Monday, September 30, 2019
Learning Theories Essay
This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d’etre or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment neces sitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning, the experience is what psychologists Mihaly Czikszentmihalyi and Ellen Langer label in their respective theories, as moments of â€Å"optimum flow†or â€Å"mindfulness†. According to psychologist Mihaly Czikszentmihalyi, optimum flow occurs when: Alientation gives way to involvement, enjoyment replaces boredom, helplessness turns into a feeling of control, and psychic energy works to reinforce the sense of self, instead of being lost in the service of external goals. (Czikszentmihalyi, 1990, p. 9) Replicating such moments of optimum flow is the job of educators regardless of the domain, whether it be school, the workplace in job training, or the military, etc. Moreover, certain learning theorists are advocating the greater use of technology, namely computers, in learning situations because they see enormous potential of computer technology to replicate these optimum moments of flow. Learning is a personal act. We each place our own personal stamp on how we learn, what we learn and when we learn. We in effect have our own learning style. Howard Gardner’s theory of multiple intelligences which acknowledges learning as an holistic experience is, at present, one of the most well known descriptors of human cognitive profiles. The act of learning is paradoxical in nature. It can at times appear to be a very simple act. So simple, that we do not question its presence in how we go about our daily activities, for it is natural to our existence as learning organisms. Yet, when we encounter difficulties in learning something, we no longer take the learning process for granted. It is only then that our metacognition or awareness of how we learn is heightened. Learning is taken for granted as a natural process. As simple a process it may seem, the root of understanding how we learn is not as straight forward. The existence of numerous definitions and theories of learning attest to the complexity of this process. A random sampling of any educational psychology text will illustrate the variance in views to what exactly is learning and how we do learn. In Educational Psychology: An Introduction, for example, the authors write, â€Å"Learning implies a change in the individual as a result of some intervention. It may be viewed as an outcome or as a process. (Belkin and Gray, 1977, p. 211) While this definition reflects a behaviorist view of learning, for it equates learning as an outcome, it is a starting point for the authors to expand their description of learning into many other realms, namely the different theories of learning. They in effect, devote a whole chapter of their text just to describe the many ways of defining learning. While it may seem somewhat premature to evaluate the aforementioned definition of learning and to equate it with a specific theory, it is important to recognize that â€Å"intervention†in the learning process can imply many different things. The degree of intervention, by who or what and how, are the defining factors of a learning theory. These factors help distinguish the many different theories. As you will see these theories are not stagnant. They are evolving and changing as we discover new ways of viewing human cognition. â€Å"The mechanistic model of the mind of the behavior era has given way to the logical-computational model favored by artificial intelligence and cognitive science theorists†(McLellan, 1996, p. 6). Don Tapscott, in his book Growing Up Digital: The Rise of the Net Generation, argues that we are now in a digital era of learning. According to Tapscott, a transformation in learning is taking place from what he labels â€Å"broadcast†learning to â€Å"interactive†learning. No longer are today’s generation of learners satisfied in being the passive recipients of the traditional teaching process, rather, they want to discover it for themselves by becoming interactive with the learning. The net generation children using GlobaLearn [a web site], are beginning to process information and learn differently than the boomers before them. New media tools offer great promise for a new model of learning – one based on discovery and participation. (Tapscott, 1998, p. 127) Tapscott’s thesis that the â€Å"technological revolution†is permeating every aspect of our lives forces us to examine the use of computer technology as learning devices. Such rapid social, economic and general lifestyle change, due in essence to the technological revolution, begs the question – based on learning theory, why does the use of computers as a â€Å"learning†tool make sense? This chapter will answer this question by profiling the many learning theories. [pic] The Spectrum of Learning Theories As a review of the literature of learning theories will illustrate there are many labels being used to describe the many theories. Moreover, there are many theorists associated with each approach. A categorization of these labels and theorists will help in understanding these fundamental theories. The spectrum of learning theories consists of many approaches or ways of explaining how humans learn. A description of each of these theories will suffice in providing you with enough knowledge to critically examine the use of computer technology as a learning device. The resume of each theory will consist of: †¢ the associated names of the theory †¢ a description of the theory †¢ theorists associated with the theory †¢ hyperlinks on the World Wide Web Diagram #1: The two extremes Behaviorism                                                        Constructivism The extremes of this learning theory spectrum are represented by respectively, the Behaviorist and Constructivist theories of learning. As theories trying to explain the same thing, they are bipolar based on their respective views of how knowledge is acquired and the intervention of tools of learning (teachers or instructors). As a context to better understand all of the theories of learning presented in this chapter, examine these two extremes first and then place the remaining theories onto the spectrum. [pic] Behaviorism The Associated Names of this Theory: Behaviorism labelled as a teaching approach is often referred to as directed instruction. As you compare this theory with the Constructivist view of learning, this label will become self-evident. Also in contrast to Constructivism, it has been labelled an objectivist theory of learning. Theorists associated with Behaviorism: J. B Watson E. L Thorndike B. F Skinner A Description of Behaviorism: The concern or emphasis of Behaviorism is observable indicators that learning is taking place. Contrasting this view of learning is the emphasis of cognitive psychologists who equate learning with the mental processes of the mind. Behaviorists do not deny the existence of these mental processes. In fact, they acknowledge their existence as an unobservable indication of learning. The focus of Behaviorism is on the conditioning of observable human behavior. J. B Watson, the father of Behaviorism, defined learning as a sequence of stimulus and response actions in observable cause and effect relationships. The behaviorists’ example of classical conditioning demonstrates the process whereby a human learns to respond to a neutral stimulus in such a manner that would normally be associated with an unconditioned stimulus. The supporting example often cited with classical conditioning is the case of Pavlov’s dog. The focus of Pavlov’s experiment was the digestive process in animals. In conducting the experiment, Pavlov noticed that the dog would salivate (response), upon hearing the ringing of a bell. This occurred because the dog had learned to associate its unconditional stimuli (normally feeding), with the neutral stimuli of the bell ringing simultaneously with the feeding process. Watson, believed that the stimuli that humans receive may be generated internally (for example hunger), or externally (for example, a loud noise). B. F. Skinner expanded on the foundation of Behaviorism, established by Watson, and on the work of Edward Thorndike, by focussing on operant conditioning. According to Skinner, voluntary or automatic behavior is either strengthened or weakened by the immediate presence of a reward or a punishment. â€Å"The learning principle behind operant conditioning is that new learning occurs as a result of positive reinforcement, and old patterns are abandoned as a result of negative reinforcement. †(Belkin and Gray, 1977, p. 9) In his book entitled, The Technology of Teaching, Skinner wrote: The application of operant conditioning to education is simple and direct. Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly or making sure of the appearanc e of behavior which otherwise never occur. (Skinner, 1968, p. 4) Skinner believed that more complex learning could be achieved by this process of contingencies and reinforcement â€Å"†¦ through successive stages in the shaping process, the contingencies of reinforcement being changed progressively in the direction of the required behavior. †(Skinner, 1968, p. 10) Applying the theoretical principles of Behaviorism to learning environments, it is easy to recognize that we have many â€Å"behaviorist artifacts†in our learning world. A dissection of the traditional teaching approaches used for years would reveal the powerful influence that Behaviorists have had on learning. The concept of directed instruction, whereby a teacher is providing the knowledge to the students either directly or through the set up of â€Å"contingencies†, is an excellent example of the Behaviorist model of learning. The use of exams to measure observable behavior of learning, the use of rewards and punishments in our school systems, and the breaking down of the instruction process into â€Å"conditions of learning†(as developed by Robert Gagne), are all further examples of the Behaviorist influence. With the advent of the computer in school, C. A. I. , or computer-assisted instruction has become a prominent tool for teaching, because from a Behaviorist perspective, it is an effective way of learning. CAI uses the drill and practice approach to learning new concepts or skills. The question acting as the stimulus, elicits a response from the user. Based on the response a reward may be provided. The â€Å"contingencies†of learning are translated into different levels of the program. Rewarding the user to a different level for correct responses follows exactly the approach of operant conditioning. Educators have espoused CAI as an effective teaching approach because it allows for self-paced instruction and it liberates them from the direct instruction of all their students so as to focus on those students with particular needs. Hyperlinks to Behaviorist Web Pages: http://www. coe. uh. edu/~srmehall/theory/theory. html http://tecfa. unige. ch/edu-comp/edu-s94/contrib/schneider/learn. fm. html#REF13085 http://www. sil. org/lingualinks/library/literacy/fre371/vao443/TKS2569/tks347/tks734/ http://mse. byu. edu/ipt301/jordan/learnterm_b. html [pic] Constructivism: The Associated Names of this Theory: Constructivsm is recognized as a unique learning theory in itself. It however, may be associated with cognitive psychology because as a theory of learning it focuses on a learner’s ability to mentally construct meaning of their own environment and to create their own learning. As a teaching practice it is associated with different degrees of non-directed learning. The term constructivsm is linked to Cognitive and Social Constructivsm. Theorists associated with Constuctivism: John Dewey Lev Vygotsky Jean Piaget Jerome Bruner Seymour Papert Mitchell Resnick A Description of Constructivism: The merits of Behaviorist learning theory and of their teaching practices are well documented. They have served well in teaching a growing North American population over the past six decades. Behavioral learning theory manifested itself in creating a systematic approach to teaching. Robert Gagne and Leslie Briggs, in their book, Principles of Instructional Design, combined Behaviorist principles of learning with a cognitive theory of learning named Information-Processing. The focus of the latter theory in this combination was of the internal processing that occurred during a learning moment. The design of instruction must be undertaken with suitable attention to the conditions under which learning occurs. With reference to the learner, learning conditions are both external and internal. These conditions are in turn dependent upon what is being learned. How can these basic ideas be used to design instruction ? How can they be applied to the design of single lessons, of courses, and of entire systems of instructions ? (Gagne and Briggs, 1974, p. 14) Gagne and Briggs’ principles of instructional design broke