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American Nurses Association Essay

What can be gained by engaging in comparative education studies

What can be gained by engaging in comparative education studies It is in the very nature of logical activity to make comparisons. Comparing is a elementary part of thought process which enables us to make sense of the world and our experience of it. Indeed, it can be said that only by making comparisons can we properly defend our position on most questions of importance which requires the making of the judgments. Comparing causes us to make statements to the effect that one thing is intellectually or morally preferable to or more effective or better than the other, and this can be clearly exposed in the education field, where the quest for improvement for doing things better is always compelling. In a world which is mainly focused on intense global economic competition and growing beliefs in the key role of education as the source of potential advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. Educational policy is increasingly driven by national attempts to copy the perceived advantage associated with the educational strategies and techniques of other countries. Margret Brown argues that documenting practices in high-scoring countries that give ideas for change are very important (as cited in Broadfoot 2000, p.361). It would be at least as important to find out why similar projects have not been successful in other countries. (Shorrocks-Taylor Jenkins 2000, p.16) It is crucial to assess any suggested practices from one country to another. Teachers and the general public need to be informed about the problems of putting something borrowed into practice and reform ideas from other countries to our own system. The increasing international importance of a policy discourse of learning in relation to conventional educational institutions such as schools and universities, reflects the contemporary understanding of the implication of the knowledge society (Broadfoot 2000, p.358); It is of great potential and inevitability for the whole population to be capable and disposed to take advantage of the new methods for accessing new knowledge that information and communications technology is making available. This also reflects the growing recognition that learning is not equivalent with teaching. Todays growing concern is lifelong learning which is powerfully described in a recent European Commission report: The Treasure Within. (Broadfoot 2000, p.358) Different perspective of comparative education by different scholars Antoine Jullien de Paris in 1817 saw comparative education as an analytical study of education in all countries with a view to perfect national schooling systems with adaptation and changes from which policymakers can borrow ideas to implement in their own-country (Bray 2007, p.1). In Hans view the utility of comparative education was that type of education which analyzes comparative law, comparative literature or comparative anatomy in order to highlights the differences in the forces and origins that create the differences in the educational systems (C.S. Oni 2005, p.244). Lewis approached the issue of comparative education in terms of an Island formation. Lewis asserted that, no country is an island; that each is a part of the world; therefore, no educational system anywhere in the world is worth anything unless it is comparable to some other systems in the world.(Quoted from C.S. Oni 2005, p.244). Comparative education for Blishen is the branch of educational theory that has to do with analyzing and interpreting the educational practices and policies in different countries and culture (C.S. Oni 2005, p. 244). Le Thanh Khoi believed that comparative education is a multidisciplinary area when he said that it is not strictly a discipline, but a field of study covering all the disciplines which serve to understand and explain education (quoted from Bray 2007, p. 35). In addition to learning about other people and cultures, comparative education also helps the researcher to know about oneself. As George Bereday puts it: It is self-knowledge born of the awareness of others that is the finest lesson comparative education can afford.(Quoted from Kubow Fossum 2003, p. 11). With the enhancement of nationalism and the increasing importance of the nation states in the beginning of the 19th century comparative education was pushed ahead. The objective was to learn useful lessons from foreign countries, especially concerning education systems. This contained a very colonialist view of the western societies on the foreign countries. School systems were seen as a resource of new educational ideas, which could be borrowed to improve the own school system. Comparative education transferred itself from highly pure description level to a more sophisticated analysis. With the rise of the social sciences in the 1950s the historical aspect became insignificant. Instead comparative education was introduced as a true science by using statistical techniques and more quantitative methods. The main approach was structural functionalism. The aims of comparative education: The aims of comparative education are to describe educational systems, processes, and ending products as well as to assist in the development of educational institutions and practices. It also highlights the relationships between education and society and establishes generalized statements about education that is valid in more than one country. Comparative education also deepens our understanding of our education and society; it can be of great aid to policy makers and administrators; and can be of great asset in the education of teachers (Bray 2007, p.15). Comparative research also helps us understand better our own past; locate ourselves more exactly in the present; and see more clearly what our educational future may be. Comparative education gives the researcher the ability to describe what might be the consequence of certain courses of political and economical action, by looking at experience in a range of countries. From the theories mentioned above extracted from different sch olars, we can see that comparative education facilitates the researchers to learn from the accomplishment and faults that other countries have made in the process of solving similar educational problems. The focal point of comparative study in education is the collection and categorization of information, both descriptive and quantitative. As Sadler stated in one of his lectures delivered in 1900: In studying foreign systems of education we should not forget that the things outside the schools matter even more than the things inside the school, and govern and interpret the things inside. We cannot wander at pleasure among the education systems of the world, like a child strolling through a garden, and picking flowers from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant. A national education system of education is a living thing, the outcome of forgotten struggles and of battles long ago. It has in it some of the secret workings of national life. (Quoted from Philips in Alexander et. al 1999, p.19). On Comparing The comparative education researcher should go far from the familiar to see the unfamiliar to make the familiar strange, in order to broader the principles, geographical and epistemological view (Broadfoot 2000, p.363). When comparing in education researchers are producing a variety of descriptive and explanatory data which differ from micro to macro comparative data analysis, allowing us to see various practices and procedures in a very wide context that helps us to throw light upon them (Sultana as cited in Borg 2009, p.21). While less developed countries have a tendency to look at more developed countries to learn from them, more developed countries tent to look at countries that are on the same economic and educational level to make cross-national comparisons. Examples of this are number of countries that looked at USA as their model. Switzerland in mid-1990 apart from looking up to USA, it also hired American consultants to develop a