Business connection The Key in perfect competition Managing costs Research Essay

Canada boasts of being among the world’s richest nations and of the western countries that have ultimate leverage over the economy, it is ranked in 10th place. It has an array of different industries characterized by a buzzing and quite rapid growth and development and production in the industries is entirely mechanized. Due to its trades it also happens to be a member of the G8 as well as Organization for Economic Cooperation and Development. Industries in Canada are high-tech and uphold state of the art technology and mechanization. Canada’s microeconomic issues Challenges however do come its way both internally and externally a good example being the world economic crisis of 2009 which saw to its financial stability regression and many employees losing their jobs since a majority of the industries could not sustain themselves let alone their large numbers of labor force. Previously the global economic downturn that had hit the US had led to a colossal fluctuation of market prices resulting in a massive decline of Canada’s profits. Despite the aforementioned global challenges, Canada like any other business has had its equal fair share of challenges. Sailing amongst the richest nations of the world, Canada has constantly overstretched its spending means leaving it with a huge burden of debts. According to the (Globe and Mail), it stands at a deficit of 3.3% of its GDP. Its lack of an economic slack makes it stand on the edge of a high inflation rate despite it being among the world’s countries with the least unemployed people. Canada has for a long time failed to embrace the art of international competition. Business connection: the key in perfection competition- managing costs Due to the trend in which the world has turned into a digital one with top notch technological systems being installed, and almost all operations going digital, leading to company’s marketing their merchandise on the internet. E-marketing is the most productive tool for any business that wants to thrive and stand way above its competitors and colossally out ways traditional methods of marketing. The largest proportion of the world’s population is now connected to the internet and in a bid to connect to large masses round the globe, e-marketing comes in handy as a business is able to have a wide presence ensuring it lures a wide variety of customers internationally which in the long run culminates into the company effectively managing its costs. Modern communication methods have been changing with time and it is therefore essential for the company to be up to speed with the changing technological advancements. According to (quirk biz), when correctly implemented, return on investment from e-marketing exceedingly outdo traditional methods of marketing not to mention it is at the forefront of redefinition for businesses to effectively interact with their customers. By adopting unique and state of the art e-marketing strategies, the company is able to effectively outshine its competitors. A company can also maximize on its desired profits by correctively identifying its target market and capitalizing on meeting and satisfying their needs so as to build on customer loyalty which reflects into high profit returns. This can be effectively done by emphasizing on the research of original research. That which lured customers to the company’s services and products should be used as a strength hence improved on in a bid to bait a large clientele of the company’s target market. (Lead forensics) advice on the need to carry out intelligence beforehand so as to clearly identify the needs of the purposed target audience thus the need to use current pop culture. In the spirit of beating competition and managing costs effectively, the company ought to rise a notch higher than its competitors by taking up unique strategies that outdo its competitors. Such as getting into video savvy. This is a plus to any business as it offers the company the platform to show case their unique attributes. Through this the company can also invest in animations for putting up their advertisements and is suitable for advertisements on both products and services and it would be guaranteed of effectively beating its competitors as its target clientele will always identify to the video ad. The demographic and lifestyle segmentation of target consumers helps the company in getting a clear picture of their clientele’s needs in terms of age, marital status, religious beliefs among others hence getting a clear mode of communication to them with an inclusive need of their lifestyles as well as cultures. By so doing, the company is able to enjoy a massive return on investments having cut on a lot of miscellaneous costs and expenses. It is also essential to bear in mind the customers purchasing attitudes and behavior thus capitalizing on the pros. investing on research on consumer behavior is quite instrumental as the company is able to get the niche in the industry and easily manipulate and take leverage over the market share. This can be efficiently and effectively done through a proper survey of the market and observing the target customer’s needs and preferences. The company can also invest in qualitative studies so as to get up to date with the industry and a clear understanding of the overview market share. A clear outline of a research plan should also be in calculated in the company’s research process. This is to make sure that the company is up to date with all possible avenues for doing business. All this withstanding, it is essential for the company to bear in mind the psychographics of its customers through a comprehensive research process so as to determine consumer behavior by looking into the attitudes of potential and kinetic clientele as well as pinpoint its customer’s purchasing behavior. It is possible for a company to build on customer loyalty hence customer retention and this can effectively be managed by capitalizing on the purchasing behavior of the customers hence improving on them or emphasizing on them so as to retain the customers and lure more aboard. A company can effectively manage its costs by research ing on the other places their customers or other customers shop for products and services same as its. This would give it insight on how operations are carried out in the other companies and serve as an eye opener on what woos the customers to them and in turn work on their strategies to lure back the customers, all this with an aim of being on top of their customers. The customer can also lure its customers by rewarding them for shopping at their outlets hence ensuring they come back another time. Quite a number of customers are sensitive on prices hence it is important for a company to work on its prices so as to enhance on customer retention. This can be done using the varieties of pricing techniques. Promotions are a plus in any given industry thus it is advisable that the company does promotions for its products from time to time and rewarding its loyal customers. This would out rightly beat its competitions as customers will constantly be reminded of the company’s merch andise. Effective public relations should not be overlooked as they also are a place in any business. Government’s intervention on trade regulations helps in creating a perfect atmosphere for doing trade among various businesses offering the same merchandise since competition is regulated and malicious strategies aimed at seeing to the downfall of a specific company cannot be initiated. Connection debate summary In summary, the debate connection is aimed at providing companies with the knowhow on market penetration as well as standing out from the rest with an intent of taking leverage over the market share hence beating competition from its rival companies. This in the long run aids the company in managing its costs through profits maximization. The connections debate’s pros The debate is aimed at aiding companies in taking a leverage over others in the same industries as theirs which is good in creating friendly competition. By adopting strategies mentioned in the debate, a company is assured of increasing on their return on investments as well as standing out from the rest. The connection debate’s cons Not all businesses uphold friendly business competition strategies as some can have the malicious intent of tarnishing a different company’s names so as to take entire leverage over the industry. Basing an argument from Canada’s economic state, the country has failed to efficiently diversify its target international trade partners and concentrated on only one trade partner the US which is a risky trend as its stability entirely relies on the US’ economy. In an event of the downfall of the US’ economy, then Canada’s economy is bound to fail. Referencebusbus Britany Lee fries. November, 2009. Environment: the type of economy and level of industrialization in Canada. Retrieved from http://www.canada-britanyleefries.blogspot.comIndex Mundi. August, 2014. Canada economy profile 2014. Retrieved from http://www.indexmundi.com The heritage foundation & wall street journal. Canada: 2014 index economic freedom. Retrieved from http://www.herutage.org The Globe and Mail, 2013. Canada’s 7 deadly economic problems. Retrieved from http://www.theglobeandmail.com Fred lazar, 1981. The new protectionism: non-tariff barriers and their effects on Canada. James Lorimar & amp; company. Elijah M. James, 2008. Chapter 11. Microeconomics. Published by Pearson education Canada Lead Forensics, June 2014. 3 winning ideas to beat your competitors at content. Retrieved from http://www.leadforensics.com Source document

