Workplace Communication Essay Example | Topics and Well Written Essays - 500 words

Workplace Communication - Essay Example They have communicated their reservation about the O-ring’s potential for failure but as the disaster would tell, they were not able to send their message across effectively. The launch still commenced leading to the explosion of the Shuttle just seconds after the launch. It became clear that the Challenger Disaster was a communication issue as reported by the findings of Roger Commission, the body that was formed by President Ronald Reagan to investigate the explosion. The result of the investigation showed that the people in the telephone conference from Marshal Space Flight Center had different understanding of the message that the engineers were trying to convey which is why the Shuttle was still launched despite of the engineer’s reservation. The Columbia Shuttle flight 107 disaster may have a different circumstance from the Shuttle Challenger but it still ended up in disaster just like its predecessor. The common culprit is again miscommunication. Again, the engineers had expressed their reservation about the foam prior to the Columbia launch. But they were not able to communicate its message to the proper authorities effectively so the launch was still commenced ending in the same tragedy. Both the tragic stories of Space Shuttle Challenger and Columbia taught me the importance of not only communicating my message clearly and completely, but I should also consider if my messages are reaching the intended audience at a right time and opportunity. This story may be funny but sometimes working with senior citizens in the office can have humorous implications. I took a summer job before and this is where my experience happened. Our boss can already be considered as a senior citizen but he is still brisk at work. One time, I was asked to write a report for a monthly meeting which I happily obliged. I gathered all my data at the office and told my boss that I will have it done by the weekend and will send

SABmiller Strategy Case Study

SABmiller Strategy Case Study 3.1 Strategic position SABMillers one strategy is continuing to acquire other companies around the world and continuing to expand, especially in developing countries. As we all know, SABMiller and Molson Core, the two sides decided to merge operations in the United States and Puerto Rico. The two sides announced that it would form a joint venture. Johnson, Scholes Whittington (2008) defines corporate strategy as sum of companies objectives and goals and its plans for pursuing those purposes. According to Andrews (1980) corporate strategy can define the company policies, its range of businesses, and its human and economic organization and its contributions to stakeholder. From there definitions it is clear that one should analysis SABMiller business environment, core competencies capabilities and stakeholder expectation to identify SABMiller strategic position. SABMiller in current strategic position has provided us with a clear picture of the opportunities and challenges that the S ABMiller operating domestic, worldwide and its growth come though entering developing market, acquiring businesses brands, and growing them it face in the business environment but stakeholder expectation, core competency and market the reality is the strategy not match to business environment which will create a big dilemma for SABMiller. Consolidation exam of that the reducing the risk that associated the more developed market like Africa, Europe and US will ensured as firm in base of possibility of emergent market might reducing the risk on vulnerable region. It would be feasible particularly given SABMillers competence that been responded by obtaining the business success in the risky market. Further more while it is undoubtedly possible to improve the companys position in developed markets improvement need might quite marginal. 3.2 Table 1: Mission, Vision and Strategic Objective Mission Statement: Stability of reputation of the company Leverage the local and global market Increasing the number of demand Job opportunity to the local and global environment Leverage the new branding production. Competitive advantage Strategic Objectives: Assessing Reach and development RD of the brewery Analyzing the demand of the customer Reaching the stability of the economic Considering Non-factor qualitative Differentiation of the new product Visions Statement: Leverage the production and stability of the company reputations of the SABMiller. Number one operational in the market The mission and vision of the SABMiller Company will be leverage is there company will focus in certain area providing of the strategy objectives by reach and develop the production and merger to the other develop market and to be number one to the industry and help the stability of economic to the environment of the global and market place. 3.3 Strategic Options Using the Porters Generic Strategic, Ansoffs Matrix and BCG Matrix to help me evaluate and analyzed the following strategy option 1 product development, option 2 market developments and option 3 joint venture. The fist strategic choice is product development to diversity the production of improvement and growth of the quality product. For option 1 according to generic strategy the product development need to focus and diversify the differentiation product strategy which SABMiller has a unique product and might reach the target scope industry worldwide. Differentiation strategy like creating a new product like wine or liquor and sell it on the low cost of production that can effectively bust on the target scope of SABMiller. For option 1 according to ansoff matrix the product development and diversification will achieve the existing production and entering new market of the new product of the company with diversification. Product development not only in the brewery SABMiller has a lot of potential to diversify other product and continue to develop it but its must be depends to the demand of a customer. Diversification of the new product for a new market potential are more reliable to manipulate by SABMiller. For Option 1 according to BCG Matrix the question marks for SABMiller creating a new product to the new mark et it will be risk to the cost of production if the new product didnt exist to the market pretty hard to consider and evaluate what customer wants and need. The second strategic option is market development which is SABMiller has an opportunity to entering new market in any country that need to develop or re develop a production to increase higher profit and market share in every country. For option 2 according to generic strategy the low cost of leadership will achieve by having the lowest prices of the product in the target market segment, or at least the lowest price to value ratio (price compared to what customers receive). Offering the lowest price while still achieving profitability and a high return on investment, the firm must be able to operate at a lower cost than its rivals of the market. Since the SABMiller operating entire of the country they have some disadvantage of lower customer loyalty, as price-sensitive customers will switch once a lower-priced substitute is available. A reputation of the SABMiller leader may also result in a reputation for low quality, which may make it difficult for a firm to rebrand itself or its products if it chooses to shift to a differentiation strategy in future. For the option 2 according to ansoff matrix is market development strategy must be focus on develop a cost leadership may have the disadvantage of lower customer l oyalty, as price-sensitive customers will switch once a lower-priced substitute is available. A reputation as a cost leader may also result in a reputation for low quality, which may make it difficult for a firm to rebrand itself or its products if it chooses to shift to a differentiation strategy in future. For option 2 according to ansoff matrix the market development is need to focus and come out new product for the new market based on the case study the SABMiller existing product only a beer that they has a multi distribute to other county if they develop the new market they need to introduce new product. For option 2 according to BCG matrix the market development is start because if the market development will continue to develop in every market of the country the SABMiller will foresee to success. The third strategic option is joint venture to associate other developed or developing country to leverage a good stability of the SABMiller market to other county. For option 3 according to generic strategy the joint venture is differentiation not only in the product to the other association of the market every country has a different market joint venture will giving a knowledge for the local market and will giving to SABMiller new idea how to difference the product to distribution country. For option 3 according to ansoff matrix the joint venture creating a new product using there current existing market in worldwide the interrogate of changing market esp. thru technology will affect the connection of the associate people to the joint venture. For option 3 according to BCG matrix the joint venture is cash cow coz its still need to re engineer the product strategy and to re develop more joint venture to the other country but to joint venture to other country will cost higher volume of the money and massive of reaching for the company will join on SABMiller company. 3.4 Recommendation for SABMiller company are product development and differentiate there existing product and the new product considering to the other demand of other country and focus to the technology ever market will interrogated of the technology. Product development still consider the effectives of the new production so far based to the case study new beer products and transference of the beer products and brand between market. They need to be transferring brands across different market and across region for example selling different brand outside of southern African it could carry on doing well and it will expand using channel to introduce brands from across the world new market however this may not provide of the SABMiller company with the sort of growth that is now being expected of it and it may underestimate the value of loyalty across the world. Differentiate to the existing product and new production will help to increase the continue of the market growth of the SABMiller esp. across the region they need to evaluate the region market before they will entered to the new market region population of the region and analysing economic will help to cane out with the uniqueness new product but still need to invest higher capital. Joint venture to the local region will give a larger opportunity to be success but investing to the new region with new joint venture will be a area of critical long term growth, But may require a great deal patience but the SABMiller company must meet the expectation of the stakeholder and the other particularly intuitional investor across the region coz there following the insistence on the need for hard currency growth with the presence of the new countries opportunity for growth. Evaluating and analyzing will help to SABMiller to be secure there company reputation across the region and to the future market region.

Vertigo Essay -- essays papers

Vertigo The Alfred Hitchcock film; Vertigo is a narrative film that is a perfect example of a Hollywood Classical Film. I will be examining the following characteristics of the film Vertigo: 1)individual characters who act as casual agents, the main characters in Vertigo, 2)desire to reach to goals, 3)conflicts, 4)appointments, 5)deadlines, 6)James Stewart’s focus shifts and 7)Kim Novak’s characters drives the action in the film. Most of the film is viewed in the 3rd person, except for the reaction shots (point of view shot) which are seen through the eyes of the main character.(1st person) The film has a strong closure and uses continuity editing(180 degree rule). The stylistic (technical) film form of Vertigo makes the film much more enjoyable. The stylistic film form includes camera movements, editing, sound, mise-en-scene and props. Vertigo is an Alfred Hitchcock film that was made in 1958. It stars James Stewart as Detective John Ferguson and Kim Novak as Madeleine Ellester and Judy Barden. In Vertigo, John Ferguson has a fear of heights that results in the death of his partner. Due to this situation, he leaves the police force and became a Private Investigator. Ferguson is contact by Gavin Ellester an old college buddy. Gavin asks Ferguson to follow his wife who he believes has gone mad. Gavin believes his wife Madeleine is being possessed by her great grandmother Corlata Valdez. He explains why he has come to this conclusion and fills John Ferguson in on all the details of the case. Mr. Ferguson questions the integrity of the story, but still accepts the case. When he starts to spy on Madeleine, he begins to notice changes in her personality and similarities to Corlata Valdez's past. One day when John Ferguson was following Madeleine, he saw her jump into San Francisco Bay. After he rescued her, he brought her back to his house and cared for her. Afterwards he and Madeleine started to spend time together. They began to fall in love and Madeleine became more insane. She started to see images from Corlata's past. Madeleine started to live the life of Corlata Valdez and had visions from her life. One day John and Madeleine went to an old Spanish missionary outside San Francisco, which Madeleine had seen in one of her images. When they arrived at their destination Madeleine began to remember things from Corlata's early life and became hyster... ... the mise-en-scene are the from the beginning of the film. Throughout the film I was aware of the locations. The San Francisco setting was presented to the viewer in the beginning and that made the audience more aware of the film's environment. The monastery and other locations of Corlata's past gave me a better understanding of Madeleine’s problem. The make-up and costume play an important part in the recreation scenes, while the props assisted the audience and John Ferguson in piecing the puzzle together and figuring out Gain’s plan. The lighting enhanced many scenes in the film. The parts that impressed me were the following: the recreation of Madeleine scene, John's dream sequence, the monastery scenes, Judy's guilt trip and the scenes involving John's fear of heights. In conclusion, all these factors made Vertigo a great film and made it much more enjoyable for the audience. All the Hollywood Classical Film characteristics that are used in the film enhance the power of Vertigo. Everyone should see Vertigo, since it is a perfect example of a Hollywood Classical Film. In my opinion Alfred Hitchcock was a genius and Vertigo is one of the greatest Hollywood films ever created.