down the teaching process into a systematic process of nine steps. It is in effect, this type of systematic approach to teaching that acted as the catalyst for the creation of another view of the way humans learn. Behaviorist learning theory had served its purpose and its approach and goals were becoming outdated according to Constructivists like Seymour Papert. Constructivist learning theory sought to improve on what Behaviorist learning theory had already established by focussing on the motivation and ability for humans to construct learning for themselves. It viewed Behaviorism as being too teacher centered and directed. Constructivists regarded the educational system as a process of matching skill objectives with test items. It was void of meaningful learning. They also saw the teaching process focus too much on individual work rather than on group work. The final critique of Behaviorist learning theory from the Constructivist perspective helped define the core of Constructivism. To imply that knowledge is separate to the human mind and that it must be transferred to the learner in a teacher centered approach fundamentally was counter to the Constructivist theory of learning. Constructivists believe that all humans have the ability to construct knowledge in their own minds through a process of discovery and problem-solving. The extent to which this process can take place naturally, without structure and teaching is the defining factor amongst those who advocate this learning theory. Jean Piaget, a Swiss psychologist, observed human development as progressive stages of cognitive development. His four stages, which commence at infancy and progress into adulthood, characterize the cognitive abilities necessary at each stage to construct meaning of ones environment. Seymour Papert, psychologist and contemporary critique of Behaviorist teaching methods, writes in his book, The Children’s Machine: Thus, constructionism, my personal reconstruction of constructivism has as its main feature the fact that it looks more closely than other educational -isms at the idea of mental construction. It attaches special importance to the role of constructions in the world as a support for those in the head, thereby becoming less of a purely mentalist doctrine. (Papert, 1993, p. 42) As the inventor of LOGO, the programming tool for children, Papert too believed that children as learners have a natural curiosity to construct meaning of their world. The educational system as Papert saw it was too structured and it stifled this natural curiosity. The means by which children were being taught relegated them to a role of passive recipients of the teaching hence, they were not motivated to construct any learning for themselves. Learning according to Constructiv ists is a question of motivating an individual to attach new meaning to past cognitive experiences. According to Papert: It [constuctivsm] does not call in question the value of instruction as such. That would be silly: Even the statement (endorsed if not originated by Piaget) that every act of teaching deprives the child of an opportunity for discovery is not a categorical imperative against teaching, but a paradoxically expressed reminder to keep it in check. The constructionist attitude to teaching is not at all dismissive because it is minimalist – the goal is to teach in such a way as to produce the most learning for the least teaching. Of course, this cannot be achieved simply by reducing the quantity of teaching while leaving everything unchanged. The principle other necessary change parallels an African proverb: If a man is hungry you can give him a fish, but it is better to give him a line and teach him to catch fish himself. (Papert, 1993, p. 139) Papert’s desire to have children become motivated learners, critical thinkers, problem-solvers and metacognitionists is to be achieved through educational reform that provides the learner with the necessary tools to participate and to take ownership of the learning process. According to Papert, the computer is the appropriate tool to achieve such desired educational reform. These desired objectives of Papert and others who share the Constructivist view of learning are coming closer to reality as more people discover the power of computer technology. From Donald Tapscott’s perspective, Papert’s desired reality is happening now, as a paradigm shift to more interactive learning due to the exploitation of the digital media is taking place in our learning institutions. Tapscott cites eight shifts in learning today: †¢ From linear to hypermedia. †¢ From instruction to construction and discovery. †¢ From teacher-centered to learner-centered education. †¢ From absorbing material to learning how to navigate and how to learn. †¢ From school to lifelong learning. †¢ From one-size-fits-all to customized learning. †¢ From learning as torture as learning as fun. †¢ From the teacher as transmitter to the teacher as facilitator. Hyperlinks to Constructivist Web Pages: http://www. tcimet. net/mmclass/summer/CHPTales. tm http://www. coe. uh. edu/~srmehall/theory/construct. html http://www. gwu. edu/~tip/bruner. html http://www. mamamedia. com/areas/grownups/people/seymour. html http://www. mamamedia. com/areas/grownups/home_alt. html http://lynx. dac. neu. edu/home/httpd/t/tjohnson/papert%20history. htm [pic] Fitting the other Theories onto the Spectrum The two extremes of the spectrum have been outlined (refer to diagram #2). Inherent within each of these two extremes are related theories. Diagram #2: (Spectrum Summary) Behaviorism                                                                                 Constructivism Directed Instruction                                                                            Non-directed Instruction Objectivist                                                                                    Constructivist Teacher-centered                                                                            Learner-centered Behavioral observations                                                                    Cognitive operations Focus on the individual                                                                    Group work is emphasized More focussed on one approach                                                    More holistic in approach Fundamentally, Constructivism is a cognitive learning theory because of its focus on the mental processes that construct meaning. Other learning theories equated with cognitive psychology are: Information-Processing theory, Scaffolding theory (associated with the Russian philosopher Lev Vygotsky) and Brain-based learning theory (associated with neuroscientists such as Marian Diamond and Robert Sylwester and educator Susan Kovalik). Information-Processing theory regards human learning as being analogous to a computer and its ability to store memory. As humans we process information initially with our senses. This information is either processed into our short term memory or it is lost. If this information is used and practised it is only then put into long term memory. Lev Vygotsky thought that our cognitive development was directly related to our social development. The culture we live in influences our social and cognitive development according to Vygotsky. He further recognized the differences of how the world is seen by children and by adults. Vygotsky labelled this difference in cognitive ability as the â€Å"zone of proximal development†. The job of educators was to identify this zone and to find out where the child was situated in this zone and build upon their specific level through a â€Å"scaffolding†process. Building from what the learner knows is in essence, anchoring the learning on past experience. Such anchoring is fundamental to Constructivist theory of learning. Computer technology is viewed by Seymour Papert as an excellent means to anchoring learning to meaningful experiences. The complexity of understanding how humans learn is reflective of our complexity as biological, social and cognitive animals. Many theories exist, all focussing on different aspects of our make-up as humans. Each theory is an attempt to explain how we learn, act and behave: Sigmund Freud focussed on our sub-conscious, Skinner on our observable behavior, cognitive psychologists on our mental processes, humanistic psychology on our social and interpersonal development. Howard Gardner took a more holistic approach in describing our cognitive profiles. His classification of human intellectual ability into seven intelligences incorporates many aspects of psychology to define the cognitive behavior of humans. Before moving on to Multiple Intelligences , refer to the following hyperlinks for information on other learning theories. http://mse. byu. edu/ipt301/jordan/learning. html [pic] Theory of Multiple Intelligences: Human intelligence should not be equated solely with linguistic or logical-mathematical intelligence alone, according to Howard Gardner. As the author of a new way of looking at human intelligences, Gardner, a Harvard professor, identified a total of seven different intelligences that humans may possess. His list includes: †¢ Linguistic intelligence †¢ Logical-mathematical intelligence †¢ Spatial intelligence †¢ Musical intelligence †¢ Bodily-kinesthetic †¢ Interpersonal intelligence †¢ Intrapersonal intelligence Gardner is working on more intelligences that qualify as cognitive processes: â€Å"Multiple intelligences theory, on the other hand, pluralizes the traditional concept†(Gardner, 1993, p. 15) Gardner’s fascination with human intelligence and how the brain works was started with an investigation of people who had experienced brain damage of some sort. He recognized that not all abilities, whether cognitive or motor-sensory, were eliminated from the individual’s repertoire despite having endured some form of brain damage. Gardner hypothesized that we possess more than one form of intelligence. The theory of multiple intelligences provides a more holistic view of the intelligence of humans. Gardner advocates that we may all attempt to develop each of these intelligences to our optimum level. However, we may be more adept in only certain of these intelligences. We may however, aspire through practice and development to improve in the remaining intelligences. The use of technology appeals to this view of intelligence in that Gardner’s theory acknowledges that cognition is not a linear process. The computer as a learning tool has enormous potential in developing the different forms of intelligences of Gardner’s theory. Hyperlinks to Multiple Intelligences Web Pages: http://www. athena. ivv. nasa. gov/curric/weather/adptcty/multint. html [pic] Learning Theories and the Brain What is Learning? Learning is the process by which we receive and process sensory data, encode such data as memories within the neural structures of our brain, and retrieve those memories for subsequent use. The variety of information stored within such memories is enormous, including such items as: how to control your sphincter muscle until a socially appropriate occasion, how to identify mommy in a crowd, how to ride a bicycle, what is the shortest path to grandmother’s house without going near the lair of the wolf, what is the tune for Beethoven’s Ode to Joy, and what a philosopher means when she says â€Å"The cat is on the mat. All learning takes place within the brain, and as our understanding of the underlying structures and processes of the brain increases we can begin to apply that knowledge to improve our construction of learning environments. Our ability to describe and understand the basic processes by which our brain learns has been enhanced by recent technological developments and by the accumulation of long-term studies in human and animal populations. Of particular benefit has been the development of brain-imaging techniques that allow us to observe the operation of normal human brains during the performance of a variety of tasks. Magnetic Resonance Imaging (MRI) and similar technologies have allowed researchers to map neural activity during sensory data processing and monitor the transfer of information into long-term memory. Researchers have also made great strides in determining the basic mechanisms that underlie the transmission of information within the brain. Such research on brain structure, neural transmitters, and the process by which memories are stored and retrieved have allowed the development of neuro-physiological models of learning. Although neuroscience has provided us with an increasingly rich and accurate descriptive theory of learning within the brain, we still need prescriptive theories of how to maximize the efficiency and capacity of human learning. To some extent all learning theories are prescriptive and seek to minimize the time required to transfer information into memory and maximize the efficiency of retrieving that information. Our