Andy Warhol - Ambulance Disaster Essay Example | Topics and Well Written Essays - 2250 words

Andy Warhol - Ambulance Disaster - Essay Example The essay "Andy Warhol - Ambulance Disaster" states the artwork of Andy Warhol called "Ambulance Disaster". Andrew Warhola, the birth name of Andy Warhol was born in Forest City, outside Pittsburgh, Pennsylvania in the family of Slovakia immigrants in August 6, 1928. After graduation from the Carnegie Institute of Technology where he studies pictorial design he moved to New York to work as a commercial artist for several magazines including Vogue, Harper's Bazaar and the New Yorker. He was also involved in advertising and arranging window displays for Bonwit Teller and I. Miller. That’s where he developed his unique sense of style. By 1959 Warhol was a successful advertising design professional. His numerous medals and rewards suggest of his professional career. He won several commendations from the Art Director's Club and the American Institute of Graphic Arts. Already in 1952 his first individual show at the Hugo Gallery, exhibiting Fifteen Drawings Based on the Writings of Truman Capote was launched. He had his first group show at the Museum of Modern Art in 1956. From the early start of professional career Andy Warhol produced images of male nudity in standard "artistic" poses as well as shocking sketches of masturbating men and depiction of same sex intercourse. His sketching and photographing male bodies supported his ability to maintain innovative and influential career. Still he attempted to gain recognition as a "fine" artist featuring â€Å"cupids, beautiful boys' faces.

The Effects of Social Media on a Business Essay Example for Free

The Effects of Social Media on a Business Essay Social media has greatly changed the way people communicate and interact with one another. There are a variety of social media sites which are used worldwide, such as Youtube, Facebook and Twitter. This type of communications method is now being used by business in marketing their products. The fact that many people use social media to discuss their thoughts and views online, has caused business to alter their communications and marketing strategies to better fit the new mean of sending out messages. Social media is presently used in place of the â€Å"old-fashioned† marketing tools, such as TV, billboards, radio, etc. This new process which business use to convey messages and promote ideas or products has formed a collaboration with its customers. A business can now gain instant feedback from its customers, tackle rumors, and post any updates about the business online. Companies reported using these social media tools was helpful for several reasons. They reported that the tools provide the following: †¢ Another way to communicate  Ã¢â‚¬ ¢ Added value to customers †¢ Product/brand awareness †¢ Ability to keep up with trends and competitors †¢ Demonstration of product †¢ A more cost effective and productive form of marketing. (Barnes, 2010) Objective This literature review will discuss the role that social media plays on businesses and the effect it has when promoting a business or marketing its product. This review will contain the view and analysis of experts in the use of social media by businesses, and in what way the media can benefit or damage the reputation of an organization. The research questions used were â€Å"How does social media affects businesses?† and â€Å"How can social media benefit a business?†. While The research questions were similar, they did offer a wide range of topics concerning the research objective. Searching and locating literature The main database used for the research was Polytechnic’s summons. The research questions were first used here which introduced many articles. Most of the articles found by summons were taken from the Proquest and Emerald management collection databases, among other database systems. When reviewing the articles I read the â€Å"executive summary† or the â€Å"introduction† and later decided whether to continue with the article or to exclude it. The articles which were ruled out were the ones discussing social media from a non-business perspective. Some articles which were excluded did have good ideas, even though they presented it with a different viewpoint, so I used the reference list of said articles to locate more literature and further the research to get closer to the objective. The role that social media plays on businesses Mediatization describes how media is transformed from being a mediator and instrument for other institutions to become an institution in itself (Hjarvard, 2008). This further explains that social media is now a global institution, businesses and organizations will have to find new strategies in their marketing approach which will act in accordance with today’s mediatized society. (Pallas and Fredriksson, 2010) Businesses must now learn the new ways of functioning in a mediatized society. Media, especially social media, is important for the overall view of a business. When consumers look to a business they judge it based on its reputation, a reputation which it gains through mediatization. A successful business will have to know how mediatization works, and be able to alter it so that the customers will see what the business intends to be seen. A proper image and reputation of the business will be formed. As the flow of consumer online activity began rising businesses took notice of this â€Å"phenomenon† and picked new means of reaching consumers and their targeted audience through social media. In the beginning business created blogs, wikis, and forums in order to reach their audience, but now they have heavily started using the highest ranked social media sites such as micro-blogging via Twitter, and Facebook (Li and Bernoff, 2008). The effect of social media on a business Many would argue that social media benefits a business in a positive way and is a innovative way of marketing. Electronic media brings people together, when businesses join in on this media they are now in-touch with their customers. They will be able to connect with their audience which will result in customer loyalty, which will give the business an upper hand over potential competitors (Varey, 1999). Organizations will need to incorporate social media tools into their marketing and communication strategies. Social media will shift the consumers views on the business because they will now be able to spot the degree of openness and responsiveness in the business (Schein, Wilson and Keelan, 2009). However, in her article How do the most successful companies use social media? (2010), Nora Barnes gives an opposing view on the use of social media by business. While in the short-run a business will gain a fast reputation, it will affect the business