet and computers, has changed world culture - Essay Example on, online education is less costly than going in another part of the country or going abroad and earning a degree (Online Education Database , par 2). This is indeed one of the major breakthroughs of the Internet age. Furthermore, doing research has never been easier than it is now. Gone are the days when one has to spend hours in the library. There is simply so much information within one’s reach. Globalization is another area which has benefitted much from the emergence of the Internet and computers. Better access to information and more efficient processing of information from Internet technology has helped businesses worldwide to improve its competitiveness and productivity (Zunairah 1). Marketing of products became less complicated with even a greater reach. Doing business and availing of products and services all over the world is less rigorous. Economic and political laws and policies of the different countries can easily be accessed, making it easier for companies to tap international markets. The Internet technology is not without its problems though. A major problem posed by the Internet is cyberbullying. The Internet and digital technologies gave birth to the social networks such as Facebook, Twitter and MySpace. These networks have made it easier for some people to torment, threaten, harass, humiliate and embarrass other individuals (WiredKids, Inc. , par 1). Another major drawback of the advancement in information technology is the rise in cybercrimes. The Internet has brought about the emergence of cybercrimes such as unwanted software, fraud, identity crime, phishing, crimes against the intellectual property rights and terrorism (Chantler 249). Computers and the Internet technology is probably one of the greatest invention of mankind. One believes that its benefits more than outweigh its detrimental effects. It would be hard to imagine life without computers and access to the Internet. For the Internet generation, eliminating these

Climate Change and Its Impact Essay Example | Topics and Well Written Essays - 2000 words

Climate Change and Its Impact - Essay Example The drastic and unusual effect of climate change that have affected not a few countries are the following: coldest winter in UK in 2008-2009 (since 1996-1997), strong North Atlantic storm in British Isles in 2009 (disrupted power and damaged buildings), Midwest heavy rains and worst floods in June 2008 (since 1993), hurricane Omar in July 2008 with winds of 205 km/hour and ravaged a wide area for 17 days, tropical storm Fay that hit Florida four times with its 100 km/hour winds, the worst drought that hit Spain and Portugal in 2008, the worst South California wildfire that damaged an area of 8,100 hectares in April 2009, the worst Mexico drought in August 2009 that affected 3.5 million farmers, the northern Africa flooding that affected Algeria and Morocco in September to November 2008, and several others (UNEP, 2009). Due to the obvious effects of climate change that include erratic and strong weather conditions, fluctuating temperatures, or changing seasons, states and nations, int ernational organizations, concerned groups and individuals call on everyone, especially carbon emitting manufacturing and production firms, to get involved in mitigating the impact of climate change. Many governments have already passed laws that would address climate change concerns, and also mandated specific level of carbon emission for manufacturers and production companies. On the other hand, some governments and global or organizations provide carbon incentive to countries or corporations that comply with low-carbon emission.... re that damaged an area of 8,100 hectares in April 2009, the worst Mexico drought in August 2009 that affected 3.5 million farmers, the northern Africa flooding that affected Algeria and Morocco in September to November 2008, and several others (UNEP, 2009). Due to the obvious effects of climate change that include erratic and strong weather conditions, fluctuating temperatures, or changing seasons, states and nations, international organizations, concerned groups and individuals call on everyone, especially carbon emitting manufacturing and production firms, to get involved in mitigating the impact of climate change. Many governments have already passed laws that would address climate change concerns, and also mandated specific level of carbon emission for manufacturers and production companies. On the other hand, some governments and global or organizations provide carbon incentive to countries or corporations that comply with low-carbon emission in their activities. The United Nat ions has also initiated the treaty United Nations Framework Convention on Climate Change (UNFCCC) to enjoin compliance of member-states to the principles of UN on climate change. Fingerprint and Harbinger of Climate Change Climate change is easily identifiable with the erratic climate and weather patterns being experienced around the globe. It can be attributed to several factors that include increase in temperature due to the trapped heat from the sun, called the greenhouse effect (More on, n.d.) (see Figure 1). The trapped heat kept which is unable to escape into space kept the earth’s temperature moderate to sustain life. But in the current trend, man is adding more gases into the atmosphere that amplify the temperature level (More on, n.d.). Gases released into the atmosphere that