current knowledge of the brain, and our speculations regarding the evolutionary function of learning, should assist such prescriptive theories in designing learning environments that provide for maximum learning efficiency. In particular, prescriptive theories informed by our current knowledge of neuroscience should allow us to evaluate the role of multimedia in learning environments. We should also be able to maximize the impact of multimedia in such environments through application of learning theories and our knowledge of the human brain. Learning environments should not be construed simply as the traditional formal classroom within the context of institutionalized public education. Such environments occur within the workplace, the home, and other social institutions as communication and information technology continues to penetrate Western society. We should also be aware that the use of multimedia will have an impact upon the development of the human brain, particularly when such techniques are used with children and adolescents whose brains are still developing and maturing. [pic] The Brain The three-pound universe that is our brain consists of more than 100 billion neurons and the associated structures that organize, nourish, and protect their functioning. Each neuron may have between 5,000 and 50,000 connections to other neurons, forming a dense connective mat that allows the storage of enormous amounts of information. It is important to remember that structures within the brain continue to develop until late adolescence and that neurons will continue to grow connections to other neurons throughout adult life. [pic] Brain Structures The diagram above shows four basic structures in the brain that are important for bodily functions and for learning and memory. The brain stem is primarily concerned with basic survival functions and the regulation of body systems. The cerebellum is involved in the performance of automatic movement patterns (walking, running, touch-typing, and other physical skills that can become part of automatic procedural memory). The limbic system is responsible for the processing of short-term memory into long-term memory as well as the generation and regulation of emotions. The cerebral cortex is the area of the brain in which sensory data is received and analyzed, decisions are made, and behavioral responses are activated. Information is received from the major sensory organs of the body: eyes, ears, nose, tongue, and skin; and is held briefly in sensory memory. The further processing of that information appears to be dependent upon the state of emotional arousal of the brain and the utility of such information for potential survival. Long-term memories are generated through the growth and spread of neural connections between those modular structures that contain the memory (Sylwester, 1995, pp. 89-90). The more often such structures are activated and the stronger the connections become to associated structures, the more easily such memories are retrieved and used by the brain in decision making and conscious thought. To some extent the driving forces behind the way our brain processes sensory input and makes decisions are the survival imperatives that accompanied human physical and cultural evolution. Our brains reflect the importance that survival places upon evaluating potential threat situations, making a quick response, and focusing all body resources on support of those functions that may lead to continued survival. In high-threat situations the focus of the brain will be almost exclusively upon what is identified as the potential threat while the body shuts down relatively unimportant systems to concentrate on those involved in the fight-or-flight response. Low-threat situations allow the brain to sample and evaluate a broader spectrum of sensory input and to analyze such input for future use. Thus a large looming shadow in the cave mouth tends to generate fear, prompting the body to shut down digestion, pump more adrenaline, and prepare the cerebellum to handle the process of running while the cerebral cortex looks for places to hide or make a stand. Strong negative emotion tends to evoke the fight-or-flight physiological and mental responses that shut down high-level cognition. A premium should therefor be placed upon the reduction of those factors within a learning environment that give rise to negative emotions. At the same time, sensory input that does not receive attention is not available for processing through short-term into long-term memory. Clearly a balance must be struck between too much and too little stimulation in learning situations. Some stimulation and motivation is necessary for the learner to pay attention to the data that they are required to learn; on the other hand too much stimulation (particularly in a negative context) is liable to create anger or fear as an emotional response, either of which can serve to reduce the amount of learning carried out within the environment. It appears that the limbic system plays an important part in the process of storing information as long-term memories. Those activities that provide an emotionally supportive environment may well have a positive effect upon the processing of information into long-term storage and subsequent retrieval of those memories. Group activities, co-operative learning, role-playing, and simulations tend to provide emotional support and emotional context for learning. Retrieval of long-term memories is enhanced when a large number of connections have been established between the neural modules that store such memories. To some extent our growing knowledge about the organization of the brain tends to support those theories of learning that can generally be labeled as constructivist. That is, situated knowledge that is connected to a large number of other memories is more apt to be recalled than is unconnected knowledge that has been learned by rote. Because the process of creating connections between ideas and memories is essentially carried out through a process of rehearsal and review, learners should be encouraged to review knowledge that is being learned and attempt to build connections to that knowledge that is already easily retrieved from long-term memory. Such cognitive tools as narration, story-telling, constructing metaphors, and making comparisons are strategies that help to build and maintain connections. The construction of knowledge is essentially the growing of connections between the neural modules that contain individual memories. [pic] Implications for Learning Theory If the apparent symmetry between contemporary brain-based learning theories and constructivism is accurate, then basic guiding principles of constructivism should be used in designing learning environments. These principles include: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. Parts must be understood in the context of wholes. Therefore the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to understand the world, and the assumptions that support those models. 4. The purpose of learning is to construct one’s own meaning, not to have the â€Å"right†answers by repeating someone else’s meaning. Learning is inherently inter-disciplinary, and the only valuable assessment of learning is assessment that is part of the learning process and that provides students with information on the quality of their learning. (On Purpose Associates, 1998b) Such learning environments should also be designed around the ideas that come forward from brain-based learning. That is, they should employ the three instructional techniques associated with brain-based learning: â€Å"orchestrated immersion, where learning environments are created that fully immerse students in a learning experience; relaxed alertness, where an effort is made to eliminate fear while maintaining a highly challenging environment; and active processing, where the learner consolidates and internalizes information by actively processing it†(On Purpose Associates, 1998a). Learning environments constructed with these principles in mind will tend to be organized around thematic units featuring knowledge in depth and the exploration of projects that have real meaning for the participating learners. [pic] Implications for Multimedia How should we then use multimedia presentations of information to effectively learn in the context of current brain-based learning theory? The communications and information technology that constitutes contemporary multimedia platforms has some significant advantages in creating a learning environment, but there are some pitfalls that must be accounted for as part of the learning process. Multimedia, at its best, allows us to bring the real world to the learner through the use of sound and video. Such connection to the real world should serve as a factor in motivating students, and as a factor in providing them with additional connections to other knowledge structures. At the same time, multimedia allows students to experience information through multiple modes of presentation. Such multi-modal learning should help to build connections within the learner’s brain if only because multiple modes of reception will engage different areas of the learner’s brain. Contemporary multimedia platforms allow a greater degree of learner control and more freedom for the learner to undertake self-directed exploration of the material. Such self-directed learning is likely to be more meaningful and more connected to existing knowledge structures within the learner’s brain. Therefore, we should see advantages for learning programs that include multimedia presentations. Learners should also gain from the possibility of self-paced instruction based upon contemporary multimedia learning technology. Whenever possible, immediate feedback should be built into a multimedia program to assist students in forming correct connections prior to reinforcing connections between new and old information incorporated within existing knowledge structures. Designers of multimedia instructional packages should take comfort in the strengths of multimedia, but they should also be aware of potential problems in using multimedia with learners. Although current multimedia technology allows excellent presentation in both video and audio modes, and provides some tactile feedback through the use of keyboards, there is little to offer students who need tactile experience ? multimedia is essentially a bimodal presentation strategy unless additional work is done to prepare material for students. Even the best multimedia programs cannot provide the total stimulation that natural environments provide? we have yet to incorporate smell or taste into such presentations, and tactile sensations are still limited. More importantly, there is a clear danger that multimedia programs may be used to substitute for interaction with other learners. We should not be seduced by technical virtuosity or cutting-edge visual and aural effects, there is still a need for human interaction and emotional support. Above all else, we should beware of the tendency to substitute passive learning for active learning. Multimedia provides significant advantages in presenting information to learners, particularly if sufficient resources have been invested to create presentations that make full use of current technology. Presentation of information, no matter how technically sophisticated, is not enough; learners must interact with content to construct their own meanings and integrate new knowledge into the dense web of neural connections that is mind and memory. [pic]
Sunday, September 29, 2019
Alcohol and substance abuse Essay