Econ-545 Week 6 Quiz

| 1. | Question: | (TCO F) The size of the labor force in a community is 1,000, and 850 of these folks are gainfully employed. In this community, 50 people over the age of 16 do not have a job and are not looking for work. In addition, 80 people in the community are under the age of 16. The unemployment rate is ______. | | | Student Answer:|   | Unemployment rate=unemployed/labor force*100 150/1000*100=15% 1000-850=150 (number of people unemployed) then divided by total labor force divided by 100|   | Instructor Explanation:| The unemployment rate is calculated by dividing the number of unemployed by the labor force.The labor force is calculated by subtracting three things from the population (# under 16, # of institutionalized adults, and # not looking for work). In this example,  you are given the size of the labor force (1,000), and you are also told that 850 are employed. Therefore, 150 are unemployed, and the  unemployment rate is simply 150/1,000 or 15%. | | | | Points Received:| 15 of 15| | Comments:| | | | | | | 2. | Question: | (TCO F) Suppose  nominal GDP  in 2005 was $15 trillion, and in 2006 it was $16 trillion. The general price index in 2005 was 100, and in 2006 it was 103.Between 2005 and 2006,  real GDP  rose by what percent? | | | Student Answer:|   | Nominal GDP and REAL GDP must be equal in the base year. 2005 15tr, price index = 100 since nominal and real GDP must be equal in the base year 15tr/1. 03=16. 56tr(16. 56-16. 00)/16. 00=4% or 3. 5%|   | Instructor Explanation:| You need to make use of the inflation formula for the GDP deflator here and compare results between the two years. For 2005: 100 = [$15 T / Real GDP] x 100 So, Real GDP must equal $15 T. You could also recognize that Real GDP and nominal GDP are the same in the base year.For 2006: 103 = [$16 T / Real GDP] x 100 1. 03 = [$16 T / Real GDP] Real GDP = $16 T / 1. 03 So, Real GDP must equal $15. 534 T. The percentage increase in Real GDP will then be [(15. 53 4 – 15) / 15] x 100 = (0. 534 / 15) x 100 = 3. 56%  Therefore Real GDP increases by 3. 56% between 2005 and 2006. | | | | Points Received:| 19 of 20| | Comments:| | | | | | | 3. | Question: | (TCO F) The consumer price index was 198. 3 in January of 2006, and it was 202. 4 in January of 2007. Therefore, the rate of inflation in 2006 was about ______. | | | Student Answer:|   | 202. -198. 3=4. 1 4. 1/198. 3=. 02067 or 2. 07%|   | Instructor Explanation:| The rate of inflation is the rate of change of the inflation indicator, or more specifically: [(New Price Index – Old Price Index) / (Old Price Index)] x 100 In this case this equals, [(202. 4 – 198. 3) / 198. 3] x 100 = (4. 1 / 198. 3) x 100 = 2. 07% or approximately 2%. | | | | Points Received:| 15 of 15| | Comments:| | | | | | | 4. | Question: | (TCO E) (10 points) As the U. S. dollar appreciates in value relative to the Japanese Yen, what happens to the price of U. S. goods in Japan?What happens to the price of Japanese goods in the U. S.? (10 points) Why would a country (for example China) choose to keep their currency relatively pegged to the U. S. dollar? If the U. S. dollar were to appreciate considerably against most currencies, what would be the effect on Chinese exports to countries other than the U. S.? | | | Student Answer:|   | the price of goods in Japan start going up. the price Japanese goods in US start going down. China keeps its currency pegged in order to sell their goods for a cheaper price in the US and to make the US market dependent on their product. If dollar appreciate it will drag China's currency with it,in other words reducing China' export. |   | Instructor Explanation:| When a country's currency appreciates, it becomes more valuable versus the other currency we're comparing against. So, in this case, it would take fewer dollars  to purchase the same amount of Japanese Yen, U. S. goods become more expensive to Japanese buyers, and Japanese goods be come cheaper to U. S. buyers. A country such as China might choose to peg their currency to the U. S. dollar to keep prices stable for a key  trading partner like the U.S. If the U. S. dollar would appreciate considerably against most  currencies, this would not affect China trade with the U. S. , but  Chinese goods would become more expensive to their other trading partners, and could cause Chinese exports to these other markets to decrease. | | | | Points Received:| 17 of 20| | Comments:| | | | | | | 5. | Question: | (TCO E) Suppose the Indian rupee price of one  British pound is 54. 392 rupees for each pound. A hotel room in London costs 120 pounds, while a similar hotel room in New Delhi costs 6,500 Indian rupees.In which city is the hotel room cheaper, and by how much? | | | Student Answer:|   | London hotel room 120 pound or 6527 rupee (120*54. 392) India hotel room 119. 50 pounds (6500/54. 392) or 6500 rupee the hotel room is cheaper in India for . 50 cent in pound or 27 rupees|   | Instructor Explanation:| Since the exchange rate is 1  pound = 54. 392 Indian rupees, we can convert the price of the hotel room in London to Indian rupees and then be able to compare. 120 pounds = rupees(120 x 54. 392) = 6,527 rupees.Since the hotel room in New Delhi  costs 6,500 rupees, it must be that the hotel room costs 27 rupees  more in London than in New Delhi. | | | | Points Received:| 15 of 15| | Comments:| | | | | | | 6. Question: | (TCO E) Answer the next question on the basis of the following production possibilities data for Egypt and Greece:   Egypt production possibilities: A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  D  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  E Shirts  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  6  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  9  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  12 Pants  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   24  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  18  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   12     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     6  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  0 Greece production possibilities:A  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  B  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  C  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  D  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  E Shirts  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  40  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  30  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   20  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  10  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   0 Pants  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   0  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚   40  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   80  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  120  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  160 Refer to the above data. What would be feasible terms of trade between Egypt and Greece? | | | Student Answer:|   | terms of trade between 2 countries lie somewhere between the opportunity costs in the 2 countries. in this case Egypt 1 shirt= 2 pants and in Greece case 1 shirt=4 pants, so the only feasible term of trade between the 2 countries would be anywhere in between these limits anything between 2 and 4 shirts and pants would work. t any terms of trade higher or lower than 2 or 4 pants per shirt , one of the countries would be able to do better than the terms of trade simply by trading off resources in their own country. |   | Instructor Explanation:| Feasible terms of trade between 2 countries lie somewhere between the opportunity costs in the 2 countries. In this case, in Egypt —   1 Shirt = 2 Pants, and in Greece — 1 Shirt = 4 Pants. So,  the only feasible terms of trade between the 2 countries would be anywhere in between these limitsà ‚  Ã¢â‚¬â€ anything between 2 and 4 Pants per Shirts would work.At any terms of trade higher or lower than  2 to 4 Pants per Shirts, one of the countries would be able to do better than the terms of trade simply by trading off resources in their own country. | | | | Points Received:| 20 of 20| | Comments:| | | | | | | 7. | Question: | (TCO F) The Republic of Republic produces two goods/services, fish (F) and chips (C). In 2006, the 1000 units of F produced sold for $8 per unit and the 5000 units of C produced sold for $1 per unit. In 2007, the 1500 units of F produced sold for $10 per unit, and the 6,000 units of C produced sold for $2 per unit.Calculate Real GDP for 2007, assuming that 2006 is the base year. | | | Student Answer:|   | base year 2006 1,000 units of fish at 8/unit =8,000 5,000 units of chips at 1/unit =5,000 GDP=13,000 2007 1,500 units of fish at 10/unit-15,000 6,000 units of chips at 2/ units at 2/unit =12000 GDP =27,000 Real GDP with 2006 as the base year 1500 units of fish at 8/unit =12,000 6,000 unit chips at 1/unit = 6,000 Real GDP =18,000 18,000-13,000/18,000 GDP grew by 28%|   | Instructor Explanation:| For 2006, Nomimal GDP  = ($8 x 1000) + ($1 x 5000) = $13,000.Real GDP for 2006 would be the same ($13,000). For 2007, Nominal GDP = ($10 x 1500) + ($2 x 6000) = $27,000. Real GDP for 2007 would be ($8 x 1500) + ($1 x 6000) = $18,000. That is, when calculating real GDP for a given year you use the production numbers for that year and the prices from the base  year. | | | | Points Received:| 12 of 15| | Comments:| | | | | | | 8. | Question: | (TCO F)  Country A  produces two goods,  elephants  and  saddles. In the year  2006, the  10 units of elephants produced sold for $2,000 per unit and the  25 units of  saddles produced sold for $200 per unit.In 2007, the  20 units of  elephants produced sold for $3,000 per unit, and the 50 units of  saddles produced sold for $300 per unit. Real GDP for 2007, assuming that  2006 is the base year, is ______. | | | Student Answer:|   | base year 2006 10 units at 2000 per unit =20,000 25 saddles at 200=5000 GDP=25,000 2007 20 units at 3,000 per unit =6,000 50 saddles at 300=15000 GDP=21,000 real GDP with 2006 as the base year 20 units of elephants at 3000 = 60000 for 50 units of saddles at 25 =1250 real GDP 61250 61250-21000/61250 real GDP grew by 65%.   | Instructor Explanation:| Real GDP is calculated for a given year by using the quantities produced in that year and substituting the base year prices. In this example we get: 20 ($2,000) +  50 ($200) = $40,000 + $10,000 = $50,000. | | | | Points Received:| 12 of 15| | Comments:| | | | | | | 9. | Question: | (TCO E) A Honda Accord sells for $28,000 in the United States and for SF35,520 in Switzerland. Given an exchange rate of SF1. 5 = $1, how do the car prices of both countries compare? | | | Student Answer:|   | with an exchange rate of SF1. 25=$1 28,000*1. 25=35,000 SF price is 35,520 t he car sells for SF520 more in Switzerland that it does in the US. |   | Instructor Explanation:| At an exchange rate of $1 = SF1. 25: $28,000 would equal   (1. 25 x 28,000) Swiss Francs = SF35,000, meaning that the car sells for SF520 more in Switzerland than it does in the U. S. Points 15 of 15| | | | | | |