Feminist or Gender Discrimination Essay Example for Free

Feminist or Gender Discrimination Essay Yes, of course feminist thinking is a facilitator in the field of woman and development because feminism is a movement a set of beliefs , that problematize gender inequality . feminist believe that women have been subordinated through men’s greater power variously expressed in different areas. They value women’s lives and concerns and work to improve women’s status and development. Feminism that means feminist thinking is a facilitator as it begins with an acknowledgement of women’s inequality oppression , subordination and need to change the situation and improve the quality of women’s life . It is also a movement against hieranchy , which goes the liberation of a sex , it contains the possibility of equal relations not only between women and men , but between men and men , women and women ,and even between adults and children ,(rowbotham,1985:214) To the widen implication of feminist thought is that it would eradicated domination and transform society . as it marks a commitment to recognizing society so that self-development of people can take place . Feminism entails an ethical and political commitment provides a social theory through which to understand and explain women’s lives and experiences . Feminism is useful in the field of women and development if we take into account feminist perspectives . According to feminist view that it aims to change a male dominated against society furthen see women’s subordination as resulting to from gender norms ,rather than biological sex and aim to change these narms , they focus on equal opportunities for women and men . women’s inequality is resulting from their inferior education . Marxist feminist asserts that capitalism , the current form of class society ,perpetuates the subordination of women by enforcing their economical dependence on men . there for main tool of Marxist feminist is class straggle and revolution which will bring about new production relation and emancipation of women . Radical feminist insist that women’s subordination primarily depends on partriarchy subordination is rooted in their biology ,that is their reproductive physiology hithout changing basic biological features emancipation was not possible . his implied that only a revolution in bio –technology would change women’s condition . Eco-feminism is the social movement that regard the oppression of women and nature as interconnected . it focused on that the women are the victim of environment desaradation .feminist theorist have extended their analysis to consider the interconnections between sexism the domination of nature , and also racism and social inequality . consequently it is now better understand as a movement working against the interconnected oppression of gender, race , class, and nature. If we go further extention of whether feminist thinking is a fecilitation or roadblock to woman and development . then can take emphasize on feminist methodology too. feminist methodology 1 feminist seek a methodology that will do the work of â€Å"excavation â€Å" that is shifting the focus of standard practice from men’s concerns in order to reveal the location and perspective of all women . the aim of much feminist research has been to bring women in that is to find what has been ignored ,censored and suppressed and to reveal both the diversity of actual women’s lives . Feminist methodology have searched for practices that will minimize harm to women and limit negative consequences . this focuses not onl on women , welfare bt also practical research strategis drawing on the work of grass roots and professional women’s organization . 3 feminists seek a methodology that will supported research of value to women , leading to social change or action beneficial to women. At last , after above all discussion we have come to the point that feminist thinking is ethical as well as useful in the development of women as modifying women’s problem is the process of development.

Analysis of SIF Intrinsic Dynamics