Introduction There are many challenges facing the world today raging from political conflicts (wars), natural disasters, famine, diseases, economic and social problems among others. Every continent on this earth and for that matter every country have encountered one or more of such problems. However some countries have been able to eradicate or minimize the occurrence and effect of some these problems such as famine, economic issues, political conflicts etc. Usually, developing countries in Asia, Africa and Latin America are the most vulnerable to all these problems. Apart from natural disasters which its occurrence can hit any country, developed countries encounter minimal problems of famine , political or economic problems but are often challenged with especially social problems including substance abuse mainly alcohol usage. What is Substance Abuse Substance abuse have been one of mankind oldest weakness as we have as human beings, in one way or the other either consciously or unconsciously have abuse some sort of substances at a particular point in time of our life. In ancient Greece, were a group of people called â€Å"lotus eaters†where they used lotus fruits and flowers as form of food which put them in some form of hallucinogenic state. Substance abuse is the use of illegal drugs or the excessive use of legal substance so as to produce physical, psychological or social harm. The World Health Organization refers to substance abuse as harmful or hazardous use of psychoactive substances including alcohol and illicit drugs. Substance abuse which is commonly referred to as drug abuse is therefore the use of illegal or in appropriate use of a legal substance that alter the normal functioning of the brain or nervous system and are harmful to the general health of the user. (Levin et al 2000, WHO 2010) Substance Abuse in the Context of Alcohol Alcohol is a form of liquid known as ethanol and used as an ingredient or a constituent of intoxicating beverages such as beer, spirits, wine and other drinks. Alcohol is the most prevalent psychoactive substance used by many people. It is often used as a form of depressant which as a result slow the effective performance or operation of the central nervous system. Substance abuse drugs are categorized as stimulants (caffeine, nicotine), depressant (alcohol, valium), hallucinogens (ecstasy, LSD), cannabis (hashish, marijuana) and steroids (Macionis 2005, WHO 2010). Why people use alcohol There are number of reasons why people use alcohol. Curiosity among other reasons such as for recreational, spiritual, psychological, social conformity etc. are often the explanation given. Some of these reasons are not obvious and most people use different forms of excuses like, I have had a stressful day or week, I have friends coming around, I have to get in the mood to socialize etc. Recreational and Spiritual People see alcohol consumption as a form of leisure. Example, some people may drinking a glass of wine or beer before, after or with a meal to increase their appetite, make the food taste better or make them more relaxed. Many cultures around the world use alcohol in their spiritual practices and believes. In Ghana and other African countries, often alcohol is used as a form of offering in pouring libation to the gods. Psychological and Social Conformity Due to the psychoactive effect of alcohol, it is seen as a way of alleviating stress, mental and emotional problems. Some people use alcohol due to a particular society, group, affiliation etc. that they belong to in other to fit in. During social events, alcohol are usually served and many people believe by consuming alcohol will instill a sense of confidence when in the company of others. Example is among college students and young adolescent where due to peer pressure find themselves drinking alcohol. People living in isolation with poor network support and decrease mobility may often turn to alcohol especially among senior citizens. Alcohol and other substance abuse as a problem In most societies, people have different opinions and mixed feelings about alcohol and other forms of substance abuse. Some people may consider its use as beneficial while others may disagree. However, the problems created by alcohol and other substance abuse are staggering than the benefits derived. The most commonly problems we often witness are public drunkenness, disorderly behavior, traffic and industrial accidents, broken families, crime, poor social functioning and worsening of existing conditions such as poverty, mental and physical illness. (Kornblum and Julian 1974). Key findings indicated that more people suffer from alcohol use disorders compare to drug use and both types are common in men than in women. In every year 35 out of 100,000 people are killed by alcohol where as in 2012 3. 3 million deaths were attributed to alcohol consumption globally. 5. 4% of world’s annual disease burden is caused by alcohol and illicit drug use, whereas tobacco accounted for 3. 7%. Globally 46% of all men and 73% of women abstain from alcohol. This means 54% of men and 27% of women of the total global population have at some point in their life consumed alcohol before. Therefore 81% of the total worldwide population have consumed alcohol at some point in time. 6. 2 liters of pure alcohol were consumed per person aged 15 years or older in 2010 worldwide. Developed countries have the highest consumption rate with Europe having the highest level of alcohol consumption while the lowest is found in the South East Asia region (WHO 2014). Effect of Alcohol Alcohol consumption has several negative effect on the user which as a result affect the society, country and the globe. The annual death rate related to alcohol consumption is about 3. 3 million globally. The individual also becomes very vulnerable of contracting other diseases like cirrhosis of the liver, anemia, heart attack etc. Alcohol and other substance users are more exposed to social related harm like rape, accidents, injury or even death. Governments in various countries spend huge sums of money to treat and rehabilitate substance abuser, such individuals sometimes lose earnings, become unemployable or lose their family. The money, time and health care facilities used to rehabilitate these individuals put lot of economic strain on the government budget and even the economical contributions of such individual is even severe if the person is a professional example a medical doctor, teacher, IT technician etc. Such monies could be used to do other social economic developments to improve the overall wellbeing of the society and the globe. The Finnish government spend about 1. 3 billion euros annually for managing alcohol related problems according to the National Institute for Health and Welfare (Yle News 2013, WHO 2014). Conclusion Alcohol and other substance abuse is not an individualistic problem but a worldwide issue where all governments must work together to combat, reduce, if not eradicate the total consumption of it. Good policies on better health care systems, improved economic policies and strong but encouraged social living programs should be implemented. Efficient advocacy programs, effective regulatory strategies and the involvement of community base action programs to care, support and prevent the sale and consumption of alcohol and other substance abuse materials should be implemented and encourage. Reference Dowd Thomas E, Rugle L. Substance Abuse, A Practitioner’s Guide to Comparative Treatments. New York: Springer Publishing Company 2006. Julian J, Kornblum W. Social Problems. New Jersey: Prentice Hall Publishing 1974. Levin et al. Social Problems. California: Roxbury publishing company 2000. Macionis John J. Social Problems. New Jersey: Prentice Hall Publishing 2005. Alcohol: Definition. World Health Organization (Accessed 13. 09. 2014) http://www. who. int/substance_abuse/activities/msbatlaschone. pdf? ua=1 Alcohol and Health: Factors and Effects. World Health Organization (Accessed 13. 09. 2014) http://www. who. int/substance_abuse/publications/global_alcohol_report/msb_gsr_2014_1. pdf? ua=1 Alcohol: Cost. National Institute for Health and Welfare THL. (Accessed 14. 09. 2014) http://yle. fi/uutiset/huge_costs_caused_by_alcohol_ause/6639487.
Saturday, September 28, 2019
Community Within Maycomb Essay
So often in a society we are misled at the actual courageous and uncourageous acts that are done amongst a society. Most of the time it is usually because we have our own perception that a society is emulated from the way someone may act or the lineage and community in which some are born into. In To Kill a Mockingbird, Harper Lee shows the strengths and weaknesses of a community through the white community, black community, and lastly the community within a family. Though there is much strength in a White community, like holding their values high, there are also weaknesses like being racist toward the â€Å"Blacks. For instance Jem points out a weakness in the White community when he tells Scout, â€Å"They’re real sad†¦ They don’t belong anywhere. Colored folks won’t have ‘em because they’re half white; white folks won’t have ‘em cause they’re colored, so they’re just in-between, don’t belong anywhere. †Back during the 1930’s interracial marriage was unheard of and if it was it was thought of as impure or inadequate therefore disregarded. Experts Joyce Moss and Gorge Wilson say, â€Å"†¦ Racial relations where complicated by various restrictions in the 1930’s. Breaking the taboo against sexual intercourse between a black man and a white woman was considered by most whites and some blacks†¦ most serious offence. This kind of miscegenation would ‘taint’ racial purity. †This then re-states the negativity of racism during the time of Maycomb in the White community. Despite of Macomb’s racist perspectives they also share very important morals between their communities. Atticus Finch shares with Scout,†you never really understand a person until you consider things from his [or her] point of view†¦ ntil you climb inside of his skin and walk around in it. †(Chapter 3) This excerpt shows how high Atticus being from the White community, keeps his standards and beliefs held high so that he may be looked up as Macomb’s role model. In conclusion this states, though Maycomb may struggle with some things that still to this very day affect us as a community, Maycomb is also showing how it is to be keeping their morals in mind. From the outside looking in it may seem as though the Black community has no strength despite the fact there is. During the time period the Blacks had no problem with helping one another. If one didn’t know the other one knew and they assisted one another. During church scout asks â€Å"How we gonna sing [the songs] if their aint any hymn books? †â€Å"[Zebo cleared his throat and read in a voice†¦ ]. We tend to always focus on the main idea but this tiny detail helps the Blacks unite with each other because they are able to participate in activities like sing in church by just being able to work with each other to read the hymnal and be a religious community. Scout being from the White community she doesn’t understand the ways of the â€Å"blacks†and how they choose to be one. KJ The book girl states, â€Å"The black community as a whole is a very close congregation, as it has to be to survive the harsh treatment by the white community†¦Ã¢â‚¬ Because the Blacks have been kind of segregated by the White community, it has taught them to become and be closer. In difference to the negative conversations that go on in the Black community as well. You ain’t got no business bringin’ white chillun hereâ€â€they got their church, we got our’n. It is our church, ain’t it, Miss Cal? †said Lula. This is the first time Jem and Scout experience direct racism which is usually never heard of because they are white. This makes them in a real uncomfortable position in which they have never been. The weakness in the Black community is they are racist back and don’t want to make a difference well most of them anyway. Even though Lula is from the black community she is prejudice towards the whites. This is a weakness in the black community though they help one another they don’t realize how to be the bigger person in the sense of acting with dignity and not stooping and lowering you self to discriminate against different raced people. There are much strength as well as many weaknesses within the kinship of a Family community. Atticus instills within his kids that, â€Å"I wanted you to see what real courage is, instead of getting the idea that courage is a man with a gun in his hand. It’s when you know you’re licked before you begin, but you begin anyway. †A Review of General Semantics says that,†Atticus agrees to defend a black man named Tom Robinson who has been accused of [a heinous crime] raping Mayella Ewell a white woman. During the trial, Atticus provides sufficient evidence†¦ if fact provides that Mayella’s father Bob[Ewell] is responsible for marks on her face†¦ however the all-white jury convicts Tom[Robinson] away†¦Ã¢â‚¬ Action speaks louder than words have always been the saying for a society especially when parents say it. Atticus is teaching his kids the moral of standing up for what is right and to have full courage when doing so. He defends Tom Robinson to not only prove that this man has done nothing wrong but also to teach his kids the moral of standing up for what you believe in and having courage to do so is far more meaning full than feeling powerful verse feeling courageous for doing the right thing. In contrast to the benefits of a positive family community. In contrast to a positive family environment Robert also know as Bob Ewell, is determined to have a black man imprisoned for a crime that he has not committed. Atticus, while on the trial with Mayella Ewell Atticus asks her, â€Å"Why don’t you tell the truth, child, didn’t Bob Ewell beat you up? †Bob Ewell being a horrifying father has done a crime that if people knew what he has done the community would probably never speak to or even regard him again. He has raped and beaten his own flesh and blood. The inhumanity that he possesses within his family as the head of the house hold is unfathomable.