in the long-run. She argues that if a business is thought of as an â€Å"official† business with high ranking employers and maybe investors, then social media is not the correct marketing tool to be used as it shows a business as being vulnerable, and will not be thought of very highly by its high-ticketed consumers. Dury (2008) also furthers this argument by stating that marketing is different to social media and that the two should not be mixed. That it ‘destroys social medias foundations by undermining its human elements’. This is because the essence of marketing is corporate and that a social media approach will issue a softer outlook to the official corporate image of a business. An organizations reputation means everything. Executives know the importance of this, The stronger the reputation, the better quality of customers they get and the brand name begins to rise (Eccles, Newquist and Schatz, 2007). Social media is not considered a â€Å"quality† method of marketing an organization, and certainly not a brand name. An organizations quality is shown in its: †¢share of voice – how much was said; †¢performance – amount of coverage relative to one’s peers; †¢breadth of coverage – themes reported; †¢media tone – positive, neutral, negative; †¢risk profile – the ratio of positive to negative coverage for particular themes; and †¢position – whether the media reflects the organization’s desired profile. (Dowling and Weeks, 2011) Reputation is in the consumers mind therefore a company should be aware of the quality it is presenting in order to provide a positive reputation. A similar opinion was given by Mat Ramsey, mentioning â€Å"Don’t use social media for corporate communications† (Ramsay, 2010). Any updates regarding the business should be posted on its official website. If they were done via social media sites it will bring down the status and quality of the corporation. Summary The study of the above articles has proven one thing, that social media has a very important part to play in the communication and marketing section of a business, whether for the good of the business or for bad. The use of social media may benefit some businesses but it harmed others. A business must study this approach carefully when deciding to incorporate social media in the marketing strategies as the effect may make or break it. Benefits The benefits of this review is the comparison between expert opinions over the matter. Social media hasn’t been fully investigated so this review brings all the thoughts on this topic together in ordered to get a clear image on the benefits and effects of social media.

History of Business Studies

History of Business Studies This research has been a requisite due to the fact that in 2011 students performance at Higher School Certificate level had a fail rate (Grade U) of 34.16% out of 161 examinable candidates in Business Studies at Advanced Subsidiary level (MES, 2012). Moreover, the key messages from the principal examiners report for teachers (2011) claimed that educators should show students how to construct their answers by using the context and data provided; put emphasis on number of attempts of all questions in the data response paper; improve time management skills; read questions carefully and focus answers closely to question asked; provide guidelines for command words in questions such as explain, analyse and evaluate as evaluation remains a problem for candidates. In relevance to marketing, focusing on the elements of changes to the marketing mix; contextualising the market research; picking key evidences from daily marketing activities of businesses of were the most important aspects. On t he other extreme, candidates should take care to apply analysis and evaluation skills in the context in order to achieve higher marks; give a balanced argument in answers; show how concepts are useful to a business; comprehend the exact requirements of the questions. In 2000, Raelin (p.107) sustained that We need to continue to experiment with ways to bring reflective practice to management education (Business Studies in this context). Management is truly a messy, interactive, and typically tacit activity. We tend to treat instruction at an absurdly low level of complexity . . . Consequently, the author believes that Action Learning as an Action Research may revolutionize the leaning process of Business Studies students at secondary level. Aims and Objectives of the Research Aims of Research To show how effective is Action Learning as a concept in the teaching and learning of Business Studies at HSC level. To identify learning difficulties during Business Studies lesson. Objectives To enable set participation and discussions to acquire new skills during Business Studies lesson. To assess student based on their social skills and help them to learn from their own action. To compare performance of students behaviour based on past experiences in Action Learning. To provide participants the opportunity to ask questions, support each other and take action to resolve problems. To see how effective is Action Learning in developing other skills for learners. Rationale During the past years, teacher centred approaches have dominated the learning process leading to poor results in Business Studies. Students have very often complained that the teaching strategies being adopted by teachers are not motivating. Learners see the lesson as being bulky to complete at the two last periods after recess with conventional instruction. Throughout, interest level seems to be very low and the learners try to oppose the learning process. These are the main causes why the author proposes an alternative concept in Business Studies to minimise learning barriers. This research adopts a purely humanistic conception toward the enhancement of personal development of students in Business Studies. The humanistic perspectives incorporate cognitive, affective and psychomotor domains to facilitate experiential learning. The researcher is convinced that learning difficulties encountered by the students can be identified through action leaning. Guided and just-in-time learning will take place within a safer environment in order to acquire additional skills (communication skills, social skills and interpersonal skills). Real problems may be challenging for learners though discussion and questioning. In the company of a facilitator, critical thinking, generalisation of ideas and reflection of set members are achieved. Research Questions What types of problem are students facing while doing business studies at HSC Advance Subsidiary level in Forest Side SSS (boys)? Does action learning affect personal development and performance of students during learning process? Methodology An action research has been adopted for this study based on qualitative and