Analysis of SIF Intrinsic Dynamics Abstract. It was recently found that spectral solar incident flux (SIF) as a function of the ultraviolet wavelengths exhibit 1/fà ¯Ã¢â€š ¬Ã‚ ­type power-law correlations. In this study, an attempt was made to explore the SIF intrinsic dynamics versus a wider range of wavelengths, from 115.5nm to 629.5nm. It seemed that the intermittency of SIF data set was very high and the revealed DFA-n exponents were very close to unity. Moreover, the power spectral density was better fitted algebraically than exponentially with exponent very close to unity. Eliminating the fitting of three different types of Planck formula from SIF data set, scaling exponents very close to unity were derived, indicating that the 1/f scaling dynamics concern not the Planck’s law but its variations. 1. Introduction As it is well known, electromagnetic radiation is continuously emitted by every physical body. This emitted radiation is adequately described by Plancks law near thermodynamic equilibrium at a definite temperature. There is a positive correlation between the temperature of an emitting body and the Planck radiation at every wavelength. As the temperature of an emitting surface increases, the maximum wavelength of the emitted radiation increases too. Smith and Gottlieb (1974) re-examined the subject of photon solar flux and its variations versus wavelength and showed that variations in the extreme ultraviolet (UV) spectrum and in the X-ray of solar flux may reach at high orders of magnitude causing significant changes in the Earth’s ionosphere, especially during major solar flares (Kondratyev et al. 1995; Kondratyev and Varotsos 1996; Alexandris et al. 1999; Melnikova 2009; Xue et al. 2011). Simon (1978) examined the solar irradiance fluxes from 120 to 400 nm and suggested that the internal scaling properties of solar radiation during the eleven-year cycle is still unknown, as the cause of the available solar data discrepancies can not be attributed to solar activity. Solanki and Unruh (1998) proposed simple models of the total solar irradiance variations versus wavelength showing that variations on solar flux are mainly caused by magnetic fields at the solar surface. Solar observations may be reproduced by a model of three parameters: the quiet Sun, a facular component and the temperature stratification of sunspots. Tobiska et al. (2000) developed a forecasting solar irradiance model, called SOLAR2000, covering the spectral range of 1–1,000,000 nm. Using this tool, the authors attempted to describe solar variation versus wavelength and through time from X-ray through infrared wavelengths, in order to predict the solar radiation component of the space environment. Very recently, Varotsos et al. (2013a,b) suggested the existence of strong persistent long-range correlations in the solar flux fluctuations versus UV wavelengths. More precisely, by applying the detrending fluctuation analysis (DFA) to the initial SIF versus UV wavelengths data set power-law correlations of the type 1/f, which is omnipresent in nature, was found. In the present study, we examine whether the scaling feature of 1/f noise is apparent in a wider spectrum of SIF, namely for wavelengths (WL) between 115.5 and 629.5nm. 2. Data and analysis As mentioned just above solar incident flux data for WL ranging from 115.5nm to 629.5nm with a step of 1nm were employed. The spectrophotometric data of spectral extraterrestrial solar flux have been taken from the book by Makarova et al. (1991) (see also Makarova et al. 1994; Melnikova and Vasilyev 2005). Fig. 1a depicts SIF values for the wavelength range of 115.5-629.5nm. The principal feature shown in this figure is the existence of non-stationarities into the solar spectral distribution and the strong upward trend. The detrending of this data set was accomplished by applying linear as well as polynomial best fit. To eliminate the non-stationarities of this data set and to detect the intrinsic self-similarity, we applied the well-known DFA method (Peng et al. 1994; Weber and Talkner 2001; Varotsos 2005; Skordas et al. 2010). Furthermore, we calculated the power spectrum for the initial SIF-WL data set, using Fast Fourier Transform (FFT) algorithm as well as the maximum entropy method (MEM) of the TISEAN package (http://www.mpipks-dresden.mpg.de/~tisean/TISEAN_2.1/index.html). For comparison reasons, we used the Planck formula taking into account the effective temperature obtained from NASA (http://nssdc.gsfc.nasa.gov/planetary/factsheet/sunfact.html). A brief description of DFA-tool may be given as follows: Consider the SIF data set x(i) of length N which is integrated over WL. In more detail, to integrate the data, we calculate the à ¯Ã‚ ¬Ã¢â‚¬Å¡uctuations of the N observations x(i) from their mean value xave, notably: x(i) xave. Therefore, the integrated data set, y(i), is consisting of the following points: y(1) = [x(1) − xave], y(2) = [x(1) − xave] + [x(2) − xave], . . . , y(i) = (1) We split the integrated data set into non-overlapping boxes of equal length, Ï„. In each box, a best polynomial local trend (of order n) is à ¯Ã‚ ¬Ã‚ tted in order to detrend the integrated profile (by subtracting the locally fitted trend). The root-mean-square fluctuations Fd (Ï„) of this integrated and detrended profile is calculated over all scales (box sizes). The detrended fluctuation function F is defined by: k = 0, 1, 2,†¦, , (2) where z(i) is a linear least-square fit to the Ï„ data contained within a box (Kantelhardt et al. 2002). In