Republic Day Celebration In India Essay

Today is a very special day for all of us, as the whole country celebrates India’s Republic Day with pride remembering our great freedom fighters who have laid their life for our freedom. 26th January, being a very significant date makes us recall the memories of millions of individuals who stood united laying foundation for the growth and development of our nation. The freedom that we enjoy today is the restless effort of millions of men and women who stood strong for a general cause, making India free from foreign domination. Looking back, our country had been laid upon on one of the world’s oldest civilization with a large treasure of experience, knowledge and thoughts contributing a lot for building up this nation. The inspiring words given by our great leaders like Mahatma Gandhi, Subhash Chandra Bose, Jawaharlal Nehru and others has not only motivated the people during the colonial period but also motivate the young generation of India to hold the head high and move forward. It is the day on which the Indian constitution came in to being which is considered to the real building block of our country. B.R Ambedkar and Sardar Vallabhai Patel have worked at their best to construct the laws which stays firm uniting us under one flag. During the past years our country had to confront with many obstacles and challenges which have been managed properly in due time. But still there are long lists of problems which have to be handled with care. India had become the home of millions living together with peace and harmony. There are many Indian who have made us proud gaining much recognition listed on top spots and high ranks in various fields. Our country has achieved a prominent position tagging as one of the most active developing country. We have made our presence strong in technology, space exploration and various other fields. During the past the wise decision and well planning by our leaders have brought down the gap between the haves and the have-nots. We still have to confront with crimes, corruption, external and internal terrorism which brings our head down before other countries. Let us strive forward and stand united for the good cause of the development of our nation.

