An Infectious Cure Essay

Part 1 Questions 1. The Europeans poured have poured something into the water which sterilized the water and killed the toxins that become disruptive in the digestive system when they are consumed. They Europeans may have poured what are called oral rehydration salts into the well, which quickly works are combatting the cholera, and will prevent further outbreaks from occurring. 2. Ethical issues that are raised by pouring the treatment into the wells without the consent of others is that people should be entitled to choose whether or not they want to chance their lives by consuming a mystery cure. The villagers have no idea what is being poured into the wells, which further down the line could cause different health issues, and in turn people won’t know where to begin to find a cure if they are unsure of what caused it. Bottom line, it takes away the person’s right to choose whether or not they want to accept the â€Å"cure†. For instance flu vaccines are readily available, but people still choose not to receive one out of fear that it will enhance the likelihood of having the flu that season. The only factor that makes it more ethical is the fact that it worked and nobody else became sick, but that should make people more skeptical knowing that their drinking water is 100 percent accessible and easy to tamper with. 3. The Europeans were not justified in imposing their cure on the villagers. Yes the â€Å"cure† may have worked in Europe, but since it had only happened one time, they may not know if their â€Å"cure† was really what helped in their situation. It could have been something completely different that went unaccounted for. They definitely could have taken other steps beforehand that would have made it more acceptable, such as: informing the people of what they were doing and asking for permission. The elder had every right to drain the well out of fear that the Europeans could have been tampering with it and making the situation worse. 4. It is not appropriate to force a cure on a population. It takes away peoples’ choice. As long as people are educated about the situation and their options, they should be able to choose. Like with the Fluoride situation, the water in the area is not their only source of drinking water, families could very easily buy bottled water in order to  prevent ingesting what they fear to be tampered with water. 5. It is clear that whatever the Europeans poured into the well did help the villagers. Since they isolated the drinking water to only one well, and people stayed away from the dyed water it helped to prove their validity much more, since the people did in fact get better after a few days and no new cases had occurred. The results were not scientifically reliable since there is still an amount of doubt since there was only one other trial. I would say the results are more indicative than anything since there was really nothing formal about the process. Part 2 Questions 1. I would say the villagers would needs to drink from the water repeatedly in order to speed up the production of the bacteriophages killing the harmful bacteria. The basis of my answer is that if a villager already displayed the symptoms of cholera and only drank the water once that it would be ineffective. The symptoms of cholera include vomiting and diarrhea which means the newly ingested water with the cure would quickly be expelled from the body. 2. People could see improvement as quickly as a day. They may not be back to 100 percent, but the symptoms will slowly start to go away. It all depends on how many phages are consumed and their rate of production. Very quickly they can multiply. I would expect the effectiveness to increase over time in an individual and then by the time they are better, the bacteriophages will have no more cholera bacteria to feed off of and then the phages will slowly die off because they rely solely on bacteria in order to survive. 3. Yes the process of viral and bacterial co-evolution will continue indefinitely because both will continue to grow, modify, and adapt to changes that the other has made. 4. No the villagers should not be concerned that this virus will cause damage to their intestines because that is solely what cholera targets, and the purpose of the phages are to combat the cholera bacteria, which would in turn help their intestines. 5. The release of a toxin from the cholera bacteria is what causes people to experience the dreadful symptoms. A negative health concern of killing the cholera at a quick rate is that since the phages will prevent symptoms from increasingly becoming worse, the â€Å"dead† cholera in the intestine may sit  there for a longer amount of time instead of running straight through the person which may do more damage to the intestine. 6. Humans should not be concerned about the bacteriophages infecting other cells because each bacteriophage is particular to a certain bacteria. If the bacterial cell exhibits traits that are desirable to the certain bacteriophage, then the phage will chose to bind and infect it, otherwise people have nothing to worry about. 7. If the bacteria became lysogenic, people would see improvements much faster, because more phages are being produced to combat the cholera bacteria. 8. Eventually the bacteriophages will die in the intestine since there will be no more bacteria to combat and live off of. 9. A risk to phage therapy is that the virus and bacteria both evolve over time. Using this method more frequently may cause the virus’s to evolve more quickly. If that is to happen there will be new problems to solve. 10. The next bacterium that is infected will actually produce more cholera and make the symptoms occur even more quickly. The affected human will become even sicker and could possibly die. 11. Given this information I would still try the phage therapy. The symptoms would be awful, and I would be willing to try anything for a chance for the symptoms to get better. I would say this is a safe and effective form of treatment under monitoring. Part 3 Questions 1. The phage treatment had much quicker and effective results than the antibiotics. 2. Factors of the human body that could alter the effectiveness of the phage treatment would be temperature, acidity, and the strength of the immune system. These factors could have different effects on the phages. The results would be different for each person, since the internal environment is different from person to person given the situation. 3. Advantages to antibiotics are that they still work, just not at the fastest rate. You know exactly what is being put into your body and how it is supposed to work. 4. Advantages to phages is that they work at a faster rate than antibiotics, they invade the cell and get right to work whereas the bacteria often has time to adapt and keep reproducing with an antibiotic. Part 4 Questions 1. Advantages to phage treatment: able to reach parts of the body quicker than antibiotics, the rate at which it kills the bacteria is much faster, phage treatment is very individualized which is better for people. Disadvantages to phage treatment: takes longer to create, which may not be quick enough to combat certain diseases, more expensive, requires more testing. Advantages to antibiotics: they are more universal, can be created quicker, cheaper for the consumer, still effective (just not to the same extent as phage treatment) Disadvantages to antibiotics: they take longer to become effective, cannot access all areas of the body like phages can. 2. Yes there are some diseases that lend themselves more to phage therapy such as salmonella and other types of food poisoning that target specific areas of the body. And yes there are some infections that lend themselves more to antibiotic therapy like a simple cold, or an ear infection. Antibiotics are more than capable of handling something simple like that. It is when infections become more serious and detrimental to a persons’ health that other methods of treatment should be discovered. 3. Yes I think restrictions on phage therapy should be loosened. It may cost more, but there are people willing to pay the price for more effective treatments. As long as the phage therapy is being used for the greater good, then I say why not take advantage of it.