case the signals involve scaling, a power-law behavior for the root-mean-square à ¯Ã‚ ¬Ã¢â‚¬Å¡uctuation function Fd (Ï„) is observed: Fd (Ï„) ∠¼ Ï„a (3) where ÃŽ ± is the scaling exponent, a self-afà ¯Ã‚ ¬Ã‚ nity parameter that represents the long-range power-law correlation (Ausloos and Ivanova 2001). It is worthy of note that a is a generalized Hurst exponent (H) being equal between them for the case of a fractional Gaussian noise (FGN) data set, where 0 1. For a fractional Brownian motion (FBM) data set (1 2) the relation between these exponents is H = a − 1 (Ausloos and Ivanova, 2001). For uncorrelated data, the scaling exponent is ÃŽ ± = 0.5. An exponent ÃŽ ± ≠  0.5 in a certain range of Ï„ values implies the existence of long-range correlations in that time interval. If 0ÃŽ ±ÃŽ ± ≠¤1.0 (and if again the data set is nonintermittent), then persistent long-range power-law correlations prevail (the case ÃŽ ± = 1 corresponds to the so-called 1/f noise) (Weber and Talkner 2001). Finally, the scaling properties of SIF-WL data set were also studied using Haar analysis (Lovejoy and Schertzer, 2012a,b). According to Haar analysis the variation of X parameter fluctuations ΔX with scale Δt can be defined using the â€Å"generalized† qth order structure function Sq(Δt) = ÃŽ §(Δt)q >, where the symbol stands for ensemble averaging. In a scaling regime, Sq(Δt) ≈ ΔtÃŽ ¾(q), where the exponent ÃŽ ¾(q)= qH K(q) and K(q) indicates the scaling intermittency (satisfying K(1) = 0). 3. Discussion and results Varotsos et al. (2013a) studying the high-resolution observations of SIF reaching the ground and the top of the atmosphere, suggested that SIF versus ultraviolet WL exhibit 1/fà ¯Ã¢â€š ¬Ã‚ ­type power-law correlations. This result was derived by applying the DFA method on the SIF dataset obtained from the Villard St. Pancrace station of the Lille University of Sciences and Technology and was based on the slope (i.e., 1.02 ±0.02) of the log – log plot of the root mean square fluctuation function of SIF versus the WL segment size Ï„. In order to further establish the power-law scaling mentioned before, Varotsos et al. (2013b) employed the two criteria suggested by Maraun et al. (2004), notably the rejection of the exponential decay of the autocorrelation function and the constancy of â€Å"local slopes† in a certain range towards the low frequencies. The results showed that the power-law fit on the power spectral density (of the detrended SIF-WL versus logÏ„) was much better than exponential one, for scales higher than Ï„ ≈ 1.4 nm, while the method of local slopes exhibited â€Å"constancy† with constant threshold (a ≈ 0.92) at the same range, Ï„ > 1.4 nm. Therefore, the two criteria of Maraum et al. (2004) were satisfied ensuring the 1/fà ¯Ã¢â€š ¬Ã‚ ­type power-law correlations in SIF versus WL suggested by Varotsos et al. (2013a). In the present study, the scaling dynamics of a wider spectrum of SIF-WL data set was studied, for wavelengths between 115.5 and 629.5nm. Firstly, DFA-n seemed to can take care of the trends revealing a DFA-exponent close to unity (after DFA-2), as shown in Fig. 1b. In the following we plotted the power spectral density (using FFT) of the linearly detrended SIF data set. The derived power spectral density showed that the power-law fitting gives coefficient of determination, R2, higher than the exponential one (see Fig. 2a). This was confirmed by F-test, at 95% confidence level. From the other hand, the DFA-1 exponent was 1.24, while by applying the multiple DFA on the linearly detrended SIF data, the derived exponents ranged from 0.94 to 1. Similar results were derived when we repeated the above mentioned analysis for the polynomially (of 6th degree) detrended SIF data set. The derived power spectral density was, once more, better fitted algebraically than exponentially (a result which was confirmed by F-test, at 95% confidence level), while the linearly DFA-exponent was 1.01 (see Fig.2b). In other words, it seemed that no detrending is needed for the studied data set. Next, to resume our results we analysed the initial SIF-WL data set by using Haar analysis (Lovejoy and Schertzer, 2012a,b). According to Haar analysis, as also mentioned in the Section 2, the variation of SIF fluctuations versus wavelength Ï„ can be defined using the â€Å"generalized† qth order structure function Sq(Ï„) = RF(Ï„)q >, for which it holds that in a scaling regime Sq(Ï„) ≈ Ï„Î ¾(q), where the exponent ÃŽ ¾(q)= qH K(q) and K(q) illustrates the scaling intermittency (satisfying K(1) = 0 and ÃŽ ¾(1) = H). Fig. 3b shows that the intermittency of SIF data set is very high (C1=0.20), hence the RMS exponent = ÃŽ ¾(2)/2=0.60 is quite different from the q=1 exponent (H) and the data are far from Gaussian. In the classical quasi-Gaussian case, K(q) = 0 so that ÃŽ ¾(q) is linear. More generally, if the field is intermittent – for example if it is the result of a multifractal process – then the exponent K(q) is generally non linear and co nvex and characterizes the intermittency. The