BEYOND THE FOUR WALLS OF THE CLASSROOM

Assignments. Exams. Projects. Documents. All these are affairs of concern to every pupil undergoing schooling. It is genuinely inevitable non to digest the adversities brought by these school activities for they are portion of instruction. Without them, instruction can ne'er be the instruction most people have in head. However, one may inquire, â€Å" What makes instruction an instruction? † For most people, particularly parents, instruction is rather an of import facet in the class of human life such that they regard it as the lone thing they can leave to their kids as an heritage. While for others, on the portion of the pupils, instruction is the phase in their life which would fix them for future occupations. Likewise, for those pupils who had a steadfast appreciation of the kernel of instruction see it as a right to be upheld by the society itself. At the terminal of the twenty-four hours, there are legion grounds on why non to take instruction for granted. However, more than the assorted intension of instruction from different positions lay a complex significance of instruction. As such, seeing schooling in the broader sense entails examining the sociology of instruction. The basic definition of the term â€Å" sociology of instruction † conveys that it is the â€Å" survey of the establishment of instruction in its wide societal context and of assorted societal groups and interpersonal relationships that affect or affected by the operation of the educational establishments † ( Reitman, 1981, p.17 ) . With this significance, it is but necessary to analyse instruction non within the four walls of the schoolroom but beyond the parturiencies of schools. The larger context so is the society in which schools, the chief establishment of instruction, are portion of. Belonging to this societal order are other cardinal establishments and histrions which are basically important when analyzing the sociology of instruction for these possess power, control and influence that can pull strings and change the sort of instruction schools ought to advance and le arn to immature citizens. Hence, it can be inferred that schools are socially constructed constitutions by which powerful elements have the capacity to determine instruction. Reitman ( 1981 ) supported the idea of how society can bring forth a great impact on pedagogical kingdom by saying the cardinal rule of schooling which maintains that â€Å" schools usually reflects the societyaˆÂ ¦ it does non take society in society ‘s attempt to accommodate and alter. Schools tend to alter after the remainder of society alterations, non beforeaˆÂ ¦ † ( Reitman, 1981, p. 39 ) . Under this premise, a survey on the function, whether explicit or implicit, of several factors representing society in the casting procedure of instruction is critical to cast visible radiation on the issue of how pedagogical constructions and methods are developed and set for the pursuit of effectual instruction. It is besides notable to show the far-reaching deductions of instruction in the sense that it affects about every person. Every individual can possibly be regarded as a stakeholder of instruction by which each of its facets, if modified, can make an impact, no affair how minimum it may look, sufficient plenty to prehend attending and stir the rational and emotional side of the people. Indeed, schooling and instruction undeniably involves a complex interplay of different elements to which it reacts and to which the produced effects yield to alterations in the construction of schooling. These alterations on the other manus are frequently attached to the involvements of the do minant component of the societal order. To break exemplify this statement, the paper provides a distinct description of the nature of instruction and the range of schools as an educational establishment. However, to further understand the trifles associated with schools, there is a demand to specify schools as an educational establishment, every bit good as, to elaborate the construction of authorization evident among these establishments. Furthermore, the political kineticss attach toing the sociology of instruction which may be evident and obscure at the same clip are elucidated under the contexts in which instruction operates such as the cultural and ideological scene of the politicization of instruction, the surroundings of power constellations and dealingss, and the model of globalisation. Certain pedagogical deductions are besides explicated to exemplify the wide-ranging bearing of educational reforms or policies on concerned and affected persons as a whole. Understanding schooling and instruction in this attack allows the people to see and analyse schooling and instruction objectively and critically. In this mode, scholars, pedagogues, every bit good as those people who have no entree to instruction, may no longer be mere inactive receivers of the constructs of instruction as prescribed by the society ; instead, they may be the critics of diverse pedagogical perceptual experiences who aim non merely the improvement of instruction itself but the uprightness of cognition and consciousness schools propagate as good. In connexion with this, Henry Giroux ( 1985 ) asserted, â€Å" the demand for a passionate committedness by pedagogues to do the political more pedagogical, that is, to do critical contemplation and action a cardinal portion of a societal undertaking that non merely engages signifiers of subjugation but besides develops a deep and staying religion in the battle to humanise life itself † ( Freire, 1921, p. 5 ) . It is sur ely a strong belief and a challenge all at one time that is non simple and easy to realize, nevertheless, exposing a demeanour of unfastened mindedness and critical thought, such may be achieved. To recognize this sort of end is to take a bit-by-bit examination of the sociology of instruction. Initially, a description of schools as an educational establishment would assist ease the survey. Educational establishments are considered portion of the society which exist â€Å" to assist continue or modify the conditions of life by advancing instruction and acquisition of one kind or another † ( Reitman, 1981, p. 25 ) . These establishments are besides responsible for the continuity of societal norms, values, imposts and traditions in a certain social country, as one coevals passes after another. However, it is of import to observe that establishments of instruction do non needfully denote schools for there are those which have no formalized course of study or plan of direction, merely like what schools have. Those belonging to this type are referred to as the informal educational establishments. These include, as enumerated by Sandford W. Reitman ( 1981 ) , households, equa l groups, mass media, work topographic points, church, special-interest groups, societal service bureaus and the societal category or the societal stratum. Schools, on the other manus, are identified as the formal educational establishments. However, it is surprising to cognize that the informal establishments have more across-the-board influence than the formal 1s due to the fact that they occupy a larger part of the society. Meanwhile, Reitman ( 1981 ) on his book entitled, â€Å" Education, Society, and Change † , explained that a altering society that moves frontward to a more complex province requires, in consequence, a more systematized procedure of cultural transmittal which informal educational establishments can non to the full guarantee. Therefore, the formation of formal educational establishments or what most people normally know as â€Å" schools † was introduced. Herein lies assorted positions sing the issues on what the schools ought to make as portion of the society, on what pedagogical methods they should accommodate, on how alterations in society affect schooling per Se, and on how schools consolidate different sensitivities of several stakeholders and other every bit important considerations. One of the positions delineated in relation to the above-named concerns was the image of school as both a factory-like and temple-like establishment. Deal and Peterson ( 1994 ) provided two metaphors which mirror postulating perceptual experiences about the intent and design of schools. One metaphor portrays the image of schools being a mill while the other signifies them as cathedrals or temples. The former symbol perceives schools in a rational manner such that schools function like a mill which â€Å" focal points on consequences, end products, constructions and functions † ( Deal & A ; Peterson, 1994, p. 70 ) . Such comparing presupposes the goal-oriented attack of schools with respects to their chief concerns: pupil control and academic accomplishment. In this mode, schools manifest organized, systematized and proficient manner of presenting their maps. Furthermore, â€Å" this manner of looking at school emphasizes the importance of pull offing their proficient mission: direction † ( Deal & A ; Peterson, 1994, p. 70 ) . On the other manus, the latter representation is the symbolic image of schools being envisioned as a temple by which the duty of schools to do certain that cultural forms and patterns adhere to the bing values and beliefs of the society is assured. Likewise, it is but necessary to province that â€Å" this construct embraces the importance of values, committedness, passion, vision, and heart-key ingredients of a darling establishment † ( Deal & A ; Peterson, 1994, p. 71 ) . In this image, Deal and Peterson ( 1994 ) stressed that the factory-like maps of schools are merely â€Å" secondary † to that of the maps of the temple figure of schools. Such assumes that these â€Å" mill † functions are to keep the â€Å" temple † character of schools. Another position on the facet of school as an educational establishment was the belief that schooling chance can be considered as â€Å" one of the best investings a society could do to guarantee its ain hereafter † ( Hurn, 1993, p. 264 ) . Christopher J. Hurn ( 1993 ) expounded such an optimistic impression of schooling prevalent during the 1970 ‘s, saying that instruction reinforces cognitive competency among citizens of a state which the national economic system would ask finally from its public. In add-on to the atmosphere of optimism, the â€Å" religion † in instruction emerged. This alleged â€Å" religion † chiefly points out that instruction plays an of import function in determining â€Å" a more humane, tolerant, and democratic societal order † . It is this thought that propagated the feeling of how schooling molds the society towards â€Å" ground and cognition instead than tradition and bias † ( Hurn, 1993, p. 264 ) . Both of these perceptual experiences of schooling constitute merely a few out of the other diverse positions of the kernel of instruction. It is of import to observe, nevertheless, the major difference between the two: the former assumes that it is the society which is responsible for the school ‘s makeup merely by comparing it with other establishments of the community, while the latter presupposes that the school and its educational construction chiefly affects what the society would be like. Which among the two or the other positions of instruction and schooling would be true is something comparative to the reading of different people with different interest on instruction itself. However, it is relevant to take into consideration the function of a assortment of factors and the interplay of these elements that influence the mode by which people would construe instruction. It is because such inclusion to the analysis of the nature and range of instruction could possibly accou nt for the dichotomized, or even disparate, perceptual experiences of schooling. Further accounts and inside informations sing this perceptual divide in facet of schooling would be given specific focal point under the treatment of the political kineticss in instruction found in the succeeding paragraphs. On the other manus, to cast visible radiation on the true nature of instruction and schooling, nonsubjective analysis of the maps and the construction of formal instruction must be taken into history. Reitman ( 1981 ) coined the term â€Å" traditional ‘manifest ‘ maps † to mention to the maps of schools, peculiarly American schools, which are demanded by the society. These intents that tend to function the societal order include the undermentioned: ( 1 ) selecting and screening people out for grownup functions, considered the most important manifest map of schools by which pupils are classified harmonizing to academic virtues which in bend became the footing for their ability to be qualified in the preexistent economic and societal places ; ( 2 ) edifice and keeping patriotism and citizenship, contextualized during colonial and radical yearss schools have the responsibility to set up, instill and continue into pupil ‘s head commitment to the national provinc e ; ( 3 ) conveying traditional civilization, as already mentioned in the old paragraph, cultural transmittal is a relevant duty of schools that is realized through formal instruction of history and literature ; ( 4 ) socialisation, this, on the other manus, is concerned with the debut of imposts and traditions that are uniformly accepted by the society to the pupils ; ( 5 ) propagating spiritual religion, this applies more to the map of schools in times of colonial period when widespread spiritual instructions were necessitated to set up colonisation ; ( 6 ) learning basic accomplishments, reflective of the life styles and cultural forms of the society ; ( 7 ) vocational preparation, for the extenuation of unemployment in one ‘s economic system ; and ( 8 ) character instruction, many argued that this intent is more critical than the first 1 since this incorporates moral and ethical norms of society which frequently change overtime ( Reitman, 1981, pp. 36-39 ) . Aside from these traditional maps are the emerging school intents which Reitman ( 1981 ) deemed â€Å" newer † and â€Å" controversial † in a sense that they incite aberrance from the cardinal and traditional premises of instruction maps. Here are the extra eight maps schools are expected to follow: ( 1 ) personal and societal job resolution, as manifested in societal surveies curriculum, schools must be able to accommodate to the altering grade of complexness of the society by which persons and groups are able to work out jobs refering their personal lives and their societal environment in which they are portion of ; ( 2 ) societal competency in a secondary society, acknowledging changes in the society ‘s operating contexts, one must be able to be adjust to run into new realisations imposed by the new society ; ( 3 ) diffusion of new cognition, inventions in engineerings resulted to new finds that must be taught for pupils to larn how to get by with a new societ y different from that of their parent ‘s ; ( 4 ) supplying equality of chance for a societal place, proviso of educational chances that are accessible to everyone regardless of race, are, gender or economic/social position so as to advance equal competition in the economic market place ; ( 5 ) sex and household life instruction, the issue of whether schools should affect engagement of household and church establishments in learning such subjects which are of huge concern to both ; ( 6 ) increased functional literacy, the debut of modern communicating AIDSs like ocular media put force per unit area on schools to redesign the â€Å" basic accomplishments † constituent of their course of study to incorporate latest promotion in engineering ; ( 7 ) development of cosmopolite attitudes, Reitman ( 1981 ) identified vis-a-vis the thought of cosmopolitanism the function of schools to educate their pupils to â€Å" populate in such an urbanised, secular, planetary community â⠂¬  ( 8 ) experiential creativeness, development of the â€Å" free school † motion and the idea of â€Å" unfastened schoolroom † , which possibly paved the manner for the modern thought of â€Å" academic freedom † , supply sufficient evidences for personal looks of pupils ( Reitman, 1981, pp. 39-43 ) However, it is of import to observe that what Reitman ( 1981 ) had enumerated as â€Å" new † maps of schools may non needfully connote the same thing today sing the twelvemonth such intents were observed. Yet, these are still relevant facts utile in the analysis of how the sociology of instruction goes about in line with these maps. Furthermore, it is likely to deduce that these maps are still regarded as profound penetrations of school intent appropriately addressed to 3rd universe states. With these intents and functions of schools and the instruction that comes with them defined, the demand for their fulfilment was to be embodied in the course of study. The course of study acts as the agencies by which the school put into action the maps intended to function the society ( Reitman, 1981 ) . It is described as â€Å" an organized sequence of larning experiences † that seeks to beef up the construct of instruction as a tool for the development of cognition and apprehension ( Peters, 1991, p.5 ) . In relation to the course of study schools choose to implement, Reitman ( 1981 ) distinguished two of its sorts: the official course of study and the unseeable course of study. The former which is besides known as the formal course of study reflects the preferable educational intent of the school and comprises mandated instructions sing acquisition procedures, normally characterized by the topics included, the pupils will see as they interact with their instructors. On the one manus, the 2nd type of course of study is called the unseeable course of study. It is â€Å" unseeable † in the sense that schools have hidden curricular activities such that the unseeable course of study â€Å" may be understood as school activity that normally takes topographic point as portion of the execution of the official plan, but which is non officially mandated † ( Reitman, 1981, pp. 4-5 ) . An illustration of the execution of the unseeable course of study is when instructors try to reen force a sense of high quality among pupils in the society, to actuate them to analyze and to keep their classs qualified for college admittances through adverting the school ‘s impressive record of acquiring its alumnuss into outstanding universities ( Reitman, 1981 ) . As Hugh Sockett ( n.d. ) remarked on his article â€Å" Curriculum Planning: Taking a Means to an End † , course of study is so the agencies which schools utilize to make the terminal ( Peters, 1973 ) . Looking at the curriculum-based aspect of schools, it may look that schooling has its ain manner of comprehending and analysing world objectively such that the establishment itself has no topographic point in the political spectrum of society. It is as if the school is out of the box, or in other words, it is apart from the society it surveies, when in world, schools are affected by the self-generated and dynamic alterations go oning in the society. The fact that course of study are set by person or some group of persons belonging to the school disposal or to a higher degree of establishment which has a say on the affair emphasizes the thought of school being a political establishment, contrary to the belief that schools are nonpolitical establishments and that schooling, as an consequence, is a nonpolitical matter. As Reitman ( 1981 ) reiterated the thought, he asserted: â€Å" aˆÂ ¦.elementary and secondary schools, every bit good as most colleges and universities, have ever been involved in battles for power over the terminals and agencies of instruction ( underscoring mine ) . Today, public schools are progressively forced to vie with other bureaus of authorities for scarce fiscal and other resources. SchoolingaˆÂ ¦ has been a major political enterprise since colonial timesaˆÂ ¦ . † ( Reitman, 1981, pp.321-322 ) This statement proves how schooling and instruction go beyond the four walls of a schoolroom. In add-on, formal instruction is claimed to be a gloss of a political system and in consequence, schooling is slightly a â€Å" extremely † political enterprise ( Reitman, 1981 ) . Herein, the taking into history of the construction of authorization in formal instruction to better depict how school became politicized by assorted factors is necessary. Besides, it is of import to observe that the construction of authorization falls under two sorts, whether it be informal or formal: the informal facet refers to the power and influence of involvement groups in the kingdom of school or educational political relations while the formal type implies the hierarchy of authorization from the lowest division in the school disposal to the higher offices of the province authorities ( Reitman, 1981 ) . Reitman ( 1981 ) stated that it is in the schooling processes that school political relations starts to develop. It is through these procedures that different people want to profit from in the signifiers of higher wages, greater fiscal aid for curricular and extracurricular plans, or larger financess for capital spendings for new edifices or updated text editions, that developed the impression of school political relations. With all these involvements of different people consolidated harmonizing to their similarities, there form involvement groups, sing that single attempts will be probably ignored by higher school functionaries or decision-makers unless that individual is the representative of the group or that single possesses political influence due to fiscal and societal resources. Engagement of these groups to implement their peculiar educational concerns is made realized through political procedure ( Reitman, 1981 ) . Raywid ( n.d. ) , as quoted by Reitman ( 1981 ) , separated involvement groups into two groups: the â€Å" legitimate † groups and the â€Å" bastard † 1s. The difference lies in the three regulations to which these groups abide in doing and pressing their claims. The regulations are ( 1 ) regulations of grounds ( is the truth being unfeignedly sought after and exposed when found? ) ; ( 2 ) regulations of democracy ( is the group unfastened and above board about its motivations and methods? ) ; ( 3 ) regulations of common decency ( does the group avoid smear runs and calumniatory literature? ) ( Reitman, 1981, p. 329 ) . Under the â€Å" legitimate † involvement group class cited by most political scientists are the local instructor ‘s organisations, Parent-Teacher Association, civic organisations, civil rights organisations, local Chamberss of commercialism and subdivisions, and ad-hoc groups of budget-minded taxpayers. Whether these groups support or onslaught schools in favour of their involvements, Raywid consi dered them legitimate for they adhere to the three sets of wide standards mentioned above ( Reitman, 1981 ) . Meanwhile, Bailey ( n.d. ) besides classified involvement groups into two basic types: those pro-school and those in resistance to schools. The former includes ( 1 ) educational faculty members ( instructors of instructors ) who are really of import in originating argument on many political issues ; ( 2 ) province educational and political functionaries who bargain with lobbyist, base on balls Torahs, and issue directives ; ( 3 ) professional pedagogues ; and ( 4 ) â€Å" surprise † histrions, that is, alliances of citizens who align with schools for assorted grounds. On the other manus, the latter consists of ( 1 ) the Roman Catholic Church ; ( 2 ) tax-minded concern groups or proprietors of commercial existent estate ; ( 3 ) rural groups such as husbandman ‘s associations which tend to oppose increasing province engagement in instruction ; ( 4 ) conservative politicians and province functionaries, whose force per unit areas and exposure in the mass media frequently pre vent extra disbursement for instruction ; and ironically, ( 5 ) schoolpersons themselves for their â€Å" failure to understand, develop, and utilize political machinery available within their ain ranks † to prosecute educational betterments ( Reitman, 1981, pp. 329-330 ) . Aside from the enumerated features of involvement groups that make each one different from another, Reitman ( 1981 ) concluded that ideological prejudices strongly influence changing perceptual experiences of the informal nature of power and influence over educational reforms of involvement groups. Having discussed the informal facets of control wielded by involvement groups, the displacement to the formal 1 is directed to the function of the province authorities and the forces in place with regard on their influence in instruction. There are four indispensable authorization personalities who correspond, though non wholly, to the formal construction of authorization in formal instruction. The first 1 is the province governor or the main executive. Acknowledging the kernel of province educational political relations which harmonizing to Reitman ( 1981 ) is the bargaining between involvement group and elected or appointed functionaries, the governor stands as the â€Å" cardinal to the extended bargaining that goes on between spokepersons buttonholing for organized educational involvements, such as the province instructor ‘s association or brotherhood or the province chamber commercialism † ( Reitman, 1981, p.343 ) . The following two functionaries are under the loca l authorities: the school board and the school overseer. The school boards, harmonizing to sociologist Norman Kerr ( n.d. ) , have the duty to legalize policies of the school system to the community, in contrast to the common impression that their undertaking is to stand for the community to the school disposal in line with educational plan. On the one manus, they hire school overseers who are professional experts in the field of formal instruction. Hence, overseers became agents of the boards such that they work with them to carry through aims at manus which were identified by the school boards and the community to be relevant given certain conditions ( Reitman, 1981 ) . The last wielder of influence would be the forces closest and most accessible to those who need to be educated, the instructors or professors. Although they are big in figure, most of them are inactive receivers of pedagogical instructions set by those people higher than them in footings of authorization. Often tim es, they are besides non to the full cognizant of the political facets of instruction peculiarly those instructors of simple and secondary schooling. In this respect, Reitman ( 1981 ) raised a challenge for the instructors to contemplate and consider on, stating that: â€Å" Once instructors have seen through the get the better ofing myth of nonpoliticalization of schooling and hold begun to grok how the myth desensitizes instructors to nonsubjective diagnosing of some of their pupil ‘s echt acquisition demands, they have sensible opportunity to continue realistically on behalf of their ain and their pupil ‘s involvements. Armed with the realisation that no individual one, but instead a assortment of sophisticated involvement groups possess political clout in this society, a instructor can, if so inclined, take part with other like-minded professionals in organisational attempts to develop political power in educational personal businesss. † ( Reitman, 1981, p. 351 ) Such strong and straightforward statement implies how great the capacity of instructors is in originating actions naming for betterments in instruction. However, the deduction of this thought besides goes with the critical analysis of how formal influence and power to put the mode and content of learning drips down from the highest important organic structure to the lowest group of instructors, as educational position becomes modified through each degree of authorization. In this regard enters the political kineticss happening in the kingdom of instruction that entails going from the confined construct of schooling. Here, it assumes that there exists a larger model in which conflicting involvements of those involvement groups and the complex battle over influence and power of those cardinal histrions discussed above are portion of and are in the province of uninterrupted interaction. Yet, this larger context besides contains viing paradigms of ideological and/or cultural point of views which serve as the instrument that form contrasting readings and perceptual experiences of schooling and instruction. The argument about what schools ought to learn emanated from ideological disparities. These differences on political orientations, on the other manus, resulted from the diverse appraisal refering the review of the traditional belief of schools as an educational establishment. This long-established rule holds that schools â€Å" taught cardinal accomplishments and basic cognition of the society ‘s civilization and establishment, promoted cognitive development, and fostered such basically modern attitudes and values as tolerance, regard for reason, and openness to new thoughts † ( Hurn, 1993, p. 270 ) . This position was challenged by three major educational political orientations: the conservative, the broad or reform and the extremist or reconceptualist. The conservative educational political orientations, as expounded by Reitman ( 1981 ) , strive to â€Å" perpetuate † the socioeducational position quo. Herein lies three principles, provided by Reitman ( 1981 ) , that explain instruction in the angle of the conservativists. The first 1 is the ideological position of instruction as human technology. It explains schooling as a â€Å" public-service corporation † designed at doing pupils merely the manner the society requires them to be and non the other manner around by which these pupils would probably go the critics of that society. This political orientation is greatly exhibited in the school ‘s pedagogical steps and course of study such as calling instruction, behavior alteration, answerability, the competence motion ( which subsumes competency/performance-based instructor instruction ) , programmed direction and learning machines, behavioural aims, and public presentation catching. The following principle unde r the conservative political orientation is centered on instruction as resurgence of the basicss. The thought of â€Å" revivalistic fundamentalism † Fosters the back-to-basics rule such that protagonists of conservativism eagerly demand for rigorous school policies ( i.e. hair and frock codifications ) every bit good as tougher academic criterions and rating system. Such credo of conservativists is excessively utmost such that they even argued that new course of study and progressive instruction methods tend to sabotage basic accomplishments which may take to educational â€Å" diminution and decay † ( Hurn, 1993 ) . The 3rd and last conservative belief is education as cognition for the interest of cognition. As the phrase implies, it fundamentally advocates schooling as a tool directed towards steering the pupils in their chase of personal rational development. To further understand the conservative educational political orientation, its basic difference to extremist political orientation would be helpful. Hurn ( 1993 ) stated that most of the statements asserted by the conservativists negate the claims of the groups. For case, extremist theoreticians argue that schools are â€Å" major props of the established order † while conservativists opposed it by claiming that schools, in fact, promote â€Å" cultural and moral relativism † which lead to the decomposition of the â€Å" homogeneous set of cultural and moral ideals † of schools such that it farther caused the diminution of their authorization â€Å" cajole or animate the immature to larn what they have to learn † ( Hurn, 1993 ) . Adding grounds to the divergency of both political orientations, Freire ( 1921 ) in his linguistic communication of crisis and review averred that conservativists claim that schools fell abruptly in recognizing its intent to run in to the demands and jussive moods of the capitalist market economic system, thereby, connoting that conservativists preserve the position quo of the society, being capitalist in nature. Conversely, schools which act as â€Å" generative sites that swimmingly provide the cognition, accomplishments, and societal dealingss necessary for the operation of the capitalist economic system and dominant society † are simply â€Å" physiological reaction of the labour market † in the point of view of the groups ( Giroux, 1985 ) . In such image of schools, the agencies for critical thought and transformative action are non embodied in the instruction they provide. The 2nd educational political orientation was the broad or reform type. Reitman ( 1981 ) categorized four constructs about instruction under this ideological position which all seek to modify society as it changes continuously through clip via educational procedures. These are fundamentally different from the conservativists in footings of their attack sing norms and values that appear to be disused as clip base on ballss. Liberals or reformers prefer to continue them and to incorporate betterments for their continuity in contrast to conservativists who will take a firm stand in resuscitating such forgotten imposts ( Reitman, 1981 ) . The first 1 among the liberal/reform constructs is the position of instruction as cultural revival. This caters developments such as cultural surveies, multicultural instruction, bilingual instruction, and community control so as to stand for schools as locales for the fusion of the diverse nature of a pluralistic society in footings of cultural differences. Following in line is the 2nd belief which is instruction as societal reengineering. Although this is slightly similar to the impression of â€Å" human technology † characteristic of instruction employed by the conservative theoreticians, progressives ‘ â€Å" societal reengineering † boils down to the end of bettering societal conditions through technological agencies and direction processs. On the other manus, the 3rd broad thought sees instruction as curative interaction. Contrary to the rigorous version of school regulations and the traditional autocratic manner of learning advocated by the conservativists , reformers stress the demand to â€Å" humanise † the school as an establishment and to supply greater liberty for instructors and pupils. Such academic freedom enables them to take and use among the assortment of pedagogical methods the most suited and most effectual for them. The last 1 expresses instruction as geographic expedition of the hereafter. Simply put, it tries to explicate instruction as one that prepares its pupils for the hereafter, taking into history the ceaseless social alterations ( Reitman, 1981 ) . Meanwhile, Hurn ( 1993 ) recognized another educational rule of the liberal/reformist political orientation which was every bit of import to advert, that is functional paradigm of instruction. More than the function of schooling in accommodating to societal transmutations, it besides performs an of import undertaking which is to present and supply the pupils with educational certificates. Such makings gained by the pupils when they graduate do them eligible for occupations. Indeed, educational certificates serve as the â€Å" just and rational manner of apportioning places † harmonizing to the functional paradigm theoreticians ( Hurn, 1993 ) . However true this premise is in world, the functional paradigm is weak for it overgeneralized the inclination of all businesss to necessitate among occupation appliers impressive educational certificates. It is non ever the instance that such happens. Despite the increasing complexness of work and the turning demand for a more extended e ducational background in the present every bit good in the hereafter, there will ever be one among assorted businesss which will determine that the thought of functional paradigm will non, for all times, hold as true and feasible ( Hurn, 1993 ) . The last educational political orientation which created an intense impact on educational idea due to its rebuttal of the traditional manner of schooling was the extremist or the reconceptualist political orientation. The advocates of this political orientation advocator and enforce a complete inspection and repair of the societal order for they are preoccupied with dissatisfaction with the bing society. The school as an establishment, they argued, â€Å" has perilously overstepped the bounds of its capacity to profit modern persons or corporate societal life † ( Reitman, 1981, p. 305-306 ) . In this respect, Reitman ( 1981 ) listed two cardinal thought of the radical/ reconceptualist political orientation: foremost, instruction as a scheme of revolution and 2nd, instruction as lawlessness. Both of these cardinal points of groups defined the demand to carry on a thorough reconceptualization of single and societal precedences through educational agencies. However, this suggests an full alteration of the construct and construction of schools given that schools are regulated by the capitalist middle classs, as depicted by extremist theoreticians ( Hurn, 1993 ) . In line with this statement, schooling now serves the intent of bring forthing â€Å" employees who would subject to the inhibitory demands of work in a hierarchal, capitalist society † and of hiding â€Å" the laterality of familial power and privilege by carrying people that intelligence and attempt were the exclusive determiners of success † ( Hurn, 1993, p.270 ) . Furthermore, the most singular claim that groups insist which provoked other ideological theoreticians every bit good as those educational 1s, is that â€Å" schooling fostered inactive conformance instead than active battle, and unthinking obeisance to the position quo instead than independent and critical idea † ( Hurn, 1993, p.270 ) . On the other manus, critics of radical/reconceptualist political orientation argued that the latter overestimated the uniformity of elect groups with respects to their exploitatory stance over the labor. At the same clip, they besides underestimated â€Å" the extent to which modern-day schools progressively mirror the existent cultural diverseness of the society † such that it may non needfully follow that schools entirely manifest the capitalist nature of society. In fact, world suggests that schools are â€Å" exposed to multiple and conflicting values and ideals both in and out of school † doing them critical of their educational criterions. ( Hurn, 1993 ) . At this point, extremist theoreticians, peculiarly neo-Marxists, stressed that the different values and colliding stance on the position of instruction of assorted groups lead to battles among them, and that schooling itself involves these struggles. A relevant manifestation of this is what Bourdieu ( 1977 ) and Illich ( 1970 ) pointed out in which they related that schools, aside from learning cognition and civilization, besides impart â€Å" a peculiar signifier of cognition or consciousness and the values and ideals of one group instead than another † to their pupils ( Hurn, 1993, p. 271 ) . Furthermore, they concluded that it is in this context of schooling by which ideological differences take form such that these â€Å" battles between groups for control over the Black Marias and heads of the immature, battles in which those group who have economic and political power have considerable advantages † ( Hurn, 1993, p.271 ) . Traveling beyond the impression of schooling where instruction epitomizes the battles over power constellations and power dealingss as prevailing contradictions between cultural and ideological beliefs persist, Paulo Freire ( 1921 ) made a dramatic comment on the function of schools which are bounded by the superior society when he wrote, â€Å" schools represent merely one of import site where instruction takes topographic point, where work forces and adult females both produce and are the merchandise of specific societal and pedagogical dealingss † ( Freire, 1921, p 4 ) . It is besides necessary to tag how such power battles change the class of the sociology of instruction. In the outgrowth of the â€Å" new † sociology of instruction, Freirian construct of instruction holds that instruction be â€Å" meaningful in a manner that makes it critical and, hopefully, emancipatory † such that instruction acknowledges inquiries associating the dealingss among cognitio n, power and domination. In this line, instruction may in some manner, be politicized to function as a springboard for ego and societal authorization in the society, more than its map to â€Å" legalize † political orientations ( Freire, 1921 ) . The possible ability of schools through profound teaching method to cheer the laden groups of people belonging to an oppressive society when realized can possibly connote far-reaching developments in the sociology of instruction. Reitman ( 1981 ) , on the other manus, supported the thought in his context of â€Å" broad † instruction in the sense that schooling and instruction attempts to swerve off from â€Å" indefensible convention and tradition so that they may prosecute their varied aims in life with greater intelligence and liberty † ( Reitman, 1981, p. 351 ) . Furthermore, he even posed a inquiry which strongly suggests the importance of instruction to give its attempts toward the apprehension of the larger pheno mena which people make and to which human being is portion of. The inquiry is: â€Å" Is it imaginable that one of the most liberalizing instructions any instructor ( or put citizen for that affair ) can have at nowadays is an instruction concerned about how societal life is controlled, by who, and why? † ( Reitman, 1981, p. 353 ) . In relation to this, Paulo Freire ( 1921 ) in his book entitled â€Å" Pedagogy of the Oppressed † , added every bit important considerations in sing instruction as a â€Å" liberating † instrument for people. Education, as an apparent informant or sometimes an indirect mechanism of power constellations and battles for power, â€Å" has a batch to make with the reinvention of power † ( Freire, 1921, p. 20 ) . It is for the ground of the nature and range of power that Freire posed such challenge to instruction. For him, â€Å" power works both on and through people † and so, schooling does possess the chance to specify clearly how power â€Å" plants † on and through these persons ( Freire, 1921, p. 19 ) . Consciousness and consciousness of this power construct, conveying with it different political perceptual experiences and political orientations, plays a critical function on Freire ‘s â€Å" emancipatory † character of his extremist t eaching method. That is, pedagogues must non reenforce the scholar ‘s â€Å" false consciousness † which emanates from the mere dictates and caprices of the bing political construction dominant in the society, alternatively, â€Å" instruction of a liberating character is a procedure by which the pedagogue invites scholars to acknowledge and unveil world critically † ( Freire, 1921, p. 102 ) , in which the plausibleness of pedagogues to explicate â€Å" how societal life is controlled, by who, and why † , as Reitman recognized, is an huge grounds of broad instruction. Yet, it is still imperative to analyze instruction and schooling in its planetary context so every bit to eventually finish the critical probing of the sociology of instruction. In this visible radiation, the far-reaching significance of instruction to about every individual is manifested such that pedagogical steps are in uninterrupted procedure of scrutiny for the drafting of policies and reforms which aim to better and develop schooling. Given this observation, it has been stated that schools are regarded as an instrument that purports to function the society. Therefore, educational policies and reforms would probably beef up its duty to continue the society ‘s involvement. However, the complexness of the present epoch where capitalist economy greatly dominates and describes about all of the societies in the Earth, peculiarly in the 3rd word, does non imply a homogeneous involvement of all societies. There exist differences among these societies such that a pattern of someth ing which favors one society may non be feasible to another for it may take to possible disintegration of the cardinal norms and beliefs of the latter. This besides holds true for educational methods and pedagogical patterns presently in force in different states. In the same manner, educational policies and reforms that are executable to other capitalist states may non needfully be practical for other states which are non capitalist in nature. As such, the construct of a new political orientation, adding to the preexisting set of political paradigms, known as neoliberalism enters the walls of schoolrooms. Carolyn Gallaher ( 2009 ) defined neoliberalism as the modern term for the economic rule known as the laissez-faire which fundamentally holds the rule that economic system must stand on its ain, that is, without authorities intervention, for it to work expeditiously and efficaciously. Government intercession in the signifier of duties, quotas and subsidies is neglected in the construct of neoliberalism. With this definition, neoliberalism â€Å" has underpinned educational policy displacements around the universe over the last two decadesaˆÂ ¦ it is the self-responsibilizing, self-capitalizing person that is the coveted merchandise of neoliberal instruction policy reforms † ( Rizvi & A ; Lingard, 2010, p. 184 ) . Such was the end of neoliberalism in the kingdom of schooling and so as to propagate its aim, neoliberal policies are drafted and imposed to societies. These policies penetrated about all possible channels and instruction was non an freedom. As such, these neolib eral policies act as educational jussive moods which are made to accommodate the altering planetary phenomena which are larger and more embracing than the range of the battles among specific groups. Challenges arise because of the diminishing influence and power of the authorities to prosecute its committedness to educational chance and equality. Without a uncertainty, the province machineries to procure the public assistance of its people under the educational establishments are undermined, In add-on, neoliberal policies on instruction imply that schools dependance on market and denationalization options that will surely specify educational right to a mere privilege for merely few people would now hold entree to instruction ( ( Rizvi & A ; Lingard, 2010 ) . It is but necessary to province that political kineticss in instruction at the planetary model involves a more complex and dynamic interplay of different political orientations and involvements. All of the points discussed supra, from the positions lying inside the school to the factors determining the school as an establishment itself up to the planetary context, do hold its certain grade of pedagogical deductions. With specific focal point on the planetary policies imposed on instruction, Burbules and Torres ( 2000 ) stated how neoliberalism affected educational pattern: â€Å" In educational footings, there is a turning apprehension that the neoliberal version of globalizationaˆÂ ¦is reflected in an educational docket that privileges, if non straight imposes, peculiar policies for rating, funding, appraisal, criterion, teacher preparation, course of study, direction, and proving † ( Burbules & A ; Torres, 2000, p. 8 ) . On the other manus, educational reforms produced an impact on educational pattern through pedagogical accommodations. This implies either a structural signifier of teaching method in which attending is drawn to educational organisations. Word picture of their ends, hierarchies, formal functions and duties, interaction among its members and formal schemes that coordinate them towards common aims, and eventually, the coordination of their work with its external environment was their pedagogical focal point. Whereas, the political position had its focal point on single and group opportunisms, struggle, and power ( Conley & A ; Cooper, 1991 ) . It is besides important to observe that educational policies or reforms which seek to better instruction â€Å" have shifted toward reconstituting the work environments of schools, redefining instructor ‘s functions and duties, and redistributing leading and power within schools † ( Conley & A ; Cooper, p. 201 ) . Yet, an of import fa ctor to take into consideration when execution of reforms or accommodations on teaching method was to take topographic point is the compatibility of these enterprises with the bing civilization of schools ( Conley & A ; Cooper, 1991 ) . However, as what have been stated above, planetary tendencies which are associated with the construct of neoliberalism do non follow such â€Å" compatibility † factor because the mechanism was to enforce neoliberal policies irrespective of its effects on the civilization of societies. What matters most for the advocates of neoliberalism were the economic deductions of these policies for the benefit of the few dominant groups. On the whole, the probing of the sociology of instruction proved that there are a broad array of political histrions and groups who are accountable for the defining of instruction from the microcosm to the macrocosm degree of schooling. In this respect, the paper had genuinely gone beyond the four walls of schoolroom. It had defined the nature of schooling in relation to its intent and function in the society and to its construction of authorization. The political kineticss present in instruction, which are frequently ignored, characterized by conflicting ideological places, power battles every bit good as the exploitatory nature of the globalisation tendency was besides delineated. Pedagogical deductions which may be general yet true in specific ways had besides been explained. However, a more in-depth analysis and survey of the far-reaching deductions of the execution of such policies is recommended to farther demarcate and to better understand the far-reaching deductions of neolib eral policies on educational pattern upon execution. Besides, the demand for educational responses in the face of such force per unit areas be defined to convey the base of the populace sector refering the ordinance of pedagogical steps by market mechanisms and capitalists forces, whether educational establishments be subjected to policies which embody no authorities intercession. These educational responses are expected to emanate from the instructor brotherhoods, societal motions and critical intellectuals, as what Burbules and Torres ( 2000 ) asserted. On the one manus, the paper seeks to remind one time once more the readers that in the class of the sociology of instruction, one must ever analyse instruction and schooling objectively and critically- that is, ever looking at the who ‘s, the how ‘s and the why ‘s of every construct that molds instruction as it is for instruction is non a mere digest of paper plants or tests but, merely like in Freire ‘s position, instruction is: â€Å" aˆÂ ¦.that terrain where power and political relations are given a cardinal look, since it is where significance, desire, linguistic communication, and values prosecute and react to the deeper beliefs about the very nature of what it means to be human, to woolgather, and to call and fight for a peculiar hereafter and manner of lifeaˆÂ ¦ . † ( Freire, 1921, p.21 )