The Representation of Masculinity in George Eliot’s ‘Silas Marner’

Silas Marner, A Tale of Two Cities. Essay subject: Silas Marner and maleness 1. – Introduction. This essay is about the building and representation of Silas’s maleness ( including some inquiries proposed in the essay subjects on the practical campus that I found interesting ) . I saw things that can do him look more like a adult female but it is non necessary or required to understand this affair in this manner ; I wanted to happen his good-will non as a failing or a adult female issue but as strong manner of demoing tenderness, because I think there is nil stronger that absolute tenderness and nil more stamp that true strength and I see Silas as a really strong individual – composure but strong. The chief subjects here are his isolation, the gender issue, and eventually how feasible or non-viable his manhood is. In the decision I have included some facets more related to Silas’s life. 2. – Silas’s isolation. About his household, it is merely mentioned in the book that he had a female parent and a small sister, both of them named Hepziba, but his sister was called Eppie, which is why he chooses this name for his adoptive girl. His period of isolation starts in Raveloe when he sends their neighbors off with a turning annoyance ( It started when he helped Sally Oats and after that he became person like the official herbal physician of the vicinity ) . From this minute on he spends his yearss working 16 hours a twenty-four hours and contemplating his gold every dark. He is like a anchorite merely concentrated on gaining money. It wasn’t ever like this. At first when he lived in Lantern Yard he was a sociable adult male who interacted with society, he lived a normal life, and was engaged to get married a adult female named Sarah. He besides had a friend, William Dane, and so both of them betrayed him. But at the minute he is an entity separated from the community, – self-sufficient. 3. – Silas in gender footings. What’s incorrect with Silas before the loss of his gold? This point has a connexion with Silas’s isolation as discussed in the old subdivision. He is considered an castaway by the community: at foremost he is described like a â€Å"spider† or a â€Å"spinning-insect† . This has no relationship with the issue of maleness but instead with the issue of humanity: through this description he is portrayed more as an insect than as a adult male, – this is a manner of dehumanising him. When he loses his gold he is obligated to travel and pass on it to the governments. At first, when he arrived, people thought he was a shade, is of import to advert that Silas’s visual aspect is a spot unusual, he shows a physical impairment, he has marks of aging and unwellness, and he is described as an old adult male. And as I commented antecedently, he was an stray anchorite obsessed with his gold, look up toing it every dark, and his universe is reduced to his work and his coins. This is the debatable that is established befor e the loss of his gold. – Why non allow him weave and bask his money until he’s excessively old to maintain on weaving? – Why pull this out for so long? In my sentiment, the thought I get from the book is that Silas earned more money on Raveloe than in Lantern Yard ( where he has to pay some money to the church ) and he saw this fact, after which began his compulsion and he lived like this for 16 old ages. And he could hold lived on this manner until his decease but when Eppie came to his place it brought about a alteration in his whole life. I think he draws it out because work and money becomes the Centre of his life ; he lives merely for work and to look up to his gold. 4. – Silas’s maleness in a feasible manner. – Is this one sort of maleness or maleness in general? I think this is one sort of maleness because non all work forces have a state of affairs like Silas’s. Other male characters like the Cass brothers have a masculine function and are seen more like a work forces than Silas is. I see this as a feasible manner because I believe that Silas is wholly masculine even if there are things that show him with a deficiency of manhood. I’ll start with the â€Å"negative† points against his maleness. Get downing with his business, it was established that whirling and weaving had a gender division and that it was a female undertaking, in this point, I don’t think that this occupation defines his maleness, – he is a adult male and here the lone of import thing is that he has an business and he is working to back up himself. In add-on, Silas’s behavior is interesting on a mental degree. I see his capacity for self-denial a masculine accomplishment excessively ; it is a feature of a great adult male. For illustration, when William and Sarah betrayed him, he knew it and acted softly and did nil ; merely travel on with his life. Another manner of demoing self-denial is in his isolation, and his high grade of reason. He has been injured, accused of robbery, abandoned by his fiancee, rejected by the community merely because he did non desire to be an ONG and after that he has the reason to do a determination. After that it is normal that he wishes to be entirely working and gaining money. And eventually, even if he is portrayed as an insect or a weak adult male, in an effort to decrease his maleness the capacity that he finds for being a male parent, a female parent and a defender of small Eppie is extremely admirable without inquiry. By holding adequate cognition for autonomy, to me he is a unafraid adult male who knows what he wants and merely acquires and achieves it. In add-on I’d like to state that doing his place more comfy for the kid, adorning it, – a â€Å"nest† for her- , is the sweetness manner in which a adult male can demo how capable of being stamp is. Fixing his place for Eppie’s demands is something to be expected from a really masculine adult male. In his ain manner, he did what every adult male must make: work, back up a family, have a household and protect his household ( harmonizing to this nineteenth-century period, – presents it is different, as adult females can make this alone excessively ) . And he did it ; h e is wholly a adult male. 5. – Decision. We have seen Silas’s journey, – non a physical journey, but throughout his life. At first he has a normal life, he subsequently becomes an castaway obsessed with gold and after Eppie’s reaching he undergoes a sort of societal rehabilitation into an ordinary member of the community. After run intoing the kid he wholly changes his function inside the vicinity, every topographic point or place he visits for work he must sit and speak with people about the kid. Through her his life alterations and he becomes another adult male. We see his domestic, societal and paternal side and how he achieves the function of maleness in the 19th century ; non precisely as it was imposed, but by in his ain manner. Through the acceptance of the kid we see Silas carry throughing both – a male and female function, because he is wholly devoted to the small miss, and how he passes from a wholly stray life to happening significance in all the things around him. In Eppie he finds a ground to populate, a household that was denied him ( his female parent and small sister died, and we do non cognize about his male parent ) , the comfort of being love unfeignedly by person, of being needed, and of being a male parent, and there is no minute, in my sentiment, where his maleness could be misunderstood. We can besides see, through the acceptance the morality and duty that Silas is prepared to presume paternity, which is excessively a masculine feature, it is necessary to stress that the responsibilities that Silas accepts are those that Godfrey Cass, Eppie’s biological male parent has no morality or duty to presume. Throughout the book there is no minute when I feel Silas is non accomplishing the function of a adult male. I merely felt esteem even if didn’t have obvious masculine features such as physical visual aspect of a strong and wealth adult male like Godfrey Cass. Even when he grows old he still has this powerful visual aspect that Silas, in contrast does non. Godfrey does non hold to work because he was inherited from his male parent and Silas worked as an independent adult male. This was a paradigm of industrial manhood and a new ideal for work forces. To complete, another point that I found interesting is that Silas didn’t want to accomplish the ideals of the perfect adult male harmonizing to society but he ended up making so, though his virtuous nature, his generous bosom, his bravery. By following the kid he was non merely taking on a duty but he was taking on the duty of another adult male. Bibliography.Silas Marner, A Tale of Two Cities. George Eliot.Silas Marner in Wikipedia the free encyclopedia.Silas Marner survey usher and literature.Virtual Campus.Class hand-outs.

