Ncaa vs. Board of Regents of the University of Oklahoma Essay

Facts: Years ago members of major conferences in college football formed what was known as the College Football Association. The idea of this was to promote the interests of major football-playing schools within the NCAA structure. The University of Oklahoma was a respondent in this particular case. Issues: In 1979 the CFA member schools began to advocate that colleges with major football programs should have a greater voice in the formulation of football television policy than they had in the NCAA. CFA tried to negotiate a television agreement of its own, developed a plan, and was offered a contract by NBC. This would have allowed the member schools more television appearances, and would have increased the overall revenues realized by CFA members. As a result the NCAA publicly announced that any school participating in this agreement would be punished in all sports at that school. Holding: On September 8, 1981 respondents commenced this action in the United States District Court for the Western District of Oklahoma and obtained a preliminary injunction preventing the NCAA from initiating disciplinary proceedings of otherwise interfering with the CFA’s efforts to perform its agreement with NBC. Notwithstanding the entry of the injunction, most CFA members were unwilling to commit themselves to the new contractual arrangement with the NBC in the face of the threatened sanctions and therefore the agreement was never finalized. Reasoning: The challenged practices of the NCAA constitute a â€Å"restraint of trade† in the sense that it limits member’s freedom to negotiate and enter into their own television contracts.

Final Worldview Paper

Everyone has a different worldview whether it is his or her religion or law. However, just because we listen and read about other religions does not mean we follow and believe them. I will add that a worldview helps me to understand life and reality in different parts of the world. People need to have a worldview to understand their purpose in life. Questions and Answers from my Own Worldview Perspective Who is God and what are His Characteristics? Christians believe that God created the universe and all within. He is the almighty.We are welcomed into a relationship with Him so that we will get to now Him personally, and intimately. â€Å"Let not the wise man boast of his wisdom or the strong man boast of his strength or the rich man boast of his riches, but let him who boasts boast about this: that he understand and knows me, that am Lord, who exercises kindness, justice and righteousness on earth, for in these I delight,† declares the Lord. (Jeremiah 9:23,24) What is a Human Being and what Happens When One Dies? The scripture reads that God created man and woman in the image of Him.When He created us, he gave us a soul and spirit. Our body exists as a shell; our soul is our inner feelings such as our emotions. The spirit is our mind, where we hear the whisper of God leading us in the right directions of our life. Believe that when we die the body is returned to the earth and our soul continues to live on with God. Then shall the dust return to the earth as it was; and the spirit shall return unto God who gave it. (Ecclesiastic 12:7) What is the Nature of the Universe? Christians know that God created the universe according to His will. Now my worldview affects everything I believe about God, marriage, education and he way we raised our children. He created all that is and all that will be forever in the universe. No matter what other views exist, Christians know that God created the Heaven and the earth, which is the universe. God allows His children t o see His creations according to his Word and it is up to Christians to have a relationship with Him (Salesladies, 2013). How do You Know What You Know? How do you Know what is True? While growing up my grandparents taught me the family right from wrong.I also know what I know by attending church, listening to the pastor, and reading the Bible. This class has taught me about worldviews had never heard of before. It also taught me different ways to understand and research the Bible. I know what I know because God created me to be all I can be and to follow my dreams by practicing the power of positive direction Sakes, 2008). This is how know what I know. What is Right and Wrong or How can We Know there is a Right from Wrong? Knowing right and wrong should not be an issue for any Christian. Christians know that the Word is right and that there is no other alternative.Knowing that you have a healthy relationship with God is right enough for e. People can listen to who and whatever they want to receive the Word, but until they open the Holy Bible and receive it for themselves, they will not know the difference (Wright, 2004). Is Life Pointless or is there Purpose? I believe that God created everything and everyone for His purpose. I also believe Christians given this gift of love to serve only Him for His purposes. With this said all of Gods' children are here for a reason, some find their reason sooner than others do, but as long as I believe and trust in Him will find my way in life.I believe that all things God works for good with those who love Him, those whom he has called according to His purpose. (Romans 8:28) What Core Commitments are Consistent with my Worldview? Impact on My Life? The core commitments and consistencies in my life consist of my spiritual life, family, and education. These are the areas in my life try to keep consistent. Being a consistent person really helps because not only do I have to pay attention to my education I have to pay attenti on to my sons' as well. Do my best to keep Christ at the forefront or our life.Making this decision is meeting I try to day everyday (Jakes, 2008) My Worldview Compared to the Christian Worldview I try to take time from each day to read His word so that can continue my relationship with Him. Also try to help my family live by His word also, by sharing what have learned. There are times when I may find myself drifting away from the Word. That is when I have a little talk with Jesus. Because I know, He will keep me on the path to righteousness. Therefore, I really believe my worldview is one of a Christian worldview. Reflecting on My Worldview How does my Worldview Perform in the Tests of Worldviews?Any Christian, who knows God, knows that He is the measure of all things. In addition, we should be God-centered He is the reason why we are here today and the reason why we believe in His laws. Everyone seems to have his or her own worldview about the universe. A Christian worldview is al l know and am happy for that experience. As for the other worldviews, I cannot put myself in the position to judge them Sakes, 2008). How does my Worldview affect my Thoughts and Actions? During this class, found that my Christian worldview affects my thoughts and my actions.I know that I am whom I am because of Him and I do my est. to serve Him by being patient and kind to others, because I want others to be kind to me. I also do my best to listen to the whisper in my soul as I know it is Him talking and leading me in the right direction as make decisions during the day and night. He is the keeper of my heart and know this (Jakes, 2008). How has my Worldview Changed over the Course of this Class? My worldview advanced while in this class. This class was not as difficult as I thought once I got over the anxious feeling. Enjoyed connecting the scriptures together and summarizing the passages.There Was a lot Of reading, but I understood the questions better once read the information. I must say that learned more in this class about the Bible than had ever known and I am thankful for those seven weeks of reading, writing, and discussions. This class has helped me understand that I do have a worldview and that it is not just an opinion (Wright, 2004). Conclusion This essay has helped me open my eyes to my own worldview. First, I described the worldview assumptions as it applied to my life and me. Several questions were answered as they related to my worldview.

Letter to the Editor about Arthur Schopenhauer Essay

Dear Sir,  Your editorial on the correctness and practicality of Arthur Schopenhauer’s philosophy in our everyday lives was well very well-written. In it, you have made clear the main elements of Schopenhauer’s philosophy: that existence, far from harmonious, is actually full of conflict, that the will – the innermost essence of every man – is irrational and nothing but a blind impulse toward existence, and that happiness cannot be attained by humankind because the will necessitates suffering (Pfeffer, 1972, p. 42). To solve the problem of existence, you proposed what Schopenhauer himself suggested, and that is the negation of the will as much as possible. This is similar to what Buddhists do in their denial of man’s desires. Thus, like Schopenhauer, you propose everyone should try to rid themselves of their will to attain Nirvana. Sir, as much as I intellectually enjoyed your exposition of Schopenhauer’s philosophy, I would have to disagree with you both. I think that the will should not be denied because it does not necessarily lead to suffering. Instead, suffering must be overcome by changing those who are willing. These refutations are based on the philosophy of Friedrich Nietzsche, whose thought I think has more practical applications in life than Schopenhauer’s. Nietzsche greatly admired Schopenhauer because of the wisdom that allowed him to break with the optimism of the Western philosophical tradition which followed Friedrich Hegel. However, Nietzsche’s philosophy developed into a complete and utter refutation of Schopenhauer’s, which he deemed wrong and I deem wrong. For Nietzsche, pessimism was good, as long as it is not the â€Å"weak pessimism† that Schopenhauer adopted (Pfeffer, 1972, p. 44). This kind of pessimism is uncreative and negative and would simply lead men to living lives based on nothingness. What Schopenhauer did was merely to replace Kant’s transcendental world of reason with the will but the basic approach did not change (Strong, 1988, p. 227). I would even venture to say that Schopenhauer’s suggestion when it comes to living life is far more absurd than that of Kant. For while Kant instructed us to use reason in everything we do, Schopenhauer would rather us erase our will – something which is virtually impossible since the will cannot be completely destroyed. It is easy to point out what Schopenhauer’s biggest mistake was in terms of Nietzsche’s philosophy. Nietzsche’s concept of the master and slave morality draws a line between self-affirming values and self-denying values. The master morality consisting of self-affirming values of selfishness and absolute individualism will lead to the creation of the ideal Superman who will be perfect in mind and body (Mencken, 2003, p. 64-65). On the other hand, self-denying values, which are mainly perpetuated by Christianity, will lead to man’s ruin. Schopenhauer, with his belief that the will should be negated because it necessarily leads to suffering, clearly adopted a slavish attitude toward life. The danger with following Schopenhauer is that his philosophy was a direct result of his own slavish nature, and thus, men would suffer more and perish if they followed it. Schopenhauer took his own psyche and prescribed it to everyone without thinking that his will was not shared by the entire world. Thus, said Nietzsche, people should not be forced to say that â€Å"the world is Schopenhauer writ large (Strong, 1988, p. 227).†   Schopenhauer is also wrong when he said that happiness is impossible for it is nothing but a form of pain and a brief cessation of desire (Nietzsche, 2006, p.11). From my own experience, I could definitely say that I have experienced happiness and though it did not last forever, the feeling was not a negative one. It also doesn’t make sense to me why a person would want to move away from happiness simply because it is fleeting. Again, Nietzsche has a better opinion on happiness because to him, happiness is a function of power. Whatever increases power is good and feels good. Therefore, happiness is power and to attain happiness, men should strive to be powerful. The path to happiness is not denying the will but to change those who are willing. Instead of negating the will or curbing our desires, men must always act for the benefit of the generations to be born after him, according to Nietzsche. By practicing life-affirming values, the instinct to apply the will to power becomes sharper. Generations of putting the master morality into practice and getting rid of slavish beliefs would eventually lead to the formation of a new society of supermen with perfected instincts (Mencken, 2003, p. 67). For me, this goal is clearly far superior, more positive and beneficial to humankind than what Schopenhauer proposed. Schopenhauer’s philosophy is basically that of resignation and negation. His ways to achieve the abolishment of the will should inspire revulsion in someone who loves life. Schopenhauer said that the will could be destroyed through timeless contemplation such as what artists do, and by living a life of an ascetic (Nietzsche, 2006, p.11). Nirvana is the ultimate goal of these lifestyles, which is supposed to be a state of perfect nothingness and peace. Schopenhauer defended his view by saying that this state of nirvana might be nothing to a man who still desires, but to a man who has denied his will, the current world we’re living in â€Å"with all its suns and milky way is nothing (Pfeffer, 1972, p. 45).† While Schopenhauer was right when he said there will always be suffering, it does not follow that we should adopt his attitude of resignation and negation. It also does not follow that we must abolish our desires and live as hermits and artists devoid of passion. As Nietzsche said, suffering is not something to destroy for it is a productive power. Instead of escaping suffering and struggle, men must overcome these to cancel out their weaknesses and preserve their strengths (Pfeffer, 1972, p. 45). Clearly, Nietzsche was correct again in this aspect as Schopenhauer was wrong. The answer to creating more powerful, happier selves and society is not to eradicate our desires. Instead, we must assert our individualism and selfishness more strongly, not to create chaos, but to build a better future for the generations after us. Schopenhauer was a great thinker but he allowed his slavish nature took control of his ideas. I have no doubt that following his philosophy would only lead to our ruin. References Mencken, H.L. (2003). The Philosophy of Friedrich Nietzsche. Tuczon: See Sharp Press. Nietzsche, F. W. (2006). The Nietzsche reader, Volume 10. Oxford: Wiley-Blackwell. Pfeffer, R. (1972). Nietzsche: disciple of Dionysus. Lewisburg: Bucknell University Press. Strong, T.B. (1988). Friedrich Nietzsche and the politics of transfiguration. Berkeley:   Ã‚  Ã‚  Ã‚   University of California Press.

