Didls on George Bernard Shaw Essay

In this letter by George Bernard Shaw, the author conveys vivid detail that is emphasized about the death of his mother. Within this text, the author’s attitude towards his mother and her cremation is utilized by the use of diction, detail, and imagery that serves to express the authors feeling of sentimentality and rebirth from the enchanted tone he attributed his mother with. Throughout the excerpt, the author begins his oration in an admirable tone. The author portrays his attitude towards his mother’s cremation as a positive outlook in life. With the excessive usage of diction, the author describes what lies beyond the oven door of the crematory oven as â€Å"wonderful†, while other people sought it as horrifying to see it. Shaw describes the oven being â€Å"No roaring draught. No flame. No fuel.†; rather, with the appearance of â€Å"cool, clean, sunny† of the coffin. Shaw evokes a sense of diction that is viewed with full of life. The cremation is depicted as a â€Å"beautiful fire† like â€Å"pentecostal tongue† suggests the mother as a spirit ascending from the coffin with the rebirth of life itself. By the presentation of diction use with the mother being rebirthed with attribution of new life, the author’s attitude can be best described in a blissful manner. Although Shaw describes the rebirth of his mother with the excessive usage of diction, he also attributes the cremation with vivid detail of imagery. Shaw’s usage of imagery with his mother’s cremation gives the reader an insight of the author’s attitude towards his mother. When Shaw describes the coffin of â€Å"streaming ribbons of garnet colored lovely flame, smokeless and eager, like pentecostal tongues†, his view of imagery suggests fire is a symbol of life and that there is a spirit ascending from the coffin. Shaw also notes his â€Å"mother became that beautiful fire,† before the cook â€Å"swept her up into a sieve and shook her out: so that there was a heap of dust and a heap of bone straps,† makes the imagery that Shaw conveys to his mother as a spirit being humorous. What Shaw portrays through these details is that by the burning of his mother, the corpse is then observed full of energy and life itself, allowing her rebirth into a spiritual figure a mockery of flesh and bone. By the use of imagery, Shaw is trying to emphasize that the quality of the cremation makes it better compared to a burial. Despite Shaw’s admirable and blissful attitude throughout his oration, there was detail among the letter that gives the reader a more insightful thought of the attitude portrayed to his mother and her cremation. When Shaw addresses â€Å"O grave, where is thy victory?†, it gives the reader the sense that the grave is provided only with death compared to the cremation that allows the spirit to somewhat escape the body and be set out as free, giving the crematory positive connotations. This puny detail shows the difference of the grave and crematory that gives an insightful attitude towards what the author is trying to convey about his mother and her crematory. In all, Shaw’s strange appreciation of the event attributes him with the recognition of victory of life over death from releasing the spirit of his mother through the fire of the crematory.

Rashomon Essay

The book is laid out in sequence. It opened up with the testimony of the woodcutter who was being interviewed by a high police commissioner. The woodcutter proceeded to tell the commissioner that he had just stumbled on a crime scene – a man wearing a bluish silk kimono with his face on the ground with fatal wound on his chest. This set up the tempo for the book. After each interview, the story jumps into another character’s testimony. It tells the story through the perspectives of the characters where they are all witness of a crime where a samurai had been murdered. There were a few witnesses to the crime: woodcutter, traveling Buddhist priest, policeman, bandit, old woman, his wife, and the man himself through a medium. Each one of the testimonies given by the witnesses differs from one another. The only thing they all had in common was that a samurai was killed. The book and the movie sets it up where we the reader are the jury of the crime. They all started telling what they have seen, what had happen, what were they doing, and how did they stumbled upon the murder scene. It’s almost like an exercise of finding out the truth based on the testimony given by each witness. Where we (readers and viewers) come to a consensus of determining who is the one telling the truth among them. Which is hard because they were all subjective interpretations of all witnesses. There isn’t anything that would point out who the real culprit is. After doing some research of the time frame when this book was written, I found out that the scenes that the author was trying to portray was pretty much identical to the time period that the book was trying to portray. It was written during the 20th century, a time where social disintegration and population distress prevalent. Most of the population practiced Buddhism, Shinto, and Taoism, which reflected in the movie when the husband was giving his testimony through a medium. The medium was his wife, which also seems like one of the short story that we read, Sotoba Komachi. Which have the same situation where the woman have done something terrible to a man therefore she is punished by having her body possessed by the man that she had wronged. During this time period, Buddhism was on the rise along with Shinto. It was apparent on the film when the opening scene showed Rashomon (Rajomon gate), which was the main gate for Kyoto. The gate looked devastated and torn down because during that time there was plenty of natural disasters and buildings being set on fire and also gangs and vigilantes were prevalent during this time that tried to rebel against the corrupt governors. The book and the movie showed the correlation with the time period by showing us how bad the living conditions are, or any of the characters situations are for that matter. In particular was the former samurai servant. Where he had taken refuge from the rain under the bridge but have no idea what to do after the rain stops because he was just discharged by his master. He was troubled about what the future holds for him. He didn’t have a job and also depressed because of it. Since he thought his situation was desperate, he started to debate whether he should look for a job and spend his life working as an honest man or become a thief. Regardless, the outcome wasn’t in his favor. After some time spending in the gate, the samurai servant cross path with a woman. Their situation was further magnified when the author described the environment of the place that they were taking refuge in – it was so bad that they didn’t care that the place was littered with copses. So many corpses that he had to watch where he step so that he wouldn’t trip over them and he couldn’t count how many there were around him. Also the stench of the corpses didn’t bother them. The servant started to investigate the noise that he heard from upstairs. There he encountered an old woman who he thought was a wretched hag. The old woman was there because she was plucking hairs from the corpses for her to use as a wig. This was the time where the samurai servant decided that he would go down the path of living as a thief by robbing her of her kimono. After reading and watching the movie, I think the movie stayed true to the book. The film uses flashbacks during the testimonies of the witnesses, which I thought was great because it cleared things up a little bit more. The scenes put you in the situation that they were in and try to relay the experience to you from their viewpoint. It showed the story being influenced by the characters emotions and the accuracy changes from person to person which is probably the intended objective of the