Friday, September 27, 2019
Poem Essay Example | Topics and Well Written Essays - 500 words - 9
Poem - Essay Example In the poem he expresses his emotions and grief for his son, he says goodbye to his son and wishes that he had never been a father to him because of the grief he feels, but he also mentions and suggests that he should also be feeling happy because his son has escaped the worries of the world and he lives now in heaven. If talked about the structure of this poem, it can be said that the poem is clearly a meditation of his thought; it is an elegy, a poem written on the death of his son. It expresses sorrow about the death of his loved one. About the structure of his poem, it can be said that it is written in heroic couplets with rhyming iambic pentameters, it is developed in rhyming couplets with each line in pentameters. It is important to mention that despite the strong adherence, the poem conveys strong emotions and feelings. Jonson use of language and imagery in this poem is also unique; he creates a metaphor of his son having been lent to him by god so that he pays him back on the named day. The image he represents in the poem is powerful; he considers the seven years he spent with his son as a gift from his god. Death is represented as a state that a man should envy because Jonson thinks that man is safe from the misery of the world (Hager 224). Thus, to conclude it can be said that Jonson had used strong portrayal of imagery and metaphors in this poem which connects with his strong representation of feelings and emotions. He rejoices the feeling that is developed after his son’s death because according to him it is the state where a man is away from worldly worries and
Thursday, September 26, 2019
Morality subject, the rights and wrongs on Abortion on A Catholic Essay
Morality subject, the rights and wrongs on Abortion on A Catholic viewpoint - Essay Example This was the message of Cardinal Renato Martino, who was president of the Pontifical Council for Justice and Peace. Moreover, according to Martino, the stance of Amnesty International which is to uphold human rights above specific theologies and the right of the unborn child to live may trigger opposition from the Catholic Church and various anti-abortion organizations but may actually inspire others to cut the life of the unborn child if they feel they have to. Nevertheless, regardless of people’s stance on abortion, the act is considered a moral wrong based on Catholic theology. Based on Catholic theology, abortion is wrong because of several reasons. First, according to De Marco, the immoral nature of abortion depends on â€Å"the presence of hundreds of thousands of non-Catholic individuals who actively oppose abortion, together with the existence of many anti-abortion groups who are affiliated with non-Catholic agencies and institutions†3. Although this may be logi cally a fallacious statement since it is based on the idea of the absolute and unquestionable rightness of the majority of population, the opinion still has practical value. Although practicality is not necessarily synonymous to what is morally right, it is certainly undeniable that the opinion of the majority matters for any institution, including the Catholic Church, is made up of this majority. ... Moreover, since it is not only the Catholic religion that pushes for the respect for the life of the unborn child, then these reasons for the wrongness of abortion are therefore â€Å"not peculiarly Catholic†5. It therefore reflects the sentiments of various other religions. Although it would be rather exhaustive to explain in this paper, there is basically no religion that condemns life. This mere fact therefore tells us that basically life is precious and these religions, which have been established by learned people and intellectuals, may not be that wrong. The stance of the Church itself on abortion is only implied in the Canon law but â€Å"the very fact that there have always been canonical penalties for abortion is a reflection of the Church’s position that abortion is a grave evil†6. Nevertheless, there are specific teachings of the Catholic Church against abortion. In fact, according to the Catechism of the Catholic Church #2271, â€Å"Direct abortionâ € ¦willed either as an end or a means, is gravely contrary to the moral law [and] are abominable crimes†7. It is very interesting to note the phrase â€Å"willed either as an end or a means†for it implies that even if abortion were used to save the mother’s life, just like what modern oppositionists are claiming, abortion is nevertheless a crime. It therefore does not make abortion right even if it were used as a means to save a person’s life. The Catholic Church therefore maintains that the functionality of an object or a concept cannot guarantee its spiritual value. Moreover, contrary to what science has determined, for the Catholic religion, â€Å"the exact time when the fetus becomes ‘animated’ has no practical significance
Description of a data data warehouse Assignment
Description of a data data warehouse - Assignment Example Data from different sources are converted into a common format in the data warehouse, therefore, each department will produce results that are in line with all the others. Furthermore, a data warehouse will be of great importance during data recovery. If a disaster occurs in the transactional database, it will be easy to restore all data, all if not all, that which is of importance, to the transactional database from the warehouse. This table is used to store information about different tables from the dimensions table, which include: CustomerKey, SupplierKey, DateKey, ProductKey, OrderID, Required_DateKey, UnitsOnOrder, ProductPrice, Shipped_DateKey, Quantity, TotalPrice, ShipperCompany, ShipperPhone, InsertAuditKey and UpdateAuditKey. The table contains key values of different dimensions tables. ProductKey, SupplierKey, DateKey, UnitPrice, UnitsInStock, UnitsOnOrder, ReorderLevel, UnitsSold, InsertAuditKey, UpdateAuditKey. The Product, Supplier, and Date keys are surrogate keys in the FactInvetory table. The InsertAuditKey and the UpdateAuditKey are foreign keys from the FactOrder table. The table contains information about keys, the SK_EmployeeKey, SK_TerritoryKey, and the SK_DateKey. All these are surrogate keys referencing EmployeeKey TerritoryKey and DateKey from different dimensions table. The table has CustomerKey as the surrogate key for the table, CustomerID as the business key. Other customer information stored in this table include: FirstName, LastName, TitleOfCourtesy, CompanyName, Address, City, Region, PostalCode, PostalCountry, Phone, Fax, Description, IsCurrent, EffectiveStartDate, AffectiveEndDate, InsertAuditKey, UpdateAuditKey. The other employee information stored in the dimension employee table include: LastName, FirstName, Title, TitleOfCourtesy, BirthDate, HireDate, Address, City, Region PostalCode, Country, HomePhone, Extenision, Notes. Other information stored in this table include: Day,
Wednesday, September 25, 2019
Monetary Policy of the Bank of England Essay Example | Topics and Well Written Essays - 1750 words
Monetary Policy of the Bank of England - Essay Example nflation, consumer price index is used which measures the changes in the prices of a fixed basket of goods and services and compare the new prices with the prices set in base year. The change therefore outlines as to how much inflation has emerged in the economy over the period of time. There are different price indices which can be used to measure the inflation however, consumer price index or CPI is widely used as a measure of inflation in the economy. Other indices include producers’ price index, commodity price index etc and these indices measure different aspects of price change over the give period of time in any economy. Inflation generally can be of two types i.e. cost push and demand pull inflation. Cost push inflation occurs when there is a decrease in the aggregate supply due to the increase in the wage rates as well as increase in the prices of the raw materials. These economic variables therefore can cause the aggregate supply to decrease thus pushing the prices o f the goods and services up and therefore increasing the inflation within the economy. Demand pull inflation can occur due to an increase in the aggregate demand and therefore can cause the price level to rise. This could occur mostly due to the increase in the aggregate money supply or the expansionary fiscal policies adapted by the government. Why Inflation Arises? Inflation also tends to occur when the overall aggregate demand for goods and services increases more rapidly than the increase in the aggregate supply of the goods and services. There can be different factors which can actually cause this imbalance between the aggregate supply and demand in the economy. The key reasons as to why this imbalance may occur can due to the increase in the consumption level, an increase in the investment... This essay outlines the detrimental effects of the high inflation for the growth of UK economy, and aims to determine optimal monetary policies for the Bank of England. Inflation is considered as a rise in the general price level in an economy over a given period of time. It therefore measures the rate of change of prices over a given period of time and indicates a percentage rate by which prices of goods and services have generally increased during the given period of time UK’s inflation rate has been recently soaring at high rate and there is a strong probability that the same can further increase in the future. At this time when economy is at a very fragile point, such higher level of inflation can actually discourage the consumers from spending and thus further putting pressures on the economy due to lack of demand. Over the period of time, Bank of England has taken measures to keep interest rates at really low levels in order to ensure that easy credit is available to consumers at relatively low rates. The idea was also to induce consumption in order to regenerate the demand and increase the economic activity. However, the continuation of this policy seems to have backfired because of the rapid increase in the inflation in the economy. The increase in the inflation rate has been mostly attributed to the expansionary monetary policy adapted by the Bank through quantitative easing as well as the reduction in the interest rates.The BoE must develop the reputation and credibility for its steps to reduce the inflation.