Rawls Theory Essay

A contemporary philosopher, John Rawls (1921-2002), is noted for his contributions to political and moral philosophy. In particular, Rawls’ discussion about justice introduced five important concepts into discourse, including: the two principles of justice, the â€Å"original position† and â€Å"veil of ignorance,† reflective equilibrium, overlapping consensus, and public reason. What is interesting about these five contributions is how Rawls’ speculative thought has been used by scholars across disciplinary lines, influencing such diverse academic disciplines as economics, law, political science, sociology, and theology. A theory of justice†¦ Rawls’ most famous work, A Theory of Justice (1971), provides an introduction to this body of thought as well as some of its implications for ethics. Like many philosophers before him, Rawls focused upon justice because of its substantive importance for organizing and governing society. The problem, however, involves defining what that term means theoretically (i.e., speculatively about organizing and governing society) and practically (i.e., the consequences for people and their lives). Generally, speaking, justice can be defined in one of two ways. One definition emphasizes an individual’s merit or lack of it. According to this definition, each individual must be treated exactly as one deserves. This â€Å"merit theory† of justice, reflecting utilitarian ethics, uses merit to determine just how individual members of society will be rewarded or punished based solely upon whether one’s conduct is useful or harmful to society. The â€Å"need theory† of justice, which assumes that individual members of society should help those other members who are most in need so as to redress their disadvantages, reflects the influence of natural law theory and Kant’s categorical imperative. In this view, â€Å"doing good† dictates that every member of society recognize that need entitles the most disadvantaged to some sort of special consideration and that the more advantaged must compensate the disadvantaged with the goal of bringing them up to an acceptable level of advantage. Attempting to balance the demands posed by these rival theories, Rawls maintained that inequalities in society can only be justified if they produce increased benefits for the entire society and only if those previously the most disadvantaged members of society are no worse off as a result of any inequality. An inequality, then, is justified if it contributes to social utility, as the merit theory asserts. But, at the same time, Rawls argued, priority must be given to the needs of the least advantaged, as the needs theory asserts. Thus, differential rewards are allowed to the advantaged members of society but not because of any merit on their part. No, these rewards are tolerated because they provide an incentive for the advantaged which ultimately will prove beneficial to society (e.g., taxing the advantaged with the goal of redistributing the wealth to provide for the least advantaged). The original position†¦ Using a thought experiment Rawls called â€Å"the original position† from which agents behind a â€Å"veil of ignorance† select principles of justice to govern society, Rawls argued that two principles serve to organize society, the â€Å"liberty principle† and the â€Å"difference principle.† He rooted the original position in and extended the concept of â€Å"social contract† previously espoused by Hobbes, Rousseau, and Locke which made the principles of justice the object of the contract binding members of society together. In addition, Rawls’ advocacy of treating people only as ends and never as means rooted his philosophical speculations in and extended Kant’s categorical imperative. According to Rawls, a society is a cooperative venture between free and equal persons for the purpose of mutual advantage. Cooperation among members makes life better because cooperation increases the stock of what it is rational for members of societ y to desire irrespective of whatever else its members may want. Rawls calls these desires â€Å"primary goods† which include among others: health, rights, income, and the social bases of self-respect. The problem every society must confront, Rawls noted, is that the members will oftentimes disagree about what constitutes the good and how the benefits and burdens within society will be distributed among its members. Some believe, for example, that the good consists in virtuous conduct which perfects the commonweal while others believe that the good is discovered in the pursuit of individual happiness, at least in so far as the members of society define these terms. Some members believe that an individual’s merit should determine how one will participate in society’s benefits while others believe that society must provide the least advantaged extra assistance so that they will be able to share equally in society’s benefits. If society is to exist and to endure despite these and other such differences, its members must de rive a consensus regarding what minimally constitutes the good. What consensus requires in actual practice is that the members of society agree upon the rules which will govern them as a society and that these rules will be applied consistently. But, Rawls asked, just how would a society and its members know what constitutes a â€Å"fair† principle? And, how would it be possible to determine what is â€Å"reasonable† for every member to agree with? Thompson cites the example of welfare to make this point: The growth of the welfare state has often been explained and defended as a progressive recognition that government should provide certain benefits (positive rights) in order to prevent certain harms to citizens (negative rights). Yet its opponents claim that the welfare state violates the negative rights of other citizens (property owners, for example). (1987, p. 104) Rawls responded to this challenge by invoking the original position, in which representative members of a society would determine the answers to these difficult questions. That is, absent any government, the representatives would rationally discuss what sort of government will be supported by a social contract which will achieve justice among all members of society. The purpose for this discourse would not be to justify governmental authority but to identify the basic principles that would govern society when government is established. The chief task of these rep resentatives would not be to protect individual rights but to promote the welfare of society (1971, p. 199). To this end, the representatives do not know—are â€Å"veiled† from—which place in society they will occupy. In addition, every factor which might bias a decision (e.g., one’s tastes, preferences, talents, handicaps, conception of the good) is kept from the representatives. They do, however, possess knowledge of those factors which will not bias one’s decision (e.g., social knowledge, scientific knowledge, knowledge identifying what human beings need to live). From this original position and shrouded by a veil of ignorance about their place in society, Rawls argued the representatives ultimately would select the principle of justice rather than other principles (e.g., axiological virtues, natural law, utilitarian principles) to organize and govern society. While individual members of society oftentimes do act in their self-interest, this does not mean that they cannot be rational about their self-interests. Rawls argued that this is precisely what would occur in the original position when the representatives operated from behind the veil of ignorance. Freed from focusing upon one’s self-interest to the exclusion of others’ self-interests, the society which the representatives would design determines what will happen to its members and how important social matters like education, health care, welfare, and job opportunities will be distributed throughout society. The idea is that the representatives operating from behind the veil of ignorance would design a society that is fair for all of its members because no individual member would be willing to risk ending up in an intolerable position that one had created for others but had no intention of being in oneself. Why is this so? Rawls claimed that the representatives to the original position would invoke the principle of rational choice, the so-called â€Å"maximin decision rule.† This rule states that an agent, when confronted with a choice between alternative states of the world with each state containing a range of possible outcomes, would choose the state of affairs where the worst outcome is that state of affairs which is better than the worst outcome presented by any other alternative. Rawls’ example of two persons sharing a piece of cake demonstrates how the maximin decision rule works in actual practice. Suppose there is one piece of cake that two persons want to eat. They equally desire to eat the cake and each wants the biggest piece possible. To deal with this dilemma, both agree that one will cut the cake while the other will choose one of the two pieces. The consensus derived guarantees that the cake will be shared fairly, equating â€Å"justice† with â€Å"fairness.† The two principles of justice†¦ By equating the principle of justice with fairness, the representatives in the original position and operating from behind the veil of ignorance would elect to organize society around the liberty principle and the difference principle. The liberty principle requires dictates that each member of society has an equal right to the most extensive scheme of equal basic liberties compatible with a similar system of equal liberty for all. Accordingly, each member of society should receive an equal guarantee to as many different liberties―and as much of those liberties―as can be guaranteed to every member of society. The liberties Rawls discussed include: political liberty (the right to vote and to be eligible for public office); freedom of speech and assembly; liberty of conscience and freedom of thought; freedom of the person along with the right to hold personal property; and, freedom from arbitrary arrest and seizure. In contrast to some libertarian interpretations of utili tarianism, Rawls did not advocate absolute or complete liberty which would allow members of society to have or to keep absolutely anything. The difference principle requires that all economic inequalities be arranged so that they are both: a) to the benefit of the least advantaged and b) attached to offices and positions open to all members under conditions of fair equality of opportunity. If this is to occur, Rawls argued, †¦each generation should â€Å"preserve the gains of culture and civilization, and maintain intact those just institutions that have been established† in addition to putting aside â€Å"in each period of time a suitable amount of real capital accumulation.† (1971, p. 285) Rawls is willing to tolerate inequalities in society but only if they are arranged so that any inequality actually assists the least advantaged members of society and that the inequalities are connected to positions, offices, or jobs that each member has an equal opportunity to attain. In the United States, this scheme is oftentimes called â€Å"equal opportunity.† The inequalities Rawls discussed include: i nequalities in the distribution of income and wealth as well as inequalities imposed by institutions that use differences in authority and responsibility or chains of command. The reason the representatives in the original position and operating from behind the veil of ignorance would agree upon the difference principle is not due to the existence of a social contract but to ethics. That is, members of society do not deserve either their natural abilities or their place in a social hierarchy. Where and when one was born and the privileges and assets afforded by one’s birth is a matter of sheer luck. It would be unfair, Rawls contended, were those born into the least advantaged of society to remain in that place if all members of society could do better by abandoning (or redistributing) initial differences. According to Rawls, this is what ethics―according to the standard of justice―demands and, in the United States, this is the basis of what is oftentimes called â€Å"affirmative action.† The representatives would agree. The liberty principle must always take precedence to the difference principle so that every member of society is assured of equal basic liberties. Similarly, the second part of the difference principle cited above (b) must take priority to the first part (a) so that the conditions of fair equality of opportunity are also guaranteed for everyone (1971, p. 162). Thus, the two principles of justice, the liberty principle and the difference principle, are ordered because society cannot justify a decrease in liberty by increasing any member’s social and economic advantage. Reflecting Rawls’ interest in political philosophy, the liberty and principle and the difference principle apply to the basic structure of society (what might be called a â€Å"macro view†)―society’s fundamental political and economic arrangements―rather than to particular conduct by governmental officials or individual laws (what might be called a â€Å"micro view†). The liberty principle requires society to provide each citizen with a fully adequate scheme of basic liberties (e.g., freedom of conscience, freedom of expression, and due process of law). The difference principle requires that inequalities in wealth and social position be arranged so as to benefit society’s most disadvantaged group. In cases where the two principles conflict, Rawls argues the liberty principle must always take precedence over the difference principle. One example that applies Rawls’ theory of justice involves how one would become a lawyer in the society designed by the representatives in the original position and operating from behind the veil of ignorance. This example also indicates how and why inequalities would exist in that society. In the original position and operating from behind the veil of ignorance, representatives organize society to be governed according to the liberty principle and the difference principle. In that society, any member of society can become a lawyer if one possesses the talent. So, a young woman discovers that she possesses the talent and interest to become a lawyer and decides that this is what she wants to do in her life. But, to get the education she actually needs to become a lawyer requires an inequality. That is, less fortunate people must help pay for her education at the public university’s law school with their taxes. In return, however, this young woman will perform some very important functions for other people―including the less fortunate―once she becomes a lawyer. At the same time, however, the lawyer will make a lot of money. But, she is free to keep it because she has earned it. At the same time, she will also pay taxes to the government which, in turn, will be used to provide needed programs for the least advantaged members of society. The issue of equitable pay also provides a practical example that clarifies how Rawls’ theory of justice can be applied (Maclagan, 1998, pp. 96-97). Noting that the principle â€Å"equal pay for equal work† is eminently fair in concept, Maclagan notes that not all work is equal. What is really needed in society is some rational basis to compare what sometimes are very different occupations and jobs, especial ly when this involves comparing â€Å"men’s work† and â€Å"women’s work.† Typically, the criteria used to compare dissimilar jobs quantifies work requirements as well as the investment individuals must make to attain these positions. In addition, the amount of skill and training required, the potential for danger and threat to one’s life, the disagreeableness involved in the work, as well as the degree of responsibility associated with a job all figure prominently when making such calculations. In actual practice, however, making comparisons between dissimilar jobs is an immensely difficult undertaking, as Maclagan notes, citing as an example the difficulties management and labor both confront in the process of collective bargaining. Collective bargaining involves ethics because each party declares what the other ought to do. When these differences are resolved through a consensus, a â€Å"contract† provides the basic structure by which the members of that society (called the â€Å"corporation†) will organize and govern themselves for a specific period of time. Coming to agreement upon a contract—like Rawls’ concept of reflective equilibrium—requires both parties to the collective bargaining process to align their principles and intuitions through the process of considered dialogue and mutual judgment. Furthermore, the contract―like Rawls’ difference principle―tolerates inequalities in pay but only as long as the least advantaged enjoy equal opportunity and their situation is protected if not improved. What is noteworthy about Maclagan’s example is that the parties are not in the original position nor do they operate from behind a veil of ignorance. Instead, they have to move toward those positions if they are to adjudicate their differences amicably and for the benefit of both. The critics†¦ Since its first publication in 1971, Rawls’ work has received some begrudging if not respectful criticism. Some have asked which members of society constitute the â€Å"least advantaged†? For his part, Rawls identified these people generally as unskilled workers and those whose average income is less than the median income. What Rawls failed to address, however, is the plight of those who may be the truly least advantaged members of society, namely, those citizens of some permanently unemployed underclass, who depend entirely upon government largesse to subsist (e.g., welfare), or whose racial or ethnic origins condemn them to permanent disadvantage. The critics ask: Should not their plight be considered more important than those who possess more of society’s benefits? Furthermore, in so far as Rawls states the difference principle, it appears that inequalities are permissible but only if they better the lot of the least advantaged members of society. However, cr itics note, that position is inconsistent with Rawls’ claim that the representatives to the original position must not take an interest in anyone’s particular interests. The logic fails if preference must be given by those in the original position to the least advantaged. Lastly, Rawls’ critique of utilitarianism, his embrace of egalitarianism, and the actual effects of the difference principle combine in such a way that his philosophy can be construed to advocate political agenda with Marxist overtones. That is, in actual practice Rawls’ theory would redistribute society’s benefits away from the â€Å"haves† to the â€Å"have nots† with little or no concomitant bearing of society’s burdens. Economists, for example, note that Rawls has neglected to consider the market forces unleashed in a capitalist society where seeking one’s self-interest is arguably the primary motivating principle. These critics argue that even the least advantaged, if they so choose, can take advantage of the minimal benefits society offers them by virtue of citizenship. Through education, persistence, and hard work, the least ad vantaged (or, their children in the next generation) will be able to participate more fully in enjoying the benefits as well as in bearing the burdens of membership in society. The critics ask: â€Å"Is this not what has happened to waves of immigrants to the United States during the past two hundred years?† In light of these criticisms, Rawls modified the principles of liberty and difference. Pondering the question of social stability, Rawls considered how a society ordered by the two principles of liberty and difference might endure. In Political Liberalism (1996), Rawls introduced the idea that stability can be found in an overlapping consensus between citizens who hold diverse religious and philosophical views or conceptions about what constitutes the good to be sought. As with Maclagan’s (1998) collective bargaining example, this â€Å"overlapping consensus† is found in their agreement that justice is best defined as fairness. In Justice as Fairness (2001), Rawls introduced the idea of public reason, that is, the reason possessed by all citizens which contributes to social stability, a notion he first detailed in The Law of Peoples with â€Å"The Idea of Public Reason† Revisited (1999). References Aristotle. (1958). Nicomachean ethics (W. D. Ross, Trans.) In J. D. Kaplan (Ed.), The pocket Aristotle (pp. 158-274). New York: Washington Square Press. Maclagan, P. (1998). Management & morality. Thousand Oaks, IL: Sage Press. Rawls, J. (2001). Justice as fairness: A restatement. Cambridge, MA: Belknap Press. Rawls, J. (1999a). A theory of justice (rev. ed.). Cambridge, MA: Belknap Press. Rawls, J. (1999b). The law of peoples with â€Å"the idea of public reason† revisited. Cambridge, MA: Harvard University Press. Rawls, J. (1996). Political liberalism. New York: Columbia University Press. Rawls, J. (1971). A theory of justice. Cambridge, MA: Harvard University Press. Thompson, D. F. (1990). Political ethics and public office. Cambridge, MA: Harvard University Press.