director. The sequence of the witnesses was different in the movie than the book. In the movie, they used one of the guys in the Rashomon taking refuge as a witness where in the book – to me, it seems like the movie used none of the witness that was in Rashomon. I could be mistaken because in the movie, the opening scene was under the Rashomon and three guys were talking about what happened. They seemed in disarray at first and then it jumped to a scene where one of the guys was walking in the woods and discovered the carcass, from there the scene transitioned to the characters taking turns giving their testimony. In the book, there were two people in Rashomon taking refuge from the rain; it was a samurai servant and an old woman. Although the movie did a great job on using flashbacks to paint a clearer picture on what happened. There was no backstory on the characters. They were all portrayed as country-dwellers and vagabond staying in Rashomon. The only one that was clear to me was the wife, samurai, and the bandit. In the movie, they showed the woman was kissed and the scene cut out after that, allowing the audience to guess what happened. I would imagine that the scene was shocking since it was they very first kiss that was captured on film. Also, during the kiss, I thought that the woman was fighting it at first but then seemed to relax and go with it as the camera faded. For those who haven’t read the book, it might seem like that’s the only thing they did but he did much more things to her than just kiss – the woman was raped. It’s hard to guess that if you haven’t read the book. The only thing that I can think of that can possibly give away that the woman was raped was the reaction of the husband. His emotion changed from struggling to escape and angrily, to staring off in the distance and at peace with himself. This reaction was probably based on the Japanese culture where the woman is now given a choice between her rapist and her husband. I like how the author showcased the culture during that period, the reaction of the husband towards the wife whenever she succumbs to the bandit and how it portrayed the samurai. To the samurai, she had committed an act against him that did not warrant him to show any emotions. He understood that it was a loss cost fighting for her whenever she made the decision to let the bandit do whatever he wants with her. After reading and watching Rashomon, it’s easier to understand how Japan has been struggling with their identity. I lived in Japan for a couple years, which gave me a brief idea how the Japanese culture is. Their culture is very hospitable and very welcoming. During my stay there, not once did I feel threatened or feel like I was in some kind of danger. I never knew that Japan was just literally coming out of the medieval period transitioning to the industrial period. The only way I can explain that is, a baby that just learned how to turn on its belly then all of a sudden started trying to sprint. Which would also explain how hard they are trying to hold on to their tradition but slowly losing it, because the young generations are trying to embrace the western culture. The book and the movie did a fantastic job in showing the living condition during the time period. It’s hard to believe that just a couple of decades from that period, Japan was still struggling and fighting to have a democracy. In the span of a couple decades – Japan would have built an army that rivals the military power of the western world. Not only build, but also, declare a war with the western powers.

Operation Management Essay

To be able produce specialized managers capable of fulfilling strategic tasks within business and government enterprises the need for the practice of operations management cannot be forgone. Operations management is very significant in business operations since it forms the heart of the organisation by controlling the system of operation. Operations management deals with the design, operation, and enhancement of the systems that generate and deliver a firm’s primary products and services. Like marketing and finance, operations management is a well-designed field of business with clear management responsibilities. Panasonic Corp. is a company in which produces various electronic components such as Audio, Video, Televisions, Information and Communication, Semi-conductors and other Electronic Components. In a business entity like Panasonic Corp. the use of operations management is very essential in every framework of the company’s activities. Panasonic Corp. uses operations management to ensure and maintain competence and effectiveness in the organisation. Efficiency in Panasonic Corp. s concerned with how well resources such as individual expertise and inputs are put in use irrespective of the reason for which they were deployed in the organization. The company through its performance ensures that the main objective for its establishment to generate profits and maximize shareholders value is realized. The company reduces its cost of production by ensuring that tangible and intangible possessions are not over stretched or wasted in the organisation. This is a situation where the company carries out effectively its goals to be the market leader using minimum resources to attain maximum output. The methods of effectiveness and competence in Panasonic Corp. leads to labour efficiency, yield, and capability fill working capital utilization and the efficiency of production systems. Panasonic Corp. also makes fine use of its products and services management through operations management. Product (or service) management includes a broad range of management activities, ranging from the time that there’s a new idea for a product to ultimately provide ongoing support to consumers who have purchased the fresh and innovative product. Every organization conducts product supervision, whether it’s done deliberately or not deliberately. Panasonic Corp. through this module provides a wide idea of considerations in producing and managing its goods. Panasonic Corp. uses it hub competences in the areas of manufacturing, branding, promoting through wholesale and retail outlets to achieve competitive benefits in the market place. Quality management is also a very essential aspect of operations management in every organisation. Panasonic Corp. s very crucial about its products developed for the consumer in the market place. Quality management is vital to effective operations management, particularly ongoing perfection to match the consumers taste and preference at all times. Management Control and Coordinating Function cannot be forgone in operations management particularly in a company like Panasonic Corp. Management control and coordination includes a wide series of activities to make certain that the company’s objectives are consistently being met in an effective and efficient style. Key approaches to the company’s organizational control and coordination contain product assessment, product allocation, marketing and promotion, sales and service and product advancement. The company also uses advertisements as a major tool to reach the customer. In this increasingly expanding and competitive marketplace, the company make sure its products and services are notably in the minds of their customers and clients. This occurs as a consequence of ongoing promotion and advertising by the company. Facilities management is also an essential task and its importance on operations management for Panasonic Corp. s required. Effective operations management in the company’s activities depends on a big deal of effective management of facilities, such as buildings, computer system, plants and machinery etc. Facilities management in Panasonic corp. is very important since the company may be busy in a batch or mass production depending on the demand conditions on the market. In this case facilities need to be managed in producing large quantities