Tuesday, September 24, 2019
English writing Essay Example | Topics and Well Written Essays - 1250 words
English writing - Essay Example They later form the leadership tables in the kingdoms and dynasties, regarded as heroes, master’s, kings and so forth , but do these titles come with social, economic, cultural or political obligation to the beholder? In other words, what is the role of social relationships and other human interactions and how do the titleholders or the leaders approach the sometimes-conflicting obligations that come with the titles? William Deresiewicz’s ideas on leadership and the sacrifices that one has to make in order to change the position he is in and/or change the society’s perception over a phenomenon can is an analytical tool to evaluate the heroic traditions in these films. In addition, by evaluating the role of social relationships and their sometimes conflicting obligations will help us understand the real cost of heroism and the consequences involved in case the hero/the leader misses a point in his words or actions (Finch, 2). For instance, in Seven Samurai, the conflict of the chief and the village elder on their social/security obligation to defend the farming village creates a row between the residents of the village on the best strategy to apply. Deresiewicz’s view on the kind of leadership that the society requires is based on solitude and independent thought, which may not favor every party in a particular setting. For instance, the chief decides to spare marauding bandi ts until the harvest because he had attacked the mountain before while on the other hand the village elder declares they must find a samurai to protect the village (Seven Samurai Video). Each of the decision had the better part of it and repercussion but which one was more prudent, timely and comprehensive from a leader to his fellow followers? The role of social relationships and the sometimes conflicting obligations will take preference in this case in that for the village elder’s decision to find hungry samurai since they have nothing to offer but food, which is about to be
Monday, September 23, 2019
Interest group Essay Example | Topics and Well Written Essays - 500 words
Interest group - Essay Example Lack of attention by the Congress has paralyzed implementation. It is very crucial to address these problems to avoid further loopholes that include handout by the special interest groups, for example, the American Civil Liberties Union which fights for the rights of immigrants. Although the government is working hard in securing the border, more stringent laws need to be put in place to fully take charge of the situation. Dempsey and Forst (341) elaborate that research shows that there are more than ten million illegal immigrants in the country. This means that the federal government is not working hard enough. Another failure by the government is the lack of reforms in the visa section. It has failed to ensure that those people who get into the country on a temporary visa do not stay in the country permanently. According to Nownes (218), interest groups are people who have come together with similar interests who try their best to influence public policy. They are very important to democracy in that they represent the views of the citizens and also allow the people to have a chance of their voices being heard. In the environmental policy, an example of the interest group is the American Council for an energy efficient economy. It works towards ensuring that the economy prospers with a protected environment. Environment and energy are areas that have managed to capture a lot of interest from the citizens including interest groups. It is a policy that is determined by the federal, local entities and the state. They tackle the issues of production of energy, consumption, as well as distribution. The responsibilities include determining gas lineage standard and also building codes. The problems in energy and environment include poor government incentives and poor legislation. Being a sensitive sector, more attention is required to ensure that all citizens can enjoy a favorable environment that is clean, safe and healthy for all. It is important for the
Sunday, September 22, 2019
3th Amendment to the Constitution of Bangladesh Essay Example for Free
3th Amendment to the Constitution of Bangladesh Essay Sandy Hook Shooting: Is It Time to Change the Second Amendment? Sandy Hook Shooting Is It Time to Change the Second Amendment About 80 million Americans, representing half of U.S. homes, own more than 223 million guns. The debate about the Second Amendment has been fierce, but after the horrible atrocity that just happened in Newtown, Connecticut, the time has come to rethink the amendment and change it. The change of the amendment in terms of availability of weapons, and who has the right to possess them, would create a safer society and lower the gun homicide rate in the U. S.  a figure that currently makes the U.S. the highest in the world. The change would include a certain necessary procedure in order to get a license for possessing a gun. Moreover, this procedure should include medical checks, full criminal history, and a police interview to prove they actually need a gun. Atrocities like what happened today could theoretically be prevented if it were more difficult to come into possession of weapons in the U.S. At this moment, there is a widely accepted misconception about the history of the amendment and its purpose within American society. When the founding fathers implemented Second Amendment the main idea behind it was to provide citizens with a way to oppose possible tyrannical government. However, today it is widely believed that the Second Amendment is there to provide you with a way to protect yourself from other individuals. The debate is also present over whether the Second Amendment provides for collective or individual rights. However, in 2008, in the District of Columbia v. Heller case before the Supreme Court, the Court ruled that the Second Amendment protects an individuals right to possess a firearm, unconnected to service in a militia and to use that arm for traditionally lawful purposes, such as self-defense within the home. In a 2011 Gallup poll, only 26% of American citizens said they would support the handgun ban. When Gallup first asked Americans this question in 1959, 60% favored banning handguns. But since 1975, the majority of Americans have opposed such a measure, with opposition around 70% in recent years. Americans have shifted to a more pro-gun view on gun laws, with record-low support for bans on handguns, assault rifle bans, and stricter gun laws in general. This remains true even as high-profile incidents of gun violence continue across the United States. The reasons for this ideological shift do not appear to be reactions to the crime situation, and are probably rather related to a widespread acceptance of guns by the American public. It is widely believed that having the right to bear arms contributes to higher security. By enabling a great number of people to carry weapons, the society as a whole will not benefit from greater security. Moreover, it will become more unstable. The control of the weapons must be toughened and the right to possess and bear them restricted. The cases of shootings on American campuses and in schools are numerous and an argument that stricter gun control laws should be enforced stands strong. With medical and background checks, people who want to possess a gun won’t be stopped. However, the chance that someone with a mental disorder will have access to arsenal gets lower. The U.S. has the highest rate of gun ownership and of gun homicide in the developed world, it can definitely be argued that the amount of guns present the homicide rate will also be reduced. In 2012, Secretary of State Hillary Clinton agreed with the U.N. to set a timetable for the regulation of the arms trade between the states. The United States joined 152 other countries in support of the Arms Trade Treaty Resolution, which establishes the dates for the 2012 UN conference intended to further regulate gun trade around the world. Many in the U.S. have seen this treaty as an introduction to domestic firearm control, even though this is wrong. In order to change the Second Amendment, a two-thirds majority in the Senate is required and at this point chances of changing that happening are slim. Throughout the world there are different regulations about gun ownership. Great Britain banned private ownership of guns in 1997; Australia also followed the same path. A 1999 Harvard School of Public Health study revealed that, Americans feel less safe as more people in their community begin to carry guns, and that 90% believe that regular citizens should be prohibited from bringing guns into most public places, including stadiums, restaurants, hospitals, college campuses, and places of worship. We should not have the illusion that the world can overnight become a safe place where guns are not needed. These are dark times for those who demand sane regulation of gun ownership. The courts come and go. Public opinion and political power, like the common law, changes and evolves. Guns must not be accessible to all and they must be restricted. By restricting the gun availability, the possibility for situations like the Newtown massacre would be dramatically lowered. Even if we assume that one day a tyrannical government may come to power, under the current circumstances, with the U.S. government in possession of tanks, airplanes and drones, one can argue that the light weapons held by the citizens would not be enough. The argument of the founding fathers therefore becomes obsolete and the amendment must be changed to ensure the greater safety of American citizens. The Second Amendment Eleven years later, after the war for independence had been won, our Founders assembled once again to draw up a plan for governing the new nation. That plan would be ratified two years later as the Constitution of the United States of America. To understand the true meaning of the Second Amendment, it is important to understand the men who wrote and ratified it, and the issues they faced in creating the Constitution. During the debate over the ratification of the Constitution, there was significant concern that a strong federal government would trample on the individual rights of citizensas had happened under British rule. To protect the basic rights of Americansrights which each person possesses and that are guaranteed, but not granted, by any governmentthe framers added the first ten amendments to the Constitution as a package. Those amendments have come to be known as the Bill of Rights. They represent the fundamental freedoms that are at the heart of our society, including fre edom of speech, freedom of religion and the right of the people to keep and bear arms. The History of Our Rights The British people did not have a written constitution as we have in the United States. However, they did have a tradition of protecting individual rights from government. Those rights were set forth in a number of documents, including the Magna Carta and the English Declaration of Rights. The Founders who wrote the Bill of Rights drew many of their ideas from the traditions of English common law, which is the body of legal tradition and court decisions that acted as an unwritten constitution and as a balance to the power of English kings. The Founders believed in the basic rights of men as described in written legal documents and in unwritten legal traditions. One of these was the right of the common people to bear arms, which was specifically recognized in the English Declaration of Rights of 1689. However, the Founders also recognized that without a blueprint for what powers government could exercise, the rights of the people would always be subject to being violated. The Constitution, and particularly the Bill of Rights, was created to specifically describe the powers of government and the rights of individuals government was not allowed to infringe. 