physical significance of H is thus that it determines the rate at which mean fluctuations grow (H > 0) or decrease (H Ï„. According to Fig. 3a,b, the exponent ÃŽ ¾(2) of the structure function equals to zero (at scales below 10 nm), a fact which means that the power spectrum exponent ÃŽ ²=1+ÃŽ ¾(2) equals to 1 (1/f structure). On the other hand, at larger scales, the exponents ÃŽ ¾(2) and ÃŽ ² seem to equal to 1.2 and 2.2, respectively. To clarify this aspect, we calculated the power spectrum for the initial SIF-WL data set, using the MEM. Then, we plotted in Fig. 4a the power spectral density versus frequency and we compared these results with 1/f and 1/f2.2 structure, following the exponent ÃŽ ¾(2)= 1.2 shown in Fig. 3. Interestingly, the results lied in between these two lines. Furthermore, we calculated the power spectrum for the initial as well as for the polynomially (of 6th and 7th degree) detrended SIF data set, using again the MEM. We plotted in Fig. 4b the power spectral density versus WL and the corresponding algebraically fitting in the range from 10 to 100 nm. In the latter fitting we found exponent very close to unity. However, Varotsos et al. (2013a) tried to formulate the above-shown finding, i.e., that the solar spectral irradiance obeys 1/f power-law as a function of UV wavelength, using the well-known Plancks law: which, in the limit of small wavelengths tends to the Wien approximation: , where I(Ï„,ÃŽ ¤) is the amount of energy emitted at a wavelength Ï„ per unit surface area per unit time per unit solid angle per unit wavelength, T is the temperature of the black body, h is Plancks constant, c is the speed of light, and k is Boltzmanns constant. By applying the DFA method on the various values of I(Ï„,ÃŽ ¤) Varotsos et al. (2013a) showed that the calculated I(Ï„,ÃŽ ¤) values do not obey the 1/fà ¯Ã¢â€š ¬Ã‚ ­type scaling. In an effort to clarify this aspect, we firstly applied on the initial SIF data set a fitting that was based on the Planck formula: Planck(Ï„)= and the derived exponents were a1 = 6799.86 ± 45.39(0.6674%) and b1= 2754.38  ± 15.85 (0.5755%) (see Fig. 5). Next, we applied the formula: p(Ï„)= which releases the exponent in front of the Bose-Einstein distribution giving a possible explanation for the different distribution of photons. The derived exponents were a= 3250.17  ± 90.65 (2.79%), b= 4456.26  ± 121.3 (2.72%) and c= 8.81914  ± 0.2589 (2.94%). Our last step was to use the Planck formula taking into account the effective temperature obtained from NASA. However, since hc = 1.986à ¯Ã†â€™-10-25 Jm and k = 1.38à ¯Ã†â€™-10-23 J/K, the Planck formula gives ÃŽ ¤sun = 5224.3 K while the p(Ï„) formula gives ÃŽ ¤sun = 3229.5 K. Furthermore, the Wien displacement law: Ï„max à ¯Ã†â€™-T = b, where Ï„max = 450 nm is the peak wavelength and b = 2.898à ¯Ã†â€™-10−3mK is a constant of proportionality called Wiens displacement constant, gives ÃŽ ¤sun = 6440K. The analysis based on Planck and Wien laws gives ÃŽ ¤sun = (5224 + 6440) / 2 K = 5832 K which is less than 1% from the effective temperature obtained from NASA. Finally, the application of DFA method on the detrended SIF data, eliminating the fitting of Planck, p(Ï„) and Plank(Ï„, Tef) formula, gave again DFA-exponents very close to 1 (ranging from 1.01 to 1.08) as shown in Fig. 6. All the previous discussion indicates that the 1/f scaling dynamics observed in solar flux concerns not the Planck’s law but its variations. 4. Conclusions The main conclusions of the present survey were: DFA-n applied on the initial SIF data set revealed DFA-exponents very close to unity (after DFA-2). Power spectral density for the linearly detrended SIF data set showed that the power-law fitting gives coefficient of determination, R2, higher than the exponential one, while DFA-1 exponent was 1.24 and DFA-n exponents ranged from 0.94 to 1. Similar results were extracted when we repeated the above mentioned analysis for the polynomially (of 6th degree) detrended SIF data set and it seemed that no detrending is needed for the studied data set. To resume our results we analysed the initial SIF-WL data set by using Haar analysis. As ÃŽ ¹t was derived, the intermittency of SIF data set was very high and the data were far from Gaussian. At scales below 10 nm, the power spectrum exponent ÃŽ ² was almost 1 (1/f structure), while at larger scales, the exponents ÃŽ ¾(2) and ÃŽ ² seemed to equal to 1.2 and 2.2, respectively. The results of the power spectral density for the initial SIF-WL data set (using the MEM) versus frequency seemed to lie in between 1/f and 1/f2.2 structure. The power spectral density versus WL for the initial as well as for the polynomially (of 6th and 7th degree) detrended SIF data set (using again the MEM) revealed also exponent very close to unity. Eliminating the fitting of three different types of Planck formula from SIF data set, scaling exponents very close to unity were derived Finally, the 1/f scaling dynamics observed in solar flux concerns not the Planck’s law but its variations.