Intrinsic and Extrinsic Barriers to Learning Examples, Definition

Intrinsic and Extrinsic Barriers to Learning Examples – Essay Speech about inclusive Education Good morning principal and fellow colleagues. I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends, South African education is moving away from special education towards a policy of inclusion (i. e. Inclusion of learners with disabilities, impairments and historically disadvantaged in terms of access to curriculum into mainstream schools). International and South African perspectives on inclusion are closely related to wider social concerns about human rights. The new Constitution highlights respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is only possible if one education system is liable for educational provision, and not two systems (i. e. mainstream and special education system). However in order for it to be effective, schools, classrooms and teachers need to be prepared to change and supported in doing so. There has never been a formal exclusion in our country. Learners with a wide variety of special education needs were and are to be found in many classrooms. The difference now is that these learners are recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and classroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all learners. A commitment to inclusion does not mean that all learners with special education needs will necessarily be in mainstream classrooms. There will always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. â€Å"The guiding principle that informs this framework is that schools should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted learners, street and working learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised area or groups. † In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who may historically have had a little or no access to schooling. This is of great significance in our country, considering our past (apartheid era). There are many journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I will briefly outline occurrences of barriers to learning and development of learners. There are two groups: intrinsic factors – those located within the individual learner themselves. The learners are usually born with specific characteristics such as blindness or a missing appendage. The second barrier is extrinsic factors – those emanating from outside the learner – that is their environment, home, upbringing and teaching (Weeks, 2003: 19). If we look at: 1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If I’m tired of my own voice by now, I don’t want to imagine how you may be feeling, so I will only outline a few general causes (Weeks, 2003:21). 1. 1. Genetic or hereditary factors We inherit out genetic composition in the form of chromosomes and we receive an equal amount from each parent. Just as one inherits certain characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be inherited. Examples of this are poor eyesight and low levels of intelligence. Sometimes abnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as â€Å"chromosomal† or â€Å"genetic† deviations. Down’s syndrome and Turner’s syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003: 22). 1. 2. Before, during and after-birth brain damage A child may suffer brain damage before birth from various factors – radiation, measles or syphilis injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and; after birth; brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis. Here are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, cerebral palsy, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and aids and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 2003:22). 1. 3. Personality problems Some learners have specific personalities that have a negative impact on their academic achievement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23). Examples:Some learners are extremely shy and cannot assert themselves. They lack confidence to ask questions and query statements.Rebellious learners and attention seekers do not want to respect the authority of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly.This impacts on the learners achievement in a negative way as the learner loses interest and motivation for school work. Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is: 2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and ultimately cause barriers to their learning. Let’s take a look at the first factor (Weeks, 2003:23). 2. 1. Environmental factors 2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. There are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may seem to be of low priority to them and to the organizations providing support. Schooling is also often given insufficient priority when making and reviewing care plans. There are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner. The following are examples of rife conditions: Poor medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, limited time for study because learners are often expected to do house chores and work over the week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school attendance and lastly, a general relaxation of morals (Weeks, 2003:24). These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree. 2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works. There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate; do not always see the value of education for their children. They expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 2003:25-26). 2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners’ improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s grow up without hardship, have plenty of money and their need are provided for, these learners get easily bored and seek excitement elsewhere in the form of drug and alcohol abuse. Of necessity, these learners will show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes rebelliousness and depression. The second extrinsic factor is: 2. 2. Upbringing 2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, become hostile and negative towards school.Overprotective parents deny their children the freedom to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically.Poor disciplined homes allow children to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to mention a few mistakes, the next factor in upbringing is:2. 2. 2 Unstable and broken homes. Another factor that plays a role in acting as a barrier is:2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role mod els and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material.Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and frequent absenteeism and teachers suffer from â€Å"burnout†.And the last two extrinsic factors to barriers to learning are, a difference in language and culture and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not succeed in finding jobs. Consequently they lack the will to achieve. QUESTION 2 2. 1. A Hearing Impairment For a learner with a hearing impairment the following steps will be taken by me (Weeks, 2003:158):Obtain advice from a teacher trained to teach the deaf. If possible the learner should wear a hearing aid.The learner must sit in front of the class.Speak to the learner while facing the learner so that he / she may read my lips (if possible) and pay attention to facial expressions, gestures and body language.Speak clearly, naturally and at a normal pace, unless asked to slow down.If the learner is not facing me, I would gently touch him / her on the shoulder or arm to indicate that I want like to talk to him / her.Explanations will begin with concrete, example working from concrete to abstract. The use of visual aids will be most helpful since vision is the primary means of receiving information to the hard-of-hearing learner.For reinforcement, new vocabulary words would be repeated in different contexts and written in sentences, many words presented look al ike to the lip-reader.All announcements and instructions will be written.An interpreter will be used where needed.Vibrations and excessive noise will be avoided.I will not talk while writing on the chalkboard.When writing materials:Long sentences will be broken up Difficult vocabulary load will be reducedConcept density will also be reducedQuestions asked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and then give the learner with the hearing impairment a copy.Obtain feedback from the learner at every opportunity as an indicator of the level of understanding.Provide an outline in advance of the lesson or activity to give to the child in advance and also list expectations. Encourage parental involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the amount of resi dual vision of the learner, assistance would be given (Weeks, 2003:151).A learner with myopia (nearsightedness) or cataracts:The learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner check his / her own work.A magnifying glass will be kept on my table which may be useful to the learner if the print in textbooks is too small. Also when using duplicated copies, the print would be large, dark and visible.With regard to his / her notebook – instead of using ordinary A-4 books, a blank book could be used by drawing horizontal parallel lines with a black koki – this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness):The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, con crete apparatus would always be kept for their usage.As for a learner suffering from albinism, their eyes are sensitive to light, therefore:The learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to regulate the amount of light coming into the classroom.Due to a lack of pigmentation that protects the skin, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicinal creams for the skin. Textbooks can be recorded on tape for the learner. Also doors should be kept either opened or closed because open doors can be a potential hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to prevent the learner from stumbling over stray objects (Weeks, 2003:152). 2. 3. Cerebral palsy For a learner with cerebral palsy I would support the learner by (Weeks, 2003:180):First, viewing the classroom as if I were going to have to navigate it in a wheelchair or walker. Make sure the classroom is set up to provide accessible resources for someone in a wheelchair or with a limited range of movement.See that the learner is comfortable with his / her orthopaedic aids.Take time to introduce and explain these aids to other learner’s.Build the learner’s self-esteem at every possible opportunity.Try to have a way to secure paper or moveable objects to the workspace so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner might benefit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and tea ch the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to seizure.Insure the time allocation for taking tests and completing tasks is compatible with the cerebral palsy learner’s abilities or it could be orally.I would allow lessons and discussions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaboration will encourage active listening and communication skills.Learners in the class would take turns to carry the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure Ease the learner gently to the floor, clearing the area of hazards and without preventing movements. Then I would place something flat and soft (like a folded jacket or a pillow that will be kept in the class) under the learner’s head. The learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and neither hold the tongue, nor would I put anything in the learner’s mouth. If the learner is known to have epilepsy, I would follow the parent’s instructions (a written and signed copy of instructions). When jerking movements stop, the learner will be allowed to rest. When full consciousness has returned to the learner, he/she would rest under supervision. If a seizure lasts for longer than 10 minutes or if another starts right after the first, I would call for emergency services. The parents of the child will be notified of every seizure the child has during school hours. If the learner has no history of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003: 189-190; Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be trained to help the epileptic learner during a seizure; however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs. The rest of the class would clear and create space. QUESTION 4 4. 1. ECD Phase At any school one can witness a variety of different behaviours. Behaviour patterns are acceptable if they elicit the approval of adults and peers. However, a class can include learners who:Show aggressive behaviour and react aggressively towards others.Have a display of bullying, threatening, or intimidating behaviour.They physically abuse others.Deliberately destroy other's property.Show little empathy and concern for the feelings, wishes, and well-being of others. Show callous behaviour towards others and lack of feelings of guilt or remorse.They may readily inform on their companions and tend to blame others for their own misdeeds. The above behaviours become apparent and should be taken in a serious light when:They occur to a serious extent and over a period of time.The symptoms appear to worsen.They occur in conjunction with social aggression.They negatively impact the learner’s academic development. Furthermore, behaviour problems are unaccept able when they prevent:Other learners from participating in class activities. The teacher from managing class activities effectively. If I have a learner with the above behaviour in my class the following steps (Essa, 1995:22, cited in Weeks, 2003: 237) will be taken to support and assist the learner:Investigate the causes of the problem behaviour.Problem behaviour can stem from non-variable external factors (Essa, 1995:22, Weeks, 2003: 237) such as chronic illness, food or environmental allergies, or the child’s diet. As a result the child may feel a bit irritated, function on a generally lower level or experience a lower level of tolerance. These problems may not be removed but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her.Positive reinforcement is one of the most important techniques and is used in conjunction with others to change unacceptable behaviour or encourage positive behaviour. I would show the learner approval by either smiling, hugging or saying something positive. This would be repeated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy.   It is very useful when learners try to secure the attention of adults through their irritating or unacceptable behaviour. But when the child acts in a positive manner then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned beforehand only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an isolated area and explained why he / she has been removed and then be left there without looking or talking again to the child. The rest o0f the class will be told that he / she needed a time-out. Only after a certain amount of time (when I feel it’s time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If th e Learner is overwhelmed by the classroom activity and is over sensitive to stimulation will be allowed to move to quiet corner for a while until they feel calmer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am aware of what leads to the problem behaviour and if I’m a keen observer. This method is effective for younger learners who do not have self-control and who do not yet have the ability to express themselves.Redirection can be used for a two year old by directing the child’s attention away from something and by giving him / her a toy to play with.Two year olds do not possess the social skills of sharing things; therefore the child will gradually learn these skills with my help. If it was an older learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels embarra ssed about an outburst. I would therefore find a quiet, calm place and discuss the situation and work with the child to find a workable solution.If I feel a learner’s problem behaviour is a result of need for attention, I would use the special time strategy.   I will set a special time which I can spend alone time with the child. Probably every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart.   Successful positive behaviour is reinforced in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention Deficit Hyperactivity Disorder (ADHD). Hyperactivity is actually a surplus of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite disturbing and irritating for both the other learners and the teacher as well. Distractibility is also known as ‘sensory hyperactivity’, refers to children that are continually moving around, on the go in terms of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are unable to concentrate on one particular thing for a long time. They are unable to control their attention, because any slight sound or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often misunderstanding when spoken to, cannot wait their turn during tasks, act impulsively and therefore come across as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to handle them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make. It is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. :- Recognising the symptoms and identifying the learners strong and weak points:-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther people’s reactions Understanding the learner’s world:-Learn to understand the learner’s behaviourKeeping the learner’s level of development in mind Discussing problems with the learnerVerbalising the learner’s unexpressed feelingsCommunicating more than wordsAnticipating problems rather than waiting for themDistinguishing between the learner and the learner’s behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with safer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from punishment because it shapes, corrects and reinforces behaviour. (Weeks, 2003: 239-246) Who is going to be tasked with integrating music & math? Who's going to be responsible, in any school, for joining the arts w/other subjects? IME, most elementary classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school *mumble mumble* years ago. As an elementary general music sub a few years ago, I pretty much had to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didn't really understand, musically, the meter of the poems; even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/rhythm characteristic of limericks. I find it hard to imagine that they'd be the best folks to use rhythmic or metric subdivisions to teach fractions. So will this task fall then to the music teachers? Elementary music teachers in MCPS already have their own music curricula to deliver, even wi thin the â€Å"intrinsic barriers to learning† approach of Curriculum 2.0 – and they see the kids once per week, assuming no field trips/assemblies/standardized testing/snow days/holidays, AND they have to spend time assessing what they're teaching already because â€Å"Data-Driven.† When could they possibly find time to do this in addition to what they're already tasked with doing (which is theoretically to get kids to a basic level of music proficiency in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be concentrated staff development to get classroom teachers to a level of musical proficiency that will enable them to add one more thing to their curricula?