American dream in The Great Gatsby Essay

In todayÊ ¼s society, it seems that everyone strives to be at the top, and for many people, the top means the most success, and success means money. The American dream- to go from nothing to the pinnacle of success- is apparent both in the novel The Great Gatsby and in the modern world. Another apparent aspect of the American Dream is second chances, Gatsby, along with many other Americans today strives for second chances, Jay Gatsby seems to be the epitome of a man trying to find the American dream. Gatsby was not always the rich extravagant man who throws luxurious parties that we meet in the beginning of the novel. His motives for rising to the top of the social ladder and acquiring wealth may be different than most peoples motives for achieving the American dream. GatsbyÊ ¼s lust for the American dream came out of his quest to one day finally be with the love of his life, Daisy. This bring up another aspect of the American dream: second chances. More than anything, Jay wants a second chance with Daisy. He â€Å"had that familiar conviction that life was beginning over again† and that he could get Daisy back. He does everything in his power to try to achieve this. ! Much of the American dream seems to be materialistic, and Gatsby definitely represents these materialistic parts of the American dream. He has the big house, the nice car, and throws his money around on his extravagant parties. Ultimately though, Gatsby does not achieve the second part of the American dream; second chances. Gatsby is murdered and never gets to spend his life with Daisy which is all he ever really wanted after he got out of the war. GatsbyÊ ¼s â€Å"dream must have seemed so close that he could hardly fail to grasp it. He did not know that it was already behind him.† Katerina Bessey Monday, December 10, 2012 12:23:31 PM ET Material wealth definitely still exists in todays society. Many peopleÊ ¼s motives for achieving this material wealth is to be accepted by society. This relates to the way that Gatsby wants to achieve material wealth so that Daisy will fall back in love with him. Daisy encompassed everything about wealth even â€Å"Her voice is full of money,† which is why Gatsby thought wealth was the only way to her heart. People often think that material wealth means success which is why it is  associated with the American dream. I do not necessarily agree with this, but it is definitely how society perceives it. I think this is especially the way todayÊ ¼s youth perceives success they think the material things like nice clothes, cars and houses show how successful a person is. In the setting of The Great Gatsby, the people who have the nice cars and homes are the ones who are perceived as successful. These people may not be the happiest, or have the most morals, but in terms of materialistic things, they are the most successful. ! Second chances always have been, and I believe always will be associated with the American dream. Gatsby and many of the other characters in the book and looking for second chances in life. People have always associated America with opportunity and second chances at things. Everybody wants to be able to have a second chance at something they fail, or something that doesnÊ ¼t go quite as planned. Today, people almost expect to get second chances at things. This seems to be largely due the precedent that was set by the American dream. American itself has been seen as the land of second chances since colonial times. People came here for new opportunities and a second chance at life. People still come to America today for that very same reason. Christianity today is another example of second chances. It allows people to Katerina Bessey Monday, December 10, 2012 12:23:31 PM ET  repent and be fully redeemed and â€Å"reborn† allowing people to achieve a new start, or a second chance.  Though the American dream has changed slightly since the 1920Ê ¼s, Jay Gatsby portrays many of the aspects of it that are still present today. Mr. GatsbyÊ ¼s lust for material wealth to gain a second chance with the love of his life and journey from â€Å"rags to riches† are still part of the American dream for many people in our modern world.

US company Global Marketing Research Paper Example | Topics and Well Written Essays - 3000 words

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Moore's Law Essay Example | Topics and Well Written Essays - 1000 words

Moore's Law - Essay Example The law started as just as an article in a journal has not only become a guiding principle in the semiconductor electronics industry but it has also helped in analyzing the technology trajectories in general. In fact Moore’s law means better technologies and more Performance in the field of electronics and IT. Rapid pace of advancements in electronics and IT industry from big vacuum valves to ICs, and from ENIAC to laptops and palmtops made it sure that the processing power, measured in Millions of Instructions per Second (MIPS)2, kept steadily rising because of increased transistor counts. Had there been only the advancements in technologies without a matching invitation for the customers to use the technology, Moore’s law would not been such a big success. This law also ensured that costs too went down. This helped in integrating the powerful technique more seamlessly into our daily lives. Moore’s law is in fact not a ‘law’ in actual terms, as its proponent himself kept revising it from time to time. But it was indeed a well thought out business foresightedness on the part of an able entrepreneur. The law itself may have undergone changes couple of times, but one constant throughout the varying formulation of Moore’s law is that all formulations observe that the number of transistors per chip, also known as complexity, has been growing rapidly3. This provides an indication of the applicability of Moore’s law. Even after providing for the tolerance for manufacturing variances, inefficiencies in wires, noise margins, etc. the semiconductor technology has indeed delivered on the expected lines. Intel has been one of the pioneers in proving the applicability of this law. Company’s commitment to Moores Law has in fact delivered exponential increases in the number of transistors integrated into our processors and other leading platform ingredients’4. It is depicted in the graph below. The rapid

Entrepreneurship Assignment Example | Topics and Well Written Essays - 3000 words

Entrepreneurship - Assignment Example No matter whether the business is manufacturing or supplying technology products or not, it has become extremely important that businesses in today’s rigorously competitive market landscape have to take in to account the technology especially when it decides on location. For manufacturing and retailing of fashionable household goods, communication, fashion designing and other technological factors seem to have greater significant roles in the business. The firm needs latest and advanced technology for manufacturing, designing, architecture, furnishing, layouts, developing electrical appliances, marketing etc and therefore accessibility and availability of technology seem to be critically important determinant while choosing the right location for the business. Mareno, Castillo and Masere emphasized that the location decision for a retail business largely depends on technology factors such as communication and network facilities too. The contemporary business environment is gre atly influenced by competition for which technology is the leading factor and therefore technology is the most important factor that determines the competitiveness of a business (Dosi, Teece and Chytry, 1998, p. 3) 2- Retail Compatibility While choosing the location, it is important for a fashionable household retailer to foresee which out of the two options- being single-free standing and being one among a cluster of businesses in all the projected cities namely Bristol, Plymouth, Exeter and Bournemouth- will be profitable and successful. Shopping malls and shopping centers attract large numbers of customers but a single-standing shop attracts relatively less customers. Retail compatibility refers to the maximum advantages that a retailer is able to enjoy by locating its business near to other shoppers (Zimmerer, Scarborough and Wilson, 2008, p. 528). Two compatible retailers within a close proximity area will certainly show increased sale with a direct proportionate customer inter change between them (Akehurst and Alexander, 1996, p. 109). For a start up business, retail compatibility is an important factor to be considered while thinking about the location. Shopping malls or centers attract huge numbers of customers and have to spend less on advertising. 3- Competition and customer traffic A particular business location will be saturated by many competitors and the business

Globalisation Essay Example | Topics and Well Written Essays - 1000 words - 5

Globalisation - Essay Example The terms became prominent during the 1990s with the end of the Soviet Union Cold war. This is a major change which is steady and is one which includes complete integration of various countries. Globalisation refers to the interaction among different countries in order to work together to develop the global economy. Here there is generally an integration of economies and societies across the world. Globalisation is an opportunity that opens us many different areas for more interaction among people across the world (Kose, 2003). In terms of social as well as business activities, globalisation opens up opportunities to allow better communication and interaction without the issue of locations or borders. Stephen Gill explains globalisation to be a method which helps in reducing the costs by means of transaction and Trans – border movements of goods as well as capital and other factors of production. Guy Brianbant has however explained globalisation to be a process which includes a number of different factors like the improvement of communication, financial markets, and also internationalisation of the companies and growth of the multinational companies along with better mobility of people and factors like capital, data, goods and ideas. He has however also taken into account the negative aspects of globalisation i.e. higher mobility of infections, diseases and pollution (Mooney & Evans, 2007). This provides an overall and well rounded explanation of the process of globalisation and takes into account all perspectives of globalisation. Globalisation as has been discussed has impacted almost every country in the world, either positively or negatively. Here in the case of UAE, the country has been of interest and the collaboration between the country and other international locations has played a major role in the development of the country (Patapan, 2007). The Government of

Recent Discoveries in Egypt Essay Example | Topics and Well Written Essays - 6250 words

Recent Discoveries in Egypt - Essay Example The exact dates of Nefertiti’s life are open to debate, but she was definitely a significant part of the 18th Dynasty of Egypt, and the dates of her six daughters are estimated to range between the years of 1348-1339 B.C. Part of the difficulty ascertaining her lifetime is related to the possibility that she bore a different name prior to her marriage to Pharaoh Amenhotep IV, who himself changed his name to Akhenaten when he began to worship Aten in 1346. There is little doubt that Nefertiti wielded unprecedented influence for a queen, at some point being named co-regent, and the images depicting her beside her husband show her of similar size as his portrayal†¦ implying an almost equal status. Although Nefertiti bore Akhenaten six daughters, it was a minor wife named Kiya who bore him his son and future heir, Tutankhaten (meaning â€Å"the Living Image of the Aten†) who was later to become the pharaoh Tutankhamun. Kiya promptly disappeared from all records, possib ly due to Nefertiti feeling threatened, although Nefertiti herself would disappear from any historical reference by the year 1336. Speculation begins here, for this is the same year that Smenkhkare became co-ruler with Akhenaten, actually surviving him by two years. Many suspicions abound Smenkhkare, whose feminine image closely resembled depictions of Nefetiti, and whose regal name, Nefernefruaten, is so similar to Nefertiti that some theories conclude that it is simply Nefertiti by a different name as she continued to rise in power.

Special Interests Essay Example | Topics and Well Written Essays - 1750 words

Special Interests - Essay Example They work to elect politicians who can understand their cause and have sympathy for them. Also the role is to involve people who can conduct secret and at times, open propaganda campaigns. There are a number of interest groups prevalent within any society. These comprise of the economic associations which can include trade unions, chambers of commerce and industries and some religious bodies. Then there are the professional associations which have within their fore architects, doctors, lawyers and certain other professionals (Tilt, 1994). The third type of interest group is made up of public interest groups where the inclusion is of friends of environment with a single aim towards benefiting people beyond their mere memberships. The fourth is a special interest group which is essentially a subgroup that is formed within the framework of a bigger group and that emphasizes upon a narrow interest scope. Interest groups try their best to defend a status quo and to maintain it over a peri od of time. It is for this reason that interest groups are hailed differently from the pressure groups. These interest groups have a properly defined intention behind their formation and this is the reason why they are openly advocated for by their proponents and supporters. These individuals feel that these interest groups represent what they would like to suggest to all and sundry, as well as depict the truest picture for their own sake as far as the societal manifestations are concerned. Interest groups are always seen with an eye of skepticism because they have their own intentions to look after. Moreover, the manner under which they exist raise quite a few opinions on the part of the people. Some of the examples related with these interest groups are the National Rifle Association (NRA), People for the Ethical Treatment of Animals (PETA) and many more. These interest groups rely on the people within the society to make up their vital opinion and hence come forward. As a case in point, NRA has an interest within the opposition of anything that is anti-arm and is thus a complete defender of the Second Amendment’s rights (Kleiner, 2002). On the other hand, PETA empathizes with the animals and solicits the response of the people within a community to come up with ethical solutions so that moral grounds could be founded for the animals in order for their survival domains (Pizam, 2008). Hence the role of these interest groups is of immense significance within this day and age as they mold public opinion and look to form a basis for critical issues that plague a society in one way or the other. It would be true on the part of the society to liaise with the interest groups so that the collective endeavors can have a long-lasting impact on the realms of the society and its inmates can heave a sigh of relief from the pressing issues, cropping up every now and then. There are a number of examples with regards to these interest groups but what remains importan t is their effort to set things right within the terrains of a society. If this happens, then interest groups will serve their purpose well. However, if this is not done in an adequate manner, then there are serious concerns with their formation in the first place. 2. Discuss the relationship between interest groups and political parties. The relationship between interest groups and political parties is one of significance.  