quantitative research methodology. For the collection of data, qualitative assessment will be implemented on social skills through participants observation and quantitative assessment in the form Students Feedback Questionnaire. The sample size consists of 5 students studying Business Studies (Advance Subsidiary) at Lower Six. Materials will be mostly Case Studies where students will have to identify problems and discussions will be made in prior to obtain an outcome by using action learning. CHAPTER ONE INTRODUCTION Introduction This chapter outlines the history and evolution of Business Studies curriculum and syllabus in Mauritius at both Lower and Upper secondary level. It highlights the importance of choosing Cambridge International Examination (CIE) for Business Studies at SC level as basic grassroots. However, the author lays more emphasis on Higher School Certificate (HSC) at Advance Subsidiary level (AS) as it is the research focus area. 1.1. Brief history of Business Studies In 1948, management of business as a subject was introduce in the Mauritian curriculum during the British colonisation. The aim was to educate elite and students from aristocratic background to undertake family businesses. Later, Mauritian students got access to London Chamber of Commerce for distance learning in management studies. Some years later, in 1965 more precisely, the local government come to a decision to launch Business Education studies in both public and private schools. Business education was provided as core and elective module at the University of Mauritius after 1971. Business education at School Certificate level Introduced in lower secondary level (Form 3) curriculum during 1986, Business Education encompassed of three major domains namely Commerce, Principles of Accounts and Economics. Few years later prescribed textbooks along with their syllabus of these subjects had to be used in all schools doing Business Education. To be eligible for SC exams, students are offered a list of subject choices in Form 3 before promoting to Form 4. They are given the chance to select their study side. For instance, they can opt for Commercial studies, Business Studies, Economics, and Accounting. The syllabus code for Business Studies at O level is 7115. The exam paper embraces two sections namely; short-answer questions, structured questions and data response questions and Paper 2 questions derived from a given case study carrying equal weightage. Business activity, the organisation, changing business environment, economic environment, marketing and production are some underlining topics at Business Studies O level for students to apply their understanding to a variety of simple business situation. Figure 1.1 illustrates the grade distribution of Business Studies in 2011 at SC level. 1.3. Why choosing Cambridge O level Business Studies? Cambridge O level Business Studies is acknowledged by Universities and employers as a proof of business concepts and techniques across a range of different types of business (University of Cambridge, 2012). Successful students are exposed to lifelong business skills incorporating: understanding different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance; an appreciation of the critical role of people in business success; confidence to calculate and interpret business data; communication skills including the need to support arguments with reasons; ability to analyse business situations and reach decisions or judgments. (Source: University of Cambridge, 2012) 1.4. Business education at Higher School Certificate level Business Studies at HSC level is demarcated by offering compulsory subject combinations through which learners have to compete for. For example, E03 would mean the combination of Economics, Business Studies and Accounting and NS20 would stand for Mathematics, Business Studies and Accounting. The paper code was amended in 2001 as 9707 which was previously 9368 for Management of Business. The exams paper takes into account of Core topics (for Advance Subsidiary) and Extension topics for Advanced level students. The composition of Advance Subsidiary (AS) exam session is of Papers 1 and 2 covering only core topics in Business Studies curriculum. Paper 2 lasts for 90 minutes through which students have to answer two data response questions in contrast to Paper 1 having two sections (A for short answer questions and B for essay on core curriculum) with duration of 75 minutes and weightage of 40 percent of the total marks. AS level syllabuses are designed to offer candidates with 180 guided learning hours with direct teaching per subject over the duration of the course and may vary with curricular practice and candidates prior knowledge on the subject. The main aims of the syllabus are to provide critical understanding of business activity, nature, and behavior and at the same time developing skills for decision making, problem solving, management of information and effective communication. Some topics covered by the syllabus are business and its environment, people in organizations, marketing, operations and project management, finance and accounting and finally strategic management which was recently introduce in the syllabus. It is worthy to note that AS results are shown in grades of a, b, c, d and e whereby grade a being the highest, e the lowest marks scored and U as ungraded (fail). A concrete example is illustrated in Figure 1.2 showing the performance in Business Studies at AS level for 2011. 1.5. Conclusion There has been an evolution in Business Education since 1965. With a high level of failures among Business Studies students in 2011, this study has become a priority to identify the factors causing learning difficulties through the use of Action Learning. The next chapter present an overview of AL as a concept. CHAPTER TWO LITERATURE REVIEW Introduction There is a number of reasons for the need for educational reform, including inappropriate methods of teaching and learning Mograby (1999), which have been largely a combination of teacher-directed rote learning using state developed curriculum and test-driven assessment (McNally, et al.,2002). Educational reform requires teachers with new knowledge and skills, teachers who are proactive and capable of generating their own professional dynamics (Wallace, 1996, p. 281). For those hoping to achieve learner agency, there are many powerful approaches aligned with the goals of active learning. One of these is Action Learning (AL) by Revan (1998). Hence, in this literature the first part emphasise on a definition for action learning. Various models of AL are discussed and interpreted as experiential leaning process. Last but not least, the characteristics of AL are described bearing in mind its components such as the AL set and the facilitator or the advisor. 