Description of Johnny Got a Gun

Description of Johnny Got a Gun Johnny Got a gun is a captivating anti-war book which is politically motivated and takes the role of educating the society on the adverse effects of war on human beings and the whole society. The book written by a U.S citizen, Dalton Trumbo in 1937 and was published by J.B Lippincott company on January 1st, 1939.Advertising We will write a custom book review sample on Description of Johnny Got a Gun specifically for you for only $16.05 $11/page Learn More It is a hardcover book with a print media format and it is available in both hardcover and paperback book covers. The 309 page book was then filmed and produced in 1971. Dalton Trumbo was born in 1905 in Montrose, Colorado. He was the son to Maud and Orus Bonham Trumbo. Not much is said about Trumbo but his book Johnny Got a Gun is set from practical life experiences that feces the society at the time of his childhood. In the anticipation for the world war I, the Americans foresaw its coming and some could see the devastating state that came with wars. In an attempt to evade it, the citizens elect President Woodrow Wilson hoping that he could help protect America from participating the World War I (Center of Military, 1919). Just as any other president would have done, Woodrow supported the war without thinking of its repercussions. From the story, Joe accuses the Government leaders of false claims of propelling their countries to greater economic democracy or security without knowledge on how wars are injurious. In this book, Trumbo unfolds the painful story on the effects of the World War I. It garnered the National Book Awards in 1940 as the best American bookseller. The book resurfaces as one of a kind book which scripted as a leading protest novel after the Vietnam War. It is drafted using Joe Bonham portrayed as a helpless using a maimed soldier who looses both his hands, legs and the head is defaced (Trumbo, 2010, p. 100). Thought then begin flowing through his mind as he quest ions why he had to survive in such a state. He is determined to reestablish his contact with the outside world to be an evidence of effects of war and to talk to the leader about the value of peaceful coexistence and value for human life. Description of Storm of Steel Storm of Steel is a book authored by a German Ernst Junger and it is the best newspaper journals he made during his time as a soldier in the World War I. It is a memoir is great astonishing savagery of power and ashen lyricism that reveals the horrors and fascinations of the World Wars (Sheehan, 1989, p.32). Storms of Steel sets off with the deployment of Junger into the battle field in 1915 and ends when he sustains severe injuries in 1918 and this also marks the end of his career as a soldier.Advertising Looking for book review on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Prior to being first published in 1920, Storms of Steel was revise d several times before the actual date of its publication. The book is less personal and devoid of Junger’s personal life but it spans a series of experiences written in a chronological order, in an unattached, unemotional and with a repetitive style. Compared to other books motivated by the world war, the book takes a different look at war and Junger appears to be glorifying the war. He then excuses this as a novel of praise and for heroic masculinity. Ernst Junger was born in 1895 in Heidelberg, Germany but was then moved to Hanover where he was raised. In 1914, he volunteered into the army and was deployed in France for the war in 1915. He was a brave fighter among the major battles he fought. By 1918, he was incorporated into a stronger storm trooper army which was a new type of army meant to infiltrate into the enemies hiding zones. By the end of the war, Junger was promoted to lieutenant and received many major medals at the age of 23 years. He was shot by a bullet and was badly injured on the chest in 1918 and this marked the end of his career just some months before the end of the war. The book produced was fashioned by the penguin classics producers with 320 pages available in both hardcover and paperback cover. It is categorized as a military and European history during the First World War (Ellis, 2007, p.65). Analyzing the books as history (Book review) In our preview of the two books we begin with the critical analysis of the Storm of Steel where Junger, a Germany author and veteran bases his story on a journal entry he wrote during his time as a soldier in the German army. Originally his work is structured and based on descriptive essay or novel which employs repetition as a style. From the readers point of view we observe that the author is more into describing historical events of which he is part. This makes the novel repetitive as the same activities such as attacks and counter attacks keep reoccurring over and over again. Junger uses f irst person narration of the story where he creates a practical story about his experience during the two World Wars. The novel features no main characters, Junger takes the centre stage in explaining events of his time. The book therefore retains much of its form and originality as a journal article and not as a book because it features realistic and chronological events devoid of symbolism, imagery, sarcasm or irony which are common styles used in the scripting of novels and other pieces of literature to make them captivating.Advertising We will write a custom book review sample on Description of Johnny Got a Gun specifically for you for only $16.05 $11/page Learn More It is in the Storm of Steel that the author uses realistic and straightforward style to give account of his story where he preserves his values as a literary figure. He further detaches himself from the story he narrates by not giving opinioned view of events presenting them as blunt points awaiting the reader’s interpretation. We all see that the book is written at a time of war but it is expressed with a lot of simplicity by Junger’s description of pertinent events as a period of political romanticism marked with a pessimistic view of history. Junger further describes the deterioration of the human conditions caused by the war as the measure of a countries muscle power. As it is clearly illustrated we find this piece of literature so unique with many unexpected twists and turns in events. After the preview of the Storm of Steel, we contrast it with Trumbo’s got a gun basing our arguments on the styles used, the themes and the chronology of events during the times of war. Being that the two books have the same political set up and terror filled background, we get the style used by Trumbo to be very contrasting with Junger’s. Johnny Got a Gun is an anti–war novel expressing events of oppression and protests against the organization a nd involvement of countries in the modern warfare. The author reveals the emergence of an upper class in society who entices the poor into war while they seize the opportunity to amass wealth. He describes the moneyed class as being mindful of themselves and ignoring those who go out to fight for what they call democracy. Comparison of two books The two books are a clear contrast of each other. Looking at their theme exposition, the style and the number of characters the books are different. Trumbo brings to light the unequal bargains brought about by the World Wars and wishes that the world should remain a better place after every one and this is only possible when peace is given priority. The author conveys Joe as a maimed soldier willing to be taken around the world as an evidence of the bad effects of war on human. On the contrast Junger does not lay emphasis on the adverse effects of modern war on human live. He shows contention for everything that life offers and has no time f or complain. The two books also employ different use of characterization. Johnny Got a Gun uses many characters to represent the many view and opinions that are faced in real life while the horrible experiences and consequences of the modern war are symbolized by Joe deformed and amputated body. On the contrast, the Storm of Steel which has the author taking the role of the main character to unveil the story while completely detaching it from emotions and criticism of the effects of modern war.Advertising Looking for book review on comparative literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Looking at the two books from their performance on the market, Johnny Got the Gun has won awards for instance the American Bestsellers Awards while the Storm of Steel only exposed Junger into the limelight as a good writer. Trumbo was naturally a writer and took to writing as a way of earning a living while Junger is a German soldier who ventures into writing of journals one of which he modifies to become a novel. References Center of Military. (1919). History of the United States Army in the World War. U.S. Army: Washington, D.C. Ellis, E. (2007). Prentice Hall world history. Toronto: Prentice Hall publishers. Sheehan, J. (1989). German history. Clarendon: Oxford publisher. Trumbo, D. (2010). Komma: after Dalton Trumbos Johnny got his gun. Illinois: Fillip Editions publishers.

My Brother Sam Is Dead Paper Essay Example

My Brother Sam Is Dead Paper Essay Example My Brother Sam Is Dead Paper Essay My Brother Sam Is Dead Paper Essay Essay Topic: O Brother Where Meinsen 1 Sydney Meinsen Mrs. Roush English 8, Period 6 6 November 2013 The Wrong Choice Either you live up to your principles or you dont and maybe you have to take a chance on getting killed (34-35). Staying in the army or leaving ones post was one of the many hard decisions soldiers had to make in the army. We see this decision take place in the historical fiction novel My Brother Sam Is Dead, written by James Lincoln Collier and Christopher Collier. To begin with, Sam, Tim Meekers brother and mentor, decides to fght as a Patriot in the Revolutionary War. Sams decision causes a huge ilemma in the Meeker household because the family is Loyalists. Loyalists were the people who stayed loyal to the British king, whereas the Patriots wanted to break away from the King. Several months after Father got kidnapped by cowboys, Tim and his mother find out Father has been killed. Around the same time, Sams enlistment term starts coming to an end, which means he has to decide whether or not to do another term. After many arguments with his mother, Sam decides to re-enlist in the war. In the end, due to historical accounts and the novel, Sam should have quit once is term was over because the troops experienced horrible conditions and he had many possibilities of dying. First off, Sam should not re-enlist because the troops experienced horrible conditions. In fact, in the Diary of Dr. Albigence Waldo, he writes in his log dated December 14, 1777, Poor food- hard lodging- Cold Weather- fatigue- Nasty Cloathes- nasty Cookery- Vomit half my Meinsen 2 time- smoakd out of my senses Waldos point is that everything in the camp is horrendous. By highlighting this point, Dr. Albiegence gives a realistic image of how camp would have been, giving the reader a reason to believe that Sam should not ave re-enlisted. In addition, Sam shows the dreadful conditions of camp when he exclaims in a letter, He was living a hard life very short rations, eating Just hardtack and water didnt have proper clothing (87). In making this comment, Sam urges the reader to understand the conditi ons and pain he was put through. By suggesting that Sam is living off of and eating almost nothing, the reader sees that because of short supply and nasty conditions, the troops are pretty much killing themselves by staying in the war. In the long run, the horrific war conditions are not worth it for Sam o reenlist. Furthermore, Sam should not re-enlist because he could die. For example, in the chart The Numbers: Deaths and Illness, it shows, That between 16,000 soldiers that were at Valley Forge between December 1777 and February 1778, approximately 6,887 fell ill and between 1,800 and 2,500 of them died. To put it another way, seven out of every sixteen soldiers became sick and three out of every sixteen soldiers died. Since the chart clearly proves how many peoples health were endangered In war, tne reader can see tnat IT Sam went DacK to war tnere were nlgn hances his health could be seriously affected. Also, another example of how war caused death, is when Sam tells Tim, l had a friend bayoneted, and it took hi m six hours to die, screaming all the while I saw a captain I loved blown in half by a cannon ball (173). Basically, Sam is saying that many people, including his friends, have been killed during the war. Explaining that Sam has seen many men killed helps the reader understand that one could not Just die by illness, but that one can easily be killed in battles. In short, the many examples of killing and death give Sam one ore reason to not re-enlist. Meinsen 3 Although there are many obvious reasons Sam should not re-enlist, some people still think Sam should because the Continental Army needed help. As a matter of fact, they might say they needed help because, as written in The Sunshine Solider: Thomas Paine, The summer solider and the sunshine patriot will, in this crisis, shrink from the service of their country Saying that the people who only stay when times are good allows the reader to understand that a lot of the soldiers are scared of bad times, or when the British are at their strength. Paines essay alludes to the fact that the Continental Army is scared of the British Army, suggesting that the British have a really powerful army. In all honesty, the British Army was a lot stronger and was more likely going to beat the Americans in the end, so helping the Rebels would have little to no effect on winning the war. As an illustration, when Father tells his family, The Rebels are damn fools, how can they expect to beat the whole British army? They can win these little skirmishes in the woods, but as soon as the British catch them in pitched battle theyll be done for (6465). Father gives the idea that the Rebels will lose in the long run. In other words, Father believes that the Rebels dont stand a chance because the British army is a whole lot stronger than the American army. In any case, no matter what someone says, Sam has no good reason to go re-enlist himself into the army because he will not make much of a difference in whether the Americans win or lose the war. Therefore, based on both the camp conditions and the possibility of dying, it is clear that Sam should not have re-enlisted. By the end of the story, Sam is killed by his own side. He was charged with cattle theft, even though it was his own familys cows he was trying to save. After being heard in court, Sam is sentenced to death. Tim goes and watches his brother get shot to death. As the war ends, Sam looks back and sees how many consequences the war had on his family. From real conflict that Sam faces, which current members of the military face, the reader Meinsen 4 learns that you should always do what is right for you, even if it is not the best decision for others. In any case, Life, Sam and Tims father, was right, In war the dead pay the debts of the living (211).