of products which must be consistent to meet the market demand at definite period. Well managed facilities help in production speed, lower per unit cost, manage and control the efficiency in the company’s production process. Inventory control and management is one important factor of operations management that Panasonic Corp. uses in its operations. Managing and controlling the inventory of the company is very critical and essential. Innovative methods, such as Just-in-Time inventory control, are some of the most important instruments used by the company to cut costs and move products and services to consumers more rapidly. Generally the significance of operations management on business is urrounded in every aspect of the organizations activities and therefore has vital role to play in ensuring that organizations attain their objectives and goals. Every organization, whether it produces goods or provides services furnishes customers with worthy products. Thus, to compete with other organizations, a company must transform resources (materials, labour, money, information) into goods or services as efficiently as possible. The upper-level manager who directs this transformation process is called an operations manager. The job of operations management (OM) is to transform resources into products which consist of all the activities involved in transforming a product idea into finished and final products. In other words, operations managers manage the process that transforms inputs into outputs. Like Panasonic Corp. all manufacturers set out to execute the same basic roles: to transform resources into finished goods. To perform this function in today’s business surroundings, manufacturers must constantly struggle to improve operational effectiveness. They must focus on quality, the costs of materials and labour and all costs that add no value to the finished product. Making the decisions in the effort to achieve these objectives is the job of the operations manager. That person’s responsibilities can be grouped as follows: * Production planning. During production planning, managers determine how goods will be produced, where production will be carried out, and how manufacturing facilities will be done. * Production control. Once the production process is started, managers must repetitively schedule and monitor the activities that make up that process. They must respond to feedback and make adjustments where required. At this stage, they also supervise the purchasing of raw materials and the usage of inventories. * Quality control. Finally, the operations manager is directly concerned in efforts to make sure that goods are produced according to terms and that quality values are maintained. Planning the Production Process Managers in Panasonic Corp. believe that the decisions made in the planning phase have long-range implications and are vital to a firm’s achievement. Before making decisions about the operations process, managers must consider the goals set by marketing managers. Does the company aim to be a low-cost producer and to struggle on the basis of price? Or does it plan to focus on quality and go after the high end of the market? Perhaps it wants to build a standard of consistency. What if it intends to offer a wide range of products? To make things even more complicated, all these decisions involve trade-offs. Upholding a reputation for reliability isn’t necessarily compatible with offering a wide range of products. Low cost doesn’t normally go hand in hand with high quality. With these factors in mind, let’s look at the specific types of decisions that have to be made in the production planning process. We’ve divided these decisions into those dealing with production methods, site selection, facility layout, and components and materials management. Production-Method Decisions The first step in production planning is deciding which type of production process is best for making the goods that your company intends to manufacture. In reaching this decision, you should answer such questions as the following: * How much input do I receive from a particular customer before producing my goods? * Am I making a one-of-a-kind good based solely on customer specifications, or am I producing high-volume standardized goods to be sold later? * Do I offer customers the option of â€Å"customizing† an otherwise standardized good to meet their specific needs? One way to appreciate the nature of this decision is by comparing three basic types of processes or methods: make-to-order, mass production, and mass customization. The task of the operations manager is to work with other managers, particularly marketers, to select the process that best serves the needs of the company’s customers. Make-to-Order At one time, most consumer goods, such as furniture and clothing, were made by individuals practicing various crafts. By their very nature, products were customized to meet the needs of the buyers who ordered them. This process, which is called a make-to-order strategymake-to-order strategyProduction method in which products are made to customer specification. is still commonly used by such businesses as print or sign shops that produce low-volume, high-variety goods according to customer specifications. Mass Production Automakers produce a high volume of cars in anticipation of future demand. By the early twentieth century, however, a new concept of producing goods had been introduced: mass production (or make-to-stock strategy)mass production (or make-to-stock strategy)Production method in which high volumes of products are made at low cost and held in inventory in anticipation of future demand. s the practice of producing high volumes of identical goods at a cost low enough to price them for large numbers of customers. Goods are made in anticipation of future demand (based on forecasts) and kept in inventory for later sale. This approach is particularly appropriate for standardized goods ranging from processed foods to electronic appliances. Mass Customization But there’s a disadvantage to mass production: customers, as one contemporary advertising slogan puts it, can’t â€Å"have it their way. They have to accept standardized products as they come off assembly lines. Increasingly, however, customers are looking for products that are designed to accommodate individual tastes or needs but can still be bought at reasonable prices. To meet the demands of these consumers, many companies have turned to an approach called mass customizationmass customizationProduction method in which fairly high volumes of customized products are made at fairly low prices. , which (as the term suggests) combines the advantages of customized products with those of mass production. This approach requires that a company interact with the customer to find out exactly what the customer wants and then manufacture the good, using efficient production methods to hold down costs. One efficient method is to mass-produce a product up to a certain cut-off point and then to customize it to satisfy different customers. The list of companies devoting at least a portion of their operations to mass customization is growing steadily. Perhaps the best-known mass customizer is Dell, which has achieved phenomenal success by allowing customers to configure their own personal computers. The Web has a lot to do with the growth of mass customization. Nike, for instance, now lets customers design their own athletic shoes on the firm’s Web site. Procter & Gamble offers made-to-order, personal-care products, such as shampoos and fragrances, while Mars, Inc. can make M&M’s in any color the customer wants (say, school colors). Naturally, mass customization doesn’t work for all types of goods. Most people don’t care about customized detergents or paper products. And while many of us like the idea of customized clothes from Levi’s or Lands’ End, we often aren’t willing to pay the higher prices they command.