reform package for schools (Steiner- Khamsi 2002, p.76 as cited in Bray 2007, p.18). On the other hand, America learned also from other countries (Levin 2010, p.96 in www.kappanmagazine.org) like East Asia, (Bray 2007, p.21-22) where the US department of education made an intensive study of Japanese education and came out with 12 principles of good practices. Educators and policy makers went to Finland, which is the top-performing country in the first three rounds of PISA, in order to find the key to education success to achieve high marks in PISA. Private companies like Cisco and McKinsey, are issuing reports on the quality of education around the world. Comparisons across time provide information about improvement or decline over the years like comparing the different periods in the history of education. These comparisons though are limited in the nature of the reference groups or criteria used: that is they are usually limited to school systems similar to those being evaluated. When policy makers look at the past to learn for the future as the British policy makers used to do in 1980s to make comparisons with their own past rather than with other countries. Sometimes the reason to compare with the predecessors is to see how the society has developed as well as to learn from the mistakes that were done in the past (Bray 2007, p.23, Bradburn Gilford 1990, p.2). Comparisons with other localities or between states, provincials and regions compare similar local educational systems within the same state, or with those in other states or the nation as a whole. Comparisons with other states or the nation as a whole have the advantage of comparing between educational systems that are broadly similar. They provide information on particular nations level of achievement in education to the much broader area of the worlds education system (Bradburn Gilford 1990, p.2).Example of such comparison is the comparison between the education systems of Hong Kong (Bray 2007, p.131) or the education systems of Macao (Bray 2007,p.134). When comparing the researcher has to identify the areas; countries or places, and cannot be generalised. As Le Than Khoi (in Sultana as cited in Borg 2009, p.16) gave the example of the Mediterranean. There are too many differences in the region that we call the Mediterranean to make it the object of comparative analyses. Culture is an important factor when comparing places. An example of this is the result that Finland got in the PISA in 2002 compared to other places which was based on the reading competences. Finland achieved well as it has centuries of cultural tradition that long promoted the reading ability (Bray 2007, p.167). A comparative education researcher must try not to be prejudiced either on political, national, religious, racial, gender or ideological aspects. It is crucial that the paradigms used are relevant to all geographic areas and nations that are included in the study. Differences between inter and intra-national research present challenges in comparative research that must be recognized. Such differences are often significant resource of cultural variation (Bradburn Gilford (1990), p.21). The contribution of developing countries in international studies adds information to the development of local research capacity and also widens the sample of participating countries. Third-world participation develops North South dialogues as well as East- West linkages as it serves as a good source for building trust and co-operation (Bradburn Gilford (1990), p.22). As the economic sector is increasing its value and the importance of having a sound education system, the business and industry sector may consult comparative educational studies in their international planning. Textbook publishers, developers of educational software and other educational traders use comparative education to categorize the needs and markets for new products. So the question raised is In whose interests do the education system and decisions taken, work? (My lecture notes). Though comparisons in education are of great benefit there are also who is sceptic and critic about it. There is the belief amongst these that comparative research will lead to a homogeneous-world approach to education that impede proper attention to each countrys unique history, culture, and people.(Bray 2007, p.178). This idea comes from experiences with international institutions that forced economic policies that had negative consequences in less-developed countries. It is vital for policy makers to keep in mind that not all the methods of any country can or should be put into practice in other countries. (Lavin 2010, p.96 in www.kappanmagazine.org, Stromquist 2002, p.87) It is important that insiders and outsiders work collaboratively in order to research and development work that is more sensitive to local, social constructions of reality. (Crossley 2002, p.82) Education research projects and organizations: As global economic competition increases, increases also the beliefs in the education as the source of marginal advantage, governments have become increasingly obsessed with the international rankings of measured educational outcomes. However the issue and impact of power on the educational institutions differentiate form in society to another. It is becoming important more than ever as the decision making in education is changing considerably. The main actors are no longer those most affected by education like the students, parents and the teachers but rather private agencies and international financial institutions (Stromquist 2002, p.87). International agencies compare patterns and results in different countries in order to improve the advice that they give to national governments and policy makers. The UNESCO, World Bank and OECD are amongst international agencies each emphasising their own aims varying from pedagogy, curriculum, economic and financial matters, which play an important part in the education arena. Their aim is to assist countries in designing and implementing successful policies to address the challenges that the educational systems are facing. They also create schemes for promoting lifelong learning in relation with other socio-economic policies (Bray 2007, p. 31). New ideas gained from international studies such as PISA, TIMMS and Survey -Lang can be tried to see if they will improve the education system and to understand why the performance of students in different countries differs (Shorrocks-Taylor Jenkins 2000). Since the late 1950s with the founding of the International Association for the Evaluation of Educational Achievement (IEA) such large scale comparative studies have taken on considerable significance in education. From the beginning the IEA has been committed to studying learning in the basic school subjects and to conducting on a regular basis survey of educational achievement. Over time, these outcome data have been increasingly linked to analyses of the effects of curriculum and school organization upon learning and the relationship between achievement and pupil attitudes (Shorrocks- Taylor 2000, p.14). There are different methods on how to measure the comparative aspect which differs from theoretical grounded studies intended to build or test complex models of educational systems to descriptive studies whose purpose is to monitor different features of educational systems, practices and outcomes. The purpose of theoretically oriented studies is mainly to examine relationships among variables and look for casual explanations. It is designed to examine links between school achievement and such characteristics as curricula, teaching methods, family expectations and funding levels. These highlight the level of differences between schools or classes as well as on differences between students as the unit of analysis. (Bradburn Gilford 1990, p.5) Belatedly, the intensification of international competition, spurred on by globalization, neo-liberalism and marketizing, has major implications for cross-national studies of educational achievement, for those engaged in or dealing with the powerful influence of national and international