Belgium Overview and Geography

Belgium Overview and Geography Population: 10.5 million (July 2009 estimate)Capital: BrusselsArea: Approximately 11,780 square miles (30,528 sq km)Borders: France, Luxembourg, Germany and the NetherlandsCoastline: About 40 miles (60 km) on the North Sea Belgium is an important country to both Europe and the rest of the world as its capital, Brussels, is the headquarters the North Atlantic Treaty Organization (NATO) and of the European Commission and the Council of the European Union. In addition, that city is the home of many worldwide banking and insurance firms, leading some to call Brussels the unofficial capital of Europe. History of Belgium Like many of the worlds countries, Belgium has a long history. Its name is derived from the Belgae, a Celtic tribe that lived in the area in the first century B.C.E. Also, during the first century, the Romans invaded the area and Belgium was controlled as a Roman province for nearly 300 years. Around 300 C.E., Romes power began to diminish when Germanic tribes were pushed into the area and eventually the Franks, a German group, took control of the country. After the arrival of the Germans, the northern part of Belgium became a German-speaking area, while the people in the south remained Roman and spoke Latin. Soon after, Belgium became controlled by the Dukes of Burgundy and was eventually taken over by the Hapsburgs. Belgium was then later occupied by Spain from 1519 to 1713 and Austria from 1713 to 1794. In 1795, however, Belgium was annexed by Napoleonic France after the French Revolution. Shortly thereafter, Napoleons army was beaten during the Battle of Waterloo near Brussels and Belgium became a part of the Netherlands in 1815. It was then not until 1830 that Belgium won its independence from the Dutch. In that year, there was an uprising by the Belgian people and in 1831, a constitutional monarchy was established and a monarch from the House of Saxe-Coburg Gotha in Germany was invited to run the country. Throughout the decades following its independence, Belgium was invaded several times by Germany. In 1944 though, British, Canadian and America armies formally liberated Belgium. Languages of Belgium Because Belgium was controlled by different foreign powers for centuries, the country is very diverse linguistically. Its official languages are French, Dutch and German but its population is divided into two distinct groups. The Flemings, the larger of the two, live in the north and speak Flemish- a language closely related to Dutch. The second group lives in the south and consists of the Walloons who speak French. In addition, there is a German community near the city of Lià ¨ge and Brussels is officially bilingual. These different languages are important to Belgium because concerns over losing linguistic power has caused the government to divide the country into different regions, each of which has control over its cultural, linguistic and educational matters. Belgiums Government Today, Belgiums government is run as a parliamentary democracy with a constitutional monarch. It has two branches of government. The first is the executive branch which consists of the King, who serves as the head of state; the Prime Minister, who is the head of government; and the Council of Ministers which represents the decision-making cabinet. The second branch is the legislative branch which is a bicameral parliament made up of the Senate and the House of Representatives. The major political parties in Belgium are the Christian Democratic, the Liberal Party, the Socialist Party, the Green Party and Vlaams Belang. Voting age in the country is 18. Because of its focus on regions and local communities, Belgium has several political subdivisions, each of which have a varied amount of political power. These include ten different provinces, three regions, three communities and 589 municipalities. Industry and Land Use of Belgium Like many other European countries, Belgiums economy consists mainly of the service sector but industry and agriculture are also significant. The northern area is considered the most fertile and much of the land there is used for livestock, although some of the land is used for agriculture. The main crops in Belgium are sugar beets, potatoes, wheat and barley. In addition, Belgium is a heavily industrialized country and coal mining was once important in southern areas. Today, though, almost all of the industrial centers are in the north. Antwerp, one of the largest cities in the country, is the center of petroleum refining, plastics, petrochemicals and the manufacturing of heavy machinery. It is also famous for being one of the worlds largest diamond trading centers. Geography and Climate of Belgium The lowest point in Belgium is sea level at the North Sea and its highest point is Signal de Botrange at 2,277 feet (694 m). The rest of the country features a relatively flat topography consisting of coastal plains in the northwest and gently rolling hills throughout the countrys central portion. The southeast, however, does have a mountainous region in its Ardennes Forest area. The climate of Belgium is considered maritime temperate with mild winters and cool summers. The average summer temperature is 77ËšF (25ËšC) while winters average around 45ËšF (7ËšC). Belgium can also be rainy, cloudy and humid. A Few More Facts About Belgium Belgium has a literacy rate of 99%The life expectancy is 78.685% of Belgians live in towns and citiesNearly 80% of the population of Belgium is Roman Catholic but there are several other religions in the country, all of which receive government subsidies. To read more about Belgium visit The US Department of State profile and the EUs profile of the country. References Central Intelligence Agency. (2010, April 21). CIA - The World Factbook Belgium. Retrieved from: https://www.cia.gov/library/publications/the-world-factbook/geos/be.html Infoplease.com. (n.d.) Belgium: History, Geography, Government, and Culture. Retrieved from: infoplease.com/ipa/A0107329.html United States Department of State. (2009, October). Belgium (10/09). Retrieved from: state.gov/r/pa/ei/bgn/2874.htm

A critical response to the Marketing Myopia article Assignment

A critical response to the Marketing Myopia article - Assignment Example According to Levitt, business can only succeed when the business management concentrates on satisfying customer’s needs as opposed to selling produce. Notably, customers are the backbone of any business if they do not buy the products the business can never grow (Levitt, 2004). Therefore, fulfilling the needs of customers translate to intense buying and selling products. Additionally, customers often feel comfortable to buying or engage in business with institutions that fulfill their business needs. Therefore, Theodore Levitt’s article â€Å"Marketing Myopia† is a platform that provides the management of businesses with understanding why and how to improve the productivity of businesses and the real needs of customers towards this growth. Levitt is advising the marketers to focus further on the market that shall modify products and companies instead of focusing on their own companies. Modifying products ensures that these products increase value thereby catering for the changing demands of customers and the business community. According to Levitt, first priority should be directed to the market, which is the customer. To emphasize on his new marketing myopia, Levitt uses numerous business institution (Levitt, 2004). For example, Levitt  focuses on the business productivity on Hollywood and in the same concern he possess a question â€Å"if Hollywood was into television rather than movies, wouldn’t it have profited more?† The ideals presented or posted by this question are actually true. Most of the Hollywood crowd usually concentrated in making movies than in money. In the real sense, there is much money in the television than in movie making. Through this question, Levitt is challenging business to check and if possible to change their strategies. Notably, if Hollywood could have thought of the television market, it would have made more money that what they currently make (Levitt, 2004). With Hollywood and Sony among other television channels, Levitt introduces new marketing idea termed as the marketing myopia theory. The myopia marketing theory concentrates on marketing strategies where companies are not only needed to be product oriented and technically sound, but the theory also needs companies to focus on the customers. Different companies deal on different customer products; therefore, different companies have different customer needs (Levitt, 2004). Thus, according to the myopia marketing theory, Levitt advocates for companies to identify these different customer needs so that they can be brought into effect towards marinating the customer interest. Adoption of marketing myopia theory may have numerous implications to organizations. From the projected effects of the myopia theory, the theory can be applied to both marketing and advertisement to determine whether a business is catering for the market adequately, or there are adjustments to be made (Levitt, 2004). The adjustments that may be proj ected by numerous businesses must; thus, aim at catering for large market since Levitt is more concern in businesses making more profit than they currently make. Moreover, the myopia theory needs businesses to identify effective advertising strategies. In this concern, according to the theory, identifying new markets is not the entire solution to the entire process, after the identifying the market, it is vital of management to work out ways to reach and have effects to this newly identified market (Levitt, 2004). It is only through effective marketing strategies that the identified markets can effectively deliver. However, it may be a problem for organizations to

The impact of online selling on small businesses Essay

The impact of online selling on small businesses - Essay Example This essay outlines the benefits and the costs from online retailing for small businesses that use online retailing and for those that do not use online retailing. It also outlines how online retailing would affect the financial management of an existing small business that chooses to move into online retailing. The benefits and costs from online retailing for small businesses that use online retailing Online retailing presents various benefits to small businesses that use it to offer their products and services. In online retailing, the cost of business operations is lower as compared to operating through physical stores. Dale (2010) explains that in online retailing, all only one retail facility is required for sales, shipment and customer services. This reduces the cost of running many retail stores. This mode of business operation involves inbound shipping of products to one location and this makes the cost of shipping lower compared to making shipments to many retail locations. In online retailing, it is easy to control the costs of staff. An example of this is that phone and e-mail support specialists handle all requests from customers. This eliminates the need for sales persons to be stationed at individual retail locations of a business. Online retailing leads to a reduction of time costs because all decision-making personnel are located in one place leading to a quick dissemination of new directives. Lesonsky (2009) states that online retailing leads to improved sales. This is because all the products of a company are housed in one place hence customers benefit from enhanced employee knowledge and stock selection. Improved sales also result from owning an open store that operates all days and all hours of the week. Unlike physical stores who need to attract customers through appealing merchandise displays and securing a prime location, online retailers just require the website. Nissanoff (2006) explains that this is their only interaction point with th eir customers and this helps to eliminate high rent rates charged at prime locations. Owning a physical retail entity is expensive compared to owning an online storefront that is backed by a warehouse that is well-organised for inventory purposes. This is also to say that online retailing presents lower capital requirements for start-ups. It is the desire of every business to gain a competitive advantage over its competitors and online retailing offers this chance. According to Kumar et al (2004), online retailing allows small businesses to capitalize on the differences between them and brick-and-mortar stores by developing efficient business operations that support online storefronts that are user-friendly. This creates a unique opportunity for success to e-retailers. Online retailing also makes it easy to achieve repeated business with customers because online business requires customers to fill in their names, contacts and address in order to purchase products. This creates chanc es for customer follow-ups and timely notification on new products, discounts, offers and promotions. In addition to the above, online retailing creates a chance for expanding the operations of small businesses into the global market. Despite the above benefits, there are some costs from online retailing for small businesses that use it. Unlike retailers with physical stores,