Analysis of Strategic Planning Essay Example | Topics and Well Written Essays - 1000 words - 1

Analysis of Strategic Planning - Essay Example He explained that the success of the company depends on the strategy they chose such as cost leadership, differentiation, and focus; and a firm, for its smooth running must choose one of the strategies and work on it. Cost Leadership The cost leadership strategy helps the firm to remain as a low-cost producer in the industry. To achieve the maximum result, this strategy must be utilized on a standardized product by trying to make maximum use of the cost sources. When there is a price war, or when the industry matures, a firm with cost leadership can remain profitable for a longer period than the competing firms. Differentiation Strategy Differentiation strategy means uniqueness within the industry, having specific dimensions that buyers are ready to value and willing to pay a price premium. Even if there is an increase in the price of the product, the producer still gets the profitability, because the product has the unique attributes and the consumers are not able to find a substitu te product easily. Focus strategy This strategy tries to achieve either cost advantage or differentiation advantage, concentrating on a narrow segment. The focus strategy focuses entirely on the needs of the group, and so enjoys greater customer loyalty. The following part of the paper will discuss how some prominent retail firms have been implementing the above-said strategies in their business operation. Tesco, a world-famous retailer firm, refers to generic strategies as a tool to determine the characteristics of retailers’ response to industry structure. Big concerns like Tesco can obtain the reasonable cutthroat benefit by following any one of the three generic strategies of Porter. By utilizing the first strategy of cost leadership, Tesco can try to have the lowest production cost in the whole industry and can offer their products and service to the market at the lowest cost. The cost leadership strategy shows the ability of the firms to control their operating costs so well that they can price their products competitively. Having a greater degree of competitive advantage, they are able to generate high profit margins. If differentiation strategy is to be established, Tesco has to offer products and services which has the unique feature that is not offered by any other firm. If so, the firm gets a brand loyalty and inelasticity of price. Between these two strategies, Tesco chooses to follow the cost leadership strategy. To select between the strategies, the management had made use of the last porter’s focus strategy. For the implementation of the strategy, they introduced different tactics, such as focusing on the internal efficiencies which helped Tesco to resist the outer force from the other firms. On the way to control their cost of production, they had regular communication with the suppliers, government, and the regulatory authorities. They made a policy to supply the specific products to the broad market. These helped them in attaini ng a high position and profitability.  

Capstone Experience (Supply Chain) 2 Assignment Example | Topics and Well Written Essays - 250 words

Capstone Experience (Supply Chain) 2 - Assignment Example In most of the cases the targeted editors who are allowed to put information on to Wikipedia are experts in a particular field and this tends make the content reliable. Any vandalism or incorrect information is immediately removed from the site. Involving the target customer has enabled Wikipedia to obtain a lot of information on various topics. By involving the targeted users and allowing them to contribute, Wikipedia has been able to obtain over 30 million articles in 280 languages (Thompson, 2005). This has made it to be one of the widely used sources of information. Involving the target customers has also enabled it to get the information free of charge in most cases since the majority of the contributors are volunteers (BBC, 2012). In order to allow for the involvement of the customers in the supply chain, Wikipedia has relied on technology to facilitate the interaction. The Web 2.0 Technology has played a major part as it has been used to allow editing of the information by the customers (Anderson, 2007). The other client side technologies that have been used by the site include Ajax, Java script, YUI library, Adobe Flex, and Dojo tool

Oil Is Hindering Development In the Middle East Region Essay

Oil Is Hindering Development In the Middle East Region - Essay Example This essay stresses that over a long time since the discovery of oil, politics has assumed central place in the exploration, drilling and trade in oil products. This has been due to great economic significance of oil and its being the most depended source of energy. The focus on oil has been immense and concentrated to the extent that deaths and destruction of properties result. This has been to the struggles witnessed between groups of personalities or organizations to exercise exclusive rights of over oil. Efforts by politicians, autocrats and scientists to explore and find other sources of energy with specific intention of decentralize focus and dependence on oil has proved futile. Oil is too important and sweet to ignore in favour of other sources of energy. This paper makes a conclusion that the Middle East region has a great history of endowment with huge reserves of crude oil and natural gas. Oil is in its simple form a black gold that can make a country achieve quick and advanced development. Unfortunately, oil in Middle East equals resource curse that results to negative development despite plenty of natural resources with huge potential to raise big revenues. Various theories contribute to the dwindled development that most of the Middle East countries including Yemen, Syria and Iraq among others are facing. The theories include but not limited to authoritarianism, Islamism, rentier states, dependency, regional and global power politics on oil.

What Is The Value Of Theory To Practitioners Of Guidance Essay

What Is The Value Of Theory To Practitioners Of Guidance - Essay Example A sound understanding of theory is of utmost importance to a practitioner of guidance towards developing such clarity of thought and processes. Theory provides structural pillars for defining the client's situation, around which the practitioner can give practical and actionable advice. It is very important for any practitioner who has taken on a counselling role, to disassociate from his/her own personal emotions, values and judgements. The guidance practitioner has to have complete objectivity in order to achieve a complete and unbiased understanding of the client's situation. Theories are the essential tool with which the practitioner as an individual can use to classify and understand the client's individual situation with objectivity. With the aid of theory a practitioner can be fair in evaluating a situation outside his/her personal context. The methodology and analysis leading out of theory provides great objectivity to the practice of guidance. ii. Gives a better understanding of how disparate personal histories influence decisions and choices Apart from helping the practitioner disassociate from the personal context, theory also helps the practitioner in developing an understanding of the various factors that impinge on the individual during the decision making process. These factors could be either articulated or benign. Theory helps the practitioner to correlate factors like social, economic and ethnic background and parental influences etc. to the personality of the individual and hence the decisions that he/she takes. By developing a more contextual fingerprint for each individual, with the help of theory, the practitioner is better equipped to provide more pertinent and workable guidance solutions. iii. Keeps them ethically and practically grounded Sound knowledge of theory gives the practitioner of guidance the requisite understanding of the ethical and practical implications of decisions. It is very important for a practitioner to be aware of these factors even if they are not immediately apparent, since the person in the guiding role has to take responsibility for the consequence of the actions and decisions of the client related to their careers or education. Theory is based on verifiable fact, which is why an understanding of it, gives the practitioner the adequate wherewithal to weigh the plausibility of decisions on both ethical and practical parameters. iv. Provides the foundations for a disciplined practice which is coherent and un-prejudiced All the above mentioned benefits of theory are instrumental in creating the foundation of a fair and effective guidance practice. With the framework of theory in place, a practitioner can involve himself/herself with greater integrity and objectivity towards solving the client's problems. Even though there are many theories of guidance it is important for the practitioner to crystallise his/ her viewpoint so that each individual case can be guided through predetermined, though not rigid, frameworks of the practitioner's understanding. Hence, it is impossible to ignore the importance of theory to practitioners of guidance. The only caveat that one should keep in mind is that theory should not be relegated to a cerebral level. Instead it is very important for practitioners to attune theories to the current requirements and dynamics of the community in particular, and the society as a whole. Offer an ethical and intellectual critique of

Managing People for a Competitive Advantage Assignment

Managing People for a Competitive Advantage - Assignment Example I didn't get any experience with the HR before but I can say that our sponsorship does not have any idea about how to deal with us and they put lots of rules every day and every successive rule complements the preceding one. It was a negative experience because we do not know what they need from us and they don't know how to control our study. They frequently make and change the rules. They make us have a contract with them after we study when they do not have a specific point to us or to what we would do after graduation. Normally, a business entrepreneur maintains a separate human resource department in the company to take care of the needs of the workforce, wherein, the HR Manager assumes the prime responsibility. In companies which do not have separate human resource departments, the General Manager also plays the role of HR Manager in addition to his/her main responsibilities as a GM. I have not elected to take this course because it was the requirement for my graduation. The true reason for electing to take this course is that it is very important for me as it provides me with an opportunity to learn how to deal with others and motivate others to deliver their best in work. After taking this course, I expect to become a better manager in general and a better HR Manager in particular. One of the most essential skills one needs to be successful is the social skills; the way one deals with others. This course will teach me the necessary skills and tactics to have best relations with people, so that I may be able to get the best out of them as a leader. I shall contribute to the class learning by sharing my thoughts, opinions, as well as personal experiences with the class related to various topics that we study along the way. I shall also do research at an individual level and share any useful documents that I find with the class to promote learning. One thing that I have learned in the past which I think is most valuable in regard to human  resource management is that one should listen to all but do whatever one deems right oneself.