league tables, and for the theoretical frameworks that we employ in our analyses. If the funding of research is increasingly linked to commercial interests, for example, the potential for critical theory, or for alternative cultural perspectives to influence the construction of new knowledge, may be increasingly challenged. Questions of power and whose knowledge counts?, in the process of development arise, perhaps, more strongly than ever before ( reference from my lecture notes). As Sultana stated, comparative education should go further than the concern with comparing like with like (Sultana as cited in Borg 2009, p.9). It focuses more on finding a particular point from where educational and related social phenomenon can be seen from different perspectives; create a deeper understanding of the dynamics as well come up with new ideas. Comparative education provides insights on higher education, educational innovation, teacher education, power and education researches each bringing the experience of the researchers country, or the country or the countries that researcher has studied and came together in order to share these issues in debating sessions. Comparative education and globalization: In a globalise world, schools have come under greater national enquiry regarding the ways they can contribute to or delay a national progress. Claxton (1998) has described the rapidly-changing times we are living as the Age of Uncertainty in which it is impossible to predict the state and shape of the world in few years time (as cited in Broadfoot 2000, p. 358). The educational world today encounters systems which may eventually prove to be a revolution in what is to be taught, to whom and how, since, as Edmund King implies, all its established systems were developed for a world that no longer exists (quoted in Broadfoot p.267). Accountability and educational transformation rose questioning on the education process itself. The heightened interest in and concern over education has encouraged educators to re-evaluate in the light of new global realities, the purpose of schooling, the underlying theories about the relationship between education and development and questioning about educator professionalism. (Watson as cited in Crossley 2002, p.81) The ways in which educators in different countries view these issues and the strategies employed to address them must be understood in the light of different cultural, social and political context in each country. By viewing the educational issue from the perspective of two diverse countries the researcher can identify factor that might be missed when viewing the issue within the context of own country alone. If the research area is related to researchers own cultural environment, it is not always easy to perceive its special characteristics. The case may appear too understandable and non-problematic. A fish cannot see that it is living in water (quoted in http://www2.uiah.fi/projects/metodi/172.htm). Multiple cultural perspectives thinking and analytic frameworks from a multiplicity of disciple the research would provide an international context as well as tools for opening perspective to enhance the way of seeing education. Critical thinking on Comparative education: Comparative education and the critical perspective taking that comparative inquiry, help the researcher to go into a deeper analysis of the relationship among society, development, education and the role that citizens either directly or indirectly play in the education process. Through the development of comparative thinking skills researchers should be able to undertake analyses of their home cultures and systems with a more understanding of the various cultural factors at play. Comparative education encourages both researchers and educators to ask questions like: What kind of educational policies, planning and teaching are appropriate and for what kind of society? The field of comparative education focuses attention on what might be appropriate and inappropriate policy while encourage awareness of philosophies underlying educational policies and encourages interdisciplinary critique. (Klein 1990, 1996, Epstein 1983 as cited in Kubow Fossum 2003, p.7). Comparative education is beneficial and necessary not only for scholars and policy makers but for education practitioners as well. As Gutek said, teachers function in two dimensions: as citizens of particular nation-states, they foster students national identity; and second as citizens of a global society, they recognize that possibilities of humans growth and threats to human survival going beyond national boundaries (Gutek 1993 as cited in Kubow Fossum 2003, p.251). Teachers must learn to look at other equivalent classroom and school practices throughout the world. As Stake (1978) said we observe that people intrinsically pursue the general by looking at the specific. People make sense out of the new circumstances they encounter by comparing that particulars to the universe that includes their own frames of reference. We have named the process of performing cross-cultural investigation and then deriving insights from these investigations the skills of comparative perspective takin g (quoted in Kubow Fossum 2003, p.252). Schools are compared with arenas which constitute tension and combination of forces. In order to understand and control such condition, involves critical skills and the ability to understand the political underlining of societal and educational circumstances (Kaplan 1991 as cited in Kubow Fossum 2003, p. 252). These kinds of critical thinking can promote critical questions like: What is the intention of schooling? What are the equitable education and who decides? What is the appropriate balance between educator authority and accountability? What factors reinforce or hinder teacher professionalism? (Quoted from Kubow Fossum 2003, p. 252). The field of comparative education continues to define its identity and significance in the new thinking about education, society, colonialism and development. Ideas from post-foundational thinking, post-modernism, post-structuralism and post-colonialism, are of great importance in comparative research because they deal with common metanarratives of progress, modernity, dominance and subordination that there have been the fulcrum of the main ideas in comparative education.(Mehta Ninnes 2003, p.238), Crossley 2002, p.82). Examples of Case studies: Case study 1: Comparing literacy The usefulness of comparative education is seen in the number of different case studies. An example of a case study is Literacy skills in Maltese-English bilingual children by Rachael Xuereb (2009). The study examines the reading and phonological awareness skills in English and Maltese of children whose mother tongue is Maltese and second language English. A sample of 50 typically developing Maltese children aging between 8 years 0 months to 10 years 5 months was chosen to participate in this study. The children acquired Maltese as a first language within the family and later acquired English as a second language through Kindergarten and/or the early school years. The participants in this study attend a church school situated in the south-western part of the island. Since children star going to school at the age of 5 years, the children have been learning to read in Maltese and also in English. For the purpose of this study, Maltese reading and reading-related tests were created to parallel the UK and US standardised assessments. All the children sat for the novel tests and the standardised tests. According to the results found by Xuereb, Maltese children read better in Maltese than in English, which is the language of instruction in most of the subjects. Each child was tested on the following measures in both languages: word and non word reading, non word repetition, spelling, segmenting words and non words elision, rapid naming of letters, numbers and colours, forward memory for digits. Increasing research has addressed this issue for bilingual students, in relationship to whether phonological awareness in the first language predicts phonological awareness in the second