2.1. Definition of Action Learning Revans (1998, p.83) asserted that there can be no learning without action and no action without learning. An action is a process of doing something to achieve a particular aim: student need to study to pass exams. Alternatively, learning is the acquisition of knowledge or skills through study or experience: different student experience different learning difficulties. Wrapping up action and learning would simply mean a course of action of performing a task differently through study and past experience to attain particular objectives. In a different way it is the transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) to acquire wisdom. Yet, numerous researchers have elucidated the concept of Action Learning further. Action Learning formerly developed by Revans during the 1940s enable top management to steer the coal mining industry through a period of tumultuous change after world in Britain (OHara et al, 1996). The idea of Action Learning later became a reference for problem-solving for managers who believed that appropriate solutions may arise through discussions and changes in behaviours. Willmott (1997) elucidated how action learning can contribute to critical thinking by exploring how comparative abstract ideas can be mobilized in the process of understanding and changing interpersonal practices. Tom Bourner et al (1996) defined AL as a process of reflection and action aimed at improving effectiveness of action where learning is an important outcome while in 2002, Zuber-Skerrit came forward with a newer definition for Action Learning as learning inspiring from concrete experience and critical reflection on that experience which may occur in or by group discussions, trial and error, discover y and learning from and with each other. ONeil (1996) believed that AL programmes are used to help individuals to acquire new learning skills (social skills, communication skills and interpersonal skills), however, OHara et al (1996, p.16) put it as being less straightforward and more demanding than a traditional taught program. The latter argued that participants develop the capacity to be life-time learners, enabling them to adapt to new situations and circumstances (p.21) through AL. 2.2. Models of Action Learning Revans (1998) derived a model for action learning through conventional education system (traditional and formal methods of instruction) and penetrating questions (questioning skills used to get to the unknown). He expressed it by an equation: L=P+Q Whereby, L represents totality of individuals learning; P which is programmed knowledge and Q as the questioning insight. Though questioning insight boosts up effective learning (questions set from lower levels to higher levels) and facilitates the exploration of nature, action learning is not about acquiring only knowledge. That is why, Weinstein (1998) put forward that action learning is about practical learning and thinking differently through the use of new set of values and beliefs. Besides, based on a UK conference experience, Krystyna Weinstein devised a model of AL by focusing on a combination of three Ps comprising of a philosophy; specific procedures and two-end products. Weinstein (1997) argued that if any of the three Ps is missing, action learning will not crop up due to the fact that the philosophy underpins the procedures and show how the two end-products are reached. In her model, Ruebling (2007) stated that awareness (goals to achieve), inquiry (structured questioning through factual, feeling, possibility and decisional questions), insight and possibilities (suggestions), planning, commitment of future team meeting, accountability, execution, reflection, experiential learning and recalibration (take any particular to the next level whilst providing additional solutions) are the critical success factors for AL. Numerous types of AL were thought-out into four different schools (Tacit, Scientific, Experiential and Critical Reflection schools) by ONeil in 1999 whereby the centre of attention were real problems, scientific research, experiential learning, and reflections consecutively. OHara (1996) proposed a model to show how AL has been integrated in higher education whereby it involved processes which motivate participants to learn in a safety environment; set members share commitment and competences which eventually lead to personal or group challenges; the facilitator brings in trust, support and intellectual or emotional energy. Furthermore, the learner achieves a more fulfilling and successful experience when the action leaning approach is merged with stock of knowledge, research techniques and outcomes are assessed to gain academic qualification, learning skills and ability to deals with new circumstances. 2.3. Action learning as experiential learning Zuber-Skerritt (2002), Miller (2003) and Hicks (1996) advocated that action learning is identical to experiential learning that is, it is more than just a different form of expressing how to learn from experience (Mumford, 1995). However, Smith (2001, p.36) implied that: It is well known that experience itself is a very slippery teacher; most of the time we have experiences from which we never learn . . . action learning seeks to throw a net around slippery experiences and capture them as learning, i.e. replicable behaviour in similar and, indeed, differing contexts. A framework is provided to AL participants through which an individual, having had a concrete experience and having made observations about and reflected upon that experience, is in a position to form or develop abstract concepts or generalization based upon their observations and reflections. These concepts can then be tested in a new situation or a changed environment, which will, in turn, lead to new concrete experiences (Raelin, 1997; Smith, 2001). Figure 2.3 shows the Experiential learning cycle design by Kolb (1984) Experiential learning (Figure 2.3) also occurs through the action learning set (Mumford, 1991) as set members learn through their experiences of their actions, their observations, reflections, and conceptualizations are developed. They are encouraged and challenged explicitly through the set, which provides support to test the new understanding for discussions to develop and learn from experience in order to change, rather than simply repeating previous patterns (McGill and Beaty, 1992). 