The International Treaty on Plant Genetic Resources and International Essay

The International Treaty on Plant Genetic Resources and International Trade Law - Essay Example The main objective of the treaty is to conserve and sustainably use plant genetic resources for food and agriculture. In addition, there must be fair and equitable sharing of the benefits that arise in the use of plant genetic resources (Curci 3). Achieving the main objectives of the treaty has several implications on the intellectual property rights. In addition, the treaty has several implications on the conservation of genetic resources. The general regime on access to genetic resources and benefits sharing are some of the provisions in the treaty that are relevant to the intellectual property rights. In the treaty, bilateral negotiations were made between genetic provider countries and other user countries. According to Biber-Klemn and Cottier (217), the main elements of the treaty include: the affirmation of the sovereign rights of the provider states over their genetic resources; the creation of environmentally friendly genetic resources that can bring benefits to user countries; and the access to a country’s genetic resources by other nations being subject to Prior Informed Consent (PIC). The access to and the transfer of genetic resources technology in the treaty states that countries engaging in the contract must cooperate subject to national legislation and international law (Lewinski 69). This is to ensure that such intellectual property rights are supportive and do not go against the established objectives of the treaty, according to Lewinski. The rights of farmers are also included in the treaty, particularly Article 9 of the treaty. Article 9 recognizes the contribution of local traditional communities and farmers to the conservation and development of plant genetic resources for the purpose of food and agriculture production. In addition, the article places the responsibility for the realization of the rights of farmers by the national governments. The contracting parties should ensure that there is protection and promotion of

Sicilian Mafia Essay Example | Topics and Well Written Essays - 2250 words

Sicilian Mafia - Essay Example Sicilian Mafia (Cosa Nostra) is among the highly dangerous organized criminal groups of Italy. This research paper will discuss regarding the background, history, and formation, past and present criminal activities of the Sicilian Mafia. It will highlight how it has impacted the social and economic life of the people in the world and which policies have been made by the authorities to restrict the mafia from affecting the lives of the people. Whether there has been any restriction policy on this major mafia group or not is another big question which will be answered by this research paper (Sinai, 2007). The paper will start with background information following the related theories regarding the Sicilian Mafia. The current situations of the criminal group along with their economic impact on the entire world will be discussed. The methodology of the research paper will also be presented and the results will be drawn out of the economic statistics. The main objective of this research p aper is to check the association of the origin of Sicilian Mafia with the higher profits earned in the lemon and citrus fruits markets. The work has basically been done by taking the data from the imperfect market situations of the 19th century. The paper is going to highlight the facts regarding the Italian imperfect markets of citrus fruits where the fixed costs of growing citrus fruits were very high. This entry barrier caused only a few people to grow these fruits, thus earning significantly higher profits as well (Dimico, 2012). At that time the government rule was also very poor, but in order to prevent the people from earning higher profit

Major Obstacles in the Economic Development of Iraq Essay

Major Obstacles in the Economic Development of Iraq - Essay Example Thirty years of economic destruction has left the country devastated. Iraq is very rich in the energy sector and it also benefits from having amongst the lowest production costs in the world (Grose, 2012). However, obstacles in the economic development are many and include a tenuous political system, concerns about security and societal stability, rampant corruption, outdated infrastructure, insufficient essential services, skilled labor shortages, and outdated commercial laws (Index Mundi, 2013). All of these factors have continued to stifle growth even in the non-oil private sectors. In fact, if the situation does not improve and if Iraq fails to overcome the obstacles in its path, the world economy may suffer, according to the International Energy Agency (IEA), an independent organization that was founded during the Arab oil embargo in the 1970s (Grose, 2012). The country is currently undergoing widespread uncoordinated institutional change. The pre-war socialist structure is turn ing into a market economy but the progress and planning is uneven (Gunter, 2012). However, the obstacles to the economic growth of Iraq is linked to its past and a review of the past occurrences would help evaluate the obstacles to economic development. Iraq has been suffering for decades as a result of long war with Iran (1980-88), two Gulf wars with the United States (1991 and 2003), and almost a decade of harsh international sanctions between these two wars which resulted on economic toll. Prior to this, the British forces had invaded Iraq in 1918 but a rebellion in June 1920 against the colonial power resulted in a new political project for the country when a new Iraqi cabinet was formed under the leadership of Faisal (Alnasrawi, 2000). The early nationalists continued to be under the patronage of Britain and France. The colonial power created a new class of landowners aimed at harnessing backing for the monarchy. However, the social classes had undergone major changes by the ti me the World War II came to an end. Saddam Hussein assumed offices as the President of Iraq and as the Chairman of Revolutionary Command Council in 1979. Following this, the Iran-Iraq war from 1980-88 severely devastated the economy of Iraq (Infoplease, 2013). While the country took pride in having the largest military establishment in the Gulf region, Iraq was left with huge debts and opposition from the Kurdish from the northern provinces of Iraq. Covert action from the US such as support for a Kurdish rebellion in Northern Iraq and supplies of arms to Iran during the Iraq-Iran war changed Saddam’s perception of the world and Brands (2011) argues that perhaps that led Saddam towards conspiratorial thinking. Covert initiatives from the US occurred at a time of great vulnerability for Iraq which posed a threat to its government. US aid during the 1970s helped sustain a separatist movement against the Baathist regime. In the 1980s, the US empowered Iran in trying to ouster the Saddam government in Iraq. Such covert actions led to a hostile perception of the United States as far as Saddam was concerned (Brands, 2011). The government used weapons of mass destruction on civilian targets, which only worsened the situation. Iraq was expelled from Kuwait in 1991 by a US led coalition under the UN’s resolution. Whenever the Kurds from the north and the Shi’a Muslims from the south rebelled, the government retaliated by killing thousands. The UN Security Council prevailed upon Iraq to surrender its weapons of mass destruction for UN inspections. Another US led coalition in 2003 ended the regime of Saddam Hussein, thereby bringing to an end decades of defiance of UN Security Council resolutions (Infoplease, 2013

Policy Making and Contemporary Governance in the United Kingdom Essay

Policy Making and Contemporary Governance in the United Kingdom - Essay Example Within an organization, it is the board that takes care of the accountability of an organization to its â€Å"owners and stakeholders†. The essence on governance particularly relates to public traded organizations that mainly focus on accountability, responsibility and profitability. Corporate governance has all the more taken a significant position than it had in the earlier times (Jackson, Derose & Beatty, 2003, p.4). It was after the release of the Cadbury report in the year 1992 that corporate governance became a major concern in the UK. The focus of the Cadbury report was quite restricted to the financial parts of corporate governance. However, several other reports followed the Cadbury report and include â€Å"the Greenbury report (1995), the Hampel report (1998), the Smith report (2003), and the Higgs report (2003)†. The reports derived from these cases of UK imply that only particular issues in regard to corporate governance have been dealt that included the rev elations of compensations of directors and executives of the organization, appraisal committees, and the responsibility and efficacy of non executives in the company (Plessis, Hargovan & Bagaric, 2010, p.312). Although governance has been an old concept, however, it is recently that concerns have been given more importance on issues regarding good governance in an organization. Thus policy governance came into play and has been refined and articulated by different authors at different points of time. Policy governance refers to the theory that governs the business of public. The boards of organizations take the responsibilities towards achieving the organizational goals and objectives for which suitable corporate governance is highly necessary (Jackson, Derose & Beatty, 2003, p.5). This report would deal with a study on the approaches to the study of policy making that best help to understand the nature of contemporary governance in the UK. Corporate Governance in the UK: The Early Times: Corporate governance was defined by the Cadbury report as a â€Å"system by which companies are directed and controlled† (Keasey, Thompson & Wright, 2005, pp.22). Cadbury had realized that following good governance within an organization assists the organizational members and the authorities to deliver measures effectively thus driving the companies forward towards success. Failures in corporate governance may occur owing to inefficient performances by the organization which results in decrease in the level of profits. Secondly when an organization earns huge profits there may be a tendency among its members to share some amount of that profit in the way of excess remuneration. Thus to incur corporate management to provide effective and efficient performances, a good governance is a requirement (Keasey, Thompson & Wright, 2005, pp.22-23). It can be said that the governance reforms in the UK particularly started with the establishment of the Cadbury Committee that focus ed on issues relating to exercise of â€Å"creative accounting devices†, failures at the corporate levels, and public dissatisfaction over increasing rates of compensation of the executives of an organization. The recommendations of Cadbury focused mainly on the responsibilities of the executive officers within an organization. Thus the role of executives and non-executives were taken into concern and tried to be strengthened by the Cadbury recommendations along with additional progress (Keasey, Thompson & Wright, 2005, p.5). â€Å"Executive pay arrangements† offer a predominantly appealing argument for confirmation for corporate governance reforms. Several reformers have stressed their efforts on improving the transparency of remuneration process, trying not to affect the executive