American Government And Politics Today Research Paper

American Government And Politics Today - Research Paper Example The country is subdivided into small regions such as states, counties or provinces, and the regions are organized into local governments that can make decisions on certain matters (Cropf, 2008). Most countries in the world use the unitary system of government (Ferguson, 2006). Presently the United uses the federal system of government. It is divided into states, and the different states are governed by local governments that do not report to the central government on most matters. The unitary system has its advantages and disadvantages. 2. During emergencies such as war or catastrophes such as the earthquake, the government can respond quickly in a unitary state as compared to a federal state. The reason is that, in a unitary state, the decision-making process is short. In very big countries and countries with a large racial diversity, it is difficult to rule with the unitary system of government. The powers are centralized in the central government, and it is not easy to govern the rural areas far away from the political capital. For example, whenever there is a conflict between communities, it is difficult for a unitary state to handle it. The differences in ethnicity, religion, and culture can best be handled by federal states (Bardes, Shelley & Schmidt, 2014). In unitary states, more attention is given to the development in the urban areas, and less attention is given to the rural areas. This creates a form of monopoly in the urban dwellers that further impede the development of the rural dwellers. In a unitary state, power is centered in the central government. The central government, therefore, makes decisions unchecked. In the case of any wrong decisions, the government gets away with it. I such a situation, the people bear the consequences. This is a likely scenario in the USA in case the powers of the central government are increased (Bardes et al., 2014).

Case Essay Example | Topics and Well Written Essays - 500 words - 4

Case - Essay Example 5. The management of the company used the scientific management in their strategy. They looked at how the result of reducing the production would affect the growth of the company. In so doing they chose a method that could work and enable them make profits. 6. The quality control that the company used is that they satisfy their employees and motivate them enough. This ensured that they work well and produced quality goods. I believe that this is a good strategy as it ensured that they created quality goods for a long time. 7. The forces that are very important in the management of the company are the socio cultural forces and the technological forces. This is because they will keep the company in the upfront of the competition if they are looked at keenly. 10. The competitive strategy that the company has used is observing the competitors and coming up with a method that is a weakness for their competitions. The weakness of the competitors was also the strength of the company. 11. The key elements that the company observed was working with a target duration, having a measurable and attainable goals and having specific and results oriented objectives. These elements go a long way in ensuring that the company achieves all its goals and objectives. 12. One of the cultural variation issues that was once a problem for the company is the need of the manager to reward the workers in any instancing they do a good job. This is because it did not motivate them to work as hard. This is because they knew they could get a reward for putting just enough effort in the work that they did. 13. The company was wise to choose the acquisition strategy over the Greenfield. This is because with the acquisition strategy they have assurance that they will use their own strength to grow their company. 14. The company did not embrace the technology world and they thus cannot be able to have wider coverage. The company will also experience the problem of the wrong

Freud and Jung- the Unconscious Essay Example for Free

Freud and Jung- the Unconscious Essay The unconscious is hypothetically a region of the mind that contains desires, recollections, fears, feelings and thoughts that are prevented from expression in the conscious awareness. One of the most influential philosophers who made theories about the unconscious and its aspects is of Sigmund Freud. Freud distinguished between three different concepts of the unconscious: descriptive unconsciousness, dynamic unconsciousness, and the system unconsciousness. The descriptive unconsciousness refers to all those things in mental life in which people are not instinctively aware of. The dynamic unconsciousness refers to mental processes and contents, which are removed from the consciousness as a result of contradictory attitudes. The system unconsciousness indicates the idea that when mental processes are repressed, they become organized different from those of a conscious mind, such as displacement. Freud eventually abandoned of the system unconscious and replaced it with the ego, super-ego, and id concepts. Throughout his career, however he retained the descriptive and dynamic concepts of unconsciousness. Freud also believed that the unconscious was a storage facility for all repressed sexual desires. With this in mind, he created a theory called The Oedipus Complex. The Oedipus complex is a theory, which implies hatred and a death wish for the parent of the same sex (father for boys and mothers for girls) and love/sexual attachments towards the parent of the opposite sex. Freud states that at some point, the child realizes the differences between their mother and their father. With this, the child learns to understand gender because they come to grasp that they are similar to one of the parents and different from the other. When the child finally comprehends this, he/she feels as though the opposite sex is affectionate to another person besides them (their same sex parent). Thus, the child â€Å"competes† with the same sex parent for the opposite sex parents love and fondness. Freud believed that these feelings are deeply fused into the unconsciousness of every person, but are suppressed. Another influential philosopher who gathered theories on the concept of unconsciousness is Carl Jung. Jung studied under Freud, but eventually broke off and made his own theories and opinions about different concepts, such as the unconscious. Jung believed that there were two levels of unconsciousness: personal unconscious and collective unconscious. The personal unconscious is interior to the ego (a person’s conception of themselves) and corresponds to a mix of Freuds unconscious and preconscious. Containing elements of the outside world and of personal experiences repressed by the ego, the contents of the personal unconscious can be accessed by therapy, art and cultural expression. According to Jung, the collective unconscious is part of a person’s unconscious that is common between all human beings as opposed to personal unconscious, which is unique to each individual. Jung also believed that the collective unconsciousness contains archetypes, which are forms or symbols that are apparent by all people of all cultures. The five main archetypes that were associated with the collective unconscious are the persona, animus, anima, shadow and self. The persona is the mask presented by each individual to society but it may or may not conceal the real personality. The anima is the feminine part of a man, which evolves as a result of a mans experience with women but also recognizes the bisexual nature of all human beings. The animus is the masculine part of a woman. The shadow is the reverse of the outward personality we show to the world. The self is the most important archetype and holds all the other systems together. With these archetypes, Jung felt that we should know ourselves from the inside as well as the outside. Both Jung and Freud’s theories on the unconscious differed in many ways. Freud described the unconscious as a container underlying the conscious mind, whose task is to contain unwanted and un-encountered events, feelings, thoughts and experiences of the disliked conscious mind. Jung however added to this theory by proposing two layers of the unconscious: a personal unconscious, right under the conscious mind, taking in personal psychic contents and the collective unconscious which contains the accumulating experience of all humanity. Another theory that both Jung and Freud had different opinions on was sexuality. In Freud’s speculation, he claims the force of life is driven by sexuality and the original unconscious contains nothing but feelings, thoughts, experience and frustrations of resulting unhappy sexual desires. Jung however believes there is much more to life than sexuality, which underlies the process of individuation and constant search for meaning. Jung also thinks the unconscious has a compensatory regulating function, aiming at healing and growth. In conclusion, I personally favor Jung’s version of the unconscious mind rather than Freud’s. I feel as though Jung has a better understanding of the human mind in many ways that everyone can benefit from. Although Freud had good theories and speculations about the unconscious mind and sexuality, I did not grasp a connection between my thoughts and Freud’s speculations. With that being said, I can definitely understand why the mind is very difficult to study. Work Cited 1. Wikipedia, the free encyclopedia: â€Å"The Collective Unconscious† 6 October 2008 http://en. wikipedia. org/wiki/Collective_unconscious 2. C. John Holcombe: â€Å"Carl Jung† 10 October 2008 http://www. textetc. com/theory/jung. html 3. Benjamin Nagari: â€Å"Freud vs. Jung† 10 October 2008 http://www. hypnojung. co. uk/freud-jung. htm 4. Collective Unconscious, Microsoft ® Encarta ® Online Encyclopedia 2008 http://encarta. msn. com  © 1997-2008 Microsoft Corporation. All Rights Reserved.

Social Networking Essay Example for Free

Social Networking Essay Social Networking A Thesis Presented to the Faculty of Technological Institute of the Philippines College of Engineering In Partial Fulfillment Of the Requirements in Bachelor of Science Industrial Engineering By: Jessica P. Tumambing Approved By: Ms. Federa Acknowledgements The author would like to express his sincere appreciation to all those that have assisted in the completion of this Thesis. Ms. Federa Ms. Federa has been an excellent professor. The author could not have completed the research without her guidance and ongoing support. Respondents Author would like to thank all the people that took the time to respond to the questionnaire and assisted in gathering the primary data. Friends and Family Finally the author would like to thank his friends especially to my very best friend for their great help and for enduring me. Their assistance has been very motivating. I would also like to thank my family for their support, with special mention to my Mom and Dad, for always covering my back and providing me with encouraging words DEDICATION I dedicate this thesis to my parents who have always been my nearest and reverse nearest neighbors and have been so close to me that I found them whenever I needed. It is their unconditional love that motivates me to set higher targets. I also dedicate this to my best friend (Jhae Jimenez) who is my nearest surrounder and have provided me a strong love shield that always surrounds me and never lets any sadness enter inside. ABSTRACT Social Networking Sites are experiencing a rapid growth; there seems to be no limit to their size. Many Social Networking Sites boast with millions of members using their networks on regular basis to communicate, share, create, and collaborate with others. Popular examples of these Social Networking Sites are Facebook, LinkedIn and Bebo. Although most of these sites lack decent business models, they are valued at millions of pounds. Google paid 1.5 billion dollar for YouTube when it wasn’t even earning a single penny. The reason successful Social Networking Sites have become so valuable is due to the amount of people that are using it; and people are exactly what organizations are after. This report aims to find out whether Social Networking Sites have the same value in the context of recruitment. Academic literature extensively discusses online recruitment, however not much is said about recruitment on Social Networking Sites: ‘Sociocruitment’ Research revealed that professionals are quite optimistic about Sociocruitment. Although users of Social Networking Sites had a disperse opinion on organizations contacting them on these websites; not many were negative. The contemporary research furthermore harvested information from a range of sources to create understanding of key issues allowing readers to familiarize themselves with the concept. Finally the report makes suggestions on how organizations can engage in this new media. TABLE OF CONTENTS Approval Sheet I Acknowledgement II Dedication III Abstract IV Table of Contents - V CHAPTER 1 Background of study - 1-2 Statement of the Problem 3-4 Significance of the Study 5 Assumption of the study 6-7 Scope and Limitations - BACKGROUND OF STUDY This thesis explores Social Networking sites as a medium of expression for sexual identity construction; more specifically the research question aimed to explore how gay and lesbian individuals use social networking websites as a means to construct and explore their sexual identities through self presentation on conventional social networking sites (SNS) available and used by everybody versus LGB SNS which are primarily used by Lesbian/Gay and Bisexual individuals and groups. Through the conduction of eight semi- structured interviews with an even number of four males and females and a content analysis of each participant’s social networking profiles, the research explored how sexual identities were presented and played out on these sites by the variation and degree of information that was disclosed by the sample study. Overall the aim was to explore the advantages and disadvantages social networking entails for the gay community through a comparison of both types of SNS, exploring how self presentation and sexual identities are negotiated and managed through the two while determining if these sites were in fact a safe location to play out sexual identities if they are a site of identity restrictions. From research up to this point it has struck me that there is limited research concerned with the disadvantages of social networking and identity experimentation for gays and lesbians. Thus this present study aims to acquire if gay individuals feel  they can perform their sexual identities more comfortably and honest in one ahead of the other or if they feel the need to ‘conceal’ their sexual identities on certain social network sites which are accessible to all e.g. Facebook and reasons why. The basis of this study is to get both sides of the story, addressing the positives but also taking into account the negatives and weighting up which SNS is less restrictive on sexual Page 2 of 39 identity construction. Self presentation will be a dominant theme in drawing research, extending on the existing research exploring the differences of presentation between the two sites. STATEMENT OF THE PROBLEM Social networking sites like Facebook and MySpace allow you to find and connect with just about anyone, from a coworker in a neighboring cube to the girl who played Emily in your high school production of â€Å"Our Town† thirty years ago. Browsing these sites can make you feel connected to a larger community, but such easy, casual connection in an electronic environment can also have its downside. A False Sense of Connection According to Cornell University’s Steven Strogatz, social media sites can make it make it more difficult for us to distinguish between the meaningful relationships we foster in the real world, and the numerous casual relationships formed through social media. By focusing so much of our time and psychic energy on these less meaningful relationships, our most important connections, he fears, will weaken. Cyber-bullying The immediacy provided by social media is available to predators as well as friends. Kids especially are vulnerable to the practice of cyber-bullying in which the perpetrators, anonymously or even posing as people their victims trust, terrorize individuals in front of their peers. The devastation of these online attacks can leave deep mental scars. In several well-publicized cases, victims have even been driven to suicide. The anonymity afforded online can bring out dark impulses that might otherwise be suppressed. Cyber-bullying has spread widely among youth, with 42% reporting that they have been victims, according to a 2010 CBS News report. Decreased Productivity While many businesses use social networking sites to find and communicate with clients, the sites can also prove a great distraction to employees who may show more interest in what their friends are posting than in their work tasks. Wired.com posted two studies which demonstrated damage to productivity caused by social networking: Nucleus Research reported that Facebook shaves 1.5% off office productivity while Morse claimed that British companies lost 2.2 billion a year to the social phenomenon. New technology products have become available that allow social networks to be blocked, but their effectiveness remains spotty. Privacy Social networking sites encourage people to be more public about their personal lives. Because intimate details of our lives can be posted so easily, users are prone to bypass the filters they might normally employ when talking about their private lives. What’s more, the things they post remain available indefinitely. While at one moment a photo of friends doing shots at a party may seem harmless, the image may appear less attractive in the context of an employer doing a background check. While most sites allow their users to control who sees the things they’ve posted, such limitations are often forgotten, can be difficult to control or don’t work as well as advertised. SIGNIFICANCE OF THE STUDY 1. Informatics Manila Students – The main target of the study, for the students to be aware of the impact of social media to them 2. Parents – This study will be beneficiary to parents of the students, for them to be aware of the impacts of social media usage. 3. Informatics College Manila – The study will also be beneficial to the educational institution for the awareness on the impact of social media usage. 4. Future Researchers – They will benefit from the study through the information they could gather.