2.4. Characteristics of Action Learning Many researchers debated that effective Action Learning can only take place if the four elements below are linked to one another: the person or individual; the problem they are seeking to solve; a group of individuals (the learning set) with whom they interact; and action on the problem and learning from this action. Following the same dimensions, Smith and ONeil (2003) grouped some common characteristics of AL whereby problems are tackled in real time with no right answer; participants meet several times in small sets; problems are relevant; participants ask questions, reflect, extract lessons; they support each other; and take actions to resolve problems between set meetings. Problem solving provides the learner with an opportunity to act, be creative and to show that there is a significant change in behaviour, not simple increased awareness than rumination on unbounded ideas (MacVaugh and Norton, 2011). Although problems involved in learning may be familiar or unfamiliar to a group, internal or external, AL problems must, be real, significant, clearly defined, challenging, involve implementation (action) and capable of being learned from (Revans, 1980, 1982; Edmonstone, 2002). Furthermore, Marquardt (1999, 2004) identified six components of Action Learning which encloses a challenge is important to the group; diverse background for groups of four to eight; a process of questions and reflections; power to take action for strategies developed; commitment to learning at team and individual level; and lastly an AL coach who promotes learning and improve skills for personal development of team members. Personal development requires a person who is encouraged to develop his or her own reflective practices with a view to making things happen or change. According to Revans (1980, p. 43) this personal development works best when it is a natural outcome of a managers reflection on their daily practice; by tackling todays problems more thoughtfully, he automatically learns how better to tackle tomorrows. Ruebling (2007) discussed that bottlenecks can be eliminated from beginning to end by peer accountability and a distinctive peer-questioning to classify biases and a ssumptions driving thinking processes and behaviors. 2.5. Action learning Set Set is a group of participant or colleagues working with real problems with the intention of getting things done and take active stance toward life and helps to overcomepressures of life and work (McGill and Beaty, 1992). Set members comprises of four to six learners as there are no hard or fast rules about the constitution (Johnson, 1998). Set as a group process; it uses peers to generate learning from reflection on practice (Beaty et al., 1997, p. 185) and brings people together to exchange, support and challenge each other in seeking to learning (Pedler, 1996, p. 15). It is not an official meeting as there is no headperson or minutes of meeting to be taken which is absolutely essential to effective action learning (Mercer, 1990; Mumford, 1995). On the contrary, Craig Johnson (1998) stated that sets meeting support individuals in reflecting on past actionsand construct future action based on actual problems but Lee (1996) maintained that set requires equality of voice, shared trust and confidence, open discussion and a supportive environment, and works best when of an interdisciplinary nature. It is through discussion and questioning that set individuals develop their understanding and outcomes of a scrupulous problem. 2.6. The facilitator In action learning the facilitator creates a conducive learning environment by enabling participants to be more active and self-directed towards taking more responsibility for what they learn and how they learn it, and for assessing whether they have learned it. He or she is mainly the teacher in a classroom context with the expectation of developing the skills of learning for the students. Skills as such may be for instance, encouraging critical thinking, theories development and real world reflections. Also known as the advisor, the exact moment is resolved to perform role plays in a particular milieu. Facilitators rely on the group to offer suggestions to members engaged in project quandaries (Raelin, 1997) and are dissimilar from that of the university lecturer; they do not teach, but help participants to learn from exposure to problems and one another (Mumford, 1995). The role of the facilitator is to ensure the set is focused on and effective in its discussions, but ultimately the facilitator wants the set to work independently. However, it was observed that external pressures influencing the learning advisor were encountered within the organisational setting (sitting arrangements for this research) and low frequency of regular meeting over an extended period of time of group members (McGill and Beaty, 1992; Pedler, 1991). Other researchers such as ONeil and Marsick (1994) noted that programme design that is questioning insight in action learning provided just-in-time learning. However, the background of the advisor/facilitator, workload assigned, need and attitudes of participants (ONeil, 1996) might have a harsh impact on the learning process. 2.7. Conclusion The literature review chapter clearly depicts that very few educational institutions (Tacit, Scientific, Experiential and Critical Reflection schools) are said to have applied active learning using a unified model (Maudsley, 1999) such as action learning (Revans, 1998). AL programmes help students to acquire new learning skills ONeil (1996) and learn from concrete experience and critical reflection through group discussions. In a way, it is a transfer of knowledge, skill, and behaviour to something practical (Weinstein, 1998) by set members whereby problems are tackled in real time with no right answer (Smith and ONeil, 2003). The facilitator or the teacher creates a favourable learning environment by enabling participants to be more active and self-directed towards taking more responsibility. That is why the author believes that there is a need to change from the traditional transmission model, (transmission of knowledge from the teacher to the student, (McNally, et al., 2002)) to a learner centred approach by implementing AL. CHAPTER THREE METHODOLOGY Introduction The purpose of this chapter is to describe the methodological implementation of Action Leaning concept as an Action Research in Business Studies to achieve research objectives. One of the main objectives is to point out whether Action Learning offers contribution to the development of students social, communication, interpersonal and problem solving skills. Furthermore, it provides the opportunity to see whether a profound learning relationship is built between the teacher and the student through participation, discussions, past experiences and transferring of skills. The first section discusses about the AR process and its implementation throughout the study context. Details about the data collection methods are elaborated further at a later stage along with the sampling design process. 