Donating Blood

Imagine that your father had just suffered a heart attack, and has to go through open-heart surgery in order to repair the damage that happened to his heart. Imagine your little nephew or niece was born with a rare heart defect and had to have a daily transfusion of blood in order to have a chance to wake up the next day. Imagine that your best friend went to the doctor and had just been diagnosed with leukemia, a disease requiring regular platelet transfusions. These aren't very nice things to imagine about, are they?It is very sad and unfortunate, but these things happen all the time, you or someone you know may have experienced something like that already. People experience something like this every day. Most people would probably just expect that the hospital would have enough types of blood to give to the people who need it so that they can get better. But that is not the case. In these sad cases most people would feel or want to do anything that they can to help. There is one w ay everyone can help and that is by donating blood.Red blood cells, platelets, and plasma are some of the things people can donate and they are also very important to a person who needs them. These can help the person return to good health. Some of the types of people who would need a blood transfusion are patients that have gone through surgery, burn victims, accident victims, anemics, hemophiliacs, babies that are very sick, and people suffering from leukemia, cancer, kidney disease, and liver disease. Some really interesting facts about the blood donations and the need for blood is that about every three seconds there is someone in the world who needs blood.That’s more than forty thousand people who need blood every day. The demand for blood is constantly rising and sometimes a certain type of blood can be in short supply which can put lots of peoples lives in danger. Even if you just donate once, that will be enough to save several people. I myself have gone to a blood do nation clinic, but unfortunately I couldn't donate any blood because my temperature was too high, but I won't let that discourage me from re-scheduling another appointment at the American Red Cross blood.The set up that they had there was not what I had expected it to be. There have been a few blood drives at my school but I never donated blood. American red cross came about two times each school year around the middle of every semester. Everything was set up inside the gym with around a couple dozen of beds, where they make you lie down while they take your blood, spread around the basketball court. Sometimes they even brought the little camping trailers where you can go inside of it and they'll take your blood.The day before I had made my appointment online at 4:00 PM to donate platelets. When I walked in the American Red Cross clinic I thought it was going to be much bigger like the ones that were at my school gym but instead there were only about a dozen beds in a little area to the left of the entrance. I Started walking towards the area where everyone was donating at, but then I was stopped. A short Latino man with black hair around his forties came up to me and asked â€Å"Can I help you? †.Since it was my first time going somewhere to donate blood, I didn't know what to do. I thought that since I made an appointment at four that I would just be able to walk in, confirm that I was the one that had made the appointment, lie down on the bed, and they will take my blood, but I was gravely mistaken. As I was just standing there not knowing what to do I said to the man â€Å"Ummm yeah. I made an appointment online to donate platelets. † He asked me if I had a donors card and i replied no.Then after explaining to him that i have never given blood before so this was all new to me, he gave me a look like he finally understood why I was so clueless. Now that we were finally on the same page, the man asked for my drivers license so that I could prov e I am who I say I am. When i gave him my drivers license he went somewhere to another room. While he went to go do his thing, I was instructed to sit down and read a binder that looked at least 6 inches thick.I grabbed the binder from the table and just sat there looking at the front cover thinking to myself â€Å"They expect me to read everything thats in this huge binder? †. But when I opened it up, I was relieved to see only a few pages. As I finished reading about donating blood and the requirements, the man came back with my drivers license attached to a folder with a paper clip. I was asked if I was ready and I said yes. I was taken to this really small square room that almost made me feel closterfobic and then I was told to sit down.I took a seat and then he also sat down in a small desk in the corner of the room next to me. I was asked a few questions like my social security number, where I lived, do I have any diseases, my age, a whole bunch of questions. It felt li ke I was being interrogated. As he finally got done asking me all those questions, he told me that he needed to poke a little needle in my finger and get a small blood sample. As I was sitting there with my finger sticking out I saw him grab what looked like a small clicking pen.Then he started to put the end on the top of my finger. Suddenly he just clicked the pen, and I felt a little poke and my finger started bleeding. He wiped my finger with a small cotton ball and then grabbed a little square piece of glass and put in on my finger to get a small blood sample. After he told me I had enough iron in my blood to donate, now he had to take my temperature. I had to put a thermometer under my tongue for a few seconds until he grabbed it. One of the requirements for donating blood is you cannot donate if your temperature is over 99.5 F. When my temperature was taken I was only 2 percent away from meeting the requirements, which means my temperature was 99. 7 F. I was told I couldn't d onate which made me a little disappointed. I told him I would reschedule again some other time. In my one day that I went to the American red cross building I learned a lot of new things and how I can help save peoples lives. I will definitely be making another appointment soon and ill keep making an appointment as much as I can.