Education throughout history

Education throughout history Introduction Education has been defined (Ukeje, 1966) as a process by which people are acclimatized to the culture into which they are born in order that they may advance it. It is the process through which people are prepared to live effectively in their environment. Today, the environment refers to the universe. This definition suggests that various cultures from time immemorial patterns and systems of education (formal or informal) suitable for their needs and environment. In many cases the content of educational programme may differ in terms of method and/or approach but the import (i.e. the purpose) is usually the same maintenance and transmission of culture (knowledge, beliefs, attitudes, skills, technology, values, etc). As the form, content, method and approach to education continue to be dynamic following the changing circumstances of the culture, it became necessary to pass on more and more knowledge and skills from one generation to the next. Records have it that every culture started educational process through informal method. As more needs arose and life became more dynamic and complicated, it became expedient that the process of education must change to reflect the changing circumstances of the culture. Various cultures therefore evolved formal systems of education so as to be orderly in their approach to transmission of knowledge and skills. Educational activities usually involve training in socio-economic activities of the environment in form of skill training in technological, recreational and intellectual subjects. It is pertinent at this point to have an idea of how education was organized in nations of early civilization and note the contribution those ancient communities have made to the development of modern day education. Educational Practice In Ancient Greece Greece is known as the cradle of civilization. The ancient Greece covered very large expanse of territories in Europe and parts of Asia. Invention of writing by the Greeks was one of the greatest achievements in the history of Education. Greek language had a great influence on English and other modern European languages and so it was essential for Western civilization. City state is the unit of political administration in Greece. Sparta and Athens are the main city states of Greece world. So, our discussion will centre on education in Sparta and Athens. Spartan Education: Only Spartans who were regarded as the citizens received any education and this was mainly physical, military and moral. Spartan education was geared towards physical vigor, determination, courage, military skill, obedience to law and constituted authority. Only healthy Spartan children were raised to become citizens, unhealthy ones were either exposed to die early or left to be adopted by the subject classes. Education Of The Boys: Spartan boys were exposed to military training very early as from the age of 7. They were organized in smaller groups in the barracks where they had a leader to whom they were responsible rather than their parents/families. The physical education was to make them tough and develop the spirit of endurance. They were to put on minimum clothing, eat less food, have little rest, etc. Mental and moral training were involved in their dances and music. Their religion was largely patriotism. Reading and writing were not included in the public education. As from age 18-20, they were exposed to practice in professional battle (mock battles) and at 20 they were matured enough to seek for active service among the hostile groups. Up to age 30, they lived in the barracks as active soldiers until age 60 when they disengaged to take active part in politics. Education Of Girls: Greek girls received public athletic training in sports, jumping, throwing discus and javelin, but not boxing. They were organized into troops like boys by ages. They engaged in dancing, singing, marching and took part in public religious rites, but they lived at home. If a Spartan girl failed her test, she would lose her right of citizenship and became perioikos (a member of the middle class). Objectives Of Spartan Education: Spartan education was determined by the desire for military efficiency. It aimed at providing patriotic, obedient and military efficiency in citizens so as to defend the integrity of the state. It prepared women for womanhood. Appraisal Of Spartan Education. Positively, the Spartan education was efficient in its organization and relevant to the needs and aspiration of the people of the time. There was provision of equal education for men and women. Negatively, the Spartan education was too narrow, short-sighted and inadequate. It was tied strictly to the defense of the state. Other areas of need were neglected (e.g. economic and socio cultural aspects) It failed to take care of individual differences and it had no regard for human rights and dignity. The Athenian Education: Athens was one of the city-states of the Ancient Greece. In ancient Athens the purpose of education was to produce citizens trained in arts, to prepare citizens for both peace and war. Athenians believed that their form of education was better than that of the Spartans and so they did not share the kind of admiration other city-states had for Spartans. Athenians felt that they were more superior to the Spartans in terms of their training and upbringing like the Spartans, the Athenians boys are taught at home by the mother or by a male slave until they attain the age of 7. As from that age, they attended elementary school until they were 13 part of their training was gymnastic. The younger boys learnt running, jumping, wrestling, discus and juvenile throwing. They also learnt to play musical instruments and sing. They learnt to count, read and write. They took a lot of lesson and practice in dictation, memorization and ac ting. Books were very expensive and rare, so subjects were read out loud and the boys had to memorize everything. Pioneers Of Practical And Popular Education: The Great Teachers (a) The Sophists and the Philosophers: Apart from elementary school masters, instructors and the like. The first professional higher education in the world was the group of brilliant talks and keen thinkers who appeared in Greek during the 5th Century B.C. (500BC). They were called Sophists meaning professional wise men. Later they were known as philosophers i.e. lovers of wisdom for it own sake. They were the first to discus whether there were any absolute standard of morality or nearly artificial conversion. Whether justice is consistent or simply means the way of the ruling class. They were phenomenally graceful and subtle talkers (orators) usually to fairly large audiences. They toured the large cities giving carefully prepared flowering speeches. They were highly paid and widely advertised and welcome by a reception committee and entertained by ambitious hosts. They claimed to be authority on everything and that they could lecture on any subject under the sun. They demonstrated that almost anything could be proved by a smooth talker. Their main legacy to the Greece and the modern world is that thought alone is one of the strongest forces in human life. The respect they create for the thinkers is enduring till today. (b). Socrates: He was an Athenians and he stayed in Athens talking to his fellow citizens instead of the whole world like the Sophist. He distrusted and opposed almost everything done by the Sophist. He refused regular payment, living and dying for. He wore worn clothes and was barefooted. He talked to people at street corners and in the gymnasium rather than specially prepared hall. He trained people to think. He said he knew nothing and try to find out. While we can consider Sophist to be the first lecturer Socrates was the first tutor. He made the other fellow to do most of the talking, he merely ask questions. Socrates questioned all sorts and conditions. His methods were: (A) The modest declaration of his own ignorance which imperceptibly faulted the other man and made him eager to explain to such an intelligence burnaivel enquires. (B) His adaptability which showed him the side on which each man could best be approached. (C) His unfailing good humour which allowed him always to keep the conversation going and at crises when the other lost his temper, he would now dominate the discussion. (c). Plato (428BC 347): He was the greatest of the Socrates students. He founded a college called Academy to pursue the study of the Socrates. Socrates had launched him to engage himself in teaching, studying and writing books on philosophical problems all his life. In all his books and teachings, he acknowledged his teacher (Socrates) and subordinated himself entirely to the personality and methods of Socrates. In all different situations, Plato combined the steady unflinching aid in the pursuit of truth with the most subtle adaptability of approach to different peoples. Plato talked more systematically and more exclusively than his master. He established a college rather than going about the street. He had entrance examination and disciplinary rule. Instead on chatting on everybody he preferred specially selected pupils. He gave lectures instead of spontaneous speech. He was a noble man, rich and gifted. He limited his effort to highly trained and carefully chosen listeners. He was the founder of examination system. Through his teachings and books, he made many pupils including Dionysius of Syraccus (a tyrant) and a superlative (good one) Aristotle probably the best and single mind the human species has ever produced. (d). Aristotle (385 322 BC): He was a rich doctors son and he always preferred thescientific habit of thought. He was admitted to Plato Academy at the age of 17 and he remained there until when he was about 40 years i.e. until Plato dies. After traveling and doing independent research for some years he founded a college of his own call ‘LYCEUM. Apparently, he thought of research and teaching as two sides of the same coin Aristotle organized his teaching very thoroughly. His Lyceum resembled a modern research institute with the vast number of specimens for his biological work which he collected from many parts of the known world, which must have been examined by squad of his research students. His mastering political to treaties was the distillation of important analysis of numerous existing constitutions made by his assistants under his supervision. Much of Aristotles teaching then was the type of very high level discussion which goes on in similar institutions today. Much of his teaching also was done on a slightly lower level to less advanced students who were still much more highly educated than the average citizens. Many of the works was handed down under his name were not books he personally wrote but collection of lecture notes taken down by his pupils and perhaps later corrected from his own personal note. We see from them (note) that he combined lecturing with class discussion but put the emphasis on the lecture i.e. he set out a series of topics which link together to form a complete survey of a subject. He took each topic separately, broke it down into a number of problems and then examined each of them separately. The note showed him talking on continuously, analyzing one suggestion after the other, explaining where each falls short and why and finally working his way to the solution. (e) Other leading philosophers and educators whose thoughts influenced the development of formal education in the world include: (i) J. H. Pestalozzi (1746 1827) (ii) Fredrick Froebel ((1782 -1852) (iii) John Dewey (1859 -1952) and (iv) Maria Montessori (1880 -1952) Traditional Education In Nigeria Islam and Christianity, which have influenced Nigerian education in no small measure, are of recent development compared with the indigenous system of education which is as old as man himself in Africa. Every society whether simple or complex has its own system of training and educating its youth. In old Africa society the purpose of education was clear, it was functionalism. African education emphasizes social responsibility, job orientation, political participation, spiritual and moral value. Although Nigeria consists of many ethnic groups and societies, each with their own culture and tradition, they all have common educational aims and objectives but methods differ from place to place chiefly because of social, economic and geographical imperatives. The education of the child phical imperatives. The education of the child from Nigerian society starts from infancy. At this initial stage, the child is more intimately involved with his mother than anybody else until he is about the age of 5 or 6, this is understandable and universal. The father is out most of the day and the mother stays at home with the child. His mother is his first teacher and he watches and learns everything his mother does. At about the age of 4 and 6, other members of the family become involved in the education of the child. They send him errand, tell him story, teach him obedience and respect for elders, code of behaviour, and history of the family or ethnics group. Traditional education is all embracing and every social institution involves an educational activity which leads the individual to acquire behaviour pattern, abilities and skills necessary for effective citizenship in the society in which he lives. The traditional African educational system finds expression in the age group. Age is an important element in the life of the African. The elder is assumed to be a custodian of wisdom and he is expected to demonstrate this in speech and action if he is to keep his position among those who look unto him for leadership. Goals Of Traditional African Education: The broad goal of Traditional African Education is to produce an individual who is honest, respectable, and skilled and conforms to the social order of the day. This broad goal can be split into the following objectives: (1) To develop the child latent physical skills (2) To develop character (3) To inculcate respect for elders and those in position of authorities. (4) To develop intellectual skills (5) To acquire specific vocational training and to develop a healthy attitude