language (Quiroga, Lemos-Britton, Mostafapour, Abbott Berninger, 2002). Studies comparing first language and second language decoding skills in readers of different orthographies suggest that these skills are positively correlated and that individual differences in the development of these skills can be predicted on the basis of underlying cognitive and linguistic abilities such as phonological skills, memory, orthographic knowledge and speed of processing (Geva Wade-Woolley, 1998 as cited in Xuereb 2009, p.331). This study aimed to find answer for how do Maltese-English bilingual children perform on reading and phonological tasks and to verify whether prior findings of cross-language transfer from first language phonological awareness to reading or to second language phonological awareness be replicated in this sample of Maltese-speaking students. Case study 2: Comparing the role of gender and age on students perceptions towards online education. This study conducted by Fahme Dabaj, and Havva BaÃ…Å ¸ak, was conducted in order to question and analyze the perceptions and attitudes of the students to online distance education by means of email and the World Wide Web as the method of delivering instruction through on-line diploma programs offered by Sakarya University in Turkey with respect to their age and gender. The research was based on a questionnaire as a mean of data collection method. The findings of the analysis explained that although the students registered to the online program by will, they preference was for the traditional face-to-face education due to the difficulty of the nonverbal communication, their lack of ability in using the technology required, and their belief in traditional face-to face learning more than online education. The research methodology of this study used the quantitative statistical methods and techniques such as significance differences, correlation and the cross-tabulation distribution to find out if there is a significant relationship between the independent and the dependent variable questions, measuring the role of age and gender of students towards their perceptions regarding distant education. The quantitative data was collected by survey questionnaire and was analyzed via quantitative statistical methods. All the students enrolled in the distance education programs and the online courses in the autumn term of the 2005/2006 Academic Year took part in the research. Regarding gender, the results proofed that the female students have a better awareness of the online education contrasting to the male students. Regarding age, the results showed that the older the students preference moves towards attending face-to face classes. Case study 3: Comparing different Art methodologies. I also attempted to make a small comparative study in which I compared Art methodology adopted in a state school compared with that adopted by the Verdala International School. The Verdala International is a co-ed international school in which foreign students resident in Malta can attend. The Art department in this school in based on two Art Programs; the IG which is equivalent to O level exam and the IB which is equivalent to the A level exam. My research was aimed at bringing out the difference in teachers and students approach towards the subject. The first difference which I pointed out was the level of organization in the state schools Art room in comparison with the organized chaos that ruled in the Verdala International. Both teachers response to my comments about the Art room environment was that it reflects the methodology they adopt towards the subject. Art lessons in the state school are more structured; students have to follow rules which hinder them from using their imagination freely. In both schools the lessons where introduced in the same manner there was a lot of teacher talk with the teacher orchestrating the whole thing. The children were only asked to participate when the teacher asked them for suggestions. The two lessons differed in the way they developed while in the state school, the students followed the traditional method by copying the teachers examples from the whiteboard and were very limited in experimentation, at Vedala international the students were much freer to experiment and be creative. The reason was that although the Art syllabi of both schools are very similar, the methodology adopted is different. The teacher at the state school believes that in order to break the rules in Art first the student has to learn them by using the traditional method by copying. While Art lessons at the state school are more exams oriented, although at Verdala International they do have an end of year test, the focus is more on helping students develop creative ideas. During my observation sessions at the state school, which were carried out in the beginning of November, the teacher consistently reminded the students about the exam. On the other hand at Verdala International the final test was never mentioned. At the Verdala International I also tried to compare Maltese students who have been to a state school and are now attending Verdala International with foreign students who had been attending to Art classes in their own countries are now at Verdala. The aim of such comparison was to identify students perspectives of the methodologies used for the teaching of Art in Malta and abroad. The foreign students interviewed were from Italy, USA, Sweden, Germany, Russia and England. From the response given it resulted that the conservative Art methodology used in Maltese state schools is very similar to that in Russia and in the early years of the middle school in Germany. Lessons at Verdala International are more similar to those in Italy where the students are active participants and able to take decisions on what they should do. While in state schools every lesson planned out by the teacher following the syllabus that is to be covered, at Verdala International the lesson is in the form of a group discussion. Each student decides on a theme that he/she would like work on and the teacher will facilitate his learning. This way, different students might be working on different projects unlike in state schools where everyone would be doing the same thing. Maltese students prefer more the methodology used at the Verdala International than the Art methodology used in the state school. The research methodology of this study consisted of observation sessions, interviews with students both on individual bases and in groups, and interviews with four teachers (one at Verdala International and 3 at state school). The number of students that took part in this study was 45 students (22 at Verdala International and 23 at state school). Conclusion The comparative education area is composed by what researchers declare about its nature, origins, purposes, futures, by the truths people support and by the struggle over what made true comparative education (Mehta Ninnes 2003, p.240). The significance in studying this area using intellectual accuracy, the working and foreign systems of education will result in our better fitted to study and understand our own while helps to extend and d

Analysis of taobaos business strategies