3.1. Study Context This study has been carried out in a Secondary State School in lower Plaines Wilhems district (Zone 3) in Mauritius. Students in Lower Six Economics One (LVIE1) studying Business Studies at Advance Subsidiary with subjects combination of Sociology, Accounting, Economics and Mathematic were the main participants for this research. Respondents were informed beforehand about this research and were willing to try something new as a teaching and learning strategy in Business Studies. 3.2. Why Action Research (AR)? AR is a new methodology that emerged after the First World War from the intellectual climate and ethos of an era that focus on empowerment and change, gathering momentum across contexts and cultures (Zuber-Skerritt and Fletcher, 2007). Some key features of Action Research outlined by Koshy (2005) are the involvement in research for teachers own practice (analysis, reflection and evaluation), facilitation of changes through enquiry and its usefulness in term real problem solving as it deals within actual situations. The main advantages gain from using Action Research are: research is focused only to a specific context which provides the efficient use of time and cost; researchers can be participants and always close to the situation; open-ended outcomes can emerged; through AR the researcher can bring about modification in projects and at times theoretical development may occur. OLeary (2004) depicted AR as a cyclical process comprising of observations to gather data, reflect on thes e research data and finally design a plan for implementation to generate further knowledge. She further argues that cycles converge towards better situation understanding and improved action implementation; and are based in evaluative practice that alters between action and critical reflection (2004: 140). 3.3. Time Frame The implementation of Action Learning in Marketing as topic in Business Studies took place from 29th August to 13th September 2012 wrapping up three weeks during the third school term. The consecutive weeks were split into three cycles as stated below: Cycle 0: 27th August 31th August (3rd Week) Cycle 1: 3rd September 7th September (4th Week) Cycle 2: 10th September 14th September (5th Week) 3.4. Sampling 3.4.1. Set Members The sample to undertake AL has been students from Lower Six Form at a State Secondary School. These participants also known as the set members are mixed ability students having different socio-economic and ethnic background. All of them lives in the nearby villages and will take part in the Cambridge International Examination next year. The set comprises of five boys, all studying Business Studies at Subsidiary Level in respect of their other subjects chosen at Advanced Level. For AL to take place, set members are to be grouped to achieve learning objectives. 3.4.2. The facilitator In this context, the researcher will act as the facilitator to smooth the progress of discussions through effective questioning methods. The advisor encourages participation to develop positive attitudes along with social skills among students. 3.5. Data Collection Methods Innovative forms of assessment will be carried out to gather data instead of the traditional test assessment in the forms of: Qualitative assessment through observation and checklist prepared by the facilitator to assess interaction among students, Quantitative assessment through Students Feedback Questionnaire at the end of the teaching/learning strategy. 3.5.1. Observation Observation is performed by the facilitator whereby attitudes and behaviours are noted down. The important criteria considered to bring drastic changes in personal development in the student will be as follows; students level of response, involvement, participation, behaviours toward peers and ability to discuss and ask questions. 3.5.2. Checklist The facilitators assessment checklist is constructed from beginning to end based on variables (criteria) discussed in Chapter Two (Literature Review) on Action Learning. Criteria are selected by the researcher for the contribution of personal development as well as improving social, problem-solving, communication and interpersonal skills. Each criteria is rated from 1 (Very Poor) to 5 (Very Good) including 3 as Satisfactory as illustrated below in Table 3.1. 3.5.3. Students Feedback Questionnaire Students Feedback Questionnaires (See Appendix 1) were distributed and collected to targeted respondents on 19th of September after the AR had been completed. After a small consultation about confidentiality, students were convinced about reliability of this research and agreed to fill in the data with all honesty. Some students had a kind of fear as it was the first time they were participated in a survey. However, the response rate was 100% as they cooperated and participated fully in the exercise. 3.6. Ethical Issues on Data Collection Ethical requirements in research should not only aim to only benefits but to avoid any harm. In this context, the principles of the research ethics were considered as: Minimising the risk of causing emotional harm to students by not probing into their personal life through the use of irrelevant questions. Moreover, the researcher would have been out of context and would shatter the prevailing level of trust. Obtaining the consent of the learner himself without which getting hold of data would have been impossible. Consent forms were set up and signature of students parents were required. This research provides secrecy for the name of school and school staffs where this study has been carried out. Protecting confidentiality of data collected was of high priority as trust is the bridge between the researcher and the respondent. There was avoidance of deceptive practises whereby students were well informed beforehand about this research and additional information was provided to them to clear any misunderstandings. Learners were provided the right to withdraw from the survey at any point of time and were not forced to take u this exercise. 3.7. Triangulation More than one method of data collection tools has been used for this Action Research. Triangulation methodology is a mixture of quantitative and qualitative research techniques to generate reliable data and at the same time support the validity of the research. In this study data triangulation was

Interracial Relations and Marriages Essay -- Race Racism Marriage Dive