Education MIS in the East African Countries - Case of Tanzania Dissertation

Education MIS in the East African Countries - Case of Tanzania - Dissertation Example EDUCATION MIS IN EAST AFRICAN COUNTRIES – CASE OF TANZANIA Name: Institution: Course: Tutor: Date: TABLE OF CONTENTS EXECUTIVE SUMMARY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 CHAPTER 1 – INTRODUCTION†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.6 1.1. ... †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..44 REFERENCE LIST†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦...45 EXECUTIVE SUMMARY The education sector of Tanzania has historically faced a number of challenges, including the lack of basic infrastructure like electricity at local schools, but also the in-availability of national funding. The creation of the MIS model will serve the purposes of empowering decision makers and the creation of capacity to deliver better education services across the sector. In the area of requirements analysis, the creation of the specification for the MIS model was executed through incorporation of national and international standards of education, regarding the needs of the users of the Tanzanian education sector. Communication with the users w as executed through interviews, as this model offered unbiased information on the viewpoints of the user population. Feedback surveys were also helpful towards reaching the desired information base, as collected from social networking and other ICT-related data sites. Areas of constraints included the vague knowledge of the specifications desired by the user population, the unreasonable timelines of the end-users, and the communication gap between implementation teams and the end-user population. The rationales for the choices made were based on rationale capture and rationale representation, which were verified using argument-based choices. The software requirements specification was designed to emphasize on and foster the usage of management information systems throughout the creation, processing and consumption of information. Performance indicators revolved around the service delivery of service personnel to the documentation of students, and offering a

Final research Paper Example | Topics and Well Written Essays - 500 words

Final - Research Paper Example This is because the racist view of the white people was that freedom would radically alter the minds of the blacks. They therefore sought means and ways to eradicate them through conducting round ups and vandalizing the black neighborhoods with an aim to demonize the blacks and consequently raise funds to ship them back to Africa. The whites believed that the blacks had an innate inferiority and thus their impoverished condition and thus their concerted efforts to eliminate their presence.an example is Robert Carter III sent his sons to be educated in the Baptist College so that they could not be influenced by his five hundred slaves. The blacks therefore had a hard time trying to succeed in various aspects like their political ambitions and social economic situation. This is because of barriers put in place by the whites which degraded the free black people. They believed that the moral rectitude of the slaves was wanting. They therefore regarded the black people as strangers whose presence was unexpected and unaccounted for as they had no citizenship. The blacks on their side, sought to fight the racists beliefs and perceptions by seeking to strengthen their pride through the emphasis of the African distinctiveness. The negative interpretations of slavery among the whites made them to sideline the blacks in sectors like politics, social and economic development. The blacks played no role in crucial roles in the society and this led to the Civil war. This gained them some mileage and they began to have a small influence in the decision making process of the Country. Despite these advancements racism was still evident as the whites still believed in the discrimination and insubordination of the black people (Blackmon 156). Most historic writers like Joanne Pope Melish had the view that racists perceptions though they facilitated the enslavement of the black people, they did not solidify into ideas of permanent

Cross-Cultural Ministry's assingment Assignment

Cross-Cultural Ministry's assingment - Assignment Example According to Bob Lupton, a charity to the needy often turns to be toxic when such charity leads to bad social economic habits to the hurt. In most cases, the persons targeted for charity work are fully-fledged people who function well and can do entirely what they are being done to them or provided for by these charity individuals and organizations. Therefore, according Bob Lupton, charities makes these persons highly dependent on charity individual and organizations thereby becoming irresponsible as well as making them lazy. 2. What did Bob Lupton and Bart and Melissa Dodson observe in the people they witnessed being helped that prompted them to decide to adopt radically different practices in the way they tried to make a difference for God in people’s lives thereafter? According Bob Lupton, Bart, and Melissa Dodson, the persons who are helped by charity organization and individuals to be lazy and only form tendency of waiting or seeking help from these charities instead of using their energy to help themselves. Moreover, the over dependence of these people often make them lazy since they believe that everything is to be done for them. For instance, they stated that there are needs to offer charity work to cleaning an estate or a community yet the persons living in the capacity have all it takes to do the same activities offered to them by these charities. 3. It seems pretty obvious that, after a natural disaster such as a hurricane, a tornado, massive flooding, or an earthquake, the victims are so traumatized and deprived of necessities that they need immediate help. How can authors such as Bob Lupton, Steve Corbett, and Brian Fikkert possibly be critical of individuals or faith-based relief agencies that take action to alleviate acute suffering under such circumstances? Despite Bob Lupton, Steve Corbett, and Brian Fikkert regarding charity works to the society to

Muslim World Essay Example | Topics and Well Written Essays - 2000 words

Muslim World - Essay Example In a religious sense, the term Muslim world refers to the whole people who follow the teachings of Islam. From a modern geopolitical perspective, this term is used collectively to refer to Muslim-majority countries and regions. During the period of Rashidun and Umayyads, the Caliphate grew quickly and the Muslim power expanded beyond the Arabian Peninsula. Although the Islamic dominance on political issues has notably increased over the last century, intrusion of Western powers into Islamic regions and other international conflicts reduced the influence of Islam in the contemporary history. During the period between the early 15th and early 20th centuries, the history of the Muslim world is characterized with particular events, processes, and encounters. This paper will discuss some major events in the history of the Muslim world such as Sunni reform movement, fall of Granada, and the fall of Constantinople. Sunni Reform Movement Deobandi Movement, a popular Sunni reform movement is one of the major events that rewrote the entire history of the Muslim world. As Sankar and Mandal describe, the movement began in India as a reaction to the British colonial rule, and spread to the neighboring countries like Afghanistan, Bangladesh, Pakistan, etc. which later came to be the hub of this movement (62). Very recently its waves have reached South Africa and the United Kingdom. The term Deobandi derived from Deoband, the place where Darul Uloom Deoband, a Sufi School started in the year 1866 is situated. However after the partition of Pakistan and Bangladesh from India, India lost its prominence and Pakistan and Afghanistan became prominent promoters of this movement. The overwhelming prominence of Deobandi movement in Pakistan and Afghanistan soon made its spread to the other parts of the world. History Sunni reform movement is believed to have its origin in Asian countries like Afghanistan, Bangladesh, India and Pakistan. However some say that the movement was first or iginated in India as a reaction to the British colonialists. Those who say that this movement is originated in India point that the Sufi school Darul Uloom Deoband, from which the term ‘Deobandi’ is derived, is situated in India. Nadwatul-Ulama Lucknow and Darul Uloom Karachi are two notable Hanafi seminaries of Deobandi Schools. However, the historians and Muslim scholars say that the movement was present in other neighboring countries of India at the same time. In this context it has to be noted that the founding fathers of Debandi Movement were very much influenced by the Wahabi Movement that was present in Saudi Arabia. The only difference between the Wahabis and the Deobandis is visible in their approach to Ashri and Maturidi creeds. While the latter ascribe to both the creeds, the former adhere only to the literal meaning of both the creeds. Currently the movement is spread across the world including South Africa and the United Kingdom. Though it reached these cou ntries very recently, it has become very strong in these countries. Consider how it is growing in the UK. At present, over 600 of the total 1500 mosques here are under the control of Muslim scholars who favor Deobandi Teachings. Adding further, around 17 Islam seminaries; there are total 26 Islam seminaries in the UK, are following the same teaching. It means that more than 80 percent of the total domestically trained Ulema or Muslim scholars are trained to follow Deobandi doctrines. Spreading of Sunni movement Currently Sunni movement is present in many countries and continents including the United Kingdom, South Africa and Asia, the continent where it actually originated. Now it has become

Cross-Cultural Ministry's assingment Assignment

Cross-Cultural Ministry's assingment - Assignment Example According to Bob Lupton, a charity to the needy often turns to be toxic when such charity leads to bad social economic habits to the hurt. In most cases, the persons targeted for charity work are fully-fledged people who function well and can do entirely what they are being done to them or provided for by these charity individuals and organizations. Therefore, according Bob Lupton, charities makes these persons highly dependent on charity individual and organizations thereby becoming irresponsible as well as making them lazy. 2. What did Bob Lupton and Bart and Melissa Dodson observe in the people they witnessed being helped that prompted them to decide to adopt radically different practices in the way they tried to make a difference for God in people’s lives thereafter? According Bob Lupton, Bart, and Melissa Dodson, the persons who are helped by charity organization and individuals to be lazy and only form tendency of waiting or seeking help from these charities instead of using their energy to help themselves. Moreover, the over dependence of these people often make them lazy since they believe that everything is to be done for them. For instance, they stated that there are needs to offer charity work to cleaning an estate or a community yet the persons living in the capacity have all it takes to do the same activities offered to them by these charities. 3. It seems pretty obvious that, after a natural disaster such as a hurricane, a tornado, massive flooding, or an earthquake, the victims are so traumatized and deprived of necessities that they need immediate help. How can authors such as Bob Lupton, Steve Corbett, and Brian Fikkert possibly be critical of individuals or faith-based relief agencies that take action to alleviate acute suffering under such circumstances? Despite Bob Lupton, Steve Corbett, and Brian Fikkert regarding charity works to the society to

Describe a paint Essay Example | Topics and Well Written Essays - 250 words

Describe a paint - Essay Example ‘The Rock’ was completed in 1948 by Blume which is approximately 3 years from WWII. The war had a far reaching influence on people. The devastations, bombings and violations during the war and the atomic bombing of Hiroshima and Nagasaki were tremendously offensive for the people. The effects of the war remained on people’s mind for a long period, even when they came across to ‘the rock’ in 1950. The title gave a view to the people that human beings are persistent on living in the world even after the devastating effects of atomic bombings and extreme violence that they faced. It also implied the Earth’s continued existence even after the cruel and brutal acts of the human beings. The human beings are portrayed to be struggling despite of the devastations and conditions around them. This work clearly condemns the negative use of technology. The painting shows destruction and construction at the same time. The destroyed building implies the effe cts of the war which led to destruction of many house and even countries. The men and women struggling to reconstruct or mitigate the losses give a new hope to the people. The smoke moving towards the building which is not constructed yet also guides towards the hope of reconstruction after destruction, however, with some effects to continue with it.