Reflection in Higher Education Learning Essay

Personal development planning (PDP) can involve different forms of reflection and reflective learning. Much has been written and said about reflection in recent times, but for many, it remains a somewhat mysterious activity – or is it a capacity? Whatever it is, if the titles of modules and courses, and references in QAA benchmark statements are anything to go by, we are using it extensively in a range of contexts in learning and professional development in higher education. This paper is intended to provide a background to reflection and reflective learning for the development of PDP within the higher education sector. It will provide a brief guide to current thinking about reflection, a discussion of its application in higher education learning and some practical support for the use of reflective activities. Developing a conception of reflection Like many topics in higher education, the notion of reflection has encouraged both a theoretical and a practical literature. The focus of this paper is primarily on the practical uses of reflection but a brief discussion of theoretical approaches will locate the thinking in an academic context and it will facilitate further study of the topic where this is required. The aim in this section is to produce a conception of reflection that takes account of the theory but that can be applied practically and usefully in formal and informal learning contexts. But we start from where we are†¦.. Starting from where we are†¦Ã¢â‚¬ ¦a common-sense view of reflection There is no point in defining reflection in a manner that does not relate to the everyday use of the word if further confusion is not to be created. ‘Reflection’ a word we use in everyday conversation. What might we mean by it? In common-sense terms, reflection lies somewhere around the notion of learning. We reflect on something in order to consider it in more detail (eg ‘Let me reflect on that for a moment’). Usually we reflect because we have a purpose for reflecting – a goal to reach. Sometimes we find ourselves ‘being reflective’ and out of that ‘being reflective’, something ‘pops up’. There has been no conscious purpose as such – but there is a useful outcome and there may have been a subconscious purpose. It is also apparent that we reflect on things that are relatively complicated. We do not reflect on a simple addition sum – or the route to the corner shop. We reflect on things for which there is not an obvious or immediate solution. Often the latter will be instigated by or associated with a range of feelings and the experience of such reflection may be emotional or spiritual. We return to issues concerning emotion and reflec tion later. It would seem that reflection is thus a means of working on what we know already. We put into the reflection process knowledge that we already have (thoughts, ideas, feelings etc), we may add new information and then we draw out of it something that accords with the purpose for which we reflected. A simple definition of reflection might be: Reflection is a form of mental processing – like a form of thinking – that we use to fulfil a purpose or to achieve some anticipated outcome. It is applied to relatively complicated or unstructured ideas for which there is not an obvious solution and is largely based on the further processing of knowledge and understanding and possibly emotions that we already possess (based on Moon 1999): Some theoretical approaches to reflection Reflection is theorised in so many different ways that it might seem that we a looking at range of human capacities rather than apparently one. To start with, we review briefly several of what might be called the ‘classical’ approaches. John Dewey wrote on the educational implications of a range of human mental functions over the earlier years of the twenty first century. His work was based on keen observation of the functioning of others and reflection on his own processes. Dewey’s interest in his own processes makes his writing particularly interesting in the current context. It appears that somewhere in the middle part of this century education researchers forgot that they are people too with, between their finger-tips, an amazingly useful resource from which to learn about human functioning. The return to this understanding could be seen to be an important benefit of the interest in reflection. The legitimacy of ‘I’ and ‘my functioning’ is being re-established and the role of personal development planning will also carry this forward in the near future. Dewey saw reflection as a specialised form of thinking. He described it as: ‘a kind of thinking that consists in turning a subject over in the mind and giving it serious thought’. His definition of reflection is that it is: ‘Active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it, and further conclusions to which it leads†¦it includes a conscious and voluntary effort to establish belief upon a firm basis of evidence and rationality’ (Dewey, 1933). Jurgen Habermas (1971) focused on the way in which humans process ideas and construct them into knowledge. Reflection plays a role in this process. Habermas talked about three kinds of knowledge –  instrumental knowledge – where we know ‘how’ or ‘that’ and where the concern of the knowledge is to understand and thereby function within, and control our human environment. – knowledge that is concerned with the interpretation of human action and behaviour. We largely ‘interpret’ in the social sciences in order to better our understanding of society and human behaviour. – knowledge that is a way of working with knowledge, acting on the first two forms of knowledge. This form of knowledge is developed through critical or evaluative modes of thinking and leads towards the emancipation or transformation of personal, social or other situations. It concerns the quality of the bases on which we make judgements. There is some disagreement about the role of reflective processes in the development of instrumental knowledge – given that the development of sophisticated science can match this form of knowledge. However, it certainly has an important role in the interpretation and comparisons of understanding in the second level and in the critical and evaluative modes of the third. David Kolb (1984) is well known for his development of the Kolb cycle – or cycle of experiential learning. The cycle is drawn in many different ways using different words that sometimes seem to affect its meaning. It is depicted below in a simplified manner that it is not too far from Kolb’s words: Concrete experiencing (have an experience) Active experimentation Reflective observation (try out what you have learned)(reflect on the experience) Abstract conceptualising (learn from the experience) The cycle revolves with new learning undergoing active experimentation and ‘recycled’ through new experiencing. In this way what was a cycle becomes a spiral (Cowan 1998). Thus Kolb considered reflection as a mental activity that has a role in learning from experience. In the Kolb cycle, reflection features as a development of the process of observation – and apparently it occurs before a person has learnt. Others would see reflection as part of learning and part of the processing of material already learned, having a  kind of cognitive ‘housekeeping role’ as well as generating new learning (Moon, 1999a). The notion of reflection as part of the means of learning something new seems to conflict with the common-sense use of the term (above). There is a massive literature on experiential learning, much of which is based on the Kolb cycle, and much of which perhaps over simplifies what is an immensely complex activity. While the cycle does have has value, it may say more about how we manage the learning of others, than about the process of learning per se (ie. it is more about the teaching process). Donald Schon focused on reflection in professional knowledge and its development (1983, 1987). He suggested that there is a crisis in the professions related to a mis-understanding of the relationship of theory to practice and of the kind of theory that a professional uses to guide her practice. The espoused theory – as learnt in formal institutions and in professional training – is not the theory that proficient professionals eventually use to guide practice. They build up an expertise from their practice (theory-in-use) by being reflective. Schon noted that the theory in use tends to be tacit. Professionals are not necessarily able to describe the basis on which they act. A particular role of professional development is to make this ‘knowing-in-action’ explicit so that it can be the subject of further reflection and conscious development. Schon suggests that there are two types of relevant reflection. Reflection-on-action is the reviewing that occurs after an event while reflection-in-action is part of the processing of an effective practitioner while actually acting. There are doubts expressed about the existence of a form of reflection that occurs while an individual is acting (eg Eraut, 1994) and sometimes Schon has been inconsistent in his writing. However he has had great influence in stirring up debate on the nature of professional knowledge and the role of reflection in professional education. Many others have written about reflection, most developing ideas from those mentioned above. Examples are Boud, Keogh and Walker, 1985; Boud and  Walker, 1998; Cowan, 1998, and Brockbank and McGill, 1998. Much of the material in this paper is derived from Moon, 1999 which takes a broader and sometimes more critical view of reflection and focuses on its relationship to learning. We thus have described a common-sense view of reflection and those of four influential theorists but we could be reviewing four different human activities that happen to have the same name – reflection. Might there be a common idea lurking there, or an explanation as to how the ideas could fit together? Moon (1999) suggests that the differences in approach are accounted for largely by different focuses – either on the process of reflection, on the purpose for it or the outcomes of reflection – in effect, how it is used. Schon, for example, is concerned about reflection as a mechanism for professional and perhaps personal development while Habermas is concerned with its role in the building of theory. Kolb explores the role of reflection in learning – setting a context for it, but referring relatively little to reflection itself. Dewey is exceptional in taking a holistic view of reflection as a process – a view that accords with the common sense definition above. Before we pull these ideas into a summarising model there is one more stray factor that some, but not all of the approaches to reflection mention and that is the role of emotion in reflection. Some theorists see the role of emotion in reflection as very significant and frequently neglected (eg. Boud, Keogh and Walker, 1985). However, there are questions to be asked. Is the emotional content of reflection always present and influential? We would seem to be able to reflect on a number of ideas without emotional content to the reflection. Then – are emotional effects the subject matter of the input and output of reflection (like other ideas on which reflection occurs), or do they steer the process of reflection (acting as a kind of milieu in which reflection takes place). Could they be part of the process of reflection? If they are part of the input and / or outcome – is it ‘knowledge of how I feel’ or is it the actual feeling that is part of the  input and / or outcome? All of these seem to fit experiences of reflection and there is no clear answer in the literature. A relatively simple input – outcome model of reflection seems to summarise the variety of approaches to reflection in the literature. It locates the approach of Dewey and the common-sense definition as concerned with the input and the actual psychological event of reflecting with others largely concerned with the outcomes of reflection. In other words, it suggests that reflection is a simple process but with complex outcomes that relate to many different areas of human functioning. Fig 1 provides a summary of these ideas and a basis for the consideration of reflection in PDP. Broadly it adopts the definition for the process of reflection on page 2 but recognises that there are different contexts for reflection that often influence our understanding of its meaning.Fig 1 An input / outcome model of reflection The relationship between reflection and learning What is the relationship between reflection and learning? Much has been written about both reflection and learning and there seems to be an assumption that reflection is related to learning – but what is the relationship? We explore it in this section (there is more detail in Moon, 1999) Reflection and the learner’s approach to learning One set of ideas that seems to be significant to unravelling the relationship between learning and reflection within the process of learning seem to be the research on approaches to learning (Marton, Hounsell and Entwistle, 1997). This research suggests that there is a fundamental difference in success in learning between adopting a ‘deep’ approach and a ‘surface’ approach to a learning task. A deep approach is where the intention of the learner is to understand the meaning of the material. She is willing to integrate it into her existing body of previous ideas, and understandings, reconsidering and altering her understandings if necessary. The new ideas are ‘filed’ carefully and integrated. In contrast, a surface approach to  learning is where a learner is concerned to memorise the material for what it is, not trying to understand it in relation to previous ideas or other areas of understanding. It is as if the new ideas need to be retained f or the moment, but not ‘filed’ for any lasting purpose. These approaches to learning are not ‘either or’ situations, but at extremes of a continuum and the same learner may choose to learn differently according to the task at hand. The conception of a continuum of approaches to learning allows us to hypothesise a hierarchy of stages of learning along the continuum that characterise surface and then progressively deeper approaches to learning. This is a useful device when we attempt to locate reflection in the process. It is important to note that we cannot actually see that learning has occurred, we can see only the results of learning which can be termed the ‘representation of learning’. The same area of learning might be represented in different ways – writing, oral account, graphic display and so on and it is through the description of the representation of learning that we identify the stages of learning. The stages are as follows: Noticing, – the least detailed form of learning – you cannot learn something if you do not notice it at some level (which could be unconscious). Representation is of the material is as memorised, modified only by the degree to which it is forgotten. Making sense – getting to know the material as coherent – but only in relation to itself. Facts may be fitted together like a jigsaw but not related to previous understandings. Representation is coherent reproduction, but not related to other ideas and not processed. Making meaning – the beginnings of deep approach – there is a sense of meaningfulness but there is not much evidence of going beyond the given. Representation is of ideas that are integrated and well linked. There is the beginning of development of a holistic view. Working with meaning – a sense now of going beyond the given, linking into other ideas. There is the creation of relationships of new material with other ideas. Representation is reflective, well structured and demonstrates the linking of material with other ideas which may change as a result. Transformative learning – evidence that