Contradictions of human Essay

‘Novelists and short-story writers have a less or more sympathetic interest in the contradictions of human behaviour.’ In what ways, and by what means, are such contradictions presented in works you have read? Contradictions of human behaviour are a part of human nature. Authors perceive this phenomena and choose to develop the contradictions in their characters, by showing the differences in how a character interacts with different people. The contradictions serve to illustrate of how a character does not play a role that he or she is expected to play. In the two novels â€Å"July’s People† by Nadine Gordimer and â€Å"Madame Bovary† by Gustave Flaubert the contradictions are evident in for example July’s contrasting attitudes, Maureen’s transformation and Emma’s contradictory actions. A character’s persona is created by the way that he or she responds to another character. July is introduced in the beginning of the novel as being one of the many black servants that have waited on their white superiors. They have just arrived at July’s village which changes the circumstances and Bam and Maureen do not know how they should act. He is their servant and has been for the past fifteen years, yet he has changed roles to their host who is quite unwilling to let go of his newfound power. For example, July takes the keys of the bakkie and without asking takes it around to get supplies from stores but he also learns how to drive it. It would not mind Maureen and Bam so much if July had asked them, recognizing their possession over the bakkie. Because the bakkie is one of their only possessions at the village, they feel it is important to reinforce that it is theirs. At one point Bam feels it necessary to ask July â€Å"Is it yours July?† to make sure he understands that the real owners of the bakkie is actually him and Maureen. Moreover, prior to their refuge in July’s village, the Smales has only known the obedient side of July. However, the way that he bosses around his mother and his wife shows the authoritative side. The life in the village has been that the men are gone to the towns to earn money for them, thus while the men are gone leading a matriarchal family structure. When the men are home, however, they tend to nag about the decisions the man has made, but still accepts them. For instance, July’s mother keeps on insisting that the â€Å"white people will bring trouble† while July firmly states that this will not be the case and that they will be staying with them. It is not only July that acts differently towards the others. Towards her husband Emma Bovary appears to be a loving housewife, though outside her marriage she is adulterous. She tries desperately to be of the former, though she gets bored of Charles who is not the man that she has conjured up taking into consideration the romance novels that she has read in her childhood. Therefore she goes and tries to find someone who will fulfil her needs. However she is fully aware of the fact that the relationship with Rodolphe and Leon are not what she has dreamed of either. Though she is naà ¯Ã‚ ¿Ã‚ ½ve enough to give up everything for Rodolphe, seeing as she wants to elope with him. Even during the affair with Rodolphe, Emma seems to Charles as the most loving wife he could have. Though it is not until the relationship with Rodolphe failed and having received a letter from her father, that she beings to repent and tries in desperation to turn to God and become a faithful wife not only on th e outside but also in her inner feelings. The two female protagonists have some masculine features. Maureen, not so much at the beginning of the novel, but as it progresses her masculinity becomes more apparent in her efforts to find a place for herself in the village. She is also deprived of the comforts that she is used to in Johannesburg, even things for basic sanitation which disgusts Bam who no longer see her as attractive as he had seen her back home, even comparing her neck to his father’s. Moreover, without the routine of their married life, they find it difficult to continue their relationship as man and wife. When Maureen follows the black women to the fields one day, she is told soon after not to work by July, saying that the work the black women do are not fit for a white woman. This differentiates Maureen from the other women in the village, making her feel uncomfortable. Though it is clear that she does not have the same status as a man, as July does not treat her with as much respect as he would have done at home, as he yells at her in his own language, like he would do to one of his own women. Therefore she is confused by how she should act towards July and when she enters his women-free hut she must convince herself that she is different because â€Å"their relationship had been a working relationship.† Emma, on the other hand, is dominant in nature. Dominance being a masculine feature. She has admitted defeat over that she is a woman and therefore will not be acceptable to follow her dreams but she bosses around Charles in a way that she may be seen to be living off his life. For instance she persuades him to operate on Hippolyte’s leg. If it wouldn’t have been for her, he would not have attempted such a thing and Hippolyte may have kept his leg. Another example of her dominance in the marriage is when they are at the ball, Emma tells Charles not to dance as he will make a fool out of himself with his clumsiness. However, Emma has less claim to be at the ball as she is only a peasant’s daughter while Charles is at least middle class. Furthermore she dreams of belonging to the upper class, even though she knows that she will never fit into the picture as she is after all married to Charles. In conclusion, the authors develop the contradictions and incorporate them when developing a character. It is evident that people will have different reactions and emotions concerning various people which may contradict some of their actions or role in society. July shows a different side to himself confusing Maureen. Through this and other factors, she develops herself into a more masculine figure who becomes more independent of her family, symbolized by her crossing of the river at the end of the novel, while Emma is shown to be stuck in her situation and the only way out is concluded to be death.

Boeing Aircraft Company Case Study Example | Topics and Well Written Essays - 1000 words

Boeing Aircraft Company - Case Study Example This American aircraft company is also respected for reportedly holding the most diverse, inventive and skilled workforce in the world (Boeing, 2013). The specific areas of competition that Boeing currently witnesses can be identified on the grounds of managerial economics, unique and valued added business strategy applications and managing the various external forces efficiently. In this regard, influence of changing customer behavior and competitive barriers raised by its chief contemporaries (including Airbus SAS) shall be noteworthy (Taylor & Tillmanns, 2002). Competitive Strategies applied by Boeing and Airbus Boeing has been successful in capturing a large proportion of the current aircraft market and subsequently, acquiring a significant position in the service industry. In the current scenario, Boeing exercises around 54% share of the aircraft market while its total commercial department amounted to $30.1 billion as on the year 2001. Notably, the invention of 747 Jumbo Jet in 1966 by Boeing brought about a revolution in the world of air travel. Correspondingly, Boeing had approached the aircraft market through a unique innovation of the large sized point to point aircrafts. Recently, it has developed a Wi-Fi inside the plane which will create an ease for the passengers in accessing internet during their journey in air (Taylor & Tillmanns, 2002). As apparent from the discussion, one of the approaches considered with principal significance by Boeing when entering the aircraft marketplace is continuous innovation. A chief competitor of Boeing, as was mentioned above, is Airbus SAS. Airbus was founded in the year 1970 as a result of association in the European aerospace industry. Later it was amalgamated into a single company by the year 2001. As on 2001, it captured 46% share of the global aircraft market being second to Boeing. Historically, the company was established by the European countries with an intention to compete with the larger American aircraf t companies and earn a good subsidiary form the European governments. It has a wide range of product line such as the Twin Aisle A340 and the Single Aisle A320. It is in this regard that working in a common market and above all, because Airbus was designed with an intention to compete with the American airline industry players, it tends to be a major rival to Boeing (Taylor & Tillmanns, 2002). Similarity and Differences between Boeing and Airbus Boeing and Airbuses, being the major competitors to each other, possess certain similarities as well as differences in various strategic aspects. On the basis of the notions related to managerial economics, both the companies can be observed to operate with a similar approach of customer service oriented management. Both the companies have therefore been designing the aircrafts keeping in mind the comfort of the customers and their growing needs of convenience as well as security. The aim of both the aircrafts has thus been centered to earn profits along with sustainability by rendering quality services in addressing almost every minute requirement of their targeted customers. Both of these are involved in the creation of additional benefits to the customers by developing newer and innovative aircrafts on a

I'll attach it Essay Example | Topics and Well Written Essays - 500 words - 1

I'll attach it - Essay Example watched carefully, for instance, Windows Internet Control Board, subcontracted Mac service called internet configuration, as well as MacOSs Configuration Manager (McCandlish). While browsing, one must not go for searching their private information, such as username, address, and other sensitive information like social security number and credit card number. Such searches provide a way to access the user’s doorway. And thus, the hackers can easily attack, and users face the issues like identity theft as well as other phishing problems (Eckersley, Schoen and Bankston). As the ISP has the information regarding the user’s identity, so it can connect this information with the user’s searches or also it can bundle up all the user’s searches within a solo search history. One must be careful or must not use URL like http://search.comcast.net, when the user have the subscription from Comcast Broadband. In the same way, if the user is AOL subscriber, then it should avoid using the search icon within the AOL client software or URL http://search.aol.com (Eckersley, Schoen and Bankston). Usually, the search engines provide the user with option to form a private account and go for searching. However, it also happens that these search engines are linked to further services, which creates a situation where the user either login to search engine or any linked service, then these services are associated to one another or all in all, to the private account of the user. Examples of such affiliations include the association of MSN with the MSN messenger and Hotmail, Google with Google Chat and Gmail, as well as A9 links with Amazon. Thus, if the users are using the services like Hotmail or Gmail, then they must not use their linking search engines, for example, using a Hotmail account, the user should search from MSN, particularly when they are using that account (Eckersley, Schoen and Bankston; McCandlish). Additionally, there are some small pieces of information named