Influence Of Positivism Interpretivism And Realism Approaches Psychology Essay

Influence Of Positivism Interpretivism And Realism Approaches Psychology Essay All sociological research designs and methods make certain assumptions about the nature of the social world and how knowledge is generated. One of the ways that research can be evaluated and improved is to make these assumptions more explicit (Hibberd, 2005). Positivism, interpretivism and realism give different answers to the nature of scientific knowledge and whether or not it is applicable to societies. Many scholars argue that a great deal of sociological research contains elements of all three (Suppe, 1984; Bickhard, 1992; Hibberd, 2010). To a far extent these arguments have influenced the methodological division of social research. It is claimed that, the quantitative methods have their intellectual underpinning in the positivist and realist paradigms, while the qualitative methods/techniques have their intellectual underpinning in interpretativist, constructivist, and naturalist paradigms (Hanzel, 2010). However, despite these ongoing arguments between the methodological traditions of qualitative and quantitative research (Gage, 1989); combined methods represent a fast developing field of social science methodology. As all methods have specific margins and particular strengths, many discussants propose that qualitative and quantitative methods should be combined in order to compensate for their mutual weaknesses (Tashakkori Teddlie, 2003). Moreover, it is claimed that this movement scripts the beginning of a new era in social research indicated by a tendency to combine quantitative and qualitative methods pragmatically unencumbered by old debates (Johnson Turner, 2003). Therefore it is emphasized that the uses of a mixed-method design provides an important tool in overcoming the limitations of both qualitative and quantitative mono-method research. This essay deals with social theories that influence qualitative and qualitative research methods employed in social sciences as either in principle separable or even as irreconcilable methods of social sciences. It starts with a characterization of positivism, Interpretivism and realism; and links these theories to the foundation of qualitative and quantitative research methods. Then, it shows how they deal with the various aspects of the qualitative-quantitative divide. Finally, it is the intention to show how the combined methodological approach may be integrated in a coherent way to add value and assist in the design of a single research project. With an emphasis on the differences and similarities between quantitative and qualitative approaches providing the basis for exploring the methods of combining both approaches to overcome their weaknesses by providing a commentary of the complementary strengths of each tradition. Characterizing Positivism, Interpretivism and Realism approaches Few sociologists would describe themselves as a positivist, interpretivist or realist. These are terms used primarily by methodologists and social theorists to describe and evaluate the theoretical assumptions underlying different approaches to research (Bickhard, 1992; Johnson, 2006; Hibberd, 2010). There are many different views in sociology about what societies are and the best ways of obtaining knowledge of them. This part of the essay simplifies matters to some extent by characterizing three of the most influential theories of knowledge in sociology: positivism, interpretivism and realism (Bryman, 1998 and 2001; Hibberd 2010). Positivism Positivism is frequently used to stand for the epistemological assumption that empirical knowledge based on principles of objectivity, verificationism, and reproducibility is the foundation of all authentic knowledge (Bryman, 2001; Hanzel, 2010). The term positivist has been critical for some time in the human sciences because positivist tends to subscribe to a number of ideas that have no place in present-day science and philosophy (Hanzel, 2010). Positivism views that sociology can and should use the methods of the natural sciences, that do not usually mean using experiments because there are all sorts of ethical problems with doing that, but positivists do believe that sociologists should use quantitative methods and aim to identify and measure social structures. As a philosophical approach, positivism encompasses a group of notions. Table 1 below, provides main characters for positivist key ideas. It shows that positivists sum up all the items by being against metaphysics (Hackin g, 1983). Character Description emphasis upon verification Significant propositions are those whose truth or falsehood can be settled in some way. Pro-observation What we can see, feel, touch, and the like provide the best content or foundation for all the rest of our non mathematical knowledge. Discoverability Scientific knowledge is something discovered (rather than produced or constructed). Anti-cause There is no causality in nature, over and above the constancy with which events of one kind are followed by events of another kind. Downplaying explanation Explanation may help organize phenomena, but do not provide any deeper answer to Why questions except to say that the phenomena regularly occur in such and such a way. Anti-theoretical entities Positivists tend to be non-realists, not only because they restrict reality to the observable but also because they are against causes and are dubious about explanations. Table 1: Positivism characters Source: Hacking, 1983 Positivist theory argues that the methods of the natural sciences are applicable to the study of societies. In the positivist view, sociology involves the search for causal relationships between observable phenomena and theories are tested against observations (Hibberd, 2009). Researchers adopting a positivist point of view may still be interested in finding out about peoples subjective views. For example, they explore things such as attitudes and opinions through survey research (Michell, 2003). However, they see the task of sociology as explaining why people behave in the way they do, and how people really feel about things cannot be explained scientifically. Interpretivist Interpretivists do not necessarily reject the positivist account of knowledge, but they question the idea that the logic and methods of natural science can be imported into the study of societies. Max Weber was one of the main influences on the interpretivist tradition in sociology. For him, natural science and social science are two very different enterprises requiring a different logic and different methods (Bryman, 1982). At the heart of interpretivist critique of positivism is a humanist viewpoint. Some of those favouring an interpretivist view of sociology have long argued that in their search for a scientific explanation of social life, positivist have sometimes forgotten that they are studying people, and to study people you need to get out and explore how they really think and act in everyday situations. Interpretivists argue that unlike objects in nature, human beings can change their behaviour if they know they are being observed (Collins, 1984; Guba, 1987). So, interpretivists argue that if we want to understand social action, we need to look into the reasons and meanings which that action has for people (Marsh, 2002). Take the example of crime, a positivist would argue that researchers can simply measure crime using quantitative methods and identify patterns and correlations.   While, an interpretivist would argue that we need to understand what people mean by crime, how they come to catego rize certain actions as criminal and then investigate who comes to be seen as criminal in a particular society . The aim of interpretivist approaches in sociology is to understand the subjective experiences of those being studied, how they think and feel and how they act in their natural contexts (Marsh, 2002; Johnson, 2006). Therefore, although interpretivists still try to be objective and systematic in their research, the key criterion in interpretivist epistemology is validity. The favoured research design is ethnography and the main methods are ones that help researchers understand social life from the point of view of those being studied, such as unstructured observation, unstructured interviews and personal documents. Interpretivism has provided a powerful critique of many of the taken-for-granted ideas of positivism that are widely used in sociology and in other social sciences (Marsh, 2002). It has also influenced a whole field of research illuminating peoples everyday life experiences. However, interpretivists accounts are criticised by some sociologists for not providing testable hypotheses that can be evaluated. This can lead to relativism where one theory, or study, is seen as just as good as any other. Realism Realist theory, like positivism, holds that sociology can, and should, follow the logic and methods of the natural sciences, meanwhile, it differs from positivism in its interpretation of science (Hartwig, 2007; Hibberd, 2010). In positivist research, theories are tested against observations and found to be true or false or somewhere in between. In simple terms, the facts are the judge of the theory (Hibberd, 2010). Realists do not make this clear-cut separation because they do not believe that observations can be separated from theories (Parker, 2003; Hartwig, 2007). They argue that no form of science relies exclusively on observable empirical evidence. There are always aspects of any form of reality that remain hidden beneath the surface of what can be observed (Duran, 2005; Hibberd, 2010). According to realists, the aim of scientific work is to uncover the underlying causal mechanisms that bring about observable regularities. Realists see research being guided primarily by scientific criteria, such as the systematic collection of evidence, reliability and transparency. However, because they recognise the importance of the subjective dimension of human action, they also include methods that document the validity of peoples experiences (Bhaskar, 1999). Research designs are more likely to be experimental or comparative in realist research, but there is no particular commitment to either quantitative or qualitative methods (Parker, 2003; Hartwig 2007).The focus of realist methodology, however, is on theory. Realists argue that as there is no such thing as theory-free data: sociological methods should be specifically focused on the evaluation and comparison of theoretical concepts, explanations and policies. The development of a clear, realist epistemology is comparatively recent in sociology and owes much to new realist writers like Bhaskar (1986, 1999) and Pawson (1989). They have provided a different interpretation of science and its relationship to social sciences, and a developing alternative to the dominant theories of positivism and Interpretivism that laid the foundations for a non-empiricist epistemology in social science (Hibberd, 2009 and 2010). However, they would say that this doesnt mean that either set of methods, positivist or interpretive, have to be ditched. The realists argument is that sociologists can be pragmatic and use whatever methods are appropriate for particular circumstances. Social reality is complex and to study it, sociologists can draw on both positivist and interpretivist methods. However, realism is also criticised for exaggerating the dependence of science and social science on theory, and realist epistemology offers, at best, very limited truths about the social world. Many studies in sociology use a combination of positivist, interpretivist and, more recently, realist ideas, just as they use different research methods. The three theories are very general descriptive terms and there are many different theoretical approaches within the general framework of each one. Table 2 shows different research methods associated with each theory. Theory Research design Research methods Positivism Social surveys Structural interviews Experimental Structural observations Comparative Official statistics Interpretivism Ethnography Participant observation Unstructured interviews Personal documents Realism Experimental Non-specific, but methods are theory-focused Comparative Table 2: Theory, Design and methods Source: Bryman, 2001 Conflict of Quantitative and Qualitative Research Paradigms The quantitative methods have their rational foundation in the positivist and realist paradigms, while the qualitative methods have their rational foundation in interpretativist, constructivist, and naturalist paradigms. The opposition between these paradigms was succinctly characterized by Guba as follows: The one precludes the other just as surely as belief in a round world precludes believing in a flat one (Guba 1987, 31). The opposition between these paradigms is then expressed as shown below in table 3 (Lincoln and Guba 1985). Axioms About Positivist Paradigm Naturalist Paradigm The nature of reality Reality is single, tangible, and fragmentable. Realities are multiple, constructed, and holistic. The relationship of the knower to the known Knower and known are independent, a dualism. Knower and known are interactive, inseparable. The possibility of generalization Time- and context-free generalizations (nomothetic statements) are possible. Only time- and context-bound working hypotheses (idiographic statements) are possible. The possibility of causal linkages There are real causes, temporally precedent or simultaneous with their effects. All entities are in a state of mutual simultaneous shaping, so that it is impossible to distinguish causes from effects. The role of values Inquiry is value-free. Inquiry is value-bound. Table 3: Contrasting of Positivists and Naturalists Paradigms, Source: Amended from (Hanzel, 2010; Lincoln and Guba 1985) Consequently, it is commonly claimed that quantitative research is based on positivistic assumptions, whereas the qualitative approach is grounded on anti-positivistic positions (Lincoln Guba, 1985; Lund, 2005). Several researchers and academics (Creswell, 1995; Gall Borg, 1996; Ryan Bernard, 2000) have given additional explanations to both methods; they are asserting that quantitative research refers to the systematic empirical investigation of quantitative properties and phenomena and their relationships within the social sciences. Thus, the objective of quantitative research is to develop and employ mathematical models, theories and hypotheses pertaining to social phenomena. The process of numerical measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Qualitative research is distinctive by nature in aiming to collect detailed accounts investigating into the understanding of human behaviour. The qualitative researcher assumes that flexibility in human behaviour is socially constructed, as so, seeks to reason and analyses factors that govern such behaviour; in doing so the qualitative method investigates the why and how of decision making, not just the quantifiable what, where or when occurrences. Similarly, Jana Plichtovà ¡ (2002) claims that the differences between the quantitative and qualitative research methods are based on a paradigmatically different understanding of the subject matter of and the sense of cognition in the social sciences, that is: The