Adele Is My Role Modle Essay Example for Free

Adele Is My Role Modle Essay Adele Laurie Blue Adkins was born in Tottenham, north London, England, to Penny Adkins, an English teenager, and Mark Evans, a Welshman, on 5 May 1988 Evans walked out when Adele was two, leaving her 20-year-old mother to raise her single-handedly,for which Adele has still not forgiven him. She has a younger half-brother on her fathers side, Cameron Evans. She began singing at age four and asserts that she became obsessed with voices. Adele has cited the Spice Girls as a major influence in regard to her love and passion for music, stating that they made me what I am today. Adele impersonated the Spice Girls at dinner parties as a young girl. To make her look like English RB and urban contemporary singer Gabrielle, her mother made an eye patch with sequins, which Adele later said was embarrassing. See more: Examples of satire in adventures of huckfinn essay At the age of nine, Adele and her mother, a furniture-maker and adult learning activities organiser, relocated to Brighton. Despite this move, she remains an ardent fan of her hometown Premier League football club Tottenham Hotspur. Two years later, she and her mother moved back to London; first to Brixton, and then to neighbouring district West Norwood, in south London. West Norwood is the subject for Adeles first record, Hometown Glory, written when she was 16. After moving to south London, she became interested in RB artists such as Aaliyah, Destinys Child and Mary J. Blige. Adele says that one of the most defining moments in her life was when she watched Pink perform at Brixton Academy. It was the Missundaztood record, so I was about 13 or 14. I had never heard, being in the room, someone sing like that live [ ] I remember sort of feeling like I was in a wind tunnel, her voice just hitting me.

Human Rights Violations by the Armed Forces

Human Rights Violations by the Armed Forces CHAPTER IV: ALLEGED HR VIOLATIONS BY THE ARMED FORCES IN NE INDIA Fundamental violations of human rights always lead to people feeling less and less human. San Suu Kyi India’s CI ops in the NE have allegedly resulted in widespread HR violations including, torture, forced disappearances, extra-judicial killing, rape, detention without trial, and harsh restrictions on freedom of assembly, movement and expression. Human rights abuses have been invariably now linked with the AFSPA, 1958, which was enacted in response to the Naga insurgency movement in then Assam State and union territory of Manipur. Between 2005 and 2008, the number of security troops killed in the northeast declined from 71 to 46 per year. In that same period, the ACHR notes an increase in the number of reported civilian deaths (1666) in the region.[1] As per media reports, out of those killed very few died in combat with armed forces. Instead most were killed in ‘fake encounters’ where in an individual is usually picked-up by police or armed forces and later his dead body is found at a secluded location, in rebel uniform and planted with a forbidden weapon and some unregistered (illegal) SIM cards. In February 2012, two judges of the Supreme Court, intervening in a case where the Central Bureau of Investigation was seeking to prosecute army officers accused of murdering five villagers in Jammu Kashmir, in what is known as the Pathribal incident, declared clearly that AFSPA’s protection was limited to acts conducted in the line of duty. â€Å"You go to a place in exercise of AFSPA, you commit rape, you commit murder, then where is the question of sanction? It is a normal crime which needs to be prosecuted, and that is our stand,† declared the bench of Justices Swatanter Kumar and B.S. Chauhan.[2] Thangjam Manamora Devi On 10 Jul 04, a 29 yr old Manipuri woman named Thangjam Manorama Devi was allegedly picked up from her residence by the troops of 17th Assam Rifles. The next morning her bullet ridden body was found in the field at a short distance from her residence. The autopsy of her corpse suggested rape and murder. Assam Rifles claimed that she was shot for her attempt to escape. Post the incident an inquiry commission was set up by the Manipur Govt. The commission submitted its report in Nov 2004, but the Guwahati High Court ruled that the State Govt has no jurisdiction over the Assam Rifles because of its deployment under AFSPA.[3] The Assam Rifles, for its part, has refused to cooperate with the Judicial Commission instituted by the Ibobi Singh Govt to probe the circumstances that led to Manoramas death. It moved the Guwahati High Court and obtained an interim stay on the summoning of its personnel by the commission. Col. Jag Mohan, Commandant of 17 Assam Rifles, requested the commission to set aside the proceedings against Assam Rifles personnel since a petition had been filed in the Guwahati High Court. The Assam Rifles petition in the High Court said that the commission has been summoning persons who do not come under its jurisdiction. In the past, some judicial inquiry commissions had to be wound up on technical grounds. Under the AFSPA, no prosecution process can be initiated against personnel of the Central forces without first obtaining the Centres approval. The Assam Rifles moved the High Court certainly not without the prior sanction of both the Home and Defence Ministries. Quoting the first post-mortem report of Manorama, Assam Rifles denied the charge of rape of her by its personnel.[4] Mr Colin Gonsalves, a senior advocate of the Supreme Court has stated that â€Å" Not only man on the street, but even judges have been arbitrarily picked up, detained and tortured by the men in uniform deriving unlimited and unaccounted powers from the Armed forces (Special Powers) Act, 1958. If the judiciary cannot protect itself, how can it do justice to the people of Manipur†.[5] Guwahati High Court ruled for the submission of report of Inquiry commission constituted by State Govt to the Home ministry and since then this report has not been made public. This shocking incident resulted in wide scale unprecedented protests throughout the state. Anger and anguish among the locals reached such a level where a group of middle aged women stripped naked outside the headquarters of Assam Rifles and shouted slogans ‘ Indian Army Rape Us’. In order to reach out to the feelings of Manipuri people then Prime Minister Dr Manmohan Singh promised the people of Manipur to review the AFSPA.[6] Irom Chanu Sharmila Irom Sharmila is a 42 years old woman from Manipur who is also referred to as ‘The Iron Lady of Manipur’ for her hunger strike which she started on 2 Nov 2000. She has been called â€Å"the world’s longest hunger striker† for having refused food and water for more than 14 years. On 2 Nov 2000, ten civilians were allegedly killed by the armed forces operating in the state under AFSPA at Malom town in the Imphal valley. Protesting the ‘Malom Massacre’ Sharmila started her unending hunger strike which is continued till date. Her main demand to the central Govt is complete repeal of AFSPA which has been perceived by the local Manipuri people as the root cause of the HR violations by the armed forces.[7] Justice Jeevan Reddy Committee. As mentioned above, during the visit of Prime Minister Dr Manmohan Singh to Manipur in 2004, he promised the people to consider the review of AFSPA. Thereafter a committee was constituted by the Central Govt, under the chairmanship of Justice (Retired) BP Jeevan Reddy, on 19 Nov 04 to recommend either changes in the present act or to replace the AFSPA in present form with a more humane act. The committee also included four other members. During the course of its work, the committee members met several individuals, organisations, parties, institutions and NGOs, which resulted in the report stating that the Act, for whatever reason, has become a symbol of oppression, an object of hate and an instrument of discrimination and high handedness. The report clearly stated that It is highly desirable and advisable to repeal the Act altogether, without of course, losing sight of the overwhelming desire of an overwhelming majority of the [North East] region that the Army should remain (though the Act should go).[8] The committee submitted its report to the Central Govt in August 2005. The Govt has not yet decided on the recommendations proposed by the committee. Some of the important recommendations of the committee are as follows[9]:- (a) AFSPA should be repealed. The Act is too sketchy, too bald and quite inadequate in several particulars. (b) Insertion of appropriate provisions in the Unlawful Activities (Prevention) Act, 1967 (as amended in the year 2004) would be more appropriate, instead of suggesting a new piece of legislation. Unlawful Activities (Prevention) Act, 1967 as amended in 2004 by the Parliament should be the only law to deal with all kinds of internal security problems including the threats of insurgency and terrorism. (c) A chapter needs to be added to facilitate employment of armed forces in the present Unlawful Activities (Prevention) Act, 1967 as amended in 2004. The draft chapter has also been included in report of the Reddy committee as compatible to the constitutional principles. Justice Santosh Hegde Committee The Supreme Court of India by its order dated 4th Jan 2013 appointed Justice Santosh Hegde commission with directions to make thorough inquiry in the first six cases detailed in ‘Compilation –I’ filed by the writ petitioners in WP (Crl) No.129 of 2012, with further directions to the commission to record a finding regarding the past antecedents of the victims and the circumstances in which they were killed.[10] The Apex Court further directed the commission to report regarding the functioning of State Police and Security Forces and if necessary the commission was mandated to make recommendations for keeping the police and the security forces within the legal bounds without compromising the fight against insurgency.[11] The specific cases which were enquired by the commission are as per the details given below[12]:- After carrying out the detailed inquiry in respect of all six case the Justice Santosh Hegde Commission submitted its report on 30 Mar 13. Following are the highlights of the recommendations proposed by the commission[13]:- (a) The six cases which were inquired by the commission were egregious examples of AFSPA’s gross abuse. (b) With a burgeoning, restive and youthful population only proactive inclusive governance can hope for some stability. (c) Commission was in respectful agreement with the finding of Justice Jeevan Reddy committee that AFSPA has become â€Å"a symbol of oppression, an object of hate and instrument of discrimination and high headedness†. (d) It is time to progressively de-notify more areas of the Manipur State under section 3 of AFSPA. If at any stage of the de-notification there is a serious and continued regression in the law and order situation, it should be open to the appropriate Govt to reconsider the options available to it. (e) The Do’s and Don’ts, laid down by the Supreme Court during its 1997 verdict, may be given statutory status. (f) A sensitive, proactive and responsive administration will go long way in normalizing the situation and winning the confidence of the people. (g) All cases of encounters resulting in death are reviewed once in three months by a committee chaired by the Head of the State Human Rights Commission with Principal Secretary Home and DG of the state as members. (h) Central Govt be given a reasonable time to pass order under Section 6 of AFSPA, preferably within three months from the date of its receipt of the request of the prosecution, failing which its sanction will be presumed. Conclusion Apart from the cases of HR violations discussed above, there are many other cases some of which are not even reported. These HR violations clearly show the undesired consequences of employing the Armed Forces for the task which under the normal circumstances should have been undertaken by the state law enforcing agencies. When the Armed Forces are deployed for prolonged duration for maintenance of public order, there is ample possibility of certain member from the forces seeking advantage of the power and position to harass or trample upon the rights of the local people. Hence the act needs to be analysed in detail to ascertain the availability of suitable checks and balances to prevent the appalling HR violations by the Armed Forces. Footnotes [1] Lierde Van Frank, We, Widows of the Gun, A joint publication from Manipuri NGO’s Women in Governance (WinG), the Gun Victims Survivors Association (GVSA), Human Rights Alert (HRA), the Extrajudicial Execution Victims Families Manipur (EEVFAM) and the Dutch international development organization Cordaid, 2011, p-13. [2] An abomination called AFSPA, The Hindu 12 Feb 2013, http://www.thehindu.com/todays-paper/tp-opinion/an-abomination-called-afspa/article4405641.ece accessed on 15 Nov 14. [3] Thangjam Manorama, Wikipedia, http://en.wikipedia.org/wiki/Thangjam_Manorama accessed on 15 Nov 14. [4] Talukdar Sushanta, Manipur on fire, Frontline Aug28-Sep10,2004, http://www.frontline.in/static/html/fl2118/stories/20040910007400400.htm accessed on 16 Nov 14. [5] The Murder of Manorama, http://www.unipune.ac.in/snc/cssh/HumanRights/02 STATE AND ARMY POLICE REPRESSION/B Assam and the north east/11.pdf accessed on 15 Nov 14. [6] Dr. Manmohan Singh was amiable with Manipur leaders, assured to amend armed forces special powers law with a new humane law, Asian Tribune, 01 Nov 04, http://www.asiantribune.com/news/2004/11/01/dr-manmohan-singh-was-amiable-manipur-leaders-assured-amend-armed-forces-special-pow accessed on 15 Nov 14. [7] Irom Chanu Sharmila, Wikipedia, en.m.wikipedia.org/wiki/Irom_Chanu_Sharmila accessed on 15 Nov 14. [8] Justice(Retd) BP Jeevan Reddy Committee’s Report, 6 Jun 05. [9] Ibid. [10] Report of Supreme Court Appointed Justice Santosh Hegde Commission, P-1. [11] Ibid [12] Ibid, P- 4,5. [13] Ibid, P- 95-104.