Corporate Governance and Ethical Responsibility Research Paper - 2

Corporate Governance and Ethical Responsibility - Research Paper Example When the standard of care has been breached by medical practitioners and damage can be proven as a result, patients can take appropriate legal action (Johnson, 2010). Duty of care guarantees compliance to established Federal statutes. Secondary stakeholders, internally, are the physicians and nurses accountable for ensuring compliant medical procedures and patient oversight. Dr. DoRight must work with these staff members daily ensuring adequate supervision of their activities. Concurrently, this stakeholder group maintains certain protections under employment law that mandate the extent to which Dr. DoRight can intervene and establish disciplinary procedures. A third stakeholder group is the governance board charged with overseeing hospital operations and strategic developments. The Executive Committee and Regional Compliance Manager have responsibilities for ensuring compliance to established legalities in the medical field. In tandem, the governance stakeholders must ensure alignme nt of operational activities with established hospital regulations developed internally. Conflicts of Interest with Stakeholders The first conflict of interest requiring analysis is the relationship between Dr. DoRight and the governance board members. The governance system maintains responsibility for ensuring the publicized integrity and reputation of the hospital, which is a fundamental form of corporate protectionism. Dr. DoRight’s allegations (and they are only currently allegations) of staff misconduct poses future, potential reputation problems for the hospital if investigation determines that several years have passed without taking appropriate action for criminal misconduct by nurses and physicians. The governance board and Dr. DoRight also maintain responsibility for ensuring duty of care for patients, thrusting them all into a significant conflict of interest for protecting both the hospital public image and also ensuring patient standards of care. Additionally, th e many corporations and community organizations that conduct business with the hospital pose another conflict of interest for Dr. DoRight. Dr. DoRight has received numerous accolades for excellence in executive function, including the Medical Business Executive of the Year award in 2011. Dr. DoRight must determine whether to spare his reputation that has been gleaned through years of community and corporate trust-building whilst also maintaining responsibility to expose legal non-compliance that jeopardizes patient safety and security. Dr. DoRight likely asks himself whether self-protectionism or community/corporate stakeholder needs should be considered the most primary objective when considering what he believes is occurring in the organization. Has Dr. DoRight Fulfilled His Ethical Obligations? Dr. DoRight has not fully fulfilled his ethical obligations in this case. He certainly took the appropriate steps by informing his superiors (those with power to investigate and punish the se acts) which does speak toward his maintaining some form of ethical foundation and ethical value system. However, tort law can also provide potential consequences that give him personal

Describe and then critically analyze a recently published Article

Describe and then critically analyze a recently published pathophysiology research - Article Example There are two main species of malaria worldwide which cause the majority of cases. Plasmodium vivax has been considered for a long time as a benign and self-limited species, while Plasmodium falciparum is the species known to cause serious disease and death. Plasmodium vivax accounts for the majority of malaria cases in the Brazilian Amazon region. Recently there have been reports that malaria caused by P. vivax may be as severe as P. falciparum. The complications of P. vivax infection represent a significant global health menace, which needs focused efforts to work for its resolution. In severe falciparum malaria, as in many other systemic infections, most of the pathology that is described seems to be a consequence of an intense inflammatory response, produced by a pathological over-activation of the immune system and excessive cytokine release. However, there have been no previous studies on the inflammatory and immunological status of both mild and severe vivax malaria disease. I n order to understand the immunopathological events in vivax malaria, and to differentiate its pathophysiology from P. falciparum, it is important to explore the pattern of cytokines released in patients suffering from P. vivax malaria. Discussion The purpose of the study by Andrade et al. was to investigate the inflammatory and immunological status of both mild and severe vivax malaria cases, and compare them, in order to understand the immunopathological events in malaria by Plasmodium vivax infection. The researchers conducted the study in south-western part of Brazilian Amazon, which has an unstable transmission of malaria. They determined the active and passive cases of malaria, in both healthy people and those visiting the hospital. They included in their study patients with malaria admitted at the Buritis Municipal Hospital, and approached individuals, aged 15 – 70 years, with home visits, who lived in high malaria transmission areas. They took an interview from the pa rticipants who agreed to be a part of the study with questions about the symptoms of malaria – fever, chills, jaundice, etc. They also took venous blood samples from the participants for investigations. These investigations included peripheral blood smear and PCR for malaria diagnosis, and inflammatory markers’ blood levels: plasma cytokines IL-10, interferon-gamma (IFN-gamma), and tumor necrosis factor (TNF). They also measured ALT, creatinine, and C reactive protein (CRP) levels in the blood. They then analyzed the data and used chi-square test and Spearman’s correlation to compare the inflammatory markers’ levels between patients with severe malaria, non-severe malaria, and asymptomatic infection with P. vivax. They reported from their results that patients with severe P. vivax infection were younger, had lived for a shorter period of time in the endemic area of malaria, and had experienced less previous malaria episodes than individuals with no malari a infection or asymptomatic infection. Strong linear trends were found to associate inflammatory markers with severe disease. Increasing plasma levels of CRP, serum creatinine, bilirubin, TNF and IFN-gamma were associated with increasing disease severity. These laboratory parameters of organ dysfunction and inflammatory cytokines started to decrease in the patients with

Explain how to establish ground rules with learners to promote respect Essay

Explain how to establish ground rules with learners to promote respect for others - Essay Example Their ultimate goal is to create a conducive learning environment. Success establishment of these rules and group discussions should be considered. Each and every student’s opinion must be reflected and then discussed thoroughly. A list of these rules is finally written down and pinned in the classroom for everyone to refer to (Frei 2007, 55). The teacher should encourage interactive teamwork between the students. These set of rules mainly involves negotiable rules and non-negotiable rules. The teacher usually states non-negotiable rules, but they should not be discriminative. They include observing start and finish time of the lesson, full participation in class and preparedness of the learners. Negotiable rules may include switching off phones or eating in class. After establishment of ground rules, awareness must be created to students on the measures to be taken if they override them. This should be very clear and must be enforced by the agreement and subsequent adherence to the rules. Encouraging group work and teamwork in class highly improves the supportiveness of the student towards each other (Frei 2007, 77). It also establishes mutual respect between the learners and towards the teacher. This directs positive thinking and makes learning interesting which has an overall positive result on the course and education at