quantitative approach starts from the premise that we can arrive at trustworthy knowledge only if the human being is reduced to a set of measurable variables between which we can presuppose the relations of causation. It sees the sense of cognition in prediction and control of human behaviour. While, the qualitative approach does not agree with that reduction because it degrades the human being to a reacting mechanism, It proposes such research strategies which respect the fact that the human being is an acting being pursuing certain intentions, creating and understanding meanings, and that it is a socio-cultural being whose adaptation has a mediated and social charac ­ter (Plichtovà ¡, 2002). Moreover, Gall et al. (1996, cited Lund, 2005) presents key differences between quantitative and qualitative research approaches. Part of the difference refers to what researchers assume, the other part focuses on the truth of these assumptions, irrespectively of whether or not they are adopted by researchers. Onwuegbuzie and Leech (2005) have other classifications to the differences between both methods; they argue that the quantitative-qualitative paradigm conflict has resulted in the evolution of three major schools of thought, namely: purists, situationalists and pragmatists. The difference between these three perceptions relates to the extent to which each believes that quantitative and qualitative approaches can co-exist and be combined (Bryman, 1984). These three camps can be understood as purists and pragmatists exist on opposite ends, while situationalists are somewhere in the middle. The following account focuses on Onwuegbuzie and Leech (2005) perspective. For purists, the assumptions associated with quantitative and qualitative paradigms regarding how the world is viewed and what it is important to know are irreconcilable. They envisage that both methods stem from different metaphysical and epistemological assumptions about the nature of research (Bryman, 1984; Collins, 1984; Tashakkori Teddlie, 1998). Purists advocate that the methods and tenets from positivism and post-positivism cannot and should not be mixed (Smith, 1983). They believe that the axioms of post-positivism and positivism have mutually exclusive assumptions about society; therefore, the research methods derived under each are considered to be mutually exclusive as well In agreement with purists and acceptance of both positivist and post positivist paradigms, situationalists maintain that qualitative and quantitative methods are complementary but should not be integrated in a single study. However, they believe that definite research questions relate more to quantitative approaches, whereas other research questions are more suitable for qualitative methods (Onwuegbuzie and Leech, 2005). Thus, although representing very different directions, the two approaches are treated as being complementary. By contrast, pragmatists, unlike purists and situationalists, contend that a false separation exists between quantitative and qualitative approaches (Newman Benz, 1998). They advocate the integration of methods within a single study. Sieber (1973) articulated that because both approaches have intrinsic strengths and weaknesses, researchers should utilize the strengths of both techniques in order to understand better social phenomena. Indeed, pragmatists assign to the philosophy that the research question should drive the methods used (Onwuegbuzie and Leech, 2005). In any case, researchers who ascribe to epistemological purity disregard the fact that research methodologies are merely tools that are designed to aid our understanding of the world. Table 4 presents a summary of the qualitative-quantitative divide, understood as a clash of paradigms, each characterized by the characteristics shown in the table (Reichardt and Cook 1979). Here the divide is approached by means of a possible link between the respective method and the attributes of a paradigm. Another characterization of the nature of the qualitative-quantitative divide is presented by A. Bryman, as shown in table 5 (Bryman 1988, 94). Qualitative Paradigm Quantitative Paradigm Advocates the use of qualitative methods Advocates the use of quantitative methods Phenomenology concerned with understanding human behavior from the actors own frame of reference Logical-positivism; seeks the facts or causes of social phenomena with little regard for the subjective states of individuals Naturalistic and uncontrolled observation Obtrusive and controlled measurement Subjective Objective Grounded, discovery-oriented, exploratory, expansionist, descriptive, and inductive Ungrounded, verification-oriented, confirmatory, reductionist, inferential, and hypothetico-deductive Process-oriented Outcome-oriented Valid; real, rich, and deep data Reliable; hard and replicable data Ungeneralizable; single case studies Generalizable; multiple case studies Holistic Particularistic Assumes a dynamic reality Assumes a stable reality Table 4: Reichardt and Cook on Attributes of the Qualitative and Quantitative Paradigms Source: Amended from (Hanzel,2010) Based on such characterizations of the differences between qualitative and quantitative research, the issue of the qualitative-quantitative divide in social sciences could be approached from two points of view. The first, mod ­erate, according to which one deals only with two different sets of techniques that can be, if required, mutually combined; and the second, radical, accord ­ing to which the divide and the respective techniques/methods are rooted in paradigmatically opposed epistemologies and, thus, the respective methods/techniques cannot be combined.   Aspect Quantitative Research Qualitative Research Role of qualitative research Preparatory Means to exploration of actors interpretations Relationship between researcher and subject Distant Close Researchers stance in relation to subject Outsider Insider Relationship between theory/concept and research Confirmation Emergent Research strategy Structured Unstructured Scope of findings Nomothetic Ideographic Image of social reality Static and external to actor Processual and socially constructed by actor Nature of data Hard, reliable Rich, deep Table 5: Bryman on Differences between Quantitative and Qualitative Research Source: Amended from (Hanzel,2010) Similarities between Quantitative and Qualitative Research Approaches It is possible to argue that there are overwhelmingly more similarities between quantitative and qualitative approaches than there are differences (Onwuegbuzie and Leech, 2005). Bothe and Andreatta (2004), add that both approaches involve the use of observations to address research questions, describe their data, construct descriptive arguments from their data, and speculate about why the results they observed happened as they did. Both sets of researchers select and use analytical techniques that are designed to obtain the maximal meaning from their data, and so that findings have utility in relation to their respective views of reality (Kelle, 2006). Both methods investigators utilize techniques to verify their data. Such techniques include persistent observation with continuous and prolonged investigation of the research study with consideration to rival explanations. Replication of the chosen study method to other cases (of which may include extreme scenarios) provides the opportunity to gain validity of findings and the methodological approach used, by means of a representative study group to allow for reliable generalisations to be made. Triangulation, verification of researcher effects and weighting of the evidence identifies and resolves researcher bias and thick description (Creswell, 1998, cited Onwuegbuzie and Leech, 2005) which may impact on the findings. Debriefing of study participants may obtain valuable feedback from participants also. Moreover, quantitative and qualitative researches represent an interactive range and the role of theory is central for both paradigms. Specifically, in qualitative research the most common purposes are those of theory initiation and theory building, whereas in quantitative research the most typical objectives are those of theory testing and theory modification (Newman Benz, 1998). Clearly, neither tradition is independent of the other, nor can either school encompass the whole research process. Thus, both quantitative and qualitative research techniques are needed to gain a more complete understanding of phenomena (Newman Benz, 1998). Hence, there are many parallels exist between quantitative and qualitative research. Indeed, the purity of a research paradigm is a function of the extent to which the researcher is prepared to conform to its underlying assumptions (Luttrell, Wendy, 2005).This suggests that methodological pluralism (Larsson, 2009) should be promoted, the best way for this to occur is for as many investigators as possible to become pragmatic researchers (Onwuegbuzie and Leech, 2005). Combined research methods and function in the research process A combination of qualitative and quantitative research approaches can assist in practical solutions to overcome limitations of mono-method research discussed for the last 50 years (Kelle, 2006). However, it is rarely addressed in current debates whether it is possible to develop solid methodological strategies for structuring research methods based on that insight of combining qualitative and quantitative methods (Creswell et al., 2003; Tashakkori Teddlie, 2003; Onwuegbuzie Leech, 2005), though there is a broad agreement that a use of multiple methods with complementary strengths and different weaknesses can add value to a single research. Despite this, the discussion provides only sparse information about which designs could overcome which weaknesses of mono-method research. Furthermore, there is still a lack of agreement about the exact classification and terminology of different mixed methods, combined method or multi-method designs which are used in research practice (Tashakkor i Teddlie, 2003, cited Onwuegbuzie Leech, 2005, p:307 ). By starting the research process with a qualitative study, researchers may obtain access to knowledge that helps them to develop the appropriate theoretical concepts and to construct consistent research instruments later on that cover relevant phenomena by consequential and relevant items. Such a design helps to overcome the limited transferability of findings from qualitative research as well as the initially mentioned hazards of the heuristics of commonsense knowledge (Onwuegbuzie and Leech, 2005, p: 307). This approach can help to construct consistent research instruments that cover relevant phenomena by consequential and relevant substances. Meanwhile, combining qualitative and quantitative methods the opposite way could be useful in many cases; that means starting with a quantitative study, followed by qualitative questions (Onwuegbuzie and Leech, 2005; Lund 2005). In this quantitative-qualitative approach, problem areas and research questions are identified by carrying out a quantitative study which will have to be further investigated with the help of qualitative data and methods. The problem of quantitative research addressed by this design is often the difficulty to understand statistical findings without additional socio cultural knowledge. Furthermore, the quantitative part of a sequential quantitative-qualitative design can guide systematic case comparison in the following qualitative inquiry by helping to identify criteria for the selection of cases and by providing a sampling frame (Onwuegbuzie and Leech, 2005; Kelle, 2006). Thus, this design can help to overcome an important threat of validity existing in qualitative research that researchers focus on distant and marginal cases. Another problem of qualitative research can be addressed by this design: it helps to avoid a qualitative study with an outsized scope that covers a domain too wide to be captured with the help of a small qualitative sample. Onwuegbuzie and Leech (2005) give a simple example to understand the above problem: a qualitative study of family life in a contemporary city would have to take into account many more different forms of families than a similar study in a traditional rural community in the first decades of the twentieth century. By drawin g on statistical material about the distribution of different family forms, the minimum requirements for qualitative sampling could be easily captured, and may be well advised to downsize the research question and research domain (Bryman, 2001; Onwuegbuzie and Leech, 2005). On the other hand, a parallel qualitative-quantitative design can fulfil similar functions to a sequential design: the qualitative part of the study can provide information that helps to understand statistical relations, to develop explanations and to identify additional variables that increase variance already explained in the quantitative data. A great benefit of a parallel qualitative-quantitative design is that it helps to identify measurement problems and methodological artefact of both qualitative and quantitative data, as the same persons are interviewed with different techniques (Bryman, 1992 and 2001). However, this parallel design approach encloses an important disadvantage, it is that qualitative sampling and data collection cannot be systematically developed from research questions derived from quantitative data; therefore it can easily be the case that the available qualitative data provide no answers for questions coming from the quantitative study, as they were not col lected for that purpose. Conclusion It is shown throughout this essay that the theoretical approach influences the methodological approach and vice versa. Many studies in sociology use a combination of positivist, interpretivist and, realist ideas. The essay demonstrates that the influence of positivism has inspired much of social research most prevalent research methods. Some of these include surveys, questionnaires and statistical models. Researchers applying a positivist methodology for their study consider large-scale sample surveys and controlled laboratory experiments as suitable research methods. These methods can be justified as they allow positivist researchers to employ empirical and logical quantitative data. While, interpretivism employs qualitative methods to understand people, not to measure them, it attempts to capture reality in interaction, however, does not necessarily exclude quantitative methods. Whereas, quantitative results from a positivist method like a survey are unlikely to provide understandi ng of this deeper reality and therefore should not be a major part of any realism research project, basically, because realism research data are almost always qualitative data about meanings. The essay provides several benefits of performing mixed method research. Researchers of social science use a wide variety of research methods to gain and enhance knowledge and theory. The different types of research methodologies, quantitative and qualitative, are associated with the epistemological and theoretical perspectives the researcher wishes to adopt. The essay demonstrated that quantitative and qualitative methods can fulfil different, yet, complementary purposes within mixed-method designs. Quantitative methods can give an overview ab