Critical And Reflective Thinking In Schools Education Essay

Critical And Reflective Thinking In Schools Education Essay The literatures review the literature of current main approaches to teaching philosophy in schools, particularly in the United Kingdom. Dictionaries correctly, inspiringly, but unhelpfully define philosophy as love of wisdom, but a better definition would be reflective and critical inquiryà ¢Ã¢â€š ¬Ã‚ ¦.A training in critical and reflective thought, a training in handling ideas, is of the essence in this new and demanding environment. Philosophy thus provides both the individual development and enrichment, and a bright set of apt intellectual tools for meeting the worlds challenges Grayling 2008: viii Over the past ten years there has been a growing interest in developing approaches to help pupils develop their reflective and critical skills in order to help them cope with the challenges of modern life. In the UK primary schools keen on developing these skill have employed three distinct approaches i) Thinking Skills ii) Inquiry based Philosophy and less commonly iii) Academic Philosophy. This chapter begins with an outline of the context to the interest in creative and critical thinking and then continues with a review and evaluation of the literature of the three approaches. 2.1.2 Context There has been an increasing interest in developing thinking skills which stem from the changing opinions of the skills needed in modern society (Rose 1997; Abbot and Ryan, 2000). One of the stated values and purposes of the National Curriculum in England and Wales is that à ¢Ã¢â€š ¬Ã‚ ¦ education must enable us to respond positively to the opportunities and challenges of the rapidly changing world in which we live and work. In particular, we need to be prepared to engage as individuals, parents, workers and citizens with economic, social and cultural change, including the continued globalisation of the economy and society, with new work and leisure patterns and with the rapid expansion of communication technologies. Increasingly, countries in Europe, have reduced the requirements to teach a body of knowledge and have promoted the use of transferrable skills such as critical and creative thinking and problem solving to develop deep learning and life skills relevant for the 21st Century (MacBeath 1999; Scottish Executive Department 2000). Abbot Ryan (2000) and Powney Lowden (date) contend the need for this change of emphasis in education is also recognised by employers who wish to have flexible and adaptable workers who have an open mind to change and a commitment to lifelong learning However, the aim to improve critical and creative thinking without specialised programmes may be limited according to recent study findings. The Study of Interactive Learning (SPRINT) project (Hargreaves Moyles 2002) showed that teachers increased the ratio of their questions to statements. However, pupil responses were rarely extended and dialogue remained dominated and controlled by the teacher. Hargreaves and Moyles expressed reservations about the limited demand for extended thinking in the National Literacy Strategy in England and other areas of the curriculum. Black and Wiliam (1998) concluded that challenging pupils to think independently and explore understanding through thoughtful reflective dialogue were central requirements for raising standards, but he adds a note of caution: there is no quick fix with promises of rapid rewards. Watkins (2001) analysed 66 studies and concluded that an emphasis on learning and thinking processes improved learning performances, while an e mphasis on performance targets could depress learning performance. 2.1.3 Thinking Skills. The QCA (2004) places great emphasis on thinking skills (e.g. synthesising, analysing, evaluating and justifying) and attitudes (e.g. open-mindedness and respect for all) and concepts (e.g. God goodness) in Religious Education. Lake and Needham (1995) publish a popular text-book, Top Ten Thinking Tactics and is designed to develop the capabilities of 8-10 year olds with ten cognitive strategies. Feurerstein et als (1980) Instrumental Enrichment Programme (IEP) provides decontextualised paper and pencil exercises that develop in complexity through 14 instruments. The Somerset Thinking Skills course (Blagg and others., 1988) consists of eight cognitive processes drawn from Feuersteins IEP and has the ambition of developing positive beliefs about learning to learn, strengthening problem solving ideas, communication and self-esteem De Bonos (1987) Cognitive Research Trust (CoRT) Thinking programme aims to improve thinking skills in a series of carefully structured lessons. Research into Thinking Skills show that nearly all the thinking skills programmes and practices studied were found to make a positive difference in the achievement levels of participating students. Such studies have included Adey Shayer, 1994; Sternberg Bhana, 1996; McGuinness, 1999; Triceky 2000; Wilson, 2000. Cotton (2002) reviewed fifty-six studies and found all to varying degrees reported benefits to the pupils. Studies which looked at achievement over time found that thinking skills instruction hastened the learning gains of participants, and those with true or quasi-experimental designs generally found that experimental students outperformed control groups significantly While the research for Thinking Skills programmes produce improved results, Tickey and Topping (2004) note that few studies have entailed short or long-term follow-up. McGuinness (1999) warns that such benefits produced by these programmes may only be short-term, while Adey Shayer, 1994 optimistically suggest that perhaps there may be sleeper gains that could come into effect, long after the project has ended. However, Bonnet (date) is suspicious of the thinking skills approach which he characterises as an instrumentalist approach to empowering pupils, by the transmission of core skills. He questions whether the identified skills outlined in the programmes actually exist as discrete competencies and abilities. He is not convinced that they can be taught; separate from the world as specific skills which can then be applied to real problems. For him this creates a false separation between thinker and the world, and may even encourage us to see the environment as a resource at the service of humankind. Haynes (2002) is also critical of the thinking skills movement, regarding it as too mechanistic and favours the communities of philosophy inquiry approach If we are concerned to develop our thinking, we need to move beyond an overly structured, narrow and rigid tradition of logical thinking and argument. This is particularly the case when that type of thinking takes us always in the direction of closure, polarisation and the irreconcilable, and away from solution, decision or ambiguity and suspended judgement. Our habitual ways of thinking must allow us to live, in the full sense of the word, with rapid change and uncertainty, with unprecedented adjustments in time and motion as well as with the ordinariness of everyday life, with highly intelligent technology and with the enormous power of information management. (Haynes 2002: 40) The community of philosophic inquiry may offer a way out of instrumentalism as it still offers critical thinking as it claims to offer the virtues of offer a more philosophic approach to problem solving (Delghausen: 2004). 2.1.4 Community of philosophical inquiry The idea of community is a central theme in current educational practice and appears in a wide range of approaches. Community of learners (Rogoff, Matusovn White, 1996), classroom community (Bridges 1995), Community of practice (Wenger 1998) are examples of this. The idea of a community of philosophical inquiry began with the work of Pierce (date). Pierce, a scientist and philosopher had the goal of bringing scientific rigour and logic to philosophy. Pierce (date), a pragmatist rejected the dominance of Cartesianism in modern philosophy, whereby the lone mind can reflect on the world and uncover truth by the process of reasoning. The philosopher/scientist assertedà ¢Ã¢â€š ¬Ã‚ ¦.to make single individuals absolute judges of truth is most pernicious (Pierce: 229) In sciences in which men come to agreement when a theory has been broached, it is considered to be on probation until this agreement is reached. After it is reached, the question of certainty becomes an idles one, because there is no one left who doubts it. We individually cannot reasonably hope to attain the ultimate philosophy which we pursue; we can only seek it, therefore, for the community of philosophers. Hence, if disciplined and candid minds carefully examine a theory and refuse to accept it, and ought to create doubts in the mind of the author of the theory himself (Pierce: 229 date page no) The community of philosophic inquiry involves a group of people joining to form a jury to judge ideas and hypothesis. Murphy (1990) explains that when the group involved in the inquiry reaches a consensus, one can speak of knowledge, truth and reality, but these concepts will be grounded in the community of inquirers, not in the individual consciousness. Pierce believed the model of production of knowledge will be refined over time by the community of inquiry and would eventually lead us to the real, that is rock-bottom reality. A popular form of community of philosophical inquiry in Germany and the Netherlands, and to a much lesser extent, England is the Socratic Method which is based on the work of Leonard Nelson (date) and Gustav Heckmann. (1981) Nelson believed the Socratic Method promoted the forcing of minds to freedom. Only persistent pressure to speak ones mind, to meet every counter-question, and to state the reasons for every assertion transforms the power of that allure into an irresible compulsion (date: page). The aim of the inquiry is to press the pupils to clearly express their thoughts, to use logic and to offer their views for critique by others. The teachers role is to use probing questions to draw out the ideas of the pupils and then to finish with a group vote to reach a majority view. A community of inquiry approach, Philosophy for Children (P4C) was pioneered in America by Mathew Lipman in the 1960s at Montclaire State University in New Jersey and was further refined by Gareth Matthews at the University of Massachusetts. Lipman (2003) used Pierces idea of a community of inquiry as the central methodology for philosophy lessons with children, and he also shared Pierces pragmatism in his approach. In addition, he drew on theories of John Dewey (1916), a pragmatist philosopher, who believed in the need of educating pupils to play an active role in democracy. For Dewey (employing the theories of Vygotskys socio-constructivist perspective), the importance of drawing on pupils interests and using real-life contexts were key in devising a pedagogy for citizenship. Lipman was disappointed with his students during the political unrest of 1968 that spread too many universities in America. He believed his students were unable to engage critically to the events that had begu n in Paris in that year. Lipman (2003) believed the younger generation needed to acquire deeper thinking skills for them to democratically resolve the many problems emerging in society. Lipman felt that schools should begin a structured approach to develop the necessary skills for democracy and proposed teaching philosophy to pupils as young as six or seven years old. He devised a teaching programme, Philosophy for Children which contained lessons and stories to start philosophical inquiry. The programme aims to develop pupils creative, caring and collaborative skills (Lipman 2003). Typically philosophy sessions (usually called inquiries) begin with a stimulus which could be a short story, poem, object or music and pupils are encouraged to think of philosophical questions. An early pioneer in the UK, Karin Murris developed picture books as she found Lipmans stories dated (Murris and Haynes 2000). A vote is taken on the most favoured question and the inquiry is chaired by a facilitat or whose purpose is to encourage a skilful and democratic debate. Jones (2008), a P4C trainer notes the aim of the inquiry is not to reach a consensus but rather to allow pupils the experience of collaborative dialogue and to deepen their thinking skills. Disagreements are treated as valuable opportunities to learn to respect different points of view. The P4C approach to philosophy does not require a formal qualification in the subject and can be taught to teachers in a few days. It has attracted a dedicated and enthusiastic following worldwide. It has spread across the world to such locations as Australia, China, South Korea, Mexico, Norway and South Africa. P4C continues to grow in popularity over the past two decades and particularly since the governments Excellence and Enjoyment (2006) paper whereby schools are encouraged to develop more creativity and innovation in teaching and learning approaches. Sutcliff (2006)states that in England and Wales that approximately 2000 primary schools offer P4C, together with 200 secondary schools (ICPIC: 2006) . Catherine McCall maintains that 10,000 children are involved in P4C lessons in Scotland, (http://sophia.eu.org). Teaching philosophy to children is promoted in the UK by the Society for the Advancement of Philosophical Enquiry and Reflection in Education (SAPHRE), which advocates intellectually rigorous communal dialogic inquiry into central, common and contestable concepts. A flagship school for the UK is Galleons Primary School, London which promotes a video that enthusiastically contends the use of P4C has been the most significant factor in helping the school achieve an outstanding OFSTED report. The video repeatedly reminds