Social Reference Groups Family Roles And Status Media Essay

Social Reference Groups Family Roles And Status Media Essay Nowadays, there are more and more products available in the market, often supported by advertising and strong communication. The objective of the study of consumer behaviour or more precisely the customer, is to understand how people buy and consume. This analysis is very complex because each individual is unique and versatile, so not always faithful. In addition, there are many factors you have to take into consideration and there are often uncontrollable. So the actions of buyers are quite difficult to predict. For that you have to understand: What they are What they do What they think How they decide and act According to Schiffman Kanuk, consumer behaviour is principally about the search, the purchase, the use, the evaluation and the disposal of the product and service that they assume will please they needs. Moreover they are some buyer characteristics and psychology, which influence their buyer behaviour. They are four important categories: Cultural: culture, subculture, social class Social: reference groups, family, roles and status Personal: age, life cycle stage, occupation, economic situation, lifestyle, personality and self concept Psychological: motivation, perception, learning, beliefs and attitudes Here we will analyse in which way people are influenced by their psychological need, with their personal and social self-concept. But we will also see the possible influence of the symbolic consumption, the reference group influence and also the cultural group influences. First we have to understand the meaning of these words. Self concept: totality of the individuals thoughts and feelings having reference to himself as an object (Rosenberg 1979) According to Burns and Rosenberg, real self is associated with how a person apprehends herself; ideal self is associated with how a person desire to apprehend herself and finally social self is associated with how a person introduces herself to the others. There are at least two reasons: the self-esteem and self consistency (Epstein 1980) The first is associated with the penchant for the search of experiences that reinforce the self-concept. The second is the penchant for someone to act constantly with her view of herself. These two notions could be rival. Symbolic consumption: According to Levy, it is associated with the penchant of the consumer to concentrate on the meanings, apart from the real physical aspect of tangible objects. This is more a social tool who to communicate between the individual and his references (Grubb and Grathwohl, 1967). If you want that your product or brand act as an emblem it has to be culturally spread and shared (Dittmar, 1992). Reference group: A reference group is the group, which forms a comparison or a reference in their attitudes or behaviour. You can be a member or not, but anyway it has an influence, great or no on your opinions, values or attitudes. According to Hebert Hyman, it also means that you use your group as a point of reference in deciding your preferences and believes. The size can be variable, small to very large like political party or religious institution. Cultural group: Culture is what a person of a society learns from family and other important institutions. It could be some: beliefs, values or customs. (Kotler, 1996). By culture you mean societys personality as the language, laws, religions, food customs, music, artà ¢Ã¢â€š ¬Ã‚ ¦Culture is something you acquire. So cultural group is people who shared a same culture, and you can have three levels of subjective culture: Supranational National Group (e.g.: families, friends, shopping group) IN WHICH WAY PEOPLE ARE INFLUENCED? As we have seen before, a consumer can be influence by some factors like personal, psychological or social characteristics. First, the personal characteristics are particular to one person: Age and life cycle (according to the Royal Bank of Scotland it exists 5 life cycle stage segments: youth, getting started, builders, accumulators and preservers) Occupation, which influence the goods and services who are buying by a consumer. Economic situation (personal income, interest rates, savings) Lifestyle: activities (work, hobbies), interests (food, fashion), opinions (business, products) Personality: multi-trait approach (five-factor model), single-trait approach (consumer ethnocentrism, need for cognition, consumers need for uniqueness) Self-concept: self-image The self-concept is a multidimensional assembly (Hamm and Cunfiff, 1969; Hughes and Guerrero, 1971; Guttman, 1973) that allows people to judge them in many circumstances of social situations. :aspects_of_self_concept_002-17.gif (Hunter 2012) Broad aspects of self-concept PERSONAL SELF-CONCEPT Self-concept is often linked to the brand personality (Levy 1959, Sirgy 1982), because people usually buy a brand they think they are matching with (Dent-Read Szokolsky, 1993; Zalthman, 1997). The aim is for the consumer to fraternize with the brand. Landon (1974) thinks that people are interested in brands that fit their self-concept and personality. E.g.: Body Shop: justice and equity Brand personality, according to Jennifer Aaker is the characteristics, which are accompanied with a brand. E.g.: Pepsi is seen as young while Coca-Cola is seen as real and honest According to Kardes et al (2011), if the main goal of the marketers is to do brand awareness, then they have to cultivate a communication with real self-concept. We can take LOreal with is slogan Because Im worth it or Apple with Im a Mac or Im a PC. To the contrary if they want to change beliefs about the brand, they have to focus on ideal self-concepts. For example: US Armys slogan Be all you can be; Pateck Philippe Who will you be in the next 24 hours?) But does the brand personality really count? According to Freling, Crosno and Henard (2011) they have demonstrate in one test the effectiveness of their system based on three constituents: favourability, originality and clarity. These are directly related to the purchase decision. Attributes of products can lead to a characteristic identity for a person. For example, a teenager his with fashion jacket, which is making him self-confident, and permit to feel like a cool guy. Most of the people are carrying about some of their objects that make them what they are. And sometimes if you loose them you feel like you have lost a piece of you. We can take the example of someone who would have been robbed; very often he will have the impression of being raped. It is the same with the natural catastrophes where the people feel very depressed or are experiencing a decrease of their sense of self. Another example is in Ireland nowadays, a tradition wants that people are buried with some of their very important values objects. So we can say that the products can influence