towards honest labour (6) To develop a sense of belonging and to participate actively in family and community affairs. (7) To understand, appreciate and promote the cultural heritage of the community at large. Muslim Education In Nigeria Islam was brought to Hausa land in the 14th Century by traders and scholars. The first set of mosques was built in Kano in 1349 1385. Kano then was a commercial city. The elementary Arabic schools in Nigeria were called Quranic schools and both Arabic, as a language and Islam as religion were taught simultaneously. When a pupil began to read the Arabic alphabet, he did so with an intention to read the Holy Quran. One of the Islamic Tradition says â€Å"The best man among you is one who learnt the Quran and the care to teach it†. Therefore teaching religion to others was considered a duty for which a person should expect no earthly reward. The system of teaching and learning the Quran and Arabic language started in Northern Nigeria where the teacher in the early stage depended on living on charity. The Islamic education was well entrenched in the North and it became highly organized that centres of advanced Islamic education started springing up. The Jihad period of Shehu Uthman dan Fodio assisted the spread of Islam in the North and consequently the establishment of Quranic Schools in the North. Jihad spread to Southern Nigeria through Ilorin which became a centre of Islamic learning up till this time. At about 1830, Islamic along with Quranic school spread to other parts of Yoruba land and a large number and small Quranic schools and institutions of higher learning similar to those already existing in the North sprang up in many Yoruba cities including Iwo, Ofa, Oyo, Shaki, Iseyin, Ogbomoso, Osogbo, Lagos, Epe, Abeokuta, Ijebu-Ode, etc. A Quranic school is usually found in or outside the mosque. The Ustaz (teacher) sits under a tree or in his parlour, verandah, porch, or in the mosque surrounded by volumes of the Quran and other Islamic books. A little distance to the Ustaz but near enough to be within reach of his long whip squatting are some 10 to 40 pupils in semi-circle, folding broad wooden slates from where they chant different Arabic alphabets, words or Quranic verses. The teacher in most cases is assisted by the brightest or the oldest or both among the pupils. Muslim children begin their Quranic education as from about the age of 3. At this stage learning was by repetition and rote (learning by heart) in a sing-song pattern. The teacher recite to his pupils the verse to be learnt and they repeat it after him, he does this repeatedly until he is satisfied that they have mastered the correct pronunciation. The pupils, sometimes in group, are thereafter left on their own to continue repeating the verse until he has thoroughly memorized it. The verse is then linked with the previously memorized verses and in this way; the pupil gradually learns by heart the whole chapters of the Quran. Islamic education could be dividend into the following stages: 1st Stage: Learning of Arabic alphabets and words. 2nd Stage: Learning and committing the first 2 essus and memorizing it. They also learnt basic tenets of Islam and Hadith. 3rd Stage: Had a broader and wider curriculum. The pupil begins to learn the meaning of the verses he had committed to memory. The teacher does his best to explain the Arabic text. The pupils are introduced to other writings such as hadith. 4th Stage: This may be considered the post secondary level. At this stage, the pupils begin to learn grammar and vocabulary in Arabic. The course of study also includes Logic, Mathematic, Jurisprudence, Geography, Medicines, etc. 5th Stage: It is after the 4th stage that the student decides in what area he wishes to specialize. This marked the beginning of university education. He proceeds to University at Fez, Lahore, Timbuktu, Al-Azeez. In the alternative, he continued home learning from local specialists called Sheiks. After finishing, he is free to practice as a teacher, Imam or Sheik, depending on his area of specialization. The Early Mission Schools And Their Problems Missionary contacts with the people of Nigeria started at the later part of 15th Century when the Portuguese set their feet on the soil of what is now called Nigeria. The Portuguese on arrival at Lagos and Benin ports in 1472 felt the need for introducing Christian religion and establishing schools for the purpose of sharing common faith and language with their customers. By 1515, the Catholic Missionary activities had started in Benin with a school established in the palace of the Oba of Benin for the sons of both the Oba and his Chiefs who had been converted to Christianity. This initial effort of the Portuguese missionary led to the establishment of trading posts, host churches and schools in Benin, Brass, coastal towns in Delta, Bayelsa and Lagos States and a seminary on the highland of Sao Tome off the coast of Nigeria. The main objective of the seminary was to train Africans as priests and teachers to manage the churches and schools that had been established. It is on record that the 1st set of schools was wiped out by the slave trade that ravaged West Africa for nearly 300 years. Sierra Leone became a territory acquired by the British Empire as a colony where the liberated Africa could settle when slave trade was abolished late 18th Century. Within a short time, some librated Africans, including Ajayi Crowther had been converted and educated in the formal school system in Freetown. The second coming of the Missionary was after the abolition of a slave trade. The Wesleyan Methodist became the 1st Christian organization, to arrive Badagry in Nigeria. The contact was made by Reverend Thomas Birch Freeman and Mr. Mrs. de Graft. With the contact schools started, other missions started sending their men to Nigeria. The first known school was established by Mr. Mrs. de Graft (an African born in Cape Coast) in Banditry and was named Nursery of the Infant Church. Later, many other schools were established by various other missions in Abeokuta, Lagos, Calabar, Ogbomosho, Onitsha, Bonny and other coastal towns. The history of secondary education started with the establishment of CMS Grammar School in Lagos in 1859 by Reverend Thomas Macaulay with 6 students. The primary objective of the early Missionary was to convert the native to Christianity through religion. The knowledge of the bible, ability to sing hymns, to recite catechism and to communicate both orally and in writing were considered essential for good Christianity. So the primary education curriculum was geared toward the achievement of the above. The early secondary schools taught mostly Latin, Greek and the 3Rs i.e. reading, writing, and arithmetic. They taught little or no science for nearly half a century. The entire educational provision was dependent upon the effort of the Christian Missions supported by the home- churches and gifts from friends. The government, both local and imperial, did not make any provision on education until 1877. Problems/Features of Early Mission Schools: In the process of implementing the educational policies, the missions faced the following problems: (1) There were no central schools laws and as a result there were no standard for running the schools. (2) Varying administrative techniques were adopted for school management. (3) No standard qualification for teachers. (4) No regulation to guide the school attendance and regularity of teachers and pupils. (5) In all the schools emphasis was on conversion to Christianity and religious instruction remained the basic core of the school curriculum during the period. (6) There was inadequate finance. (7) There were no trained teachers and no training colleges. (8) There was no common syllabus and no standard text books. (9) There was inadequate supervision of schools. (10) No central examination system. (11) There was no uniformity in the conditions of service for teachers. (12) There was intense missionary rivalry in the Southern part of Nigeria which led to uneven distribution of School. Education During The Colonial Era Educational Ordinance Of 1887: This ordinance laid down the principles which have become the foundation of educational laws and policies in the country. The principles included: (1) The constitution of a Board of Education made up of Governor as the Chairman. Members of legislative council Four nominees of the Governor Inspector of schools (which Dr. Henry Cars was the first inspector). (2) The appointment of inspectors of schools. (3) Extension of grants-in-aid to teacher training colleges. (4) Power of the board to make, alter and revoke rules for regulating the procedures for grants-in-aid. (5) Empowering the governor to open up and maintain schools. (6) Rates and condition of grant-in-aid to schools were based partially on subject taught and partially on degree of excellence in the school. (7) Safeguard as to religious and racial freedom. (8) Certification of teachers. (9) Admission of poor and alien children as may be directed by the Governor. (10) Establishment of scholarship for secondary and technical education. Even though, the 1887 Ordinance was meant primarily for Colony of Lagos, it influenced the gradual expansion of schools into Yoruba land and the Calabar area of the eastern part of what was to be known as Nigeria. Dr. Henry Carr, a Nigerian in 1891, was appointed the first indigenous inspector of schools for the Colony of Lagos. He advocated for greater government involvement in schools, particularly in the area of finance and control. Major Enactments That Shaped The Nigerian Education Since The Colonial Era (a) The 1916 Education Ordinance was promulgated by Lord Lugard to provide for the whole country, education based on good character and the usefulness to individuals and the society at large. (b) The Phelps-Stoke Commission on Education in Nigeria (1920). This was meant to review the existing educational practices in Africa and make recommendation to reform education in Africa. The commission visited Nigeria and other British control countries in West Africa. The commission report was published in 1922. Its recommendations were far reaching and they intimidated the British Colonial Government to issue the 1925 memorandum on education. (c) The 1925 memorandum on Education in British Territories. The memorandum was: (1) The first statement of the intention of the colonial government on Africa since 1842 when western education was introduced in Nigeria. (2) The outcome of Phelps-stoke report which brought into light the apathy of colonial government to the education and the incompetence of the Christian mission in the field of education. (3) The document that piloted Nigerian Educational policies and development from 1925-1945. (d) The 1926 Education Code. Sir Hugh Clifford, Nigerian Governor, in 1926, enacted education (colony and Southern provinces) Ordinance No 15 of 1926 to curb the development of sub-standard schools that were mushrooming beyond the control of the missionary. The Ordinance made provision for improvement on the qualities of teachers, providing schools with experienced leadership and guidance, creating a conducive atmosphere for realistic co-operation among the agencies/stakeholders and generally supplying the educational needs of individual and the community at large. (e) Other policies that assisted in shaping the Nigerian Educational sys tem included: (i) Davidsons 10 year Education Plan (1942-1952). (ii) Asquith Commission, 1943. (iii) Elliot Commission, 1943. (iv) Self determination educational policies of the regions (1952-`1959). (v) The Ashby Commission, 1960. (vi). National Policy on Education 1977, 1982, 1998, 2004. Tutorial Questions (1) Attempt a distinction between the Sophists and the Philosophers in the Ancient Greek education and explain how the contributions of Aristotles, Plato and Socrates influenced the education system of various nations of the world. (2) The early Greek education prepared citizens for rigorous life. Examine this statement by presenting the nature of the Spartan and Athenian education. (3) Write short notes on the contributions of the following to education: (a) Perstalozi (b) Froubel (c) Montessori (d) Dewey (4) Explain the nature of the African indigenous education and the goals the system was set to achieve. (5) Attempt the comparison of early Christian Mission School with the Muslim Education. What are the main problems faced by this educational system? (6) Discuss 3 of the enactments (ordinance, commission, memorandum, etc) that shaped the Nigeria Educational system during the colonial period. (7) To what extent will you say that the National Policy on Education has brought order to the Nigerian educational system? (8) With your knowledge of the functions of the various commissions overseeing various levels of Nigerian educational system, make a case for the establishment of National Commission for Senior Secondary Education. (9) Justify the fact that the National Policy on Education is the major post independence achievement of government in bringing order to Nigerian educational system. References: i. Achunine, R. N. and Irondi, E. O. (Ed.) (1998). Management administration of secondary education. Owerri: Totan Publishers Limited ii. Adesina, Segun, Adeyemi, K. and Ajayi, K. (Ed.) (1983).Nigerian education: trends and issues. Ibadan: University of Ife. iii. Ajayi, T., Fadipe, J. O., Ojedele, P. K. Oluchukwu, E. E. (Ed.) (2002).Planning and administration of universal basic education (UBE) in Nigeria. Ijebu-Ode: National Institute of Educational Planning and Administration, Ondo. iv. Babalola, J.B. (Ed.) (2003). Basic text in educational planning. Ibadan: Department of Educational Planning, University of Ibadan. v. Fagbamiye, E. O., Babalola. J. B., Fabunmi, M. Ayeni, A.O. (Ed.) (2004) Management of primary and secondary education in Nigeria. Ibadan: NAEAP. vi. Fafunwa, A. B. (1974). History of education. London: George Allen Unwin. vii. Oyekan, S. O. (2000). Foundations of teacher education. Ibadan: Ben Quality Prints viii. Osokoya, I. O. (1989).History and policy of Nigerian education in world perspective. Ibadan: AMD Publishers. ix. Ukeje, B. O. (1967). Education for social reconstruction.