Business Model of Nike Essay Example for Free

Business Model of Nike Essay Introduction Nike Inc. was founded in 1962 by Bill Bowerman and Phil Knight as a partnership under the name, Blue Ribbon Sports. Nike’s main products are sports shoes, sportswear, sports goods. In this paper, we will talk about ‘The Challenge of Entrepreneurship’ ‘Competitive Business Model’ ‘Solid Strategic Plan’ ‘Feasibility Analysis’ and ‘Business Plan’. All of these topics are very important when we study the ‘EOE and SBM’, and in each topic have more than one point. We got ‘The Benefits of Entrepreneurship’ ‘Competition’ of ‘The Challenge of Entrepreneurship ’; ‘Core Competencies’ ‘Innovations’ ‘Sustainable Competitive Advantage’ ‘Key Success Factor’ of ‘CBM’; ‘Vision and Mission’ ‘Objectives and Goals’ ‘SWOT’ ‘Competitor’ ‘Business strategy’ of ‘Solid Strategic Plan’; ‘Industry and Market Feasibility’ ‘Product or Service Feasibility’ ‘Financial Feasibility’ and ‘5Forces Model’ of ‘Feasibility Analysis’. Now, we are going to show you the detail. The Challenge of Entrepreneurship The Benefits of Entrepreneurship Surveys show that owners of small businesses believe they work harder, earn more money, and are more satisfied than if they worked for someone else. (Via Dr. Josà © A. Torres Essentials of Entrepreneurship and Small Business Management Powerpoint) Opportunity to Create Your Own Destiny. Nike, originally known as Blue Ribbon Sports (BRS), was founded by University of Oregon track athlete Philip Knight and his coach Bill Bowerman in January 1964. The company initially operated as a distributor for Japanese shoe maker Onitsuka Tiger(now ASICS), making most sales at track meets out of Knights automobile. According to Otis Davis, a student athlete whom Bower man coached at the University of Oregon, who later went on to win two gold medals at the 1960 Summer Olympics, Bower man made the first pair of Nike shoes for him, contradicting a claim that they were made for Phil Knight. Says Davis, I told Tom Brokaw that I was the first. I dont care what all the billionaires say. Bill Bower man ma de the first pair of shoes for me. People dont believe me. In fact, I didnt like the way they felt on my feet. There was no support and they were too tight. But I saw Bower man make  them from the waffle iron, and they were mine. (Via HTTP://en.Wikipedia.org/wiki/Nike,_Inc.) Opportunity to Make a Difference. In 1979, Nike Air cushion technology Air, by the inventor of the m. Frank Rudy patented, first applied on the Tailwind running shoes, the gas film in running shoes soles for the protection of the cushion. And Nike has created many print and television advertisements with Wieden+ Kennedy, Wieden+ Kennedy remains Nikes primary ad agency. It was agency co-founder Dan Wieden who coined the now-famous slogan Just Do It for a 1988 Nike ad campaign, which was chosen by Advertising Age as one of the top five ad slogans of the 20th century and enshrined in the Smithsonian Institution. Walt Stack was featured in Nikes first Just Do It advertisement, which debuted on July 1, 1988. Wieden credits the inspiration for the slogan to Lets do it, the last words spoken by Gary Gilmore before he was executed. Throughout the 1980s, Nike expanded its product line to encompass many sports and regions throughout the world.[16] In 1990, Nike moved into its eight-building Wo rld Headquarters campus in Beaverton, Oregon. (Via HTTP://en.Wikipedia.org/wiki/Nike,_Inc.) Opportunity to Real Improve profits. In 2005, Nike Air Jordan 20 generations. Nike Free series, also in protecting the foot, like barefoot training is provided for the wearer. Nike as of May 31, total annual profits had 13.7 billion dollars, a 12% growth in the past fiscal year. On December 19, 2013, Nike Incs quarterly profit rose as a result of global orders for merchandise for delivery by April increased 13 percent. Future orders of shoes or clothes for delivery between December and April, rose to $10.4 billion. Nike shares (NKE) rose 0.6 percent to $78.75 in extended trading. (Via HTTP://en.Wikipedia.org/wiki/Nike,_Inc.) Opportunity to Contribute to Society and Be Recognized for Your Efforts. NIKE Charity Organization, is a Non-Governmental Organization Headquartered in PORT HARCOURT RIVERS STATE, NIGERIA. It is autonomous and submissive to the laws of the Federal Republic of Nigeria. They are determined to achieve our dreams and purpose of giving hope to the less privilege and to discharge our duties as members of non-profit organization in accordance to our core  values at National, State and Local Government levels. We are prepared to harness, strengthen and efficiently direct our efforts as much as we are out to join hands with other organizations, and individuals in the fight against the Girl Child Abuse. (Via HTTP://saccharinity.com/about_us.php) Competition NIKE is a consumer products company and the relative popularity of various sports and fitness activities and changing design trends affect the demand for our products. The athletic footwear, apparel, and equipment industry is highly competitive in the United States and on a worldwide basis. We compete internationally with a significant number of athletic and leisure footwear companies, athletic and leisure apparel companies, sports equipment companies, and large companies having diversified lines of athletic and leisure footwear, apparel, and equipment. We also compete with other companies for the production capacity of independent manufacturers that produce our products and for import quota capacity. Our competitors’ product offerings, technologies, marketing expenditures (including expenditures for advertising and endorsements), pricing, costs of production, and customer service are areas of intense competition. This, in addition to rapid changes in technology and consumer preferences in the markets for athletic and leisure footwear and apparel, and athletic equipment, constitute significant risk factors in our operations. If we do not adequately and timely anticipate and respond to our competitors, our costs may increase or the consumer demand for our products may decline significantly. (Via Nike-2013-form-10K) Designing a Competitive Business Model Core Competencies Nike’s quality , technology and brand is famous . Nike’s Air cushion technology is almost using in every basketball shoes ,it’s good for athlete’s foot . the Nike having its own core competence due to organizations own skills and core competence it has taken a competitive advantage and now is taking a large market share. The core competence of Nike is to specialize in athletes foot wear and other sports items. As we know every organization has its R D department .The R D department of Nike is playing a vital role because of its innovations in foot wear how the  consumers can feel comfort by wearing their shoes and the quality thats the most important factor to be given in shoes and they have different categories of shoes which is running shoes nick shocks, Jordan, and other types that is targeting different type of consumers having different perceptions. But most important thing of Nike is they dont make shoes they design and then give their design to the production companies in Korea and china or Vietnam. Due to which they are more specialized in their innovation and in this way they have made their core competence in making innovative design of athlete shoes. Innovations Nike believe his research and development efforts are a key factor in nis success .NIKE strives to produce products that help to reduce injury , enhance athletic performance and maximize comfort success . (Via Nike 2013 Annual Report) Nike also find many expert in chemistry, exercise physiology, engineering, industrial design, sustainability and related fields ask they advices to fixed Nike’s shoes and clothing . Nike’s air cushion shock absorption technology is famous in the basketball shoes area .Nike’s Brand shoes like LBJ , Kobe and KD has many color and types . Sustainable Competitive Advantage External Analysis : Nike’s brand awareness is famous all over the world ,everyone buying shoes first chose is Nike . Nike sponsored the top athletes and gained valuable coverage. , like Jordan , LeBron James , .From the Nike’s 2013 annual report will find that Nike growing up every years . Nike has many competitors , like Adidas , Puma , Reebok and so on , but Nike’s market share is more than any other . Internal Analysis :As we know ,Nike’s product is quality , Nike’s has own RD center to creative new technology ,like air cushion shock absorber technology ,environmental technology and so on .It’s basic technology to Nike’s product .Nike always find many creative thing to put in Nike’s product ,like knitting technology in his shoes .That’s awesome . Nike has employed creative marketing and advertisement platforms in building brand awareness and equity of its diversified products. For instance, the company uses Tiger Woods a skilled golfer to build its line of golf products. It further employs professionals in various departments that include distribution, marketing, finance,  product management, research and design, information technology, and product development so as to sensitize the market of its diversified products Nike also operates an internship program every summer lasting for three months giving students an insight on the diverse brands. Other avenues Nike accomplishes diversification strategy is through mergers, joint ventures, takeovers, and acquisitions. The company also has an RD unit called the innovation kitchen located in the main parent company in Oregon, to enable it to continue producing unique products such as the cushioning system in shoes. Key Success Factor Jordan Brand : Jordan brand is a big part of the Nike. Jordan’s shoes is popular in all over the world .Jordan shoes occupy the USA 10.8% market share in 2009 .Jordan shoes sales almost two times of Adidas . (Via :http://sports.sina.com.cn/k/2009-09-12/16084584096.shtml)So Jordan brand is a key success factors of Nike .) Jordan brand is popular in young people , every young people want a Jordan’s shoes it’s beautiful and comfortable .Especially Jordan’s air cushion technology , using in every basketball shoes . Technology :In addition to Nike’s own staff of specialists in the areas of biomechanics ,chemistry , exercise physiology, engineering , industrial design, sustainability ,and related fields , we also utilize research committees and advisory boards made up of athletes , coaches, trainers , equipment managers , orthopedists , Podiatrists , and other experts who consult with us and review designs , Materials , concepts for product and manufactur ing process improvements and compliance with product safety regulations around the world . (Nike Annual Report ) Advertisement : Advertisements play a significant role in the athletic apparel industry, as consumers rely on catalogues and online advertisements . Nike has many endorsers ,like Jordan ,James ,Durant and so on. These guys bring many customers .Nike has online store ,you can buy many things in this store ,before new product star sales ,you’ll get an e-mail about this product .Nike’s advertisement not only online but also in everywhere .It’s very amazing! Adidas :Adidas is a very famous company ,it’s very popular in world too .But in these years, Adidas’s market in decrease very fast .Because Adidas’s endorsers did not famous than Nike’s endorses .Adidas’s endorses including Yao Ming ,A.I ,D.Rose and so on .But they hurt or retied .Adidas’s  quality and technology is also well known .But Adidas lost because the endorses . New Balance :New Balance (I will call New Balance as NB for short ) is known as a most comfortable shoes .They has many new technology ,such as BIOSHIELD ,ABZORB EX ,REVAX ,ENCAP ,and so on .And NB is popular in young people ,you will find many youn g people wear NB in the street .IT’s a huge market to NB. Building a Solid Strategic Plan It’s a significant part of a successful business. It keeps the company to where they oriented, to meet their mission, goals and objectives, and lead it on the right way. A Strategy plan is to build a competitive advantage. It involved Vision and Mission Statement, also Objectives and Goals, SWOT Analysis, Competition Analysis and Formulate Strategies. We are going to find out what does Nike different from others, why it is unique, and what it has that others don’t. I am about to use Five Forces Model to analyze the competitive advantages for Nike. Vision, Mission, Goal and Objective Nike’s vision is â€Å"To bring inspiration and innovation to every athlete in the world.† The legendary University of Oregon track and field coach, and Nike co-founder, Bill Bowerman said, â€Å"If you have a body, you are an athlete.†. It’s their mission. (Via http://help-en-us.nike.com/app/answers/detail/a_id/113/p/3897) Their goal is to become and keep the number one sportswear brand all over the world. Their objective is keep down the manufacturing cost and keep their price down then they can occupied the market in some less developed countries who can become the economically dependent in the industry. (Via http://wiki.answers.com/Q/What_are_the_objectives_of_Nike_company) SWOT Analysis. Strengths As one of the ‘Fortune 500’ company, Nike has numerous strengths. It is positioned at being the number one sportswear brand globally, it Offers their products worldwide, it has a very strong marketing campaign that increases brand familiarity, and it has no factories, it uses OEM (Original Equipment Manufacturer) to get the work done. It has contracts with above 700 shops globally in about 45 different countries. it also has offices in these different countries. It has chains of retail stores like  Niketown so that it can sell there. Its famous Swoosh is instantly recognizable, and Phil Knight even has it tattooed on his ankle. Weaknesses The organization does have a diversified range of sports products. However, the income of the business is still heavily dependent upon its share of the footwear market. This may leave it vulnerable if for any reason its market share erodes. The retail sector is very price sensitive. Nike does have its own retailer in Nike To wn. However, most of its income is derived from selling into retailers. Retailers tend to offer a very similar experience to the consumer. Can you tell one sports retailer from another? So margins tend to get squeezed as retailers try to pass some of the low price competition pressure onto Nike. Opportunities Product development offers Nike many opportunities. The brand is fiercely defended by its owners whom truly believe that Nike is not a fashion brand. However, like it or not, consumers that wear Nike product do not always buy it to participate in sport. Some would argue that in youth culture especially, Nike is a fashion brand. This creates its own opportunities, since product could become unfashionable before it wears out i.e. consumers need to replace shoes. There is also the opportunity to develop products such as sport wear, sunglasses and jewelry. Such high value items do tend to have associated with them, high profits. The business could also be developed internationally, building upon its strong global brand recognition. There are many markets that have the disposable income to spend on high value sports goods. For example, emerging markets such as China and India have a new richer generation of consumers. There are also global marketing events that can be utilized to support the brand such as the World Cup (soccer) and The Olympics. Threats Nike is exposed to the international nature of trade. It buys and sells in different currencies and so costs and margins are not stable over long periods of time. Such an exposure could mean that Nike may be manufacturing and/or selling at a loss. This is an issue that faces all global brands. The market for sports shoes and garments is very competitive. The model developed by Phil Knight in his Stamford Business School days (high value branded product manufactured at a low cost) is now commonly used and to an extent is no longer a basis for sustainable competitive advantage. Competitors are developing alternative brands to take away Nikes market share. As discussed above in weaknesses, the retail sector is becoming price competitive. This  ultimately means that consumers are shopping around for a better deal. So if one store charges a price for a pair of sports shoes, the consumer could go to the store along the street to compare prices for the exactly the same item, and buy the cheaper of the two. Such consumer price sensitivity is a potential external threat to Nike. (Via Nike 2013 Annual Report, http://www.quality-assurance-solutions.com/swot-analysis-nike.html, http://www.ukessays.com/essays/marketing/account-management-provides-special-treatment-in-marketing-administration-marketing-essay.php http://www.marketingteacher.com/swot/nike-swot.html) Analyze the Competition. Nike has some competitive Direct competitors- Adidas, New Balance and Li Ning. They offer the product that Nike does, and all of these companies have different key success factors. Adidas, is the most competitor od Nike with do doubt, they compete with Nike for No.1 sportswear branding for over 40 years But in these years, Adidas’s market in decrease very fast .Because Adidas’s endorsers did not famous than Nike’s endorses .Adidas’s endorses including Yao Ming ,A.I ,Derrick Rose and so on .But they hurt or retied .Adidas’s quality and technology is also well known .But Adidas lost because the endorses; New Balance is known as a most comfortable shoes .They has many new technology ,such as BIOSHIELD ,ABZORB EX ,REVAX ,ENCAP ,and so on .And New Balance is popular in young people ,you will find many young people wear New Balance in the street . IT’s a huge market to New Balance; Some Significant competitors like Under Armour and Skechers, they offer similar products like apparel or footwear, they compete with Nike in some fields. Some Indirect competitors like The North Face or Columbia, both of them are the most of the famous outdoor brand, they offer windbreaker or accessories that Nike does. They have impacts to Nike in some mutual markets. Conclusion: Nike does perfectly in quality and endorsement, they almost signed all significant players and teams all over the world. Adidas has no most strength but all factors are averaged. New Balance does best in technology, it can makes sneakers more comfortable. (New Balance has never signed any endorsers since it founded, so its score is little bit lower) Cost leadership. Nike uses Business Simulation Strategy. It has no factories, it uses OEM (Original Equipment Manufacturer) to get the work done, and it doesn’t has stores mostly. It offers products to Franchised retailers, and let them sell the products. It saved money from factories and rent, so its overhead is low. No shop, no labors,. quantity of materials, low too. If a supplier increases costs, Nike can easily change a new one with lower cost, Nike can do this because of its ability. Nike definitely has low cost access to factors of production. The enormity of Nike in respect to their suppliers gives them a huge advantage in production negotiations. Due to their high volumes for products, the cut-throat low cost nature of selecting a manufacturer, and coupled with the fact that Nikes suppliers depend so heavily on them for their own success that they have little to no bargaining room toward raising prices, allows Nike to continuously enjoy low costs of production. Nikes hardware and software technology implementations of using the not only using the best materials but creating them in a vertical fashion and housing an innovation culture from the top down, allow Nike a first move advantage into cost savings. However most of these advances only bring definite savings for a short time due to competitive parity within the industry, their creative nature definitely does benefit over the long run. Nike reduced costs by cutting some of its endorsements. Company research suggested the endorsement by the Italian soccer team, was not achieving the desired result. Michael Jordan, LeBron James, Kobe Bryant and a few other endorsers were retained while some other like Italian soccer team, were eliminated, to saving over $100 million. Nike does incredible in cost control. (Nike 2013 Annual Report) Differentiation. Differentiation strategy by Nike is used to gain market share advantage in the broad foot ware market. Aside from foot wear, the company boasts of products such as clothing, equipment, and even accessories. The strategy is achieved by producing consumer goods and services that customers perceive to be of high quality or have added unique features. This has been achieved by the company innovating state of the art athletic shoes that are publicized through dramatic â€Å"guerrilla† marketing. Marketing of the different products is designed to coerce customers that Nike’s shoes are not only superior but also a high fashion statement which is a necessary part of a lifestyle based  on athletic or sporting interests. The company has also differentiated itself by using highflyers that are best used in distinguishing sporting disciplines hence enabling the company reach its target market, for instance, the Brazilian national soccer team or even Michael Jordan. Also, Nike is different from others in their Ads. They show not only their technology but also leading endorsers like Michael Jordan, LeBron James, Kobe Bryant and Cristiano Ronaldo in their Ads of new products. At the same time, their Ads are also very creative and with imagination, make people who watched them unforgettable. (Via Nike 2013 Annual Report) Focus.