the self-concept we use and have. Russel Belk has widely contributed to the development of the extended self-notion, but William James is at the origin of the conviction that the objects we have can help the construction of our identity and that people are thanks to what they have. His physical and psychological aspect does not only define the person but also his wife and his children or the house and clothes he owns. Another example could be the automobile, according to Banning (1996), for a lot of Americans it is a valuable piece of they self. They are spending a lot of time taking care of their car. Other people are decorating their office with personal items or pictures. They also like according to Tian and Belk (2005) people like to express their personality through objects they have on their desk as mobile phone or notebook. Some people think that they could not live without these technologies. They are like a part of their brains. Moreover, the choices of the aspects you decide to affirm in the workplace demonstrate the way you are arbitrating between home and work borders. Most of the products you have are independent from your physical aspect (except from the haircut, tattooà ¢Ã¢â€š ¬Ã‚ ¦we can also talk about diet and plastic surgery). By buying a certain product you can show your singularity. According to Tian et al, the research of the singularity shows the need that people have to develop and improve their social and self-personality thanks to the purchase and use of products. It allows them to make a distinction from those who are buying other products. Due to this need marketers have developed the personalized purchases (e.g. Converse, Nike or some shop where you can do your own tee-shirt). Some objects have become indispensable, like mobile phone that are permitting people to be connected with the others, but also for the adolescent to feel more adult. SOCIAL SELF-CONCEPT According to Whyte, the possession of an innovative property demonstrates the model of the interpersonal communication. With his example about the air conditioner, he says that social conformity is very high in America. So when people are exchanging with their neighbours about their new purchase it animates them to do the same purchase. Nowadays, there are the same things in residential sphere with swimming pools, trampolines, and television satelliteà ¢Ã¢â€š ¬Ã‚ ¦ Whyte also talk about the corporate norms, which stimulate conventionality in offices. Moreover, the word of mouth (viral marketing can be associated with it) is one of the most relevant things in influencing people, in a bad or a good way. People are widely influences by their relatives and people they are seeing like friends, work partners and journalists for example. As they are submerging by advertising the informal power is even stronger and often decisive. According to Charles Cooley, self-concept is directly related to the intercommunication with other people. :The_looking_glass_self.png Consumers are influenced by their culture. It could be seen as the personality of a certain society. As a human being, culture is made by some proper characteristics like demography, norms, art or traditions. It is not easy for a person of a society to certainly define how his culture is. According to Michael Solomon, as we dont face another type of culture or environment, it is difficult to realize what are the differences about the clothes, foods and way of interacting with each other. According to McCracken, a lot of significations in our everyday life products are developed by our culture. They are giving symbolic qualities to products consistent to our culture through advertising. E.g. Calvin Klein with is ads about thinness. It exists some different rituals according to the country: Wedding ceremony for the Jewish New years celebration in France Senior high school prom in America Moreover, people can also be influenced by subcultures. They possess the same value systems established on shared life experiences. There are some characteristics as race and origins. It exists 4 important subcultures in America: Hispanic African American Asian Mature consumers For example they have common characteristics like for American Hispanics (Mexican, Cubans, Costa Ricans): Shopping is something they do in family, they are willing to buy some goods of good quality (generics are not preferred), they are brand loyal and like companies who are interested in them. We can also talk about another subculture: age, with for example the Generation Y (born 1982-2000) who are willing to use more internet than newspapers, use a lot text messaging and spend time on online social networks. :3690640303001.png Fishbein and Ajzen (1975) The reference groups are groups that can form a comparison or a reference in forming attitudes of behaviour. It can be also aspirational, informal, primary and secondary or symbolic. With the reference groups we face new way of behaviours and lifestyles, but it also inspire our attitudes and self-concept. Moreover it can develop ways of pressure to conform to our group, it could influence our products and brand choices. It can be some rock stars, professional athletes, opinion leaders or group like for example Vocalpoint, a community for moms. Celebrities endorsement is usually use in advertising to convince the consumer to choose this brand. Very often, the consumer is not even aware of the behavioural influence of the group. This is especially true is the development of social networks like Facebook, Twitter or forum where consumers talk about their experiences. You are influenced, as this is a relevant aspect of your social life. But for that you have to share the same interests. (Michener Wasserman, 1995). Kathryn Mercurio and Mark Forehand (2011) have shown that when you are watching a television ad that makes you think about your reference group, it is easier for you to remember it. It exists different types of groups like shopping, work, consumer-action, friendship or virtual groups. Shopping group could decrease the risk of your purchase thanks to the opinion of the others. Consumer-action group is for example who are fighting for a cause like Greenpeace. Concerning the friendship group, we could say that its one of those who have the most important influence on purchases with the family one. They are often more trustful with their friends than the marketers. According to Emmanuel Rosen(2002), more than 43% of the people who are travelling have made their choices of planes and hotels thanks to the advice of their friends and family. So people are very attentive to their advices, also for clothes, for the brands their purchase but also for the magazines and the films they will choose. According to Tobi Elkin (2011), the influence of the peer is the first motive in the shopping behaviour of the teenage girls. Even if they are price-conscious and attentive to