Interracial Relations and Marriages Outline Thesis statement,: The United States has witnessed a considerable social and cultural desegregation of Black and Caucasian Americans. However, despite years of desegregation, racial and cultural differences still exist. I show these differences still exist in the institution of marriage. 1. Americans have been and are continually moving slowly away from segregation. A.  Ã‚  Ã‚  Ã‚  Ã‚  Since the 1960's Blacks have been allowed to move into mainly Caucasian neighborhoods. B. Integration on campuses is now more apparent then ever before. 1. Students cat together. 2. Students study together, C.  Ã‚  Ã‚  Ã‚  Ã‚  Black and Caucasian issues have converged. 11,  Ã‚  Ã‚  Ã‚  Ã‚  notwithstanding these examples of desegregation, there are still signs, most clearly is apparent in the institution of marriage between Black and Caucasians. Ill.   Ã‚  Ã‚  Ã‚  Ã‚  One of the major barrier.-, of interracial marriages lies in the family of the couples. A.  Ã‚  Ã‚  Ã‚  Ã‚  Louis, a Caucasian women, and Chuck, a Black man, were married in 1960. 1 .  Ã‚  Ã‚  Ã‚  Ã‚  They have no prejudice about each other. 2@  Ã‚  Ã‚  Ã‚  Ã‚  Both have mixed group of friends. 3,  Ã‚  Ã‚  Ã‚  Ã‚  They had problems with family. a)  Ã‚  Ã‚  Ã‚  Ã‚  Louis mother had asked her why she could not marry her own kind. b)  Ã‚  Ã‚  Ã‚  Ã‚  This conflict finally caused the ties between mother and daughter to break. B.  Ã‚  Ã‚  Ã‚  Ã‚  Mama, a Caucasian Jewish, married a Black. I  Ã‚  Ã‚  Ã‚  Ã‚  . None of her family members attended her wedding except her mother. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Her father told her that he could not believe that she married a Black. Nevertheless, she survived her family disapproval. IV.  Ã‚  Ã‚  Ã‚  Ã‚  An unlikely source of problems for interracial married couples comes from religion. A.  Ã‚  Ã‚  Ã‚  Ã‚  The majority of interracial married couples involved in Christian churches before marriage discontinue church membership and attendance after marriage. B.  Ã‚  Ã‚  Ã‚  Ã‚  Couples search for churches that are like home. C. They are met with resistance from religious people who have been reported to have said that if their children married a Black person, they would kill them. D.   Ã‚  Ã‚  Ã‚  Ã‚  Every couple has their own crisis, but for some, the church officials who are against divorce will turn around and recommend a separation.... because the couple are a Black and a Caucasian. V.  Ã‚  Ã‚  Ã‚  Ã‚  These churches need to face a growing phenomenon. 1. In the Old Testament, God strongly opposes intermarriage. a)  Ã‚  Ã‚  ... ...essed and eventually the only way to make changes involving segregation Children of interracial married couples learn tolerance within the family, which allows these children to ad their experiences to others, in one way or another. Works Cited Aunapu, Greg., et al., eds. " Intermarried ... With Children." Time. Fall 1993:64-68. Gilbereath, Edward. " How Our Children Surprise Us. " Christianity T d@a . 7 Mar. 1994:32-34. Herring. Roger D. " Development Biracial Ethnic Identity: A Review Of The Increasing Dilemma. " Journal Of Muliticul tral C)unseline & Development, 23.1 (Jan. 1995): 29-39. Kalniijin, Matthijis. " Trends in Black/White Intermarriage. " Social Forces. Sep. 1993: 119-147. Kantro@tz, Barbara. "Colorblind Love." Newsweek. 7 Mar 1988:40-42. Nfira, Harold. " Love In Black And White. " Christianitv Tod4y. 7 Mar. 1994: 18-20. Norman, Lynn. " Am I Black, White Or In Between. " Ebony. Aug. 1995: 108-110. Perkins, Mtaii. " Guess Who Is Confing To Church. " Christianity T d@a . 7 Mar. 1994: 30-32. Randolph, Laura B. " Black Women/White Man: What's Going On? " EboLny. Mar. 1989: 154-158. " Up for Separatism. " Economist. 21 Oct. 1995: 30.

Charles Dickens: A Biography

Charles Dickens one of the greatest authors of all time. Dickens wrote on the people of the Industrial Revolution and on truth and realism. Dickens wrote about every aspect of life and included all classes of society. Dickens used experiences from his own life and turned them into creativity for his novels and other writings. Charles Dickens was one of the greatest authors of English Literature because he wrote on the issues and problems that concerned the lives of the people around him. Charles Dickens was born in February 1812 in Portsmouth, England to a middle social class that influenced much of his work later in life (Smiley1). Charles Dickens used his imagination and his creations to make up things and put them in stories. Dickens envisioned people and the world in the city as a physical place. He saw human activity as a focus of interest and setting for a story (Nelson 28-29). Dickens literary career began by writing for Monthly Magazine and London Evening Chronicles when he wrote the Sketches of Boz (Gissing 7). Dickens also wrote Parliamentary debates and feature articles based on his experience and observations in the Parliament (Smiley 1). In his work Dickens largely reflected the political economic and social aspects of the society comprising of the poor, peasants, workers, landlords, the rich, and the state. Dickens wrote in the 19th century England that was characterized by oppressed poor masses with few rights. The society at this time had an oppressive bureaucracy whose machinations made the life for the poor almost unbearably, and Dickens provided information reflecting injustices of the system and the resulting exploitation of the poor. Through Dickens’ series of stories like Sketches of Boz and Pickwick Papers published on the Morning of Chronicles he made known the suffering of the poor using a quick wit and significant intuitiveness about their lives (Smiley 4). Dickens wrote fourteen novels in three years with eight of them having 875 pages (Nelson 25-29). Dickens concentrated on performing one of the most profound 19th century social commentaries denouncing poverty and social stratification using works such as Oliver Twist and Hard Times. Through his social commentaries Dickens brought up strong cases of poverty, crime, misfortunes of being poor, class stratifications, bleak economic systems, treatments of the poor, and condemnation of inconsiderable public institutions. In bringing out the snobbery of the aristocracy and the oppressive of the poor, Dickens used satire that served well to bring out indignities. Dickens used fancy and realism with a satirical overriding style that formed his style. Dickens used irony, which formed a significant part of bringing to light his arguments and showing his anger at oppression (Smiley 8). Dickens’ works were presented in weekly and monthly installments. They were affordable, accessible, and regular for all making his commentary more profound. Dickens in the 19th century was a writer who used novels, essays, and short stories to bring to light social injustices against the poor. Through his writings, he also reflected on the extent and impact of poverty on the society in the time period. Through his reflections Dickens presented powerful social and political views criticizing the rich and the state and arguing out the cause of the poor. Dickens political message was on the pressure, liberty, improvement and equality expressed as part of social reform and