Gendered Landscapes Coursework Example | Topics and Well Written Essays - 250 words

Gendered Landscapes - Coursework Example In the image above, the woman is left to make sure that the children have completed their homework, dressed and have everything ready for school as well as clean the house and conduct other household chores (Carubia, Dowler, & Szczygiel, 2005). The husbands or the father figures fail to take into consideration that the same women have day jobs that also need their attention thus leaving the women just as exhausted as their male counterparts. The barriers â€Å"stops† experienced by most working women is that the male gender still embraces the cultural way of division of labor where they are expected to fend for their families as the females take care of the families. Due to the hard economic times most families are unable to afford hired help, and so all the chores are left to the woman. The male elements are privileged whereas the female elements are marginalized. The males have time to unwind upon leaving their jobs while the women have more work awaiting them at home just as shown in the image above. Despite the prominent sectors of feminists being institutionalized and professionalized, they should still fight for the womens welfare (Carubia, Dowler, & Szczygiel, 2005). The domestic duties should be equally divided between the male and the female counterparts of the family to promote equality in all parts of life. My husband has heard my plea â€Å"destination† and is currently helping with a few things. Though he doesn’t do much at least he makes an effort. The fight for equality for women should not only end in the workplace, industrial world, and the political world but should also be extended to homes (Baugher, 2010). (AdriHead,

Inpatient Prospective Payment System and Outpatient Prospective Assignment

Inpatient Prospective Payment System and Outpatient Prospective Payment System - Assignment Example The OPPS, on the other hand, involves yearly deductibles and copayments (CMS, 2010) by the patient to cover the overall cost. Both the systems, and especially the OPPS, are designed to have an overall profiting effect on the Medicare; they save Medicare the money expended on patients. This is because, for example, in the OPPS, the patient is expected to meet the costs in two ways; the yearly deductible, and the copayment that he has to pay as an outpatient (CMS, 2010). It is evident that this results in an overall money-saving for the Medicare as opposed to if Medicare had to meet the complete cost without any contribution from the patient. It is not feasible to have only one system for both the inpatient department and the outpatient department. This is because of the different needs of the two departments and the different factors that influence their payment scales. Inpatient usually requires complex procedures (CMS, 2011) and prolonged hospitalization, so the net cots incurred by the hospital are considerably greater than those incurred by the outpatient department because that mostly involves routine checkups, drug administration, and minor surgeries (CMS, 2010). The number of cases per department may also vary greatly.

Marketing assessment Essay Example | Topics and Well Written Essays - 500 words

Marketing assessment - Essay Example For the purpose of fulfilling its motto of quality customer service, Etihad Airways provides its travelers with comfortable and convenient lounge services. The lounges are build using warm services and a well-appointed interior which provides its customers a luxurious and comfortable flight to their destinations. The method of SWOT Analysis is a technique of strategic planning utilized to assess the strengths, weaknesses, opportunities, and threats which are the part of the current project. It pertains to the specifying of project objective and identification of external and internal factors which have been positive and adverse in the achievement of the project objectives. Etihad Airways has built well-furnished, luxurious lounges for its travelers in Abu Dhabi and all around the world. These lounges have spa, refreshment rooms, five start dining, a well-stocked library and other services for its customers. Price is the key element of marketing mix which generates revenues from sale. Besides this, all other elements constitute costs for the business. The element of price is fixed by discovering the customer’s perception regarding the value of item to be

Systems and Operations Management Assignment Example | Topics and Well Written Essays - 2750 words - 1

Systems and Operations Management - Assignment Example The solution provided by the combination of a supply chain management system and enterprise resource planning solution will provide the framework that will support Atokowa in terms of its demand for data, information and knowledge. Corporate ambidexterity will enable Atokowa to respond to the current challenges and the demands of the future while protecting its bottom line. The same is true for transforming Atokowa into a learning organization. The recommended solutions not only will support an ambidextrous organization it will also provide the necessary infrastructure to a learning organization. The initiatives proposed by George Hargreaves and Hayley Atokowa can be considered the first step towards the right direction in expanding the market and widening the demography of Atokowa. The proposed implementation and integration of an enterprise resource planning solution and supply chain management system will support the initiatives. Creating an ambidextrous and learning organization will create the necessary corporate culture of excellence geared towards continuous improvements. Table of Contents Executive Summary 2 Table of Contents 3 Background of the Case 4 Business Analysis 4 Issues 5 Pricing Strategy 5 Operating Issues of ASIS 6 Customer Service Operations 6 Custom Print 6 Warehousing 7 Atokowa Supply and Purchasing: 7 Atokowa Brands: 7 Expanding Presence in the Internet 8 Information Technology 8 Conclusion 8 Recommendations 10 Pricing Strategy 10 Operating Issues of ASIS 10 Customer Service Operations 11 Custom Print 11 Warehousing Supply and Purchasing 11 Atokawa Brands 12 Internet Initiatives 12 Atokawa as a Learning and Ambidextrous Organization 13 Change Management 14 Bibliography 15 Background of the Case Atokowa is an Australian company providing office supplies and stationary products catering to business and individual clientele. Founded in 1964 the company now boasts of key presence all over Australia providing one stop shops for stationary and office supplies. When the company was turned over to Jonathan Atokowa, he expanded the business to include several key executives covering specific areas of operation within the company. Jonathan also focused on technology after realizing that this will be the future of the industry. Business Analysis Atokowa business process can best be described as having three revenue streams. The service revenue stream is provided by the Custom Print, the product label stream and the retail outlet revenue stream. Custom Print provide a production chain process that starts with an order from a client, actual production work from Atokowa and then delivery of the manufactured goods. Atokowa labels are conferred to generic products for maximum profit. However, the choice of product is random and there are no real criteria or structure in the choice of product and the quality of product that will be sold under the Atokowa label. A real effort to develop an Atokowa brand and have it Toll Manufactured to ensure quality and consistency should be planned for the future (Henry J. Johansson, 1993). Atokowa retail process includes consignment and actual purchase of items from vendors then selling it at a slightly higher price. Agreements with label owners and manufacturers and distributors do not include actual supply chain plan agreement, purchases and supply are determined by orders from Atokowa for delivery to the warehouse then eventual

Strategic Management Essay Example | Topics and Well Written Essays - 3500 words - 1