1. Does the Second Amendment Describe An Individual Right? Some people claim that there is no individual right to own firearms. However, anyone familiar with the principles upon which this country was founded will recognize this claim`s most glaring flaw: in America, rightsby definitionbelong to individuals. The Founding Fathers created the Bill of Rights to protect the rights of individuals. The freedoms of religion, speech, association, and the rest all refer to individual liberties. The Second Amendment right to keep and bear arms is no different. When the first Congress penned the Second Amendment in 1789, it took the wording, with some style changes, from a list of rights introduced by James Madison of Virginia. Congressman Madison had promised the Virginia ratifying convention that he would sponsor a Bill of Rights if the Constitution were ratified. The amendments he wrote would not change anything in the original Constitution. Madison repeatedly insisted that nothing in the original Constitution empowered the federal government to infringe on the rights of the people, specifically including the right of individuals to have guns. In constructing the Bill of Rights, Madison followed the recommendations of the state ratifying conventions. Though they ratified the Constitution, several of those conventions had recommended adding provisions about specific rights. Five conventions recommended adding a right to arms; by comparison, only three conventions mentioned free speech. Members of Congress had no doubt as to the amendment`s meaning. They and their contemporaries were firearm owners, hunters and in some cases gun collectors (George Washington and Thomas Jefferson exchanged letters about their collections). They had just finished winning their freedoms with gun in hand, and would, in their next session, pass legislation requiring most male citizens to buy and own at least one firearm and 30 rounds of ammunition. The only reason there is a controversy about the Second Amendment is that on this subject many highly vocal and influential 21st Century Americans reject what seemed elementary common senseand basic principleto our Founding Fathers. The words of the founders make clear they believed the individual right to own firearms was very important: Thomas Jefferson said, No free man shall be debarred the use of arms. Patrick Henry said, The great object is, that every man be armed. Richard Henry Lee wrote that, to preserve liberty it is essential that the whole body of people always possess arms. Thomas Paine noted, [A]rms . . . discourage and keep the invader and the plunderer in awe, and preserve order in the world as well as property. Samuel Adams warned that: The said Constitution be never construed to authorize Congress to infringe the just liberty of the press, or the rights of conscience; or to prevent the people of the United States, who are peaceable citizens, from keeping their own arms. The Constitution and Bill of Rights repeatedly refer to the rights of the people and to the powers of government. The Supreme Court has recognized that the phrase the people, which is used in numerous parts of the Constitution, including the Preamble, the Second, Fourth, Ninth and Tenth Amendments, refers to people as individuals. In each case, rights belonging to the people are without question the rights of individuals. Dozens of essays have been written by the nation`s foremost authorities on the Constitution, supporting the traditional understanding of the right to arms as an individual right, protected by the Second Amendment. 2. Isn`t the well regulated militia the National Guard? Gun control supporters insist that the right of the people really means the right of the state to maintain the militia, and that this militia is the National Guard. This is not only inconsistent with the statements of America`s Founders and the concept of individual rights, it also wrongly defines the term militia. Centuries before the Second Amendment was drafted, European political writers used the term well regulated militia to refer to all the people, armed with their own firearms or swords, bows or spears, led by officers they chose. America`s Founders defined the militia the same way. Richard Henry Lee wrote, A militia when properly formed are in fact the people themselves . . . and include all men capable of bearing arms. . . . Making the same point, Tench Coxe wrote that the militia are in fact the effective part of the people at large. George Mason asked, [W]ho are the militia? They consist now of the whole people, except a few public officers. The Militia Act of 1792, adopted the year after the Second Amendment was ratified, declared that the Militia of the United States (members of the militia who had to serve if called upon by the government) included all able-bodied adult males. The National Guard was not established until 1903. In 1920 it was designated one part of the Militia of the United States. The other part included other able-bodied adult men, plus some other men and women. However, in 1990, the Supreme Court held that the federal government possesses complete power over the National Guard. The Guard is the third part of the United States Army, along with the regular Army and Army Reserve. The Framers` independent well regulated militia remains as they intended, America`s armed citizenry. 3. Have the Courts or Congress ever studied the meaning of the Second Amendment? On June 26, 2008, the Supreme Court issued its decision in the case of District of Columbia v. Heller. In a 5-4 decision, the Court upheld the ruling of the U.S. Court of Appeals for the D.C. Circuit that the Second Amendment protects a right to possess firearms for individuals, and not just a right to have them as part of a militia or the National Guard. The Court also held that the Second Amendment is not meant to protect a â€Å"state’s right†to maintain a militia or National Guard. The decision struck down the District’s bans on handguns and on having any gun in usable condition as violations of the Second Amendment, and prohibited the District from denying a person a permit to carry a firearm within his home on without cause. Highlights of the majority opinion, written by Justice Antonin Scalia and joined by Chief Justice John Roberts and Justices Samuel Alito, Anthony Kennedy, and Clarence Thomas, can be found here: /Issues/FactSheets/Read.aspx?id=235issue=010. The Court ruled that â€Å"[T]he operative clause [of the Second Amendment] codifies a ‘right of the people.†And went on to explain: â€Å"In all six other provisions of the Constitution that mention ‘the people,’ the term unambiguously refers to all members of the political community, not an unspecified subset. . . .’†Put plainly, the Heller decision says that the Second Amendment protects an individual right to possess firearms for legal purposes, including for sporting use and for self-defense. In coming to this conclusion, the courts examined the meaning of the words in the Second Amendment, including the meaning of â€Å"arms†the phrase â€Å"to bear arms†and to â€Å"keep â€Å" arms. The court also carefully considered the meaning of â€Å"militia†and the relationship between the militia and the â€Å"right to keep and bear arms.†In the majority opinion, the court clearly rejected the idea of a â€Å"collective or group right, that is, a right held by the states. The court found that the Second Amendment protects an individual right to possess firearms. The full impact of the Heller decision is still not known. States and cities with restrictive gun laws are now facing challenges to their specific laws and future court cases will continue to define the how the Second Amendment protects individual rights and what types of gun laws will be allowed. Before the Heller decision, the most thorough examination of the Second Amendment and related issues ever undertaken by a court is the 2001 decision of the U.S. Court of Appeals for the Fifth Circuit in U.S. v. Emerson. In Emerson, the Appeals court devoted dozens of pages of its decision to studying the Second Amendment’s history and text. It began by examining the Supreme Court’s decision in U.S. v. Miller (1939), which individual rights opponents claim supports the notion of the Second Amendment protecting only a â€Å"collective right†of a state to maintain a militia. The Fifth Circuit disagreed. â€Å"We conclude that Miller does not support the collective rights or sophisticated collective rights approach to the Second Amendment.†The court then turned to the history and text of the Second Amendment. â€Å"There is no evidence in the text of the Second Amendment, or any other part of the Constitution, that the words ‘the people’ have a different connotation within the Second Amendment than when employed elsewhere in the Constitution. In fact, the text of the Constitution, as a whole, strongly suggests that the words ‘the people’ have precisely the same meaning within the Second Amendment as without. And as used throughout the Constitution, ‘the people’ have ‘rights’ and ‘powers,’ but federal and state governments only have ‘powers’ or ‘authority’, never ‘rights.’†The court concluded, â€Å"We have found no historical evidence that the Second Amendment was intended to convey militia power to the states, limit the federal government’s power to maintain a standing army, or applies only to members of a select militia while on active duty. All of the evidence indicates that the Second Amendment, like other parts of the Bill of Rights, applies to and protects individual Americans. We find that the history of the Second Amendment reinforces the plain meaning of its text, namely that it protects individual Americans in their right to keep and bear arms whether or not they are a member of a select militia or performing active military service or training.†Four times in American history, Congress has enacted legislation declaring its clear understanding of the Second Amendment`s meaning. Congress has never given any support for the newly minted argument that the amendment fails to protect any right of the people, and instead ensures a â€Å"collective right†of states to maintain militias. In 1866, 1941, 1986, and 2005, Congress passed laws to reaffirm this guarantee of personal freedom and to adopt specific safeguards to enforce it. The Freedmen’s Bureau Act of 1866 was enacted to protect the rights of freed slaves to keep and bear arms following the Civil War and at the outset of the chaotic Reconstruction period. The act declared protection for the â€Å"full and equal benefit of all laws and proceedings concerning personal liberty, personal security, and . . . estate . . . including the constitutional right to bear arms. . . .†The Property Requisition Act of 1941 was intended to reassure Americans that preparations for war would not include repressive or tyrannical policies against firearms owners. It was passed shortly before the sneak attack on Pearl Harbor, which led the United States into World War II. The act declared that it would not â€Å"authorize the requisitioning or require the registration of any firearms possessed by any individual for his personal protection or sport,†or â€Å"to impair or infringe in any manner the right of any individual to keep and bear arms. . . .†The two more recent laws sought to reverse excesses involving America’s legal system. In the Firearms Owners’ Protection Act of 1986, Congress reacted to overzealous enforcement policies under the federal firearms law: The Congress finds that the rights of citizens to keep and bear arms under the second amendment to the United States Constitution; to security against illegal and unreasonable searches and seizures under the fourth amendment; against uncompensated taking of property, double jeopardy, and assurance of due process of law under the fifth amendment; and against unconstitutional exercise of authority under the ninth and tenth amendments; require additional legislation to correct existing firearms statutes and enforcement policies. . . . And in 2005, as a result of lawsuits aiming to destroy America’s firearms industry, Congress passed the Protection of Lawful Commerce in Arms Act to end this threat to the Second Amendment. The act begins with findings that go to the heart of the matter: Congress finds the following: (1) The Second Amendment to the United States Constitution provides that the right of the people to keep and bear arms shall not be infringed. (2) The Second Amendment to the United States Constitution protects the rights of individuals, including those who are not members of a militia or engaged in military service or training, to keep and bear arms. 4. What are gun control laws? Gun control is the popular name for laws that regulate, limit or prohibit the purchase and possession of firearms. Gun control laws are usually proposed on the grounds they will stop the criminal misuse of firearms, but they are almost never actually targeted at criminals. Supporters of gun control most commonly call for laws that restrict law-abiding people, the only ones who will obey them. Laws prohibiting the possession of a firearm are unlikely to stop a person willing to commit robbery, assault or murder. On the other hand, honest citizens who respect the law will submit to the gun control laws, even if the laws do not make them safer.