criticism. Dickens pointed out the flaws of greed for money and criticized the neglect of the poor such as through the book Oliver Twist that show the life of a poor boy, who from his birth suffers misfortunes and misery at the hands of the people only willing to use the poor as an means to end riches. In his political expression, Dickens shows his outrage at the leadership for allowing degradation and criticizes the Poor Laws that dedicated public charity (Smiley 14). In Oliver Twist, Dickens offers a biting social commentary focusing on victimization and abandonment (Smiley 14). In his illustrations he uses the concept of the workhouses found in all cities, where the poor are left to half starve (Dickens 6a). The focuses of the book Oliver Twist were showing the oppression of the poor and abuse of the poor children as perpetrated by the state. Dickens highly disapproved of how the state treats the poor and orphaned children, which he brings to light through institutional abuse. In Oliver Twist Dickens shows institutional failure and abuse by referring to the Parish running the warehouse in which Oliver was born and that approves he will be taken to an orphanage with very poor conditions with little food or hygiene and where children were taken for offending against the poor laws (Dickens 7a). Dickens disapproved of the work house policy such as Oliver was taken to when he turned 12, where the poor underwent emotional and physical abuse, and where children were liable to punishment even with out enough reason (Brennan and Norton pg. 504). Nevertheless, Dickens’ most profound political commentary was his disapproval of the new Poor Law of 1834 that came into effect to relieve the society of the burden of taking care of the poor and made poverty almost a crime (Fletcher 1). The law established the workhouse to house the poor seeking public assistance, although in there people suffered humiliation, stigma, emotional branding, and deprivation of both psychological and physical needs (Brennan and Norton pg. 504). The state imposed a deliberate inadequacy in the workhouses that made many option out to suffer on the streets to face public aid (Fletcher 3). In additional to institutional criticism, Dickens denounces that the goodness of the workhouses in instilling the value of working and denounces the Christian virtue of he middle class bureaucrats that subjected the poor to cruelty in the name of charity (Dickens 18 a). Dickens shows that the system has made the poor commodities for proving labor for the rich, the powerful and the state, and shows how the system has led to crime and prostitution as the poor try to escape the oppression (Fletcher 1). Unfortunately, the class of people that suffered most from the enactment of the Poor Laws and Workhouses were the children, the old, and the sick that were unable to fend for themselves on the streets (Fletcher 4). In addition to political sentiments, Dickens offers socialist ideologies by providing insight into social reforms, such as in the story â€Å"A Christmas Carol† that tells the story of Ebenezer Scrooge a misery old man who sees Christmas as an excuse for the poor to expect handouts and for the people to miss work. Through the character Scrooge, Dickens brings home the opinion that the rich in the Victorian 19th century society concentrated more on attaining and retaining wealth, characteristics of capitalism instead of helping the poor (Pike). In qualifying this opinion, Scrooge considers it sufficient to pay taxes and considered the poor as idle and lazy therefore should not be given charity. Dickens shows that society should recognize the plight of the poor and contribute towards treating them more humanely. Scrooge embodies the prosperous English classes that see the poor as nothing and who think their responsibility towards helping others end with paying taxes (Book Rag Book Notes). Using the story of Scrooge, Dickens calls welfare from the poor showing that being unchairitable may lead to misfortune such as befell Marley a dead partner of Scrooge and as will happen to Scrooge if he does not change. Dickens’ socialist view such as in the book are however not through collectivism of resources, but through the rich coming in to help the poor, thus his ocialist ideals are that of charity and social responsibility of the rich towards the poor. Charles Dickens was one of the greatest authors of English Literature because he wrote on the issues and problems that concerned the lives of the people around him. Dickens achieved worldwide popularity for his novels, rich storytelling and memorable characters. He created scenes and descriptions of places that have longed delighted readers. Dickens was a keen observer of life and had a great understanding of humanity, especially of young people.Works Cited http://www.bookrags.com/notes/xmas/TOP1

Why They Are Remembered essays

Why They Are Remembered essays The events of September 11th, 2001 shook the United States, as well as the rest of the world. Everyone will always remember where he or she was or what he or she was doing when they heard the news of the attacks. However, for the generations to come, they must turn to our accounts and recordings of the events to realize, as well as analyze, what happened. September 11th will go down in history as our countries darkest hour. It is necessary that these events are historicized, so that man may always learn from his mistakes, and be able to see, first hand, the devastation he is capable of. Being made a part of history is a complicated matter. Not everything about being historicized is good. There are some downsides to it. How the event is remembered in history is certainly capable of becoming a downside. Who is recording history? Is it recorded in an accurate and unbiased fashion? The real question is who decides what is accurate and unbiased. For the most part, September 11th will be documented and remembered, throughout the world, as a horrific act of terrorism in which thousands upon thousands of people lost their lives. In some places in the world, people will not agree with the previous view of the attacks, and may in fact, feel quiet the contrary. Some people are glad this happened to the United States. Some are overjoyed at the thought that America was knocked off its high horse. Now, herein lies the danger of being historicized. You do not want an event to be recorded in history in a way that instigates hate and vengeance in the future, after those responsible have been held accountable. Many Americans have compared the terrorist attacks on the World Trade Center and Pentagon to the bombing of Pearl Harbor, some sixty years ago. I can imagine how it must be for those of us who experienced and witnessed the attacks on Pearl Harbor first hand, and then seeing the events of S...