Strategic Management - Essay Example A bird’s eye view on the Australian wine industry, at this juncture, would be appreciable. Wines in Australia though are 200 years old, the industry was sluggish in its initial years. They have now caught pace in New-world countries that they are considered the ‘Hot Trends’ in the market. Thomas Hardy & Sons wine company, known for its quality wines, was established in Australia in 1853 and was most respected for its culture and polite values. Berri Renmano Ltd. (BRL), a co-operative and merged entity was known for aggressiveness and commercial success. Hardy group had to incur huge losses after acquiring some French, Tuscan and Italian old wineries. At the same time, BRL was also facing financial hardship, but nevertheless proposed and merged with Hardy which according to the industry analysts was not a great arrangement. Owing to the financial strength of the BRL team, BRL Hardy had more of BRL’s executives at the top notch in the merged entity while the Hardy’s executives were a bit suppressed. Irrespective of all these happenings, the group was an initial success. After the initial success, there were differences regarding the marketing and distribution of some key brands of the company between Stephen Davies, the Group Marketing and Export Manager based at the head office at Reynella, Australia and the Managing Director of U.K. management team – Christopher Carson. For instance, while Davies was planning to launch a global brand, Carson tried to develop a low price wine brand D’instinto. This attemp t was criticised by Davies citing examples of Carson’s failure in renewal of distribution agreement of Caliterra (wine brand) and disappointing launch of brand Mapocho with a Chilean sourcing. Nevertheless, Steve Millar, the Managing Director of the BRL Hardy Company as a whole understood these delicate issues and tactically dealt with both of them. Similarly, the head office was planning to launch Banrock station, a product which was a

The Enterprise Is Emirates Airlines Assignment Example | Topics and Well Written Essays - 3250 words

The Enterprise Is Emirates Airlines - Assignment Example Background Emirates Airlines was established by the Government of United Arab Emirates (UAE) in an agreement with the Pakistan International Airlines (PIA), in May 1985 and the foremost service was started on 25th October, 1985. It is one of the largest airlines of Middle East and recognized as a global player in worldwide airline industry (Cannegieter, 2004). Emirates Airlines had begun their first flight with the destination of Bombay, Delhi (India), Karachi in Pakistan along with Colombo in Sri Lanka and Cairo in Egypt. In 1987, Emirates had started the services with London, Frankfurt and Istanbul. In 1992, the airline company had expanded their services to Djakarta, Rome and Paris. In present days, Emirates Airlines is offering their customers with the domestic, the international and the regional flights. They are serving 53 countries with 75 destinations in the Middle East, Europe, CIS, Africa, Australia and many other regions (Cannegieter, 2004). The Emirates Group holds 40 per cent of stock in the Airlanka. It is an airline company of Sri Lanka. Emirates Airlines has recently made 10 years agreement with Airlanka. This in turn can increase the long-term growth of the company. The organization has made ‘code share’ based agreements with Air Mauritius, ANA, Air India, British Airways, Daallo Airlines, continental Airlines, Finnair, Japan Airlines, Srilankan Airlines and Thai Airway international (Cannegieter, 2004). Emirates Airlines hardly faced economic downturn because the company has set up their centre point in Dubai to get connected with European and Asian countries. Dubai is the ‘City of Gold’ in tourism and commerce and is also known as tax free city for shopping. Many luxurious hotels are also situated their like Burj-Al Arab and other seven star... This essay stresses that organizational culture encompasses the customer satisfaction along with the organizational dedication to the employees because both customer and employee satisfaction are essential factors to gain competency in the market. Adaptability, involvement, mission and consistency are the aspects of Denison Organizational Culture Model This paper makes a conclusion that Emirates Airlines has implemented the organizational culture successfully and through the Denison Model, it can be inferred that motivating the customers and satisfying the employees are the key features of cultural management. From the above context, it can be stated that Emirates Airlines are highly concentrated on the motivating the customer along with analyzing the customer requirements. Emirates Airlines have won many awards for providing high class services. The company has motivated their employees by providing incentives, gratuity payment and bonus. Employees of the Emirates Airlines are secured for the future because the government is providing them with the insurance and pension payment. Customer satisfaction level of Emirates Airline can be judged by the company’s dedication that has been discussed earlier. Emirates Airlines had committed to ensure the customer satisfaction along with the motivation of the employees, this can be on e of the reasons for it to become one of the largest airline companies throughout the world.

Organisations - Contrast the Assumptions of Mainstream and Critical Approaches to studying Organisations Essay Example for Free