us that the outstanding OFSTED grade has been achieved despite the fact the intake draws on those who live in social housing. The inspectors note:quote Sternberg and Bhana (1996) studied twenty evaluation studies of P4C and expressed reservations over the many positive benefits cited. They argued that most of the evaluations lacked a firm control group. They write: issues of subject drop-out, class selection durability, transfer, subject population, and experimenter bias were generally not addressed. Statistical analysis was often reported in only the most minimal detail: in some cases, significance levels were presented with no descriptive or inferential statistics (Sternberg and Bhana: 1996 64) However, despite their reservations they were favourably disposed toward the data reported. They acknowledged the improved gains on verbal tests of critical thinking skills and believed that P4C and similar programmes were more stimulating and motivating than most thinking skills programmes. Fisher (1999) argues that it is problematic to evaluate P4C because it has a wide variety of objectives and therefore is unsuitable to be fairly judged by most evaluative instruments. Barron and Sternberg, (1987) support this view, noting that Lipman constantly changed the criteria he used to evaluate P4C which included, the ability of students to provide examples to support their views, to be able articulate a challenge to a peer, to ask probing questions, to use their own experience to justify a view and the ability to look for connections. Lacewing (2007) distinguishes P4C from academic philosophy by highlighting the role of product. He claims that each P4C inquiry begins anew and the product is very provisional and has the tendency to result in a reinvention of the wheel, Whilst academic philosophy incorporates the philosophical skills of P4C, it has the advantage of drawing upon a wide range of philosophers to deepen or broaden the inquiry. I agree with Lacewing and with Rorty (date) who notes, access to knowledge of key philosophers and philosophical movement, allows the philosopher to be aware of all the moves and arguments. The influence of Deweys self-discovery methods is strong in the inquiry approach, and whilst the practice of exploring thinking by first-hand experience is vital, the movement, I believe underplays the roll of enriching thinking by tapping into the ideas of present and past philosophers. Wilson (cited in Murris 2007a) differentiates P4C by stressing the abstraction and the higher-order thinking and reasoning of the latter. Academic philosophy is underpinned by abstract philosophising about general principles. P4C is marked, he upholds, by philosophizing about concrete examples. Wilson (date) argues that P4C suffers from educational ideology. That is, it assumes that philosophy is merely questioning, reasoning and inquiry. Yet not all reasoning, questioning and inquiry are philosophic. 2 .1.5 Academic Philosophy I shall use the term academic philosophy as the study of critical and reflective thinking taught with reference to philosophers, philosophical vocabulary and key ideas. According to mmmmm(date) pupils learn the skills of creative and critical thinking but are also able be able to link their ideas to the broader tradition the subject. The UK Qualifications and Curriculum Authority (QCA) and Eurydice at the National Foundation for Educational Research (NFER) hold records of the curriculum syllabuses offered in 20 economically developed countries. The countries are: Australia, Canada, France, Germany, Hungry, Ireland, Italy, Japan, Korea, the Netherlands, New Zealand, Northern Ireland, Scotland, Singapore, Spain, Sweden, Switzerland, the USA and Wales (www.inca.org.uk). None of these countries offers philosophy as a national subject for the primary and lower-secondary age-range. In Brazil, however philosophy is a compulsory subject in most secondary and in some primary schools. In 2004 in Norway White Paper has suggested introducing philosophy as a statutory subject. The subject is being tested in primary and secondary schools. In countries where the subject is taught, it usually offered as an optional subject for the post-compulsory age group. Enrolment rates for this course are usually a few the total student population (Hand Winstanley 2008). For instance in the U.K. there is only one public examination board offering Advance Level General Certificate of Education in philosophy. In 2007, only 3,001 students finished the course, with a further 2,009 in the same year completing a critical thinking course (which has a large philosophy module). .With so few pupils studying academic philosophy in secondary schools, it is unsurprising there is a limited amount of literature of teaching academic philosophy in primaries. However there are some materials for those wishing to develop academic philosophy for the 7-11 age group: The few teachers who train in philosophy have specialised at the upper-end of secondary schools and therefore they have not had an opportunity to influence or share good practice in the primary sector. The popularity of P4C and Thinking Skills is due to the fact that teachers can receive some initial brief training (typically 1-3 days) and can begin lessons immediately. Few teachers in primary schools would have a degree in the subject and in England there is no national organisation dedicated to teaching academic philosophy to this age group. However, in England a small group of pioneers (based around the Philosophy Shop company) who are enthusiastic about academic (or as they call it practical) philosophy and regard P4C as a dilution of the discipline. Worley (2008) is an enthusiastic promoter of practical philosophy, which he regards as real philosophy and for him; the second-best choice is P4C. He is the director of a commercial website The Philosophy Shop and offers training courses in teaching philosophy for those with a background in the subject. Unlike P4C training which is intended for trained teachers, Worleys courses are aimed at philosophers who wish to be employed as peripatetic teachers in schools. He makes the distinction between inquiry (which he regards as the concern of P4C) and practical philosophy which should only be taught by educators qualified in the discipline. He acknowledges the work of Lipmans and uses many of his ideas to promote inquiries but he feels it is important to introduce pupils to canonical philosophers and some of the key questions posed by the subject, . His claims that his work with children (currently he teaches in 13 primary schools) shows that they can develop a range of philosophical skills and competencies. These include: conceptual analysis; abstract thinking, generality, complex reasoning, non-empirical reasoning, an understanding of the history of philosophy and the ability to revaluate (2008). I believe the work of Worley and his colleagues offer a fruitful avenue of inquiry to develop philosophy. I agree with Worley that it important to have good subject knowledge of philosophy to teach it effectively. Indeed, a teacher should be knowledgeable about any subject he or she teachers, and I do not feel an exception should be made with philosophy. I also agree with him that philosophy should developed in the spirit of Socrates be concerned with helping us to live the good life by exploring ones values. Philosophy lessons should focus on issues to help pupils that children can apply to their daily lives and to get them thinking about their role as future citizens. However, the drawback of teaching academic philosophy, the history of the famous dead may end up being a dry subject. However, I believe Worleys (2008) instincts are correct in his acknowledgment of the strengths of Lipmans philosophical inquiry approach. Despite the limitations of inquiry methods, the strength is the varied and stimulating teaching methods that have been developed over the past forty years. Since they have been designed for the non-specialist, care has been placed into developing a pedagogical approach that works with pupils. Thus the use of their materials and courses with gives advice on useful information such as introductory games, suitable literature and other starting points, developing pupils responses, assessment and leading an inquiry. SAPHERE run a website that provides teachers with ideas and an opportunity for teachers to network, and to share good practice with one another. I agree with Worley that the next key ingredient is a teacher who loves the subj ect of philosophy and who can relate the responses of children to the wider thoughts of the tradition. This avoids the reinvention of the wheel and allows those pupils drawn to the subject to consult philosophical texts to deepen their understanding. Worelys practical philosophy, the inquiry approach and aspects of thinking skills have much to offer. I support their goal of producing more responsible and caring citizens who are able to take an active part in (as AC Grayling puts it) meeting the worlds challenges (2008). However, I believe this cannot be achieved by better thinking alone, but instead we need to develop a critical awareness of the largely hidden role that power has to play in the generation of knowledge or truth claims. The philosophies of Jacques Derrida and Michel Foucault have done much to bring to our attention the way power, disguised as truth or common sense restricts our capacity to think or express innovative thoughts. Chapter 3 contains an account of the theories of Foucault and Derrida This variant of philosophy would keep the core skills of the above programmes, namely reflective, reflexive critical thinking but would include a consideration of the politics of knowledge. ,. Bonnet, M 1995 Teaching Thinking Skills and the Sanctity of Content, Journal of Philosophy of Education, 29 (3): 295-309 DFEE 2006 Excellence and Enjoyment De Bono, E (1987) CoRT Thinking Programme: Blagg, N., Ballinger, M. Gardner R. (1988) Somerset thinking skills course (Oxford, Basil Blackwell) Delgehausen, I., 2004 Experiences with Socratic Dialogue in primary schools in Enquiring Minds Socratic Dialogue in Education ed. Rene Saran and Barbara Neisser UK: Trenham Books Dewey J (1916) Democracy and Education. An introduction to the Philosophy of Education (1966 edn) New York: Free Press. Feuerstein R., Rand, Y., Hoffman, M., Miller, M. (1980) Instrumental enrichment: An intervention programme for cognitive modifiability (Baltimore, MD, University Park Press) Jones, H (2008) Philosophy for Children Learning Teaching Update Optimus Professional Publishing Ltd: London Hand, M., Winstanley 2008 Philosophy in Schools London: Continuum Haynes, J., Children as Philosophers Learning Through Enquiry and Dialogue in the Primary Classroom London: RoutledgeFalmer Heckmann 1981 Socratic Dialoge (In inquiring minds 5) Lake, M., Needham, M.,(1995) Top Ten thinking tactics (Birmingham, Questions Publishing Company) Law, Stephen (2006) The War for Childrens Minds London: Routledge Lipman, M (2003) Thinking in Education, Cambridge University Press Millet S, (2006) Coming in from the margins: teaching philosophy in Australian schools. Paper presented at the Philosophy in Schools: Developing a Community of Inquiry, Conference, Singapore, April 2006 (refs in Phil in schools: 162) Murris, K. and Haynes J., (2000), Storywise: Thinking Through Stories, Dialogue Work Nelson, L.,

I have read five short stories from the anthology Out of the Darkness :: English Literature

I have read five short stories from the anthology 'Out of the Darkness' - From the five stories I will be discussing the treatment of the women in three of the stories. For my prose coursework, I have read five short stories from the anthology 'Out of the Darkness'. From the five stories I will be discussing the treatment of the women in three of the stories. The three stories I have chosen are 'Invisible Boy', 'More Than Just A Disease' and 'The Darkness Out There'. In the story 'The Darkness Out There', the old lady, whose name is 'Mrs Rutter', is portrayed by the writer as a woman with a 'wonky leg' and a 'bad back' and also a woman that is getting 'home help'; this shows that she is a woman that is unable to do much practical work. This is a stereotype of an old person as most old people have some sort of problem with their body and a bad back is typical problem. Mrs Rutter getting home help is another stereotype because this also shows that she is unable to cope on her own and needs assistance with doing household chores. Mrs Rutter is shown as a lonely person because in the story the girl who is going to help her with the chores says to herself ' Mrs Rutter will be ever so pleased to meet me'. This is a stereotype in the form that the girl is assuming that most old people are lonely and live by themselves. Mrs Rutter is described as being a sweet woman and having chin upon chin also she is shown to like flowers, dresses and talking to other females; this is the most obvious stereotype in the story against women and also old people who like to talk. When we first meet Mrs Rutter she greets the two children 'Kerry' and 'Sandra' and offers them tea, but she seems to like Sandra more because she talks to Sandra a lot more about dresses, boyfriends and flowers, but when she speaks Kerry she ask's him if he is still at school and he says he will be leaving soon to join a garage and she replies, 'that's good steady money if you'd haven't got anything got any thing special in mind'. This is not a great welcoming message to say to a person that has come to help you with chores. 'Pat' the woman who runs the good neighbours club call's Mrs Rutter an 'old dear' and a 'poppet', it is unlike an old dear to greet someone in that fashion. When Mrs Rutter told her dark story of her past about leaving a young