Essay --

Phase 1 Applied Nursing Research IP1 Can other nurses be effective change agents to improve patient care, and can other nurses do the same. Will nurses learn ideas for change that be more will-receive and support scholarly data? Yes, nurses will make the necessary changes for excellent patient care and high-quality outcomes; through education they will find ways through education to provide evidence that supports the new suggestions. This study will look at the methods that staff nurses and no license personnel can take from an educational setting. That will increase compliance and assist staff to follow standards of care to decrease the number of patients with pressure ulcers. â€Å"Pressure ulcer is localized injury to the skin and/or underling tissue, usually over a bony prominence as a result of pressure or pressure in combination with shear (O’Tuathail, & Taqi, 2011, p. S27).† With the increase in the number of the elderly patient and the increasing number of bedridden patients will increase the number of pressure ulcers. Therefore, as pressure ulcers have a negative impact on health-related quality of life patients require increasing need for hospitalization. Since the retiring of the baby boomers, over the years very little to care for patients that develop pressure ulcers. Patients lay in bed without getting up, without being repositioned or gotten up to the chair. Many patients lay in wet diapers and sheets for hours. Informing the nurse manager the need for identifying pressure ulcers immediately will help improve patient care. â€Å"Documentation is needed when assessing skin condition of patients on admission especially to ensure developing pressure ulcers or decubitus ulcers will not be charged to the care of t... ...ts: Arch intern med. 148(10): 2241-2243. Doi: 10.1001. Arch intern. Retrieved from http://archinte.jamanetwork.com/article Moore, Z., and Cowman, S. (2012). Pressure ulcer prevalence and prevention practices in care of the older person in the Republic of Ireland: Journal Of Clinical Nursing, 21(3/4), 362-371. doi:10.1111/j.1365-2702.2011.03749.x O’Tuathail, C., and Taqi, R.,(2011). Evaluation of three commonly used pressure ulcer risk assessment scales: British Journal of Nursing,20(6): Retrieved from http://content.ebscohost.com.proxy.cecybrary.com/pdf27_28/pdf/2011/GHD/23Mar11/598687.pdf?T=P&P Polite, D., and Beck, C.,(2003). Nursing research: Principles and methods (7th ed.)Philadelphia, PA: Lippincott Williams & Wilkins Pressure Ulcer Scale for Healing (PUSH),(n.d.). Tool for pressure ulcer assessment and monitoring Retrieved from http://www.npuap.org

Fall of Usher :: essays research papers

"The Fall of the House of Usher" Summary The narrator approaches the House of Usher on a "dull, dark, and soundless day." This house--the estate of his boyhood friend, Roderick Usher--is very gloomy and mysterious. The narrator writes that the house seems to have collected an evil and diseased atmosphere from the decaying trees and murky ponds around it. He notes, however, that although the house itself is decaying in pieces (for example, individual stones are disintegrating), the structure itself is fairly solid. There is only a small break in the front of the building from the roof to the ground. The narrator reveals that he is to stay in this house because his friend, Roderick, sent him a letter earnestly requesting his company. Roderick told the narrator in this letter that he was feeling bodily and emotionally ill, so the narrator rushed to his house. The narrator also mentions that the Usher family, while an ancient clan, never flourished. Only one member of the Usher family survived from generation to gener ation, so they were all in a direct line of descent without any siblings. The inside of the house is just as spooky as the outside. The narrator makes his way through the long passages and to the room where Roderick is waiting. The narrator notes that his friend is paler and less energetic than he once was. Roderick tells the narrator that he suffers from nerves and fear. His senses are heightened. The narrator also notes that Roderick seems afraid of his own house. Further, Roderick's sister, Madeline Usher has taken ill with a mysterious illness that the doctors cannot even identify. The narrator proceeds to spend several days trying to cheer Roderick. He listens to Roderick play the guitar (and makes up words for his songs), he reads to Roderick, he sits with him for hours. Still, he cannot lift his sadness. Soon Roderick posits his theory that the house is unhealthy, just as the narrator had supposed at the beginning of the story. Soon, Madeline dies, and Roderick decides to bury her temporarily in the tombs below the house. He wants to do this because he is afraid that the doctors might dig up her body for scientific examination (since her disease was so strange to them). The narrator helps Roderick put the body in the tomb. He notes that she has rosy cheeks, as some do after death.

Turkey Economy :: essays research papers

Turkey’s economy has weathered some spectacular pratfalls in the past, with a major economic crisis in 2001 almost bringing the country to its knees. What’s different in 2004 from the previous "recoveries" is how committed Turkey is to establishing firm economic footing once and for all. The government is swallowing the International Monetary Fund’s painful economic medicine, making tough choices for fiscal discipline. Turkey’s financial wunderkind, the 37-year old Minister of State for Treasury Ali Babacan credits a strong, popular and unified government with having both the clout in Ankara and the backing of the people to administer badly-needed shock therapy. "During the last decade, stability has been a problem," Babacan concedes. "We had coalition governments and [frequent] early elections. "But after the 2002 elections," which ushered his faintly Islamic yet pro-Western Justice and Development Party to power under Prime Minister R. Tayyip Erdogan, "we have a stable government, one the people have confidence in, which provides a much-needed base for economic recovery." Erdogan came to Ankara under heavy suspicion due to his past in radical Islamist politics. But as mayor of ungovernable Istanbul he won grudging praise from political opponents for his hard work on civic issues and muted Islamic rhetoric. As Prime Minister he has focused on bread-and-butter issues, leading with gusto the country’s drive to join the European Union. Indeed, the JDP’s acceptance of fiscal reform and pro-EU stance has rebuilt confidence in Turkey’s ability to manage its finances once the IMF decamps. "Our economic program was declared in detail before the election," Babacan, a graduate of the Kellogg School of Management notes. "We’re doing what we promised." It was only during the 1980s that Turkey ditched its closed command-economy, replete with Soviet-style Five Year Plans and huge state-run monopolies. The result was a roller-coaster of boom and bust, with hyperinflation and a Wholesale Price Index at 160% by the end of 1995 and a Nominal Interest Rate of 320% at one point. Such shenanigans were offset by production in overdrive – growth through the turbulent ‘90s averaged 5% per year. But in the late ‘90s the Asian crises and the collapse of the Russian economy cost Turkey valuable export markets. Foreign exchange sought calmer waters, leaving the government to resort to offering 140% interest on its T-bills to finance its deficit. Annual inflation ran at a Weimaresque 102%. The IMF stepped in with a three-year stabilization program and a $4 billion jump start.