Analysis of taobaos business strategies Taobao is the most famous online shopping website in China. It was launched in 2003 and within two years it became the leader of Chinas online shopping market. In order to keep the leadership position in increasingly intense competition and sustain its development, Taobao needs to modify and better its strategies for future development. Furthermore, its marketing strategies can also provide a good example for other online shopping companies. This essay is going to make an overall analysis on Taobaos business strategies by SWOT. Key words: Taobao; marketing strategies; SWOT analysis Taobao operates a website, Taobao.com which is the largest Internet retail website in China. According to its website the transaction volume on Taobao (gross merchandise volume or GMV) exceeded RMB200 billion (US$29 billion) in 2009. Taobao launched in 2003, is owned by Alibaba Group, which is a family of Internet-based businesses. (Taobao, n.d.) Taobao provides not only online platforms but also third-party online payment services (Alipay) and instant messaging services (Aliwangwang) Platforms within Taobao include Alimama (alimama.com), an online advertising exchange and affiliate network for publishers in China. In addition, there is also a classified listing website Koubei.com. (ibid.) SWOT analysis, according to Philip Kolter, is an overall evaluation of a companys strengths, weaknesses, opportunities and threats. (Kolter, 2003) As the competition in the online shopping market is becoming increasingly fierce, Taobao faces some problems as well. The purpose of this SWOT analysis is to provide a critical review of key factors that may slow down Taobaos future development. 2. Strengths 2.1 Leading position in Chinas online shopping market Taobao is an acknowledged leader in both B2C (business to consumer) and C2C (consumer to consumer) online shopping market in China. Taobao has (should be: had) more than 190 million registered users by (could use: at) the end of April, 2010. (Taobao, n.d.) It has built a strong brand and is recognised by more Netizen (which is defined as the Chinese population who have accessed the Internet in the past 6 months by China Internet Network Information Centre) (CNNIC. 2008, January 15th). The company is well-thought-of by customers which gives Taobao more advantages in competition. 2.2 Effective combination of diversified offerings Taobao combines its three segment businesses effectively to enlarge its customer base. Take Alipay as an example, it is a third-party online payment platform, provides a simpler, efficient and safe payment service for both customers and sellers. This service not only ensure (should be: ensures) the transaction security but also reduces the transaction risk for online consumers, as it enables buyers to confirm the quality of goods before releasing funds to sellers. For example, if goods are found (to be) broken or fake, customers can request Alipay to postpone the release of funds to sellers. (Taobao, n.d.) This service help (should be: helps) Taobao (to) attract more customers. In addition, an instant message (could use: messaging) service called Aliwangwang make (should be: makes) the communication between (the) buyer and seller easier. Moreover, this service enables (the) buyer and seller (to) have a directly private bargain during the transactions, which is the preference of Chinese customers. 2.3 Precise market positioning Taobao analyzed Chinas online shopping market at the beginning of its business. Different from other online shopping websites which prefer older white-collar worker(s) with higher salaries or people who like collecting and sharing, Taobao chose fashionable younger females as the target customer. This market positioning proved more suitable for Chinas market compared to other websites (apostrophe not needed) . This is one of the reasons that the growth rate of Taobao is much higher than other competitors. 3. Weaknesses 3.1 Limiting itself to local market The design of Taobao website and other supporting services were based on Chinas local market. This localisation strategy made Taobao grew (should be: grow) fast at the beginning. However, with the development of the website, this strategy limits Taobao to the Chinese market and (, therefore resulting in a) lack of presence in (the) global market. 3.2 Insufficient screen process to control counterfeit products Although Taobao has taken some measures to control the sale of fake goods, such as rating the sellers by credit value, the result was not as expected. Because of the free strategy that Taobao used, individuals can establish an online shop easily without charge and requirement. This makes it even hard to monitor and select sellers that commit fraud. Lack of effective screening processes to control the sale of counterfeit products has had a negative influence on customers confidence in Taobao. It could also affect Taobaos brand image and sales. 4. Opportunities 4.1 Growing demand for online shopping in China According to CNNIC, the number of online buyers reached 87.9 million by June 2009, increasing from 74 million in 2008 and 46 million in 2007. The online shopping penetration rate achieved 24.8% by June 2009. (CNNIC. 2010, January 15th; 2010, July 15th) As the data above shows, more people in China prefer to buy products online. Convenience and various choices could be two main reasons. This increasingly growing demand for online shopping contributed to the growth of Taobao. 4.2 Government support After the global financial crisis, (the) Chinese government provided a RMB 4 trillion stimulus package in order to boost the domestic economic growth through 2010. (the) IT industry received around 0.5% to 1% of the cash injection. (Xinhua, 2008). This gave online shopping companies strong support for future developments. 4.3 Safer payment systems for online transactions The improved online payment systems play an important role in the growth of Chinese online shopping markets. There are more flexible payment systems for customers to choose. For example, a third-party online payment system ensures the security of transaction(s) and enables customers to get their refunds easily. A simpler and safer payment for online transaction(s) attracts (should be: attract) more customers. 5. Threats 5.1 Low entry barrier leads to fierce competition Because of the low entry barrier and fast growing market, Taobao meets many challenges, particularly in the face of increased competition from new market entrants. In addition, without many technical difficulties, it is easy for other competitors to copy Taobaos business pattern. Therefore, Taobao will be forced to increase investments on advertising or technological innovation. 5.2 Strict policy for third parties payment license Recently, Peoples Bank of China issued an Administrative Measures for the Payment Services Provided by Non-financial Institutions which has raised the entry standard for third payment party. In order to get (could use: obtain) and keep the license, Taobao has to increase its expenditure on online payment. 5.3 Higher logistics costs Taobao will give customers suggestions about the logistic companies which are mostly local third party logistics providers and customers usually take the suggestions because of the lower delivery prices these companies offered, compared to other international express companies, such as DHL and UPS. However, local third party logistics recently announced that they would raise the price. As most online customers are highly prices sensitive, this will have a negative effect on Taobaos sale. 6 Conclusions According to the SWOT analysis, although there are some drawbacks which have negative effects on Taobaos future development, the advantages still outweigh the disadvantages. In addition, there are many opportunities for Taobaos further growth. This conclusion will give some suggestions for Taobaos future business expansion. First of all, in order to keep the leadership position, technological innovation is crucial for Taobao. Taobao may focus on continuous improvement of its online payment system, which is also one of its strengths, particularly in the aspect of transactions (should be transactions, without apostrophe) reliability and security. Moreover, website functions, Internet stability and high-speed access to websites are also important in providing a better user experience, which may help to attract more customers. Secondly, as Taobao has the advantage of large scale consumers and sellers, Taobao may segment its market to provide more specialized services based on different demands so that it can meet customers requirements more effectively. To sum up, it is undeniable that the future of (the) online shopping market in China is promising. Based on the statistics by CNNIC, It is in a steadily (should be: steady) development stage. In this attractive online shopping market, more complete logistics providers and payment systems will appear. These will provide Taobao more opportunities to develop in the future.