Music Censorship :: essays research papers

Music Censorship: The Circumstances Causing the Controversy Imagine, if you will, a world where we are told what music to sing, what music to play, and even what we may listen to in the privacy of our own homes. That world already exists as a reality in more countries that you might imagine, and that very reality is knocking on our door: In the USA, lobbying groups have succeeded in keeping popular music off the concert stage, out of the media, and off of the shelves. Of course, if presented with this contingency, any one of us would declare how horrible this reality would be. Why then, do we hear about citizens and organizations fearfully protesting the apparently-so-inalienable right to express ourselves though music. As a society we want our young people to be literate, thoughtful, and caring human beings, however we also attempt to control what they read, listen to, and see–and ultimately what they think and care about. One can understand the instinct to need to â€Å"protect" children from dangerous or disturbing ideas and information, but this combination of the multiplicity of values and the concern for young people’s minds keeps censorship alive in school, public libraries, and other common places. â€Å"We favor music censorship? No, that’s not true,† says Wendy Wright of an organization, Concerned Women for America, on the enemy list of virtually all other anti-censorship supporters. â€Å"Censorship means that the government restrains speech. We are in favor of those in the music industry using common sense: In essence, that they don’t promote behavior or activities that they wouldn’t want committed against their wife or children.† CWFA sees music the music in question as having potential to cultivate certain ideas in the minds of the youth.â€Å"The argument that it does not affect kids, that it does not promote similar behavior, is ridiculous. If that were true, they would not advertise or rely on marketing – both fields depend on the fact that humans can be enticed into doing something that they wouldn’t have thought up on their own.† In our community, there are mixed views about this issue just as there are in the wider world setting where this conflict is now unfolding: â€Å"I think there should definitely be some censorship, like with the movies where there is a rating system. The music that’s out now is too graphic for younger kids to be listening too and its beginning to evidently corrupt our society.

Geography Sba

Geography School Based Assessment Name:Jadio Dennis School: Jonathan Grant High School Year of Exam: 2012 Territory: Jamaica Registration No. Candidate No. 100164 Topic: To identify and examine whether residence of Ensom City, Spanish Town are aware of the origin, development and the precautions to be undertaken during a hurricane. Geography School Based Assessment NameJadio Dennis School Jonathan Grant High School Year of Exam 2012 Territory Jamaica Registration No. Candidate No. 100164 Topic: To identify and examine whether residence of Ensom City, Spanish Town are aware of the origin, development and the precautions to be undertaken during a hurricane. Strategy Sheet Table of Contents Page Aim of Study Location of Maps Method of Data Collection Presentation of Data Conclusion Bibliography Appendix Aim To identify and examine whether residence of Ensom City, Spanish Town are aware of the origin, development and the precautions to be undertaken during a hurricane. Method of Data Collection How? Fifteen (15) questionnaires were issued by the researcher to 15 persons of Ensom City. They were distributed to every other house in which four (4) was male and sixteen (11) was female. Also Secondary Sources were also consulted for relevant data example internet and textbooks. N. B A copy of Questionnaire is provided in the appendix (1a) Where? The Study was done in Ensom City, Spanish Town. When? The School Bases Assessment (Sba) was conducted on October 24 2011 between the hours 1pm to 5 pm (in hurricane season). Each questionnaire was issued for two days then collected back by the researcher to continue further studies. Presentation of Data According to ucar. du a hurricane is an intense, rotating oceanic weather system that possess maximum sustain winds of exceeding 119km/h (74mph). It is formed and intensified over tropical oceans regions. 11 of the 15 residence agreed that hurricanes are found in the tropics. Figure 1: showing what region hurricane is developed by residence of Ensom City. In Figure 1 it shows how much of the residence are aware of the formation of hurricane. It shows that 11 of the residence chose tropics for the formation region which was correct because hurricanes do develop at these regions, however the other four chose temperate and fringe zones. Figure2 showing the formation of hurricane chosen by the residence of Ensom City Figure2. Shows the amount of residence that agreed to each way how hurricanes are formed. The chart only contains the number of persons who agreed to each given formation. It shows that five of the residence agreed that hurricane needs warm area to make it thrive or to become stronger which was indeed correct as said in Longman Geography for CSEC. The chart also show that four residence chose that hurricane depends on the spinning of the earth and ten agreed that hurricanes needs winds that change direction and increase speed. Also five persons choose that hurricane must have atmosphere that cools fast. Figure 3 showing the precautions chosen by residence of Ensom City, Spanish town that is to be undertaken during a hurricane. Figure3. Above show the precautions that are to be undertaken during a hurricane. It shows that the entire residents are aware that they are to stay in during a hurricane, stay away from windows and doors during a hurricane but 7 are aware to watch down power lines etc. Conclusion The research had showed that some amount of the residence of Ensom City Spanish town is aware of hurricane development origin and precautions . This is proven because of the response on the questionnaires. The awareness of Residence on the origin of hurricane The questionnaire shows that 73. 3% of the residence questioned is aware of the origin of hurricanes. They agreed that hurricanes are formed in the hot regions of the world. The awareness of Residence on the development of hurricane The questionnaire shows that about 50 % of the residence questioned is aware of the development of hurricanes. Hurricanes needs a warm area to develop The awareness of Residence on the precautions to be undertaken during a hurricane The questionnaire shows that about 90 % of the residence questioned is aware of the precautions to be undertaken during hurricanes. The agreed that they are to stay in, stay away from windows and doors and also to watch out for downed power lines Bibliography Paul Guiness et al, Geography for CSEC Nelson Thorns, 2008 Marolyn Gentles et al, Longman Geography for CSEC, 2006 Appendix