Effects of the Researcher on Analysis Results

Effects of the Researcher on Analysis Results MERA HEERALAL-MAHABIR DESCRIPTION OF ASSIGNMENT Respond on the following quote â€Å"Analysis reveals the person making the analysis not really the piece itself.†, David Lodge 1935 Novelist and Playwright According to Lester (2010), â€Å"Analysis is a way of the mind that not only engages with the outside world, but also internalizes its lesson and learns from them† (pg. 115). It is the separation of an intellectual or material whole into its constituent parts for individual study. It is the dissection and careful study of a â€Å"piece† something to learn about its parts, what they do and how they are connected to each other. This study is a detailed examination of the elements or structure of some kind of text or act whether it is a poem, film, advertisement or book. Personal perspectives are important because they reveal much about the person making the comment (Lester 2010 p. 122). Some people may say that such views have limited use simply because they are so personal and subjective, and that these interpretations cannot be comprehensive beyond the individual. This, therefore, does not disclose much with regard to how others might make meaning of an image, advertisement, play or other text or acts. A noteworthy event, image or painting, that is considered a work of art mot times generate personal reaction, indicative about the culture from which it came from. I agree with the notion that an analysis is a reflection of the person making the analysis and not of the piece itself because of one’s cultural background, personal experiences, and educational status, all of which inform an individual’s opinion of a text. Fiske, (1982) states that when â€Å"the cultural groups we belong to comprise a large majority in our community or nation, we are less likely to be aware of the content of the messages they send us. Cultures shared by dominant groups often seem to be natural, normal, the way things are done. We only notice the effect of cultures that are different from our own, attending to behaviours that we label exotic or strange, misunderstandings in semiotics are considered to be the result of cultural differences and not at communication failure† (pg. 2). The decoder brings aspects of his or her cultural experience to bear upon the codes and signs which make up the text. Therefore, when members of a dominant culture decode or make meaning of something, it is more than likely that that interpretation would be similar in nature among those members. Thus text rooted in dominant ideologies can be interpreted through such ideological frames and appear natural. In this case the analysis refle cts the ideology of the text, which in this example is the dominant ideology. Such an example can be seen in the sometimes cultural rationale we ascribe to the wearing particular clothing (leather jackets or winter boots) or to food choices (KFC), as everyday rationale ascribes meaning and significance to that choice. The same meaning and significance is used by the encoders to spread that dominant ideology through the powerful media. Some may argue that this acceptance of false consciousness is the result of a lack of analysis to a particular event, text or experience but it can be considered the result of little or no analysis; it can be the result of analysis through ideological lens. Logically, if a culture shares the same codes and conventions, members will interpret and ascribe meaning that are similar. However, even people belonging the same culture may not always have the same interpretation because of personal experiences. Theorist, Stuart Hall (1980), states that meaning is not simply fixed or determined by the sender. He argues that the message is never transparent and the audience is not a passive receiver of meaning as one would like to believe. For example, a news item that features refugees from war torn Egypt that aims to provide a compassionate account of their plight does not promise that people will decode it to feel sympathetic towards the refugees. People from another war-torn country who share the same culture and religion will be sympathetic and feel strongly that other countries should help based on a humanitarian basis. On the other hand, people of another culture, say American culture (individualistic culture), may think the opposite. Anothe r example, is Carnival in Trinidad and Tobago. People who subscribe to the ‘carnival culture’ may accept a men gyrating (â€Å"wining†) on a semi-nude women in the streets of the city during the celebration. A viewer from another culture, however, say from an Islamic-Middle-Eastern country may find this act to be outrageous and shameful. Even persons who share the same Trinidadian culture may not approve of this kind of behaviour. Negative, personal experiences may also cause persons to have an undesirable attitude towards the festival of carnival. People are not entirely free agents and immune to the effects of the culture they inhabit. Thus, when people generate ,meaning from say, for example, a movie , they are inevitably affected by the culture they live in in ways of which they are unaware. The culture, in other words, speaks through them. Hall (1980) states that messages are decoded and interpreted in different ways depending on the individual’s cult ural background. An analysis is a reflection of the person making the analysis because of his personal experiences as reflected in the type of readings he makes of the subject being analysed For example, because Caribbean people had a negative historical experience of racial bias practiced by a ‘white colonial’ people, they would certainly have a kind of bias towards that race in general. Drawing on a personal example, as a teenager working at a popular bank in Port of Spain, where at that time only persons of â€Å"high colour† were employed, a brown-complexioned East Indian person like myself, had many experiences of racism displayed toward me. This would certainly carry a certain amount of bias in my analysis of any piece’ done by a ‘white’ person. So instead of taking the dominant reading for something, I might go for the negotiated or oppositional reading. According to Hall (1980), a person might decide to take a dominant-hegemonic position, where he accep ts the encoded meaning. He takes the connotated meaning from, say, a television newscast and decodes the message in terms of the referenced code in which it has been encoded. If one subscribes to an oppositional reading, he totally ignores the encoded message even though he understands it. He decodes it in a contrary way. He may also go along with the negotiated reading where he compromises between the hegemonic and oppositional views. Because an audience simply does not passively accept a text, they do not always take the dominant reading. Depending on the reading a person adopts, the analysis would be quite different in all three cases. An analysis done by someone holding an elite status, is likely to be different from that of a middle class or low-income group. Several factors may contribute to this difference. For example, if someone from this upper elite class were to analyse a painting by Cazabon, he would most likely be educated, widely-read and would have more knowledge and appreciation of the fine arts. He would most likely know the name of the artist, his other works, and the artistic style being used. The elite analyst would also probably make references to other artistic traditions and make comparisons with other artists using that style. He would perhaps compare the work being analysed with other works done locally, regionally and internationally. The analysis by the elite will be informed by his experience of being more exposed through education, communication and travel. Foreign travel will assist the elite to acquire first-hand knowledge and would be more likely to identify the genre, medium, metaphors and symbolism of the work. The low-income analyst may not have an appreciation for fine arts because he is caught up more with the daily struggles of live in order to survive such as acquiring the basic needs of food, shelter and clothing. Because of the upper class upbringing and training (education), and because one might be more widely read, one can give a more in-depth analysis of an artistic piece. The elite analyst is also likely to be more articulate. Personal perspectives are significant because they reflect much about an individual making an analysis. Whilst consideration of other views would make the analysis more comprehensive and well-rounded, it still rests with the individual analyst ‘take’ on the piece being analysed. Factors that contribute to the type of analysis that will emerge depend on the cultural background, personal experiences and educational status of the individual making the analysis. This decision however, most times is supported by the ideological influence of dominant power structures in society. Thus it can therefore, be said that analysis is a reflection of the person making the analysis and not the text or act itself. BIBLIOGRAPHY Fiske, J. (1990) Introduction to Communication Studies, Routledge: London. p. 2. Print Hall, S. (1980) â€Å"Encoding /decoding.† Culture, Media, Language. Ed. Stuart Hall et al. New York: Routledge. Print. Lester, P.M. (2011) Visual Communication: Images with messages, Wadsworth: Boston.p.122. Print. Semiotics for Beginners: Encoding/Decoding users.aber.ac.uk/dgc/Documents/S4B/sem08c.html. Web. 19 Mar. 2013. Web.