The Laurel Falls Jump :: Personal Narrative Swimming Papers

The Laurel Falls Jump The water looked at least a mile away. How could I be up this high? It had only taken me minutes to hike up to this ledge. Maybe my weariness from the hike and swim had confused me, and I had not realized how long it took me to get here, or had the cliff actually gotten taller since the last time I was here? Whatever the reason, I knew this was higher than I wanted to be. How high was I really? Thirty feet, forty, one hundred feet even? What would Elaina think? Laurel Falls are beautiful waterfalls near Hampton, Tennessee about a thirty-minute drive from Johnson City. One of the best characteristics about Laurel Falls is that they are accessible and easy to find. This makes them a great place to take your friends, family, or girlfriend. Driving through Hampton, one can find a couple of different routes to take to the falls entrance. The first route is in close proximity with the town of Hampton. It is about a seven-mile hike one-way and has some treacherous trail to hike. The second route is much shorter. It is only about a mile and a half long and is a very manageable hike. The second route takes longer to get to because you have to drive farther into the mountains to reach the trailhead. Both routes connect with the Appalachian Trail. â€Å"From Johnson City, go northeast to Elizabethton. From Elizabethton, take RT 321 southeast to Hampton. In Hampton, follow signs to ‘Dennis Cove Recreation Area’. T his takes you onto Dennis Cove Rd. Go east on Dennis Cove Rd., winding up the mountain about 4-5 miles until it crosses the Appalachian Trail (AT), where there is a parking area on the left and an information sign. If you get to the Dennis Cove Campground, you have gone too far† (MikenMel). I had been to Laurel Falls many times before, and I thought that I knew a lot about them. Well I was in for a big surprise.

Turing Machines And Universes :: essays research papers

<a href="http://www.geocities.com/vaksam/">Sam Vaknin's Psychology, Philosophy, Economics and Foreign Affairs Web Sites In 1936 an American (Alonzo Church) and a Briton (Alan M. Turing) published independently (as is often the coincidence in science) the basics of a new branch in Mathematics (and logic): computability or recursive functions (later to be developed into Automata Theory). The authors confined themselves to dealing with computations which involved â€Å"effective† or â€Å"mechanical† methods for finding results (which could also be expressed as solutions (values) to formulae). These methods were so called because they could, in principle, be performed by simple machines (or human-computers or human-calculators, to use Turing’s unfortunate phrases). The emphasis was on finiteness : a finite number of instructions, a finite number of symbols in each instruction, a finite number of steps to the result. This is why these methods were usable by humans without the aid of an apparatus (with the exception of pencil and paper as memory aids). Moreover: no insight or ingenuity were allowed to â€Å"interfere† or to be part of the solution seeking process. What Church and Turing did was to construct a set of all the functions whose values could be obtained by applying effective or mechanical calculation methods. Turing went further down Church’s road and designed the â€Å"Turing Machine† – a machine which can calculate the values of all the functions whose values can be found using effective or mechanical methods. Thus, the program running the TM (=Turing Machine in the rest of this text) was really an effective or mechanical method. For the initiated readers: Church solved the decision-problem for propositional calculus and Turing proved that there is no solution to the decision problem relating to the predicate calculus. Put more simply, it is possible to â€Å"prove† the truth value (or the theorem status) of an expression in the propositional calculus – but not in the predicate calculus. Later it was shown that many functions (even in number theory itself) were not recursive, meaning that they co uld not be solved by a Turing Machine. No one succeeded to prove that a function must be recursive in order to be effectively calculable. This is (as Post noted) a â€Å"working hypothesis† supported by overwhelming evidence. We don’t know of any effectively calculable function which is not recursive, by designing new TMs from existing ones we can obtain new effectively calculable functions from existing ones and TM computability stars in every attempt to understand effective calculability (or these attempts are reducible or equivalent to TM computable functions).

Child Development Essay

Montessori believed in a necessary relationship between children and their environment. Children must find a properly prepared environment if they are to fully develop their unique human potentials. In addition to determining children’s eventual height, hair color, and other physical characteristics, there is another cognitive plan which determines the unique emotional and intellectual qualities of each child. These qualities develop through what Montessori referred to as â€Å"the sensitive periods.†Each sensitive period is a specific kind of compulsion, motivating young children to seek objects and relationships in their environment with which to fulfill their special and unique inner potentials..Montessori believed that children will develop to their full human potential when everything in the environment is â€Å"just right.† Everything Food, furniture, learning activities, social relations, clothing, routines, and rituals must all be â€Å"just right† in order for them to develop their fullest potential as human beings. Young children are neither consciously aware of nor capable of directly communicating their interests and developmental needs. In Montessori Early Childhood programs, teachers are charged with providing learning environments in which everything is â€Å"just right.† For almost one hundred years, Montessori educators have observed a set of motivations shared by young children around the world. What Dr. Maria Montessori discovered in the St. Lorenz Quarter in 1907 was that children are self-motivated to learn from their environment. Borrowing a term from biology, she called these stages the sensitive periods, after similar developmental stages in animals. The idea seemed revolutionary at the time, and took many years, following Piaget’s extensions of Montessori’s initial explanation, to become generally accepted in child psychology. Today, whether we use Montessori’s terminology or not, the description of child development she first presented at the turn of the century rings true. Each sensitive period is: A period of special sensibility and psychological attitudes. An overpowering force, interest, or impetus directing children to particular qualities and elements in the environment. A period of time during which children center their attention on specific aspects of the environment, to the exclusion of all else. A passion and a commitment. Derived from the unconscious and leads children to conscious and creative activities. Intense and prolonged activity which does not lead to fatigue or boredom, but instead leads to persistent energy and interest. A transitory state once realized, the sensitive period disappears. Sensitive periods are never regained, once they have passed. Dr. Montessori identified eleven different sensitive periods occurring from birth through age six. Each refers to a predisposition compelling children to acquire specific characteristics as described below. When Montessori teachers speak about children being â€Å"inner directed,† they are referring to an inner compulsion or sensitive period. A Montessori teacher would say, for example, â€Å"This child is in her sensitive period for order.