interesting deal, the most important thing is that their friends and family agree with their purchase decision. With the appearance and development of Internet, virtual groups are borne. Hoegg et al (2006) recognized five types: Blogs Wikis Podcasts Social networks Social bookmarking This kind of online activity has totally changes the ways people are influenced; it has a relevant role with brand connections. Because people can easily learn about the brand they like and people are sharing recommendations for brand through these sites. Finally they are a lot of ways whereby the consumer is influenced. It could be by discussing the product, or by the pressure of the peer, by imitation or by the influence of social media. We have seen that a reference group can have a wide influence on people, principally by playing an informational role. They could also have an utilitarian influence, because people are looking for acceptance and approval. Reference groups can also be value-expressive, because they are ready to conform to the group due to the psychological need to be part of the group. They can compare their selves to the others. (Schiffman et al., 2008). According to Saul Kassin, Steven Fein and Hazel Markus (2010), we all are animate by the actions of other people. (E.g.: when someone is laughing you are often tempted to laugh too or for the musicians who are putting some of their money to encourage people to donate). Consumer conformity is when people change their behaviour to adapt to the other consumers (e.g.: compliance or private acceptance). According to Solomon Asch(1951), during a study when the judgement of a person is in conflict with the opinion of most of the other participants, he generally changes is mind even if they are wrong. There is also the anti-conformist who is willing to stop buying a brand when it is too popular (e.g.: Apple) CONCLUSION To conclude, we can say that self-concept is not just about our essential values or interests but it is also about people who are around us like family, friends, intimate relationship and group of interest. (William James, 1980). Self-concept can be related to social connections with our peers, our families or even with our reference groups. They are often using the reaction of other people to construct their opinion and themselves but also by using social comparisons. So the personal and social concept is closely related to the symbolic consumption, reference groups and social groups. Relationships are something very relevant for the construction of themselves. We have also seen that we are more willing to process the information that is consistent with our self-concept and that our self-image could be multiple (family self, friend self, student self).

Of Mice and Men by John Steinbeck :: Papers

Of Mice and Men by John Steinbeck The title of the book i am writing about is 'of mice and men' and is written by John Steinbeck. This book is set in western America in the sub urban areas. The book is set in 1937. The job of farm labouring is a boring one because the men who work there usually travel by themselves, this is different in George and Lenny's case because they travel together everywhere they go. They both have each other for company, although Lenny has the capabilities of a child. In the time the book is written America is in depression, many businesses failed and many men worked for low pay contracts at different ranches across America. The American dream is to live in small town or in a suburban area where grass and trees simulate the country. This dream home is a permanent seat, not rented but owned. This dream is bound to fail because everyone wants that dream and it cost a lot of money, most of the men working in America with this dream are on low salary so can never afford the American dream. George is one of the main characters in the book, he travels from ranch to ranch with Lennie. George gets Lennie out of trouble when he does bad things. The dream George has is to live in a small house and have a few acres of land and live off of the fatter of the land and not to go to work on the land when they don't feel like it or the weather is horrible. This dream usual for the time he is living in. This is the type of dream that people have in them days. Georges dream is that 'were gonna get the jack together and were gonna have a little house and a couple of acres and some cows and some pigs and we'll have a big vegetable patch and a rabbit hutch and chickens. And when it rains in the winter, we'll just say the hell with goin to work'.

American Fashion returns to the classics :: essays research papers

American fashion returns to the classics 4th March 2005 Preppy, the classic American fashion that defined the 1980s, has become the look for spring 2005. Trend-right dressing will include turned-up collars, argyle socks, layered polos...and, of course, penny loafers. Bass introduced the first penny loafer in 1936, naming it the "Weejun" after its Norwegian origin. The style quickly became an American classic. Penny loafers evolved into a symbol of "cool" in the 1950's and 60's, and celebrities like James Dean and Steve McQueen were spotted wearing them. They were again elevated to a must-have in the 1980s, worn with white socks, during a resurgence of the preppy trend. Now that classic American style is again at the forefront of fashion, Bass has reintroduced its iconic Weejuns, with a modern twist. Instead of classic brown, the women's version now comes in a choice of pink, white or lime green! For men, Bass squared the toe for a dressier approach. The trend, sometimes called "preppy," is driven by a general agreement that people are tired of "grunge" looks. Instead, they are turning to the clean, crisp fashion of Polo shirts, slacks and pleated skirts - all of which are loafer-friendly. Spring's updated color palette of pink mixed with green and turquoise paired with white gives this classic style a fresh, modern appeal. Many high-end designers are capitalizing on this trend with their own versions of the penny loafer. Consistent with its heritage, authentic Bass penny loafers come with a realistic price tag - about $60 for women's and about $90 for men's. Bass penny loafers for both men and women are available at BassShoes.com and Famous Footwear. While they come in an array of pastels for women, the classic browns, burgundy and black remain the colors for men. Brown Shoe is a $1.9 billion footwear company with worldwide operations. The Company operates the 900-store Famous Footwear chain, which sells brand name shoes for the family. It also operates 400 Naturalizer stores in the U.S. and Canada that sell the Naturalizer brand of shoes and accessories. Brown Shoe, through its Wholesale divisions, owns and markets leading footwear brands including Naturalizer, LifeStride, Connie and Buster Brown; it also markets licensed brands including Dr.