Saturday, September 21, 2019
International Marketing Strategy for Tesco
International Marketing Strategy for Tesco Executive Summary This report outlines international marketing strategy for Tesco for its market entry into Sweden with a range of baby wear. The SWOT and PESTAL analysis show that Tesco currently has the resource capabilities to successfully enter the market and implement a market development strategy. The report recommends that Tesco target the high-end market segment with a differentiation strategy. This report will assist in understanding and the formulation of an international marketing strategy for Tesco Plc. The report will use PESTLE and SWOT analysis to provide an insight into Tesco’s current market situation. This will help management in making the correct strategic choices in terms of corporate and international strategy in terms of lunching a range of baby wear (infant toddler clothes) into Eastern Europe (Namely, Sweden). The report will outline how Tesco will make such market diversity and also managing corporate portfolio. We will use the Ansoff Matrix to consider market entry models. The final part of this report will provide an activity plan for Tesco along with a profit and loss account. Measurements and control with contingency plans will also be discussed. Company Profile Tesco runs more than 2,300 supermarkets, hypermarkets, and convenience stores in the UK (where it is the market leader in food retail), Ireland, Central Europe, and Asia. Its operations include convenience and gasoline retailing (Tesco Express), small urban stores (Tesco Metro), hypermarkets (Tesco Extra), and financial services through Tesco Personal Finance. A global leader in online grocery sales, it owns a 35% stake in US grocery chain Safeways GroceryWorks. It is the leading online grocery store and it is now expanding its business with a TV channel and a retail based education institution†. SWOT and PESTLE Analysis of Tesco Plc A PEST analysis of the industry will examine the local, national and global influences of political, economic, social and technological factors to understand opportunities and threats well. All of those (political, economic, social, technical, legal and environmental) factors will to some extent apply to the retail industry in Sweden. POLITICAL – Following the European Integration and Free Trade Agreements, the market has opened up for British Companies to invest in Eastern Europe. Tesco already has 60 Hypermarket store in Hungary. Lidl is uncompromisingly fighting to maintain its market share with an aggressive pricing strategy. ECONOMIC the Retail sector is fairly recession prawn and also very sensitive to changes in interest rates. Since the events of September 11th the world economies have suffered heavily, stocks plummeted and prices are at all time lows. The world economy is however, now on the up post September 11th. Consumers are optimistic and the retail industry is once again booming. SOCIAL – changes in consumer taste and lifestyle represent both opportunities and threats for the industry. Opportunities in terms of new market and consumers, however, there are added threats in terms of alternative established Swedish national retailers (foreign company bias). TECHNICAL – Changes in retailing methods as such clothes sales via the Internet is now a common place in retailing. Paperless operation, the management and administration of the company are undertaken on IT systems, which are accessed through secure servers; provide flexibility in the running of the business. As Sweden is at the forefront of technological advancement with national companies like Ericsson, Tesco would enjoy the comprehensive logistic and distribution channels already in place. LEGAL – National legislation for health and safety both in terms of consumer rights and also in terms of production of own natural renewable resources for making clothes. ENVIRONMENTAL – The renewable source of resources used in production, namely cotton and wool are environmentally friendly. The threats are in terms of legal consequences for livestock’s in terms of health and safety. Market Entry Strategy We can use Ansoff’s product/market matrix to identify directions for Tesco’s strategic development. This matrix offers directions for strategic option available to Tesco in terms of products and market coverage, taking into account its strategic capability and also expectation of stakeholders Source: Johnson, G., Scholes, K., Whittington, R., (2005) We can see from the Ansoff Matrix that Tesco’s lunch of Baby wear in Sweden will involve a market development strategy. As Tesco already sells kid’s clothing (existing product) but Sweden will be a new market. Both capability and market consideration has driven Tesco to into development into new markets. Kid’s clothing is a product that can be exploited in other market segments and also geographical spread internationally. Tesco may encounter some difficulties around creditability and expectations as they attempt to enter the new market. Tesco may not be seen as a credible ‘mainstream’ supplier. Tesco Plc Target Customers Tesco must decide which market segment in Sweden it wants to target; this will subsequently determine its generic strategy. If it wishes to with the low cost retailers then it must adopt a cost leadership strategy. Otherwise it will have to look for differentiation so that it can charge premium prices at the high-end market. As the competitive rivalry in the low cost market is intense, Tesco should enter the high-end market with a differentiation strategy. However, before Tesco decides on its target customers, we need to conduct a market analysis, in terms of size of the baby clothing market in Sweden, market shares of all the existing firms in the market and finally segments within the market, to identify particular segments, so that Tesco can target these and adjust its marketing. Marketing Objective Tesco could have the following objectives: Profitability, in terms of operating margin (a 10% target) Swedish Market share (a 20% target) Customer advocacy (the number of customers who recommend Tesco branded clothing, repeat business) Respected company (the number of community stakeholders who respect Tesco) Employee motivation (the number of employees who feel motivated to deliver Tesco’s goals) Tesco must ensure that it sets ‘SMART’ marketing objectives that are measurable, time limited, attainable and relevant. Marketing Strategy Tesco’ strategy is clear, with growth being pursued from four areas – the core UK grocery business, non-food, international expansion and retailing services such as financial services, the dotcom business and telecommunication packages. Basically, Tesco is using its strong stable core to keep the business ticking over while it forges new riskier areas of growth. Pushing further into non-food in the next phase (Johnson, G., Scholes, K., Whittington, R., (2005)). Lidl is currently destroying the market by selling the products below cost price. Therefore, Tesco’s generic strategy will have to be cost leadership, unless we can successfully differentiate our line of clothing so that we can charge a premium price. A marketing strategy will involve analysing the markets, and which products to offer. The strategy is implemented through marketing tactics, which involve detailed decisions about factors such as the price and the way the product is distributed. So Tesco must decide on its model of entry in terms of, own stores, Internet selling or joint venture with an existing national retailer. Activity Plan Market Research Market Analysis (including demand for baby wear) Mode of Entry Marketing Mix Decisions (Place, Price, Product, Promotion) decisions Methods of promotion – advertising, public relations, direct mail, sales promotion and personal selling Profit Loss account Measurement Controls Tesco must also have in place both financial and strategic controls. Financial controls are in terms of profit targets, capital bids and performance appraisal. Strategic controls in terms of overall strategic balance, agreed business plan, optional services and infrastructure and any short-term constraints such as human resources. Contingency Plan The contingency plan must be in place to ensure that if the product fails having made large capital investments in new store, Tesco must have other products within its portfolio, which it can launch. References and bibliography http://www.forbes.com Johnson, G., Scholes, K., Whittington, R., (2005) Exploring Corporate Strategy Text and Cases, 7th Edition, FT Prentice Hall http://www.hoovers.com/nike/ID__14254/free-co-factsheet.xhtml ACCA Paper 3.5 Strategic Business Planning and Development (2001) The Financial Training Company M.E. Porter, Competitive Advantage: Creating and Sustaining Superior Performance, Free Press, 1985 Jeannet, J., Hennessey, D.H, Global Marketing Strategies, 6th Edition, Houghton Mifflin
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