Organisations Contrast the Assumptions of Mainstream and Critical Approaches to studying Organisations Essay An organisation is a group of people intentionally organised to accomplish an overall, common goal or set of goals. Business organisations can range in size from two people to tens of thousands. Organisations are complex phenomena and understanding them – either from the point of view of academic analysis or as a basis for practical attempts to change them – is also complex. It is obvious that organisations vary in a number of key ways, for example structures, cultures, personnel systems, and so on. There are several important aspects to consider about the goal of the business organisation. These features are explicit (deliberate and recognised) or implicit (operating unrecognised, behind the scenes). Ideally, these features are carefully considered and established, usually during the strategic planning process. Vision Members of an organisation often have some image in their minds about how the organisation should be working, how it should appear when things are going well. Mission An organisation operates according to an overall purpose, or mission. Values All organisations operate according to overall values, or priorities in the nature of how they carry out their activities. These values are the personality, or culture, of the organisation. Strategic Goals Organisations members often work to achieve several overall accomplishments, or goals, as they work toward their mission. Strategies Organisations usually follow several overall general approaches to reach their goals. Systems and Processes that (hopefully) are aligned with achieving the Goals Organisations have major subsystems, such as departments, programmes, divisions, teams, etc. Each of these subsystems has a way of doing things to, along with other subsystems; achieve the overall goals of the organisation. Often, these systems and processes are defined by plans, policies and procedures. How you interpret each of the above major parts of an organisation depends very much on your values and your nature. People can view organisations as machines, organisms, families, groups, etc. The study of organisations draws on a number of disciplines: Economics Classical economics viewed the firm as a single decision-unit engaged in maximising profits. It ignored the possibility of conflict between owners, managers and employees. The obsession with competition failed to take into account the other goals which may take precedence in organisations. Organisation theory partly owes its existence to a reaction against such simplistic ideas. It became necessary to understand behaviour which seemed in classical terms to be irrational. Psychology Psychology is a wide-ranging subject. Early psychologists provided an insight into individual behaviour within organisations particularly on aspects of motivation and leadership. The Hawthorne studies led to a realisation of the importance of social phenomena, such as the informal groups, group norms and conformity. Valuable as these micro-level studies were, they only compounded to the issue by making it difficult understand the link between the behaviour of individuals and the structure of the organisation in which they worked. Sociology Organisational sociologists took a wider perspective, setting the organisation within its environmental framework specifically in relation to society and its institutions. Some sociologists have examined formal organisational structures, particularly in relation to technology. Dating from Webers early work on bureaucracy, sociologists have taken a particular interest in non-profit making organisations. Organisations as Systems (Systems or Mainstream Theory) Mainstream Organisational theory thinks of organisations as systems. Simply put, a system is an organised collection of parts that are highly integrated in order to accomplish an overall goal. The system has various inputs which are processed to produce certain outputs, which together, accomplish the overall goal desired by the organisation. There is ongoing feedback among these various parts to ensure they remain aligned to accomplish the overall goal of the organisation. There are several classes of systems, ranging from very simple frameworks all the way to social systems, which are the most complex. Organisations are, of course, social systems. Systems have inputs, processes, outputs and outcomes. To explain, inputs to the system include resources such as raw materials, money, technologies and people. These inputs go through a process where theyre aligned, moved along and carefully coordinated, ultimately to achieve the goals set for the system. Outputs are tangible results produced by processes in the system, such as products or services for consumers. Another kind of result is outcomes, or benefits for consumers, e. g. , jobs for workers, enhanced quality of life for customers, etc. Systems can be the entire organisation, or its departments, groups, processes, etc. Feedback comes from, e. g. , employees who carry out processes in the organisation, customers/clients using the products and services, etc. Feedback also comes from the larger environment of the organisation, e. g. , influences from government, society, economics, and technologies. Each organisation has numerous subsystems, as well. Each subsystem has its own boundaries of sorts, and includes various inputs, processes, outputs and outcomes geared to accomplish an overall goal for the subsystem. Common examples of subsystems are departments, programs, projects, teams, processes to produce products or services, etc. Organisations are made up of people who are also systems of systems of systems and on it goes. Subsystems are organised in a hierarchy needed to accomplish the overall goal of the overall system. The organisational system is defined by, e. g. , its legal documents (articles of incorporation, by laws, roles of officers, etc. , mission, goals and strategies, policies and procedures, operating manuals, etc. The organisation is depicted by its organisational charts, job descriptions, marketing materials, etc. The organisational system is also maintained or controlled by policies and procedures, budgets, information management systems, quality management systems, performance review systems, etc. One of the most common ways at present is to look at organisations is as organisational systems. This view is becoming more common among professionals who study, teach and write about organisations. Practitioners who work with organisational management to improve organisations also tend to view organisations as systems so it has been termed the mainstream approach. Note that machines, organisms, persons, groups, families, family dynasties are all systems, too. Probably everyone in the workplace has their own conception of what organisation means. As with most highly complex terms, everyone is right and everyone is wrong. The concept of organisational culture is much like an organisational personality. Organisations, like people, have life cycles. Many people view organisational learning much like we view organisms to be learning. Organisations can accumulate and manage knowledge as well. There are a variety of books that describe other traits of organisations much like traits of people, e. g. , depressed organisations, addictive organisations, etc. David Needle makes two important points about the dynamics and determinants of organisational structure and functioning: organisations are not simple unitary, consensual entities where everyone agrees on and focuses on shared organisational goals but where sectional, group interests and viewpoints exist and flourish. And although in many ways organisations are the most rational entities ever created where managers and employees strive to make sensible decisions about purposes and to design organisations and processes that efficiently achieve these purposes, in reality irrational forces also play a major role (Salaman, 2001). Setting organisational goals is a complex process whereby both external factors and internal politics need to be taken into consideration. As such, the system is highly dynamic and changes in the goals will occur with changes in the external environment, such as market demand, technology and government policy, as well as changes that take place between interest groups within the organisation e. g. , sales and production departments. A number of goals may operate at any one time. These may conflict, but in general the goals of a business follow closely those of the dominant coalition (Needle, D; Salaman 2001). A change in ownership or top management is likely to lead to a shift in emphasis of the firms operations too. The culture of an organisation refers to those factors which enable us to distinguish one organisation from another and are the product of its history, management, operating environment, technology, goals and so on. More recently the notion of organisational culture has been used in a more positive way and a set of principles have been developed which mark out the culture of a successful company from that of an unsuccessful one (Needle, D: Salaman, 2001). The goals, structure, patterns of ownership and size of an organisation both reflect and are reflected in its culture. The importance of the organisational culture is that it sets the scene for the determination of strategy and hence the operational aspects of organisational life. Mainstream organisation theory has attracted critical attention. Thompson and McHugh (Salaman, 2001), for example, have argued that there is a tendency for a narrow management plus psychology perspective which has little to do with real-life enterprises. In an attempt to produce a science of organisations, the main focus has been on identifying generalisations about behaviour in work situations and applying them to all organisations, regardless of their nature. In particular, theorists have paid scant attention to the differences between organisations which are subject to market forces and those which are not. Thompson and McHugh contend that it is not meaningful to treat organisations as diverse as scout troops and transnational companies within the same analytical framework and using the same domain assumptions (Salaman, 2001). This has been termed the critical approach. Let’s look into the critical approach a little more.