† These phrases point to each child’s predisposition to follow her own daily classroom routine in which she chooses the same materials and in the same sequence. Ages of the onset and conclusion of each sensitive period are approximate and are indicated after the general description. Movement Random movements become coordinated and controlled: grasping, touching, turning, balancing, crawling, walking. (Birth — one) Language Use of words to communicate: a progression from babble to words to phrases to sentences, with a continuously expanding vocabulary and comprehension. (birth — six) Small Objects A fixation on small objects and tiny details. (one — four) Order Characterized by a desire for consistency and repetition and a passionate love for established routines. Children can become deeply disturbed by disorder. The environment must be carefully ordered with a place for everything and with carefully established ground rules. (two — four) Music Spontaneous interest in and the development of pitch, rhythm, and melody. (two — six) Grace & Courtesy Imitation of polite and considerate behavior leading to an internalization of these qualities into the personality. (two — six) Refinement of the Senses Fascination with sensorial experiences (taste, sound, touch, weight, smell) resulting with children learning to observe and with making increasingly refined sensorial discriminations. (two — six) Writing Fascination with the attempt to reproduce letters and numbers with pencil or pen and paper. Montessori discovered that writing precedes reading. (three — four) Reading Spontaneous interest in the symbolic representations of the sounds of each letter and in the formation of words. (three — five) Spatial Relationships Forming cognitive impressions about relationships in space, including the layout of familiar places. Children become more able to find their way around their neighborhoods, and they are increasingly able to work complex puzzles. (four — six) Mathematics Formation of the concepts of quantity and operations from the uses of concrete material aids. (four — six) Note: This list does not include the sensitive periods found in the development of older children and adolescents. However, it does suggest to the early childhood educator some of the things that young children absorb, or will if they are given exposure and opportunity. Keep in mind that the child’s learning during these early stages is not complete, nor has it reached the internalized abstraction stage that will develop as she grows older. It is, however, the foundation upon which much that follows will be built. Wherever this solid foundation is lacking, children will experience difficulty in learning and operating later on. Sensitive periods is Sensitive period is a term coined by the Dutch geneticist Hugo de Vries and adopted by the Italian educator Maria Montessori to refer to important periods of childhood development. Language This period runs from birth through approximately age 6. During this period the child is extremely sensitive to vocal sounds and to movements of the vocal apparatus. Out of all the sounds in an infant’s environment, the infant will be attracted to that of human sounds. Deprivation of language stimuli during this period can lead to severe language defects. Without stimulation, the synapses of Broca’s area and related language-processing areas of the brain will literally waste away. Child imitates/mimics the sounds that he or she hears in their process to learning language. At 6 months, child is able to form syllables. At one year of age, a child is able to say at least one clear word. At one year and nine months, the child may be able to annunciate a few key phrases. At two years of age, the child has basically developed the language at hand. Order The sensitive period for order operates most actively between roughly the ages of one and three years. In this period, the child is organizing a mental schema for the world. In order for firm conclusions to be drawn about the world, the child must be able to impose an order on it in a way that makes sense to the child and is consistent with the observed world of the child. If this need is not met, the child’s ability to reason and learn will be precarious, since she may not be able to consider her conclusions reliable. Order is divided into four subgroups: spatial order, social order, sensory order, and temporal order.[4] Sensory refinement This period lasts from birth to age 4. A child takes in information about the world through his senses. As the brain develops, it becomes able to discriminate between relevant and irrelevant sensory stimuli. The most efficient way to accomplish this is for the brain to pay attention to all sensory stimuli. The most repetitive (and therefore most important) of these will strengthen neural pathways, while the less common, although initially detected, will not provide enough brain activity to develop sensitivity to them. By age 4 or so, the brain has finished its â€Å"decision-making† about which stimuli are relevant, and worth attending to. Other stimuli will be ignored. This period, then, is important for helping the child attend to differences in sensory stimuli, which in turn can lead to a greater ability to impose a mental order on his environment. Refinement of motor skills This period encompasses the time between roughly 18 months and 4 years of age. By the beginning of this period, the child’s gross motor skills are generally rather well developed. At this point, the continuing development of the cerebellum and motor cortex allow the child to increase her fine motor skills. Activity on the part of the child which focuses on fine muscle control (writing with a pencil, picking up and setting down small objects, and so on) will allow the child’s muscular skills to develop to a quite advanced level. After this period, neural control of the muscles is relatively fixed, and improvement in fine motor skills comes only with considerable effort. Sensitivity To small objects This period, between roughly 18 and 30 months, might be viewed as a consequence of the overlapping of the previous two. As a consequence of the child’s attention to sensory stimuli, combined with an interest in activities requiring fine motor coordination, the child takes an interest in observing and manipulating very small objects, which present a greater challenge to the senses and coordination than large ones. Social behavior From about 2.5 through 6 years, the child, having become relatively stable in his physical and emotional environment, begins to attend to the social environment. During this time, in an attempt to order this aspect of her surroundings, the child attends closely to the observed and expected behavior of individuals in a group. This attention and ordering will allow her to move through the social environment in a safe and acceptable way. Children who are, for whatever reason, largely or entirely deprived of social interaction during this period will be less socially confident and perhaps more uncomfortable around others, a feeling which may take substantial effort to overcome. â€Å"A child’s different inner sensibilities enable him to choose from his complex environment what is suitable and necessary for his growth. They make the child sensitive to some things, but leave him indifferent to others. When a particular sensitiveness is aroused in a child, it is like a light that shines on some objects but not others, making of them his whole world.