6 Sigma in Banking

Six sigma concept with banking system Finance industry is considerably applying six sigma quality processes with aim of eliminating defects. Earlier six sigma was used only in the field of production, but now it is also used in service industry. Banks have tried to implement 6? by paying attention to customer complaint, time needed for crediting process and time needed for feedback and ultimately they found that 6? is also applicable in financial organization. After implementation of 6? the realization of improvement was done by using DMAIC model, where the process was recorded according to SIPOC model. PARETO method helped to identify the influence of problematic causes and ISHIKAWA model was used in identification of sample root Banks made the first significant step towards 6? with the implementation of ISO 9000:2000 standards. While moving forward with ISO standards, banks started a parallel process which includes PARETO method, measuring customer satisfaction, and audit system an d complaint management with an intention to increase customer satisfaction level.By completing this they received the knowledge on green belt without even knowing it. Now-a-days it is easy to monitor and control the quality process by using SPC. The activities were conducted by using software of CIM College, for whose usage the participants were trained and the activities involved are- * Finding the spot for improvement in order to accomplish greater customer satisfaction * Introduction of following clients need * Establishing direct communication with users of bank’s services * Interviewing of physical person, user of banks services in officesQuestionnaires for measuring customer’s satisfaction are handed over to clients and the results were processed by using the software. To increase the overall satisfaction banks have defined the future quality goals * Simplification of service providing by removing activities to 20% which don’t make additional value of the total process * Increasing customer’s satisfaction by 50% every year for next 2 years to achieve 95% satisfaction evel by the next years * Decreasing mistakes by 50% every year * Increase service faster by 20% each year * Increase profit by share- 10%more than previous year Managers through this CIM software and analyzing the STORY BOARD for crediting process can view the achievements and results of quality process. Further the documentation from a client is done only once and the information are transferred into electronic form and sent to Crediting Board for approval.

Cooperative Learning Essay

What is cooperative learning? Cooperative learning can be characterized in the following Chinese proverb: Tell me, and I’ll forget Show me, and I’ll remember Involve me, I’ll learn. Cooperative learning can be defined as a strategy for the classroom that is used to increase motivation and retention, to help students develop a positive image of self and others, to provide vehicles for critical thinking and problem solving, and to encourage collaborative social skills (Calderon 1987) Assumptions about cooperative learning 1. Cooperative skills must be learned. Humans are not born instinctively knowing how to cooperate with others. In the classroom, students will not automatically start cooperating as soon as you put them into small groups. Cooperative group skills must be taught – just like skills in math, reading, writing. Because most students have not been taught to work effectively with others, they can not do it. Traditional forms of education do not encourage cooperative activity; students work independently and compete for recognition with their peers (Slavin 1979). 2. The physical and spatial arrangement of the classroom affects cooperative work. If students in EFL classes are to cooperate, activities must be structured so that students can cooperate and talk to each other. If they want to have a conversation with someone, they can’t talk facing back-to-back or front-to-back. They need to talk face-to-face. 3. Peer support and group dynamics are the keys to successful group work. The members in the group are the ones who determine how well the group will function. †¢ Will the group share responsibilities or will some group members monopolize the time? †¢ Will they respect each other? †¢ Will low-performing group members be included? These are all problems that must be solved with the cooperation and support of peers in the group and through well-structured teacher guidance. There must be a careful balance between pressure for learning cooperative skills and support for doing so. The earlier students can be taught these skills, the easier it will be for them to learn how to cooperate (Johnson and Johnson). Strategies for group dynamics Christison and Bassano (1987) have identified 6 strategies for helping teachers understand group dynamics and promote peer support in the second/foreign-language classroom. Strategy 1: Restructuring. Restructuring activities usually require students to interact physically as a group. Students are given specific instructions for carrying out the task. There is minimal participation by the teacher. These activities help students adjust to future small-group, cooperative experiences by breaking down student expectations for the traditional teacher-controlled classroom. Strategy 2 : One-Centered. These activities put one student in the ‘spotlight’ for a few minutes. Activities are structured so that each student is given individual attention for a limited period of time. For aggressive students, this â€Å"spotlight focus† reaffirms their importance to the group. They are less apt to â€Å"steal show† from he other group members when their position has been reaffirmed. For shy students, these successful, one-centered experiences increase the likelihood of contributions in the follow-up discussions and in additional activities later on. Strategy 3: Unified Group. Unified-group activities promote cooperation in the group. Students begin to think about group goals instead of individual goals. Praise and positive reinforcement are given to promote group success. These activities require the participation of each group member. No members may â€Å"bow out†. If someone chooses not to participate, the group can not be successful. Strategy 45: Small group. Small-group activities are more loosely structured than pair activities. They require patience, motivation, and good listening habits. The teacher acts only as a facilitator, so the responsibility for success lies with the group itself. These activities help students develop techniques for fair group interaction. Strategy 5: Large Group. Large-group activities are similar to small group activities in their objectives and structure. The only difference is the inclusion of a larger number of students requires more skills among group members in fair group interaction. Strategy 4: Dyad. These activities give students the opportunity to work one-to-one with others in the class. Through these activities, students become better acquainted with each other and begin to feel more comfortable sharing personal ideas and views. Almost any activity can be structured . for pair work. Steps in teaching cooperative skills There are four steps that teachers must follow in teaching cooperative skills. 1. Students need to understand why it is they are doing things differently and how it will help them reach their goals. †¢ Explain why they are doing cooperative work †¢ Do brainstorm session on the possible value of a cooperative group work †¢ Place posters around the room to remind learners of the benefits of cooperative group work. 2. Students must be aware of the necessary skills for successful group work in order to know what they are supposed to do. The teacher should demonstrate and model the skill to further clarify the points to the students. Concentrate on one skill at a time. 3. Students must practice the skill. The major responsibilities teachers have in cooperative learning are to design and set up practice situations. 4. Students need to process the skills they have practiced. Processing means that students need to become aware of what exactly it is they have practiced and to evaluate how successful they have been in the practice of the skills. Levels of cooperative skills In cooperative learning, setting up practice sessions is the chief responsibility of the teacher. According to Johnson and Johnson (1975), there are 4 levels of cooperative skills that teachers can focus on. These skills can be categorized in the following way. 1. Forming. Forming skills are directed towards organizing the group and establishing behavioral norms. Groups who have mastered the skills of forming can move into their groups quickly and quietly, use quiet voices, stay with their groups for the duration of activity, encourage participation within the group, use group members’ names. Teachers who claim that cooperative group work is too noisy or takes too much time are working with students who have not been allowed to master the skill of forming. 2. Functioning. Functioning skills are directed to completing tasks and maintaining good relationships within a group. Groups must understand, f. e. , what the time limits are and how the activity should be carried out within their groups, step by step. Activities that focus on the skill of functioning give learners a chance to ask for help, paraphrase previous comments, clarify, explain, and express support. 3. Formulating. The skill of formulating is directed towards helping learners to develop a deeper understanding of the material being studied and to develop better reasoning strategies. Activities that focus on the skill of formulating help learners develop the following strategies: †¢ Summarizing out loud. †¢ Adding important information to the summary †¢ Pointing out information that may not have been summarized properly †¢ Relating material from a previous activity to the one being focused on 4. Fermenting. The highest-level skill for cooperative groups is fermenting. This skill involves helping learners explore more thoroughly the material the material they have been exposed to. When students can begin to challenge each other’s ideas, to explore different ways of looking at the material and reconceptualize these ideas, they are using the skills of fermenting. Benefits from using cooperative techniques. †¢ Academic achievement. Most studies that high, average, and low achievers gain equally from the cooperative experience. Wheeler (1977) found that the student affect weighed heavily on the results. Studies also supported the concept that the more tightly structured methods of cooperative group work will have the largest effects on basic skills. Higher-order cognitive skills are best improved by the more open-ended methods used in cooperative learning. †¢ Self-esteem. Through cooperative learning techniques, students can become real partners in the learning enterprise. Since most consequential problems are solved via collaboration, students who learn to work together in an educational setting are better prepared to meet life’s obligations. Through cooperative learning techniques learners are asked to do things in FLT classroom that they are asked to do in real life – take charge of and responsibility for their own learning. Co-operative learning occurs when students work collaboratively towards a common goal (Panitz, 1996) Achievements are positively correlated with the other cooperating students. Students work together in small clusters or groups. Effective co-operative learning promotes–positive interdependence – a feeling of connection with other members of the group as they accomplish a common goal – individual accountability – every member of the group is held accountable for the group’s achievements – face to face interaction – group members engage at close range and are influenced by each other’s verbal communication – social skills – students become aware of the human interaction skills involved in effective group cooperation – group processing – groups may reflect and discuss how well they are functioning as a unit and how effective their working relationships are developed. Recommended literature: 1. Teacher development making the right moves (Selected articles from the English Teaching forum 1989-1993) Thomas Kral 2. Jean Brewster and Gail Ellis. The Primary English Teacher’s Guide. (Penguin English, 2003). 3. Opal Dunn. Beginning English with young children. Macmillan publishers LTD, 1993 4. Daniel A. Prescott, Ed. D. The child in the educative process, McGraw-hill book company, inc. , 1957. 5. Diane Phillips, Sarah Burwood and Helen Dunford, Oxford University Press, 2005.