Ict And Language Learning Teaching Methods Information Technology Essay

Ict And Language Learning Teaching Methods Information Technology Essay The definitions could be considered narrow. More interestingly, Cambridge Advanced Learners Dictionary defines ICT in a narrower context: a school subject in which students learn to use computers and other electronic equipment to store and send information. It is noted that  both interpretations are deficient  in that it glosses over current ICT inventions and ignores previous technological devices such as printing machines, telephone, radio and television. In a broader view of ICT, we will be discussing the role of ICT in supporting language learning from the perspective of historical background and within the framework of SLA (Second Language Acquisition). In this essay we will seek to address the following questions: To what extend language learning are affected by ICT? How does ICT co-relate and correspond to learning-teaching methods and SLA hypotheses? 2 The role of ICT and Language Learning-Teaching Methods 2.1 Historical background Before the arrival of printing press, emphasis has been placed on catechetic and oral communication activities for grammar teaching and learning (Guo, 2010). Following the invention of movable printing machine in 1455, literacy among society has been significantly improved. As quoted by Crystal (2004: 56), the new invention gave an unprecedented impetus to the formation of a standard language and the study of its properties. On the other hand, Kelly (1969) states that deductive and inductive methods have existed for ages. To date, Brown (1994: 351) points out that the inductive approach is preferred as it is in tune with subconscious and implicit language acquisition. Kenning (2007) analyses that the emergences of both deductive and inductive approaches predated printing technology hence the popularity might not be attributed to the technology. Thus she states that ICT had little to do with the birth of the approaches. In addition, it is worthwhile to point out that the role of printing technology in language learning was limited in the early years. For instance, Comenius wrote a  pioneering  book in 1658, Orbis Sensualium Pictus, related to audio-visual learning method. He presented Latin vocabulary words and modern languages with pictures. (Leinenbauch Gillette, 1997: 486). This revolutionary inductive approach eventually failed due to technical difficulty and expensive cost of printing illustrations (Kenning, 2007). This claim is in line with Ellis (1997)s notion that, social and cultural contexts is among the external factors that significantly influence the amount of exposure and use of a L2 (p.4-5). Thus, successful implementation of an innovative learning approach may be postponed until the technology is ready for the conditions. Language teaching has been using technologies such as phonograph, radio, projector, tape recorder, computer, the Internet, the Web, interactive whiteboard, DVD-ROMs, mobile phone and personal digital assistant (PDA) (Davies 2005) to support language learning from early 20th century. Due to the versatility of ICT, one can thus argue that ICT has potential to play a significant role in facilitating learning methods connected to deductive and inductive approaches such as Grammar-Translation Method (deductive), Direct Method (inductive), Audio-lingual Method (inductive), Communicative Language Teaching Approach and Task-Based Approach (inductive). We are therefore going to review and discuss the advantages of ICT according to each of these methods in the following section. 2.2 Grammar Translation Method Grammar Translation Method is an L2 teaching method based on the analysis of grammar and translation from L1 to L2 and vice versa. (Wong, 2005: 118). Grammar Translation Method was derived  from classical method of teaching  Greek and  Latin in 16th century (Wong, 2005: 1) and only became popular in the late 19th century early 20th century.  It is interesting to note that although printing production had been improved since 15th century, the real revolution only began when steam-powered press was invented to deliver 1,100 sheets per hour (Hutchinson, 2008). Following this revolution, printing and publishing costs has been significantly lowered. This has consequently fostered the implementation of grammar-translation method as constant reference is necessary for translation (Kenning, 2007). Although this method began to decline following the introduction of Direct Method, its traces can still be found in todays language classrooms where reading competence is emphasised (Wong, 2005). In modern contexts, overhead projector and drill-and-practice CALL (behaviourist stage) have somehow replaced blackboard and books for uni-directional transmission of information in L2 grammar-translation classrooms (Warschauer Meskill, 2000). What is clear in this passage is the vital importance of  ICT in popularizing Grammar Translation Method in late 19th century and early 20th century. However, todays cutting-edge technology has failed to revive the traditional method. We could attribute this phenomenon to the deficiency of the deductive method itself, in which implicit language acquisition has been neglected. 2.3 Direct Method Thornbury (2007:21) defines the Direct Method as a method prioritises on oral skills, and, while following a syllabus of grammar structures, rejected explicit grammar teaching. Stocker (1921) and Clarke (1921) (both cited in Salaberry, 2001: 40) emphasised the important role of phonograph in learning L2 pronunciation and intonation. Boldyreff (1929) claimed that the use of phonograph makes language learning more scientific and efficient. However, Jespersen (1904) expressed his concern over the sound quality, especially the consonant was still far from perfect. The use of radio solved Jespersens concern. For instance, Quinault (1947) described BBC program English by Radio as perhaps the biggest experiment in language teaching by radio on purely direct method lines (p.119). She further claimed that the continental listeners managed to concentrate on the sound alone and eventually acquired the pronunciation successfully. As stated by Reith (1924), radio offered perfect pronunciation through native speaker utterance. Indeed, radio managed to cater the needs of language learners who adopted Direct Method in early years. Nowadays, Direct Method, well-known as Berlitz Method, is supported by cutting-edged technology. Learning are still done in oral context (Berlitz, 2010) but interactive white board, multimedia, the Internet and the Web have been integrated into Berlitz Virtual Classroom (BVC, 2010). In line with Kenning (2007)s claim, ICT at this stage has been used to meets the needs of eclectic approach set within a broad conceptual framework. 2.4 Audio-lingual Method (ALM) The ALM is led by behaviourist psychology and structural linguistic (Richards Rogers, 2001). In 1970s and 1980s, the behaviourist CALL (Computer-Assisted Language Learning) such as language laboratories served as effective tools to deliver instruction, dialogue memorisation, repetitive drill exercises and correct answers to the learners (Warschauer, 1996; Warschauer Meskill, 2000). Eventually, language laboratories were failed as it only adopted a single methodology and neglected creative production of human language (Chambers, Conacher Littlemore, 2004). In todays context, the role of ICT could still be traced. For example, the Duke University gave away iPod to 1,600 first year students to evaluate the effectiveness of the technology device in academic use (Belanger, 2005). Apparently, ALM was adopted in language learning: In languagesà ¢Ã¢â€š ¬Ã‚ ¦listening comprehension or performance-based components, practice and repetition was facilitated through digital audio files (Belanger, 2005: 9). For example, L2 learners spoken Spanish and their response during oral quizzes were recorded using iPod. Also, weekly vocabulary words with translations and audio diary was downloaded as learning materials (Belanger, 2005: 15). The use of iPod proved to be beneficial in supporting audio-lingual language learning in this project. 2.5 Communicative Language Teaching (CLT) Approach CLT approach adopts a broad and eclectic philosophy rather than specific prescribed procedure in language learning and teaching (Wong, 2005). Communicative CALL replaced behaviourist CALL in the 1970s and 1980s (Warschauer, 1996). Authentic situations, purposeful and meaningful communication, learner-centred settings, written and gesture communication are all important elements in this approach (VanPatten, 2002). It is clear to note that the ICT inventions have been used accordingly to fulfil the specific purpose of the approach. For instance, Fox (1997) reported that Language Learning Network project consisted of the Internet and video conferencing had successfully created a communication content-driven learning environment. More recently, Littlemore Oakey (2004) points out the Web has made authentic meaningful communication possible by providing substantial amount of resources and knowledge. CMC (Computer-Mediated Communication), for example, provide the opportunity to use the L2 authentically. 2.6 Task-based Approach Task-based approach is a syllabus that is organised based on a series of tasks that learners are expected to perform (Wong, 2005: 120). It has attracted much attention from SLA researchers over the past two years. Similar to CLT approach, broad and eclectic philosophy are incorporated in this approach. Thus the concept has been widely adopted by SLA hypotheses such as input processing, negotiation of meaning, focus on form and output comprehensible output (Van den Branden, 2006: 1). Indeed, ICT such as Internet and the Web has been used as powerful tools to enhance both CLT approach and task-based learning. This has yielded positive outcomes such as increased interaction, increased task authenticity and creative output production (Egbert Hanson-Smith, 1999). In this section we have reviewed to what extend ICT has supported language learning according to different teaching methods. In the next section we will discuss the role of ICT according to different SLA hypotheses. 