the new learning has transformed current understandings in reflective processes. Representation demonstrates strong restructuring of ideas and ability to evaluate the processes of reaching that learning. There are creative / idiosyncratic responses. On the basis of this model, There are at least three ways in which reflection might be seen as relating to learning. a) Reflection has a role in the deeper approaches to learning – the last three stages described above, but not in surface approaches to learning (the first two stages); b) We learn from representing learning – when we write an essay or explain something or draw a picture of it, we represent it to ourselves and learn from the re-processing (Eisner, 1991). This is a reflective process; c) We ‘upgrade’ learning. For example, we can go back to ideas learnt only to the stage of ‘making sense’ (eg in the form of facts – bits and pieces) and can reprocess those ideas through reflection, integrating them with current understandings (Vygotsky, 1978). This might be conceived as a kind of ‘chewing the cud’ exercise – or cognitive housekeeping (see earlier). These forms of learning from reflection are commonly exploited in the patterns of higher education pedagogy. In the case of the first (a), there is much literature on the encouragement of students to take a deep approach to learning (Marton et al, (1997). At the same time, there is acknowledgement that nature of current higher education may inhibit these attempts (lack of contact with students, the ‘boxed’ nature of learning in a modular system etc). In particular it is worth remembering that assessment tends to drive student learning and if students (can) perceive that a deep  approach is the manner in which to succeed in a learning task, they are more likely to adopt such an approach. In terms of learning from the representation of learning (b), we ask students to reprocess their learning into essays, examinations, reports and explanations in tutorials. It is interesting to consider the implications of Eisner’s suggestion that we learn differently from different forms of representation. In different forms of representation we exploit reflection differently. We probably do not fully enough exploit the representation of learning as a means of enhancing learning in current higher education. A well functioning tutorial system is an example of a means by which we encourage students to upgrade their learning (c). A student lecture is not ideal ground for taking a deep approach to learning. It seems likely that the attempt to get notes down on paper would interfere with the processing involved in taking a deep approach to learning. Preparation for and involvement in a tutorial is the opportunity for many students to reflect on and process their learning into a more meaningful state – in other words, to ‘re-file’ it. Revision for examinations is another opportunity for review of previous learning such that understanding is deepened (Entwistle and Entwistle, 1992). It is interesting to note that the value of the Kolb cycle (see above), and the whole notion that learning is enhanced through experimentation or ‘doing’ is explained by a) and b). If learners are required to represent their learning in some meaningful activity, they will have have been forced to adopt a deep approach to the learning in the first place – or to upgrade their surface quality learning (c ) into more meaningful material. Reflection provides the right conditions for learning We have suggested above some ways in which reflection is immediately related to the learning process, but there also seem to be other forms of this relationship that are usefully described in the notion that the activity of reflection provides the right conditions for good learning (Moon, 1999a).  We summarise these ideas below, continuing the lettering system from above since these are more ways in which learning and reflection are interrelated. d) Reflection slows down activity, giving the time for the learner to process material of learning and link it with previous ideas. There is evidence that when a lecturer pauses in a lecture, the ‘wait time’ enables students to learn better (Tobin, 1987). We could more often stop and ask students to think about an issue that has arisen in a lecture (etc). e) Reflection enables learners to develop greater ‘ownership’ of the material of learning, making it more personally meaningful to themselves and improving their grasp of it (Rogers, 1969). It will also enhance the student’s ‘voice’ in her learning (Elbow, 1981). f) A particularly important means by which reflective activity generally supports learning is through the encouragement of metacognition. Metacognition is the awareness of one’s own cognitive functioning – in this case, learning. There is evidence that good learners have better metacognitive processes than poor learners (Ertmer and Newby, 1996). Study skills programmes that support learner’s awareness of their learning processes seem to be more successful than those that focus on techniques (Main, 1985). g) We suggested above that reflection occurs when we are dealing with material that is relatively complicated – or ill-structured. If we are encouraging students to reflect, we are, in a sense, challenging their learning. There is evidence that it is by challenging learners with ill-structured material of learning, that they improve their cognitive ability (King and Kitchener, 1994). Bibliography Angelo, T and Cross, K (1990) Classroom Assessment Techniques, Jossey-Bass, San Francisco Collings, J, Watton, P (2001) JEWELS Project: Learning through Independent Work Experience – Final Report.JEWELS@exeter.ac.uk Boud, D; Keogh, R and Walker, D (1985) Reflection: Turning Experience into Learning, Kogan Page, London Boud, D and Walker, D (1998) ‘Promoting reflection in professional courses: the challenge of context’, Studies in Higher Education, 23(2), pp191 – 206 Boud, D and Garrick, J (1999) Understanding Learning at Work, Routledge, London Brockbank, A and McGill, I (1998) Facilitating Reflective Learning in Higher Education, SRHE / OUP, Buckingham Cowan, J, (1998) On Becoming an Innovative University Teacher, SRHE / OUP, Buckingham Dart, B; Boulton-Lewis; G, Brownlee, J and McCrindle, A (1998) ‘Change in knowledge of learning and teaching through journal writing’, Research Papers in Education 13(3), pp291 – 318 Dewey, J (1933) How We Think, D C Heath and Co, Boston, MA Dillon, D (1983) ‘Self-discovery through writing personal journals’, Language Arts, 60, (3) pp373 – 379 Eisner, E (1991) ‘Forms of understanding and the future of education’, Educational Researcher 22, pp5 – 11 Elbow, P (1981) Writing with Power Techniques for Mastering the Writing Process, Oxford University Press, New York Entwistle, N and Entwistle, A (1992) ‘Experience of understanding in revising for degree examinations’ Learning and Instruction, 2, pp1 – 22 Eraut, M (1994) Developing Professional Knowledge and Competence, Falmer Press, London Ertmer, P and Newby, T (1996) ‘The expert learner: strategic, self-regulated and reflective’ Instructional Science, 24, pp1 – 24 Flavell, J (1979) ‘Metacognitive aspects of problem-solving behaviour’, in L Resnick, (ed), The Nature of Intelligence, Lawrence Erlbaum, Hillsdale Fulwiler, T (1986) ‘Seeing with journals’, The English Record, 32, (3), pp6 – 9 Fulwiler, T (1987) The Journal Book, Heineman, Portsmouth, New Hampshire George, J and Cowan, J (1999) A Handbook of Techniques for Formative Evaluation, Kogan Page, London Gosling, D and Moon, J (2001) How to Write Learning Outcomes and Assessment Criteria, SEEC Office, University of East London, London Habermas, J (1971) Knowledge and Human Interests, Heineman, London Hatton, N and Smith, D (1995) ‘Reflection in teacher education – towards definition and implementation’, Teaching and Teacher Education, 11, (1), pp33 – 49 Hettich, P (1976) ‘The journal, an autobiographical approach to learning’, Teaching of Psychology, 3, (2), pp60 – 61 Holly M (1991) Keeping a Personal-Professional Journal, Deakin University Press, Victoria King, P and Kitchener, K (1994) Developing Reflective Judgement, Jossey-Bass, San Francisco Kolb, D (1994) Experiential Learning as the Science of Learning and Development, Prentice Hall, Englewood Cliffs, NJ Marton, F, Hounsell, D and Entwistle (1997) The Experience of Learning, Scottish Academic Press, Edinburgh Main, A (1985) ‘Reflection and the development of learning skills’, in Boud, D, Keogh, R and Walker, D Reflection: turning experience into learning, Kogan Page, London Moon, J (1999) Reflection in Learning and Professional Development, Kogan Page, London Moon, J (1999a) Learning Journals: a Handbook for Academics, Students and Professional Development, Kogan Page, London Moon, J (2001) Short Courses and Workshops: Improving the Impact of Learning and Professional Development, Kogan Page, London Moon, J (2002 – in preparation) (Provisional titleï Å  A Handbook of Programme and Module Development: linking levels, learning outcomes and assessment Kogan Page, London. November, P (1993) ‘Journals for the journey into deep learning’, Research and Development in HE, 16, pp299 – 303 QAA (www) The subject benchmark statements are available at the QAA website – www.QAA.ac.uk Rogers, C (1969) Freedom to Learn, Charles E. Merrill, Columbus Ohio Schon, D (1983) The Reflective Practitioner, Jossey-Bass, San Francisco Schon, D (1987) Educating Reflective Practitioners, Jossey-Bass, San Francisco Selfe C, Petersen, B and Nahrgang, C (1986) ‘Journal writing in mathematics’ in A Young and T Fulwiler (eds) Writing Across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey Selfe C and Arabi, F(1986) ‘Writing to learn Engineering students journals’ In A Young and T Fulwiler, Writing Across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey Sumsion, J and Fleet, A (1996) ‘Reflection: can we assess it? Should we assess it?’, Assessment and Evaluation in HE 21, (2), pp121 – 130 Tobin, K (1987) ‘The role of wait time in higher cognitive learning’, Review of Educational Research, 57, (1), 69 – 75 Vygotsky, L (1978) Mind in Society, the development of higher psychological processes, Harvard University press, Cambridge, MA Watton, P and Moon, J, (2002 – in preparation) A collection of papers on work experience (not title yet), SEDA, Birmingham Wagenaar, T (1984) ‘Using student journals in sociology courses’, Teaching Sociology, 11, pp419 – 437 Young, A and Fulwiler, T (1986) Writing across the Disciplines, Boynton / Cook, Upper Montclair, New Jersey

OPERATIONS MANGEMENT PROJECT- NEW BUSINESS Assignment

OPERATIONS MANGEMENT PROJECT- NEW BUSINESS - Assignment Example The company will first target supermarkets and large retail stores and building management business so as to establish a solid base of clients in Dubai. TESCO Security Company will carefully increase its employee base of security guards, basing on the contracts of clients, and employ both part-time and full-time security guards. The business anticipates good amount of sales during the first one year, and almost double by the end of the third year. Gross margins will be same to the average of the industry, basing on the security guard labor costs vs. billings. After launching the initial investment, a lean first year, and the formation of a training space and office in the second year, the company will be on the edge of expanding through its own internal source of finance after the end of three years. After the business is proved to be successful in other cities, the business may sell its shares to provide an exit strategy for the original founders and investors. TESCO Security will eliminate worries for customers who needs security guards for their facilities, buildings, and events by offering excellent customer services for customers and comprehensive training for their staff Intrinsic forecasting technique ­- comprises of qualitative and quantitative methods. In qualitative method, forecasting is based on subjective method in case of qualitative data is absent. It is based on opinions, best guesses and personal judgment. Contrary, quantitative forecasting is based on formulas and mathematical models. This model believes that what happened in the past will likely happen in the future. The ability to carry out accurate forecasting affects the profitability of our business. Furthermore, the ability to enhance the demand forecasting for client demand then sharing the information downstream allows effective arrangement and

Florida Immigration Research Paper Example | Topics and Well Written Essays - 2000 words

Florida Immigration - Research Paper Example It is noticed that more than 8% of the workforce in Florida was constituted by the illegal immigrants in 2008. Natural calamities in Haiti too added much to the immigration burden of the state of Florida. The proposed Florida immigration bill attempts to curb illegal immigration by approaching it as a serious law and order problem than a socio-economic issue. The Fear Politics and the Fallibility of Cost-Benefit Analysis It is through a fear politics created by the right wing, illegal immigration issue comes to the forefront of policy making. There has never been more immigration to a country than it could afford. If more people come to Florida, even illegally, it means that there exist conditions for illegal immigrants to be here. It was independently testified by the business community in Florida, especially the sector of Agrarian businesses. And, importantly, the huge majority of the immigrants become successful in finding jobs and adapting the American way of life. In this contex t, it is quite astonishing to see even a theorist such as Huntington would argue that ‘in this new era, the single most immediate and most serious challenge to America's traditional identity comes from the immense and continuing immigration from Latin America, especially from Mexico, and the fertility rates of these immigrants compared to black and white American natives’ (Huntington, 2004, p.3). Therefore, at the heart of immigration debate, lies the hidden racism and xenophobia that our culture would be colonized from within by the alien culture of the illegal immigrant. This xenophobia, the fear politics generated from it is central in the discourse on immigration than supposed socio-economic issues and security matters. ‘Massive Hispanic immigration affects the United States in two significant ways: Important portions of the country become predominantly Hispanic in language and culture, and the nation as a whole becomes bilingual and bicultural’ thus wa rns Huntington (2004, p.7). This is nothing but eloquent and sophisticated articulation of fear of diversity and the negation of core values that constitute America. It is in this wider context, Arizona Immigration Bill and the replicated model of the Florida immigration bill came to existence. The Florida immigration bill has been hotly debated by both the civil society and policy makers in recent times. It is important to note that the current Florida Immigration Bill is stemmed from the more controversial Arizona Immigration Bill. Immigration, in the wider context, is an endemic problem in much of the western countries which are highly developed and industrialized. The United States of America has been at the receiving end of immigration issues from the end of Second World War itself. The rise of both legal and illegal immigration has sometimes developed into a national issue, especially the case of illegal immigration has much to do with other problems such as internal security and welfare distribution. Even the widespread recession in the United States has not resulted in any substantial decrease in the illegal immigration to the country. Arizona Immigration Bill was meant for countering the illegal immigration mainly through the Mexico border. Although the Florida peninsula is surrounded by water, it still experiences illegal immigrati