† The Secret of Childhood p. 42, Chap 7 A sensitive period refers to a transient state that children go through that is focused upon one particular area. Montessori had read about these periods of sensitivity in the development of animals, but soon realized that she was seeing similar qualities in the interests of the children. â€Å"A child learns to adjust himself and make acquisitions in his sensitive periods. These are like a beam that lights interiorly or a battery that furnishes energy.† (The Secret of Childhood p40) She saw that during these periods the child could learn at a particularly intense rate and that such learning appeared to come very easily. â€Å"At such a time everything is easy; all is life and enthusiasm. Every effort marks an increase in power.† (Ibid p40). The sensitive periods that she noted were not linear, i.e., they did not follow one after the other; some overlapped and some were continuous. They included a sensitive period for order, refinement of the senses, language acquisition, walking and movement, small objects and involvement in social life. Montessori teachers were therefore alerted to the existence of these periods of sensitivity and encouraged to observe them in the activities of the children. Quotations â€Å"A sensitive period refers to a special sensibility which a creature acquires in its infantile state, while it is still in a process of evolution. It is a transient disposition and limited to the acquisition of a particular trait. Once this trait, or characteristic, has been acquired, the special sensibility disappears.† The Secret of Childhood p 38, Chap 7 STAGES OF CHILD DEVELOPMENT Stage — 1: Absorbent Mind a. Unconscious Absorbent Mind (0-3 years). The child can not be dictated in this period nor can be directly influenced by the adults. The child learns unconsciously from his environment by using his senses of seeing and hearing. No formal schooling is suggested in this period however provision of a suitable environment greatly helps a child in making good early impressions of the world around him. b. Conscious Absorbent Mind (3-6 years). Child becomes receptive to adult influence. The child starts building personality basing on the impressions stored during first three years of his life. The sense of touch gets coordinated with the mind. Hands become a prime tool of learning. This is also a time of social development. The child wants to have company of other children and can be separated from mother for short periods of time. 2. Stage — 2: Later Childhood (6-12 years) a. Growth becomes stable and child is calm and happy. b. The child becomes self-conscious. c. Reasoning faculty starts to develop. His reasoning is still fragile and therefore should not be put in complicated situations. d. Child becomes aware of right and wrong from moral point of view. e. Sense of smell and taste develops. The child starts using all his five senses to learn. 3. Stage — 3: Transformation (12-18 years) a. Puberty (12-15 years). The advent of puberty indicates the end of childhood. Marked physical changes take place and the child becomes very sensitive of his self. All the confidence and joyfulness of the childhood is suddenly lost. At this stage, the child needs full emotional support of parents and teachers. b. Adolescence (15-18 years). This period is marked with an attitude of rebellion, discouragement, hesitation, and doubts. There is an unexpected decrease in intellectual capacity as compared to an extrovert of 6-12 years. The creativeness takes charge. The child now transforming into adulthood wants to explore the world. Sensitive to criticism and hates to be ridiculed. Parents and teachers need to accommodate mistakes and encourage new ideas. Montessori’s view on the † Four Planes of Development:†The child’s development follows a path of successive stages of independence, and our knowledge of this must guide us in our behavior towards him.†

Is a Fair Trade Policy Superior to a Free Trade Policy?

Graduate Business Ethics-Section 01 March 5, 2013 Is a Fair Trade Policy Superior to a Free Trade Policy? In the past 30 years the business world has changed tremendously because of globalization. It has allowed a trading relationship grow between the developed and developing countries. The United States has greatly profited from this relationship; American business have been able to cut their labor costs by moving majority of the low skilled jobs to countries such as China, India, and Mexico. In The Fair Play Debate, Joseph Stiglitz fights for fair trade.He believes fair trade policies are needed to protect the poor from the rich. On the other hand, Gary Hufbauer argues for free trade; stating that it is a superior policy because it can benefit everyone in the developed and developing world. I agree with Joseph Stiglitz in this matter, because I believe fair trade is the best policy for the business world today. When people speak of globalization they only speak of the â€Å"positi ves. † They say free trade has increased the American household income by lowering costs of products and this was possible because labor costs were cut.Joseph Stiglitz speaks of the other side of globalization. He states Americans who used to work these low skilled jobs have lost their jobs and are having a difficult time finding employment. Not only that, but the workers in these countries are also suffering because the work environment isn’t safe and they are underpaid. The unemployment rate in the United States has been increasing over the past 30 years. Factories have been closing and businesses have permanently shut down all over the U. S. Many Americans have packed up their belongings and moved to other areas to find work.In the article Can the Midwest Regain its Economic Clout, by Richard Longworth, it says places like Dayton, Cleveland, Detroit, and St. Louis have seen a decrease in their population because many have left to find work. These areas have lost anyw here from 40-60% of their populations. I understand from a business point of view globalization is a good way to make profit by keeping the cost down and individuals in other countries have work, however, the environment isn’t always safe and they are getting paid next to nothing.Meanwhile, in the United States, so many people are struggling to find a job and keep their families financially afloat. I believe if companies want to send the work overseas, they have to make fair trade rules. The working conditions need to better and so does the pay. This way both the rich businessmen and the poor workers benefit. I also believe that maybe not all the work from one company should be sent overseas; send some work there and keep some here, this way more people will benefit I think fair trade is the morally just way to conduct business.Not only will Americans benefit, but so will the workers in developing countries. Most importantly this would keep the rich from getting richer and th e poor from struggling to keep afloat. I believe this could really help close the gap between the two. It would also help lower the unemployment rate in the United States and will hopefully bring up the average household income. Fair trade will build a strong foundation and a sense of camaraderie with developing countries.