Open-source mobile application development

Application Development for Emergency Data Collection This Master degree project identified disasters and emergencies as a global humanitarian and technological challenge. Emergency management organizations' need for access to accurate and up-to-date information about the emergency situation, to help respond to, recover from and mitigate the effects of disasters and emergencies, present a challenge to the field of Genomics.Today the use of remote sensing technologies presents an Increasing number of lotions. There are types of spatial data, however, e. G. Submerged, invasions or otherwise hidden features that still require emergency field personnel and volunteers to interpret and record. By utilizing the increasing ubiquity and computational power of modern smoothness, in order to reach a large number of potential users and volunteers, a mobile application for emergency field data collection was developed.It was developed as a component of a system that, In order to be as collaborati ve, adaptable and accessible as possible, also to resource-poor organizations, was, with a minor exception, completely open-source licensed. Field trials were held that, due to low participation, could not conclusively evaluate the application and its general applicability to emergency field data collection. They did, however, provide an adequate proof-of-concept and showed that it was possible to apply the application and the Implemented system to a specific emergency field data collection task.The system has great collaborative potential, achieved through openness, mobility, standards compliance, multi-source capability and adaptability. Its administrators re given a high degree of control that lets them adapt the system to suit the current users and situation and its flexibility make it widely applicable, not only for emergency management. From literature, the field trials and the experience gained while developing and using the application, some Ideas for Improving the applicati on and the system were discussed and some future research topics were suggested.Acknowledgements The author would like to express gratitude to: his supervisors – for helpful read-through, comments and suggestions and for their positive attitude which helped him believe In the project throughout its velveteen, his family and friends – for their interest and curiosity, Sandra Person, for her support, understanding and valuable comments, and to all the participants of the Field Trials: Thank You!Appendix 3 – Field Trials Instructions and 63 Appendix 4 – Application User Guide (non-final version)†¦ Dictionary and Abbreviations API Application Programming Interface; can be described as a group of pre- constructed software components that developers can combine and use for creating new software. A collection of algorithms, classes and/or data structures for e. G. Performing specific tasks or communicating with other software. Disreputableness request A typ e of request standard published by COG (2013) and used by WFM clients to retrieve information about a specific layer offered by the WEST.DECADE The Android application developed as a case study during this thesis project; â€Å"the Emergency Data Collector for Android†Ã¢â‚¬ . EEOC Emergency Operation Centre, a location where emergency management leadership can gather to receive and analyses information, including spatial data, and coordinate rescue and relief efforts (Cutter 2003). Excitability's A type of request standard published by COG (2013) and that is sent to WHAMS or WFM services to query the service for available layers, options and capabilities in general. Gadget request A type of request standard by COG (2013) that is used for requesting map images from a WHAMS.GIS Geographic Information System; a system capable of managing and using spatial data, aiding in activities such as data collection and storage, viewing, map creation, manipulation and analysis. GEM Geogra phy Markup Language, a spatial data standard published by COG (2013). For further description see Table 3. GAPS The Global Positioning System; a system of satellites that broadcast signals which allow devices with GAPS receivers to calculate their position on the Earth. Layer A layer is a digital representation of a collection of physical features, such as roads, buildings, lakes etc.Each layer consists off specific geometric type such as a Point, Line or Polygon and has common attributes, such as road length, building use category or lake area. A layer can be displayed on a map e. G. By querying a geopolitical server. COG Open Geopolitical Consortium; a consortium of government agencies, universities and companies that develop common open standards promoting geographic information accessibility and interoperability (COG 2013). Open-source Refers to computer software for which the license includes a number of access and use rights to its source code, defined by the Open Source Initi ative (OSI 2013).That is, users may for example look under-the-hood of the program, modify it or any purpose and forward it to other users directly. SO Operating System; a basic device software that manages platform for managing and interacting with all other applications on the device. Server Refers too geopolitical server, see Figure 3, whose address can be stored in DECADE. It is a computer software system which can be sent queries over the Internet, in this case for geographic information to display on top of Google Maps, and to which data can be uploaded.SF Simple Features Specification; a spatial data standard published by COG (2013). SLD Styled Layer Descriptor, an COG (2013) web map styling standard. For further description see Table 3. Smartened A hand-held device for mobile voice-, text- and data communication that has a fast Internet connection multiple sensors, including camera and GAPS receiver. Its hardware is powerful enough to browse web pages and run advanced comput er programs (mobile applications). Often uses large (for hand-held phones) touch-screens.Spatial data Data with a spatial component, I. E. Coordinates, that are defined by an SIRS and that bind the data to physical locations or geometric features. SIRS Spatial Reference System; a system defining how coordinates relate to locations on Earth. WFM Web Feature Service, an COG (2013) web mapping interface standard for serving geographic features. For further description see Table 3. WHAMS Web Map Service, an COG (2013) web mapping interface standard for serving map images. For further description see Table 3. 1. Introduction Since 1980, 2. Million people have lost their lives in the 21 000 events recorded in â€Å"the most comprehensive source of natural catastrophe data in the world† (Munich Re AAA, p. 49). Total global material value lost due to natural disasters during the period is estimated at 3800 thousand million IIS$, with a distinctly rising trend both n the annual rate o f loss (Maureen and Breathe 2011) and the annual frequency of reported natural disasters. In addition, technological disasters (e. G. Industrial or transport accidents) contributed with on average 9000 deaths per year during the last decade, 2002-2011 (FRI. 2012).One tool for improving emergency management is quick access to accurate and updated information about the emergency situation or disaster. Such information can be of vital importance for emergency management to enable distribution of the right resources to the right places at the right times and for proportioning the efforts which have the greatest benefit. Much of this essential information has a spatial component, such as extents and locations of damaged areas, the locations of spatial data, are useful in all phases of emergency management (Cutter 2003; Al- Shuddery 2010).There are, however, challenges to overcome in the utilization of spatial data and geographic information systems (GIS) in the context of emergency manag ement, as recognized by e. G. Geezer and Smith (2003) and Manicurist (2005). One such challenge is providing decision makers and field workers with access to data that are accurate and sufficiently up-to-date for their specific purpose. For data that cannot be captured with remote sensing techniques, such as satellite data and aerial photos, or stationary monitoring networks (see e. G. Liana et al. 005), emergency management organizations have to rely on field data collection by employees and/or volunteers. As pointed out by EL-Gamely et al. (2010), recent improvements in software and hardware technology have enabled real-time access to and collection of spatial data in the field. Many groups have utilized the increasing ubiquity and capabilities of modern smoothness for developing field data collection systems (e. G. Enhances et al. 009; Clark et al. 2010; xx et al. 2010; White et al. 2011; Chem. et al. 2012; Decant et al. 2012; Went et al. 2012).Several of these groups have develo ped such systems as open- source projects, which can potentially benefit society in terms of supporting collaboration between developers, allowing derivative work to build upon previous achievements and allowing less resource-strong communities access to these useful data collection tools. This project builds on these notions of open access and collaboration in creating a free and open mobile GIS and field data collection system. A system that is tailored award emergency management and has a high degree of scalability and adaptability to organization-specific needs.It makes use of existing open-source technologies for the server-side architecture and for the development of a mobile application, henceforth known as DECADE (the Emergency Data Collector for It only requires distribution of DECADE and the server address to those devices. 1. 1. Aim The main aim of this thesis project is to develop a mobile application as a component of a complete open-source system for emergency field da ta collection. A secondary aim is to evaluate the mobile application to discern whether it is applicable to emergency field data collection and how it can be improved for that purpose. 2.Background This chapter describes the context in which DECADE may operate* and why it is useful. By defining and describing disasters, emergencies and emergency management, and by outlining the role of spatial data in emergency management, the rationale behind its development is illustrated. Undertaken and examples of the technology, standards and open-source licenses available to it are presented. This will provide background for discussion about and aid in the development of the proposed system architecture and the implementation f DECADE that is presented in the System Design and Case Study chapters.The United Nations Office for Disaster Risk Reduction (UNISON) is developing a body of terminology for use by the emergency and disaster management communities. It is intended to improve the work to r educe disaster risk by making the use and understanding of common vocabulary consistent throughout the community (UNISON 2009). To help promote this common understanding this report will, where applicable, use the definitions proposed by the UNISON. 2. 1 . Disasters & Emergencies To understand the importance of emergency management and the environment in which DECADE and the proposed system (see section 3. . ) could be utilized, the nature and frequency of disasters needs some attention. The following definition of â€Å"disaster† is proposed by the UNISON: â€Å"A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the affected community or society to cope using its own resources. † – UNISON 2009, p. 9 To study disasters, there are several database projects that record disasters and related information. Some of these databases are creat ed and managed by re- insurance companies (e. . Munich-Re and Swiss-Re). Since these companies provide insurances for other insurance providers, when disastrous events cause widespread damage, they are often paying a significant part of the recovery costs. Thus, in addition to e. G. Universities and governmental organizations, these re-insurance companies have a natural interest in studying disasters and emergency management. Table 1 : Catastrophe categorization developed Jointly by Munich Re, CREED, Swiss Re, the United Nations Development Programmer (UNDO), the Asian Disaster ReductionCentre (DARK) and the United Nations Office for Disaster Risk Reduction (UNISON) in 2007. Source: FRI. 2012, p. 251-252. Natural disasters Biological Insect infestations, epidemics and animal attacks. Geophysical Earthquakes and tsunamis, volcanic eruptions and dry mass movements (avalanches, landslides, recalls and Climatologically Droughts (with associated food insecurities), extreme temperatures a nd wildfires. Hydrological Floods (including waves and surges) and wet mass movements (avalanches, landslides, recalls and subsidence of hydrological origin).Meteorological Storms (divided into nine sub-categories). Technological Industrial accidents Chemical spills, collapse of industrial infrastructure, explosions, fires, gas leaks, poisoning and radiation. Transportation Transportation by air, rail, road or water. Miscellaneous Collapse of domestic or non-industrial structures, explosions and fires. Natural catastrophes are by far the most common and the most costly type of event, both in human and economic losses.According to the ME-DATA database, during 2002-2011 (not counting non-natural, non-accidental events), natural catastrophes caused almost 13 times as many deaths as technological causes and in excess of 37 times as much economic damage (FRI. 2012). Among the types of natural catastrophes, in all parts of the world meteorological and hydrological catastrophes are the mos t numerous (Munich Re AAA). When it comes to fatalities, however, most are caused by geophysical events or, as in Europe and Africa, climatologically events.Asia, being the largest and most populated region, suffers the largest number of catastrophes, the most fatalities and the highest amount of overall economic losses, while North America alone has 65 % of the world's insured losses (Munich Re AAA). In recent years, current and future changes in the global climate have been projected o cause meteorological, hydrological and climatologically extreme events to become more frequent or more intense in many areas (Parry et al. 2007) and an increase in the number of, as well as losses from, weather-related disasters have been identified (Bower et al. 007; Maureen and Breathe 2011). However, as the work by Maureen increase in losses. It may be, as argued by Bower et al. (2007), that it's mainly the increased susceptibility of human societies that is causing current increases in losses, d ue to expansion of settlements into sensitive areas and further arbitration leading to a concentration of population and wealth at risk. In any case, the need for better resilience to catastrophic events in human societies is increasing, and significant efforts to improve emergency management before, during and after an emergency event are being made. . 2. Emergency Management DECADE and the proposed system for which it is designed are intended to be used for emergency management, which incorporates all aspects of how communities handle emergency situations. It involves risk assessments as well as planning and education for improved preparedness. It involves policies, guidelines and routines for how to organize participants and resources available, to best respond to the events homeless and for recovering efficiently in the hours, days, months and perhaps years after an event.It also involves how communities learn from mistakes and take steps to reduce future susceptibility to simil ar events. More succinctly put emergency management is: â€Å"The organization and management of resources and responsibilities for addressing all aspects of emergencies, in particular preparedness, response and initial recovery steps. † – UNINSPIRED, p. 13 In what form emergency management is used depends on the type of emergency that is being considered, but different strategies may be more or less general in their applicability to different types of events (see Table 1).The different phases of emergency management are commonly described as forming a cycle (Figure 1; Cutter 2003; Manicurist 2005; EL-Gamely et al. 2010) with some form of categorization of the relevant emergency management activities. Figure 1 depicts one such interpretation using three phases based on the definitions below. Response: â€Å"The provision of emergency services and public assistance during or immediately after a disaster in order to save lives, reduce health impacts, ensure public safet y and meet the basic subsistence needs of the people affected. † – UNISON 2009, p. Recovery â€Å"The restoration, and improvement where appropriate, of facilities, livelihoods and living conditions of disaster-affected communities, including efforts to reduce disaster risk factors. † – UNISON 2009, p. 23 Mitigation â€Å"The lessening or limitation of the adverse impacts of hazards and related disasters. † Preparedness â€Å"The knowledge and capacities developed by governments, professional response and recovery organizations, communities and individuals to effectively anticipate, respond to, and recover from, the impacts of likely, imminent or current hazard events or conditions. – UNISON 2009, p. 21 Preparedness can accordingly be thought of as part of the mitigation phase, although it's sometimes defined as a separate fourth management phase (e. G. Abdullah and Lie 2010). The duration of the phases shown in Figure 1 can, according to th e definitions above and those mentioned by Cutter (2003) be approximated to hours to weeks for the response phase and months to years for the recovery phase. The mitigation phase lasts indefinitely or until a new emergency event occurs.As explained by Manicurist (2005); each emergency management phase should ideally be conducted in a way that facilitates success in the next phase, but in the ease of rebuilding societies in the recovery phase this is often overlooked in favor of quickly restoring societies to their previous states. Emergency events can occur in many different ways, as shown in Figure 1 by the three arrows representing the emergency event. They can strike with full intensity immediately and then slowly subside, like an earthquake which is followed by smaller after-shakes.They can slowly increase in intensity until they abruptly end, like a drought becoming increasingly severe until rain comes and quickly rejuvenates vegetation and fills rivers and lakes with water aga in. They can strengthen and weaken gradually, eke a flooding disaster during which the water level slowly reaches its peak and then slowly retreats again. Events can also be singular surprise events, as the figure in Cutter (2003, p. 440) might indicate, which are over before any sort of response can be organized. Such events might be e. . Sudden landslides or singular earthquakes. In line with the above definitions, the overlapping of the phases depicted in Figure 1 illustrates, first, that the response phase can begin while the emergency event is still ongoing. Second, restoration of facilities in the recovery phase can start (and might even be necessary) revived. Thirdly, it illustrates that mitigation concerns should be addressed already in the recovery phase so that the recovering society will be more resilient to future emergency events.Regarding societies' resilience to catastrophes, it can be defined as: â€Å"The ability of a system, community or society exposed to hazards to resist, absorb, accommodate to and recover from the effects of a hazard in a timely and efficient manner, including through the preservation and restoration of its essential basic structures and functions. † Building resilience in a society includes many kinds of activities both aimed at reverting catastrophes from occurring or reducing their impact and at improving how the society can respond to and recover from them (Table 2).A notable prevention strategy used in many countries is using land-use planning to restrict development in hazardous areas, albeit with different approaches to assessing risks and what actions to take (e. G. Contain et al. 2006; Galvanic et al. 2010). Other mitigation strategies include e. G. Construction regulations, warning systems, protective structures such as flood barriers (Godchild 2003; De la Cruz-Arena and Tilling 2008; Galvanic et al. 2010) and evacuation plans (Chatterer's et al. 009).While many such strategies may be effective, there is also a need to ensure that plans and regulations are properly enforced. This is not always the case, especially in poorer countries, as discussed by Kenny (2012). Table 2: Examples of strategies for mitigating catastrophe effects and for improving response and recovery after catastrophes. The division indicates whether they aim to prevent or reduce damage or to improve handling of damage after the event. Mitigation Response and Recovery Land-use planning Insurance against losses Construction regulation Education and Awareness Warning system development Response plansProtective structures Improvement of tools for emergency management Plan and regulation enforcement SAID development for improved decision making With regard to coping with (responding to and recovering from) catastrophic events, building economic buffers to ensure the availability of resources, I. E. Insurances, is a common strategy. Munich Re (AAA) estimate that approximately a quarter of the financial losses that occu rred due to natural catastrophes 1980-2012 were insured. Of these insured losses, 81 % occurred in North America and Europe (Munich Re AAA). Kenny (2012) also notes that the victims themselves still pay most of the cost