Current competitive strategies of Samsung and Apple Essay

            Both Samsung and Apple are the largest manufacturers of smart phones in the world. Combined, the two technology giants’ account for more than half of the Smartphones sold world wide. Traditional cell phones had very limited computing abilities. Many of them were designed to offer basic services like making and receiving calls. As time went by, the need for mobile devices with superior computing abilities increased as technology became a major part of modern life. More importantly, there was demand for mobile phones that could offer the same services as a computer. Although the mobile phone market was traditionally ruled by companies like Nokia and Motorola, Apple took over the market when it launched its iPhone Smartphone in 2007. This product became very popular with customers due to its large touchscreen and multi-touch user interface. Even though the company dominated the Smartphone market for some time, it has come under increasing competition from Samsung through its Samsung galaxy product line (Apple, 2013). Through massive advertising coupled with unique features, the Samsung galaxy has overtaken the iPhone to become the most popular Smartphone brand in the world. This fierce competition between these two technology giants has resulted in endless court battles in the United States and Europe, among other places. This paper will look at the current competitive strategies used by each company and what each of them needs to do to improve their competitive position in the future. More importantly, there was demand for mobile phones that could offer the same services as a computer. Although the mobile phone market was traditionally ruled by companies like Nokia and Motorola, Apple took over the market when it launched its iPhone Smartphone in 2007. This product became very popular with customers due to its large touchscreen and multi-touch user interface. Even though the company dominated the Smartphone market for some time, it has come under increasing competition from Samsung through its Samsung galaxy product line (Apple, 2013). Through massive advertising coupled with unique features, the Samsung galaxy has overtaken the iPhone to become the most popular Smartphone brand in the world. This fierce competition between these two technology giants has resulted in endless court battles in the United States and Europe, among other places. This paper will look at the current competitive strategies used by each company and what each of them needs to do to improve their competitive position in the future. The current competitive strategy of each company            On top of being bitter competitors in the Smartphone market, Apple and Samsung use different competitive strategies. As the pioneer producer of Smartphones, Apple uses the blue ocean strategy. In the early 2000s, the cell phone market was mainly made of phones with basic applications. This meant that companies assessed what their competitors were doing and strived to improve on it so that they could gain a competitive strategy. Such a strategy was not good for business because it meant trading off cost and value (Mourdoukoutas, 2012). However, Apple decided to create a new demand in a market that no any other company ventured into. This was done through the use of the blue ocean strategy. As noted above, there was no any other company that was producing Smartphones at that time Apple was in total control of the Smartphone market. Within a short time, Apple became one of the most profitable companies in the United States and the world at large (Gustin, 2012). However, Steve Jobs and other senior managers at the company were well aware of the fact that the company was under threat of new entrant due to its profitability. This strategy made the company immune from the porter’s five forces. The main competitive strategy of Apple Inc is developing new and innovative products that blend technology and art.            Unlike Apple Inc, Samsung uses the red ocean strategy. In this type of strategy, a company gains competitive advantage by venturing into an existing market and building on the weaknesses of its competitors. As noted above, Apple was the pioneer company in the manufacture of Smartphones. Through its flagship iPhone product line, Apple rose to become the largest cell phone company in the world. Unlike Apple, the main competitive strategy of Samsung is flooding the market with many products that are developed within a short time. This is very different with Apple which takes a lot of time before it launches a new product into the market. This strategy has been made possible by the fact that Samsung develops many of the components that are used in making its Smartphones. This gives it a huge cost advantage over Apple which relies on external suppliers. However, the red ocean is disadvantageous because it makes a company vulnerable to the porter’s five forces. What each company is doing to improve its current competitive position               There are a number of steps that both Samsung and Apple are taking to improve their current competitive strategies. As noted earlier, Apple Inc dominated the Smartphone market for many years before it was eventually overtaken by Samsung. The loss of market share to Samsung has forced the leaders at the company to come up with ways of improving its competitive strategy. The first step that Apple is taking to improve its current competitive position is focusing more on improving the existing products compared to coming up with new ones (Gustin, 2012). In the past, Apple invested huge sums of money in research aimed at coming up with new and unique products. Moreover, it would take a lot of years before the company released any new products into the market. However, the company pays more attention to improving its existing products. For example, the iPhone 5 did not have any tangible innovation. Instead, the company improved iPhone 4 by increasing its size among other innovations (Travlos, 2012). In addition, the company is investing in developing its components instead of buying from external suppliers. This will help Apple come up with products with unique features compared to their competitors.                  As noted above, the main competitive strategy of Samsung is building on the weaknesses of its competitors. In this strategy, the company waits for its competitors to come up with a product after which it develops its own with improvements on the one of its competitors. The first step that Samsung is taking to improve its current competitive position is investing more money in research. Compared to Apple Inc, Samsung invests 5.7% of its total revenues in research. This strategy is aimed at ensuring the company comes up with unique products so that it may not be seen as a copycat. The second action that Samsung is taking to improve its competitive advantage is investing heavily in advertising. As noted earlier, the main competitive strategy used by Samsung is flooding the market with different types of products that are targeted at different types of consumers. This is a huge contrast to Apple Inc. which releases few but highly anticipated products. To impr ove its current competitive advantage, Samsung has raised its advertising budget to $401 this year compared to $78 last year. This is $68 more than Apple Inc. Likely moves or strategy shifts that Samsung and Apple Inc will make                In the coming years, both Samsung and Apple Inc. are likely to witness shifts in their competitive strategies. Such changes will mainly be necessitated by heightened competition in the Smartphone market and the dynamic natures of the mobile phone market. As noted earlier, the main competitive strategy of Apple Inc. is developing new and innovative products that blend technology and art (Stein, 2012). The company controls the release of new products into the market unlike its main competitor, Samsung. Although this strategy helped the company rise to dominance of the Smartphone market in the early 2000s, there is need to institute a strategic shift. On top of investing heavily in research and coming up with unique products, Apple is likely to start developing a variety of products to meet the needs of different types of consumers. One of the main weaknesses of the current competitive strategy used by Apple Inc. is that it results in products for the rich in th e society. This makes the company miss on the remaining portion of the cell phone market. Moreover, Apple will also need to invest more in advertising.                  Samsung has overtaken Apple Inc. as the largest Smartphone manufacturer in the world. This growth can be attributed to the company’s competitive strategy of flooding the market with many products that are developed within a short time (Haydn, 2013). Moreover, the products of the company are relatively cheap compared to those of its main competitor, Apple Inc. As pointed out earlier; the other main competitive strategy of Samsung is building on the weaknesses of its competitors. In this strategy, the company waits for its competitors to come up with a product after which it develops its own with improvements on the one of its competitors. However, this strategy may backfire in the future because it will make the company to be seen as a copycat. With this in mind, Samsung is likely to shift its competitive strategy from playing second to its competitors to a dominant force in research as well (Powell, 2001). This means that the company will need to i nvest more in research and come up with products that are revolutionary and game changing. However, measures should be put in place to ensure that products don’t take long before being released into the market. Where each company is most vulnerable                The first major weakness of Samsung as a company is lack of innovation in its products. As noted earlier, Samsung thrives by waiting by for its competitors to come up with a product after which it develops its own with improvements on the one of its competitors. This strategy makes the company vulnerable because in future, people may begin to see it as a copycat. The technology industry is very competitive and customers love companies that develop new technologies compared to those that improve on what is already in the market (Powell, 2001). However, this should not be confused to mean that Samsung does focus on innovation, instead it means that the company is less proactive in coming up with new products. The other vulnerability of Samsung is that serves a mass market compared to Apple Inc. which caters for a niche market. The need to attract a large market forces it to set low prices for its products compared to Apple Inc. and this pricing strategy makes the company vulnerable. Although low pricing has helped Samsung win over a large share of the market, it makes the company vulnerable to being seen as offering low quality product by some customers. Many customers, especially in the United States and other developed countries, usually perceive low priced products as of low quality. Finally, lack of creativity makes the company vulnerable (Haydn, 2013). Many of Samsung’s Smartphones do not have a user friendly interface compared to those of its competitors. This may make consumers in places like the United States demand for lower prices therefore affecting the profitability of the company.               As noted earlier, Apple Inc, Apple Inc. does not target the mass market but rather a niche market. The majority of the company’s products are mainly meant for the affluent in the society. Based on this, the first weakness of Apple Inc. is lack of product diversification. Apple has only one product line, the iPhone. This makes the company vulnerable to saturating its small market. Moreover, the failure by the company to segment its market also makes it vulnerable. Some of the most successful companies in the world have products for every segment of the market including the wealthy and the poor. What competitive moves will provoke the greatest and most effective retaliation by each company?               As pointed out earlier in the paper, both Samsung and Apple Inc. have unique competitive strategies. The competitive strategy used by a company is important because it determines its position in the market as well as its profitability. The first move by Apple Inc. that would provoke the largest retaliation by Samsung is the production low end products. As noted earlier in the paper, Samsung has mainly survived by producing different products for different sections of the market (Powell, 2001). Based on this, any move by Apple Inc. to come up with products for the low end market would provoke retaliation from Samsung. The second move by Apple Inc. that would provoke retaliation by Samsung is lowering the prices of its products. Apple Inc. is famous for producing innovative products that blend technology and art. These products are sold at a premium price.               On the other hand, any move by Samsung to come up with revolutionary and game changing products is likely to provoke retaliation from Apple (Haydn, 2013). As pointed our earlier, Apple Inc. has been depending on this strategy since the time it was founded. Any move by Samsung to invade this territory would attract a serious technological retaliation from Apple Inc. Moreover, Apple survives by serving a niche market. Based on this, any move by Samsung to do away with its mass market strategy and adopt a niche market strategy is likely to provoke a serious retaliation from Apple Inc.               My recommendation on whether the two companies should continue with their current competitive strategies or should modify them             The current competitive strategies used by both Samsung and Apple Inc. have both advantages and disadvantages. As noted earlier in the paper, Apple Inc. was the largest producer of Smartphones in the world before being overtaken by Samsung. Based on this I would suggest that Apple Inc. modifies its current competitive strategy so that it can retain its rightful place in the Smartphone market. First, Apple Inc. should consider conducting market segmentation to ensure that they serve all segments of the market (Mourdoukoutas, 2012). Currently, the company only serves one section of the market. My second recommendation for Apple Inc. is that it should consider instituting product diversification. At the moment, the company offers the iPhone product line only. Finally, the company should invest in producing its own components so that it can shorten the time it takes to develop new products.               Likewise, Samsung should consider modifying its current competitive strategy. This is despite the fact that it has propelled the company to the position of number one Smartphone manufacturer in the world. To begin with, Samsung needs to modify its current strategy and lay more emphasis on innovation. If nothing is done, the current strategy puts the company at risk of being seen as a copycat by customers. Secondly, Samsung should modify its current competitive strategy and revise its prices upwards because some customers associate low prices with low quality. References Erica Olsen (2012). Strategic Planning Kit for Dummies, 2nd Edition. John Wiley & Sons, Inc.Gustin, Sam (2012). Why Apple Is Winning: Innovation, Opportunity and Execution.  TIME.com. TIME, 25 Apr. 2012. Web. 05 Nov. 2012. . Haydn, Shaughnessy (2013). What Makes Samsung Such An Innovative  Company? . Forbes. Retrieved from < http://www.forbes.com/sites/haydnshaughnessy/2013/03/07/why-is-samsung-such-an-innovative-company/ > .Web Mourdoukoutas, Panos (2012). Can Microsoft Adopt Apple’s Business Model?  Forbes. Forbes Magazine, 10 Oct. 2012. Web. 15 Oct. 2012. . Powell, Thomas C. (2001). Competitive advantage: logical and philosophical considerations. Strategic Management Journal 22 (9): 875–888 Stein, Scott (2012). IPhone 5 Review: Finally, the IPhone We’ve Always Wanted.†Ã‚  CNET. CNET, 4 Oct. 2012. Web. 05 Nov. 2012. . Travlos, Darcy (2012). Apple: Product Commoditization?  Forbes. Forbes Magazine, 15 May 2012. Web. 15 Oct. 2012. . Source document