3 The Role of ICT and SLA Hypotheses 3.1 Comprehensible Input According to Krashen (1981, 1982, and 1985, cited in Wong, 2005), comprehensible input is the language that learners can understand with their current level of linguistic competence. Multimedia enables visualization of abstract concepts and complex processes (Davies (2005)/ Also, modified input in multimedia CALL provides comprehensible input to learners (Chapelle, 1998). For example, by using captioned interactive video (Shea, 2000), learners will better understand the L2 discourse in the authentic discourse. In addition, comprehensible input is made available through task-based activities such as web-authoring task (Mishan 2004). The importance of exposure to authentic L2 text has been generally endorsed by SIA researchers (e.g. Larsen-Freeman Long, 1991). During web-authoring task using software such as Dreamweaver, FrontPage and GoLive, learners are exposed to authentic text in following the instruction to build their own website (Mishan 2004). For distance learning, ICT could be utilized to create learning environment with productive and rich L2 input. This consequently diminishes dichotomy between distance language learners and classroom learners (Davies et al., 2010). Along the way, good evidence about the positive role of ICT has been reviewed within the framework of Comprehensible Input Hypothesis. It is noted that ICT could be beneficial when the learners are exposed to rich and authentic L2 environments such as task-based activities and distance learning settings. However, agreeing with Bardovi-Harlig (2001), input alone is not sufficient to support language learning. In such a case we will explore the role of ICT in supporting Comprehensible Output and Interaction Hypothesis. 3.2 Comprehensible Output Comprehensible Output Hypothesis postulated by Swain (1985, 1995, cited in Wong, 2005) suggests that output learners need to be pushed to produce comprehensible output that is important to trigger noticing, positive feedback and negative evidence during acquisition. Davies (2005) states that ICT, especially computer, encourages comprehensible output, that is, active use of L2. As evidence, Evans (1996)s study reports that computer-based task is ultimately responsible to stimulate and improve learners oral communication. In particular, synchronous CMC tasks direct learners to produce higher quality spoken output (Kern, 1995; Warschauer, 1996). Blakes (2000) study supports Swains hypothesis by reporting that online interchange pushed learners to produce written output. In addition, as indicated by Warschauer (2001), learners appear to incorporate new learned syntactical patterns or lexical chunks extensively during CMC task (p. 290). Also, it is stated that the hypertext environment of the Web improves learners writing skills. Through the support of visual and sound using multimedia elements, learners are likely to extend their communicative output (Davies, 2005) in a context-rich setting. Apparently, we have all the good evidence on the use of ICT in pushing learners to produce comprehensible output. Learners are not only encouraged to use the L2 actively, but are also more willingly to try out new L2 knowledge in a more secured and virtual environment compared to real-life classroom. Indeed, the contribution of advanced Internet technology could not be denied in this context. Nevertheless, it is argued that comprehensible output is still not ample to facilitate the development of L2 linguistic system. We will hence examine if ICT plays any positive role in enhancing language learning experience from the perspective of Interaction Hypothesis. 3.3 Noticing Hypothesis Research revealed that noticing on specific linguistic features in the L2 input is crucial to language learning (Doughty, 1991). By manipulating L2 input using ICT, such as multimedia CALL, input enhancement technique could be applied easily into language learning or teaching pedagogy. Thus the chance of noticing could be increased (Chapelle, 1998). Littlemore and Oakey (2004) later characterized web-based resources meet one of Chapelles (2001) criteria for CALL task appropriateness, namely focus on form (p. 98-99). From the point of view of grammar instruction, studies conducted by Ushioda (2000), ORourke (2005) and Meskill Anthony (2007) show that CMC tasks successfully draw learners attention to the specific linguistic features in their own output, and engage in focus-on-form (originated by Michael Long, 1983, 1996 cited in Wong, 2005) communicative practice. In addition, Yuans (2003) study reported that combination of on-line chat and regular in-class discussion increased learners awareness of their grammatical errors in their interlanguage. Also, Kukulska-Hulme Bull (2009)s study indicates that language learning diaries using mobile assisted language learning enhance learners noticing of linguistic feature in L2 input. From the point of view of vocabulary acquisition, the multi-dimension hypertext supports Schdmits Noticing Hypothesis by providing a mixture of multimedia elements to learners. For example, empirical evidences obtained by Jones (2004) and Yanguas (2009) show that multimedia environment is beneficial for L2 vocabulary acquisition. In their studies, learners managed to notice the target words with visual aids and textual glosses. With regards to the Noticing Hypothesis, we can clearly define the advantages of the use of ICT. Indeed, through multimedia environment and mobile language learning, learners are supported to focus on the specific linguistic features (e.g. input enhancement and focus on form) and develop L2 linguistic system in more natural and flexible settings compared to face-to-face classroom. 3.4 Interaction Hypothesis Interaction Hypothesis (Gass, 1997, 2003 cited in VanPatten Benati, 2010) asserted that interaction is necessary in language learning process because learners output may trigger input modification by other speakers. However, the opportunity to interact face-to-face is rather restricted within the regular L2 classroom settings (Kitade, 2000). Fortunately, the invention of the Internet and the Web has provided a better interaction platform to learners. A number of research studies have been conducted on negotiation of meaning and CMC, a manifestation of Warschauers (1996) concept of integrative CALL (e.g. Blake, 2000; Kitade, 2000; Meskill Anthony, 2007). Warschauer (1997) states that the inter-cultural context make online learning a potentially powerful tool for collaborative language learning (pp. 470). Through CMC tasks, learners interact more actively with L2 (Kern, 1995; Warschauer, 1996). For example, learners appreciate the corrective feedback from their partners in email exchanges tasks. (ODowd, 2004; St. John Cash, 1995). Also, Blakes (2000) study shows that CMC promotes L2 acquisition of lexical items through interaction on a synchronous on-line chat program. When communicating with native speakers, miscommunication or even misunderstanding may happen when the learners do not know when and how to use certain linguistic forms appropriately. Research has found that instruction on the speech acts helps learners to improve their pragmatic performance and communication competence (Kasper Rose, 2002). In this context the role of ICT becomes, once again, crucial since we can argue that tandem learning system could eliminate, or at least, reduce the sense of offence and embarrassment. 3.5 Motivation ICT is potentially a great tool to boost both integrative and instrumental motivation in language learning process. Integrative motivation is related to psychology whereas instrumental motivation set language as tool to derive benefit from the environment (VanPatten Benati, 2010: 111). Some research shows that synchronous CMC leads to significant motivation boost among L2 learners. For example, Appel Guerrero (2002)s study shows that tandem project via email encourages learners to correct each other. Also, passive and shy learners appear to be more active to participate in electronic discussions compared to teacher-led discussions. (Beauvouis 1992; Kelm, 1992). From the perspective of instrumental motivation, Web authoring tasks inspire the sense of authorship and create the feel of privilege among language learners (Mishan, 2004). Scripting, recording, producing and performing own podcast works will enhance learners sense of ownership (LTS MFLE, 2010). These situations will undoubtedly increase their motivation and derive  a sense of accomplishment along the process of task-based language learning. However, Owen (2008) argues that the level of motivation is heavily depending on achievability of task. This notion implies that although ICT plays a significant role in enhancing motivation, teachers/instructors play a more dominant role in designing and choosing the most appropriate ICT task best fitting their students needs. 3.5.1 Autonomous Learning Motivation has close link with autonomous learning. Autonomous and independent learners become highly motivated and this leads to better learning outcomes (Dickinson, 1995, cited in Benson, 2001). The early application of CALL as behaviorist tool was less efficient for autonomy development (Fox, 1994). During the communicative phase, the pre-programmed CALL still played role as tutor although the tasks did not grant full control to learners. (Benson 2001:137). However, Kenning (1996: 128) stated that the used of word processors in communicative CALL supported cognitive and meta-cognitive autonomy. Thus, Benson (2001) further stated that when computes used as non-language learning tools, autonomy will be enhanced. Later, multimedia, the Internet and the Web has brought CALL to current integrative phase (Warschauer, 1996). Integrative CALL supports autonomy learning development with rich input and encourages learners to take control over the selection of learning strategies and materials (Benson, 2001). Mishan (2004:130) further claims that the Internet is the most powerful medium to orientate learners towards autonomous learning. Indeed, learners are supported by various forms of multimedia on the Web to search and discover learning strategies that best suit them. Its been observed that independent learners play more active role during language learning process. For example, the use of authoring software and cognitive tools engage learners as researchers and the experimenters in a L2 task-based learning classroom (Rà ¼schoff, 2004). In addition, one of ODowd (2004)s Spanish students who learned English as L2 expressed his/her opinions on email exchanges by stating that we have the opportunity to have a teacher and, at the same time, to be teachers (p.156). This implies that learners are motivated when they play role as tutors by correcting partners language errors during the exchanges. Also, CMC learning tasks via e-mail exchanges (Ushioda, 2000) and MOOs (object-oriented Multiple User Domains) (Sheild, 2001) is excellent for autonomy learning as learners are able to take control of their learning process, content and objectives. In addition, Sarasin (1999: 2) states that tailored exercises that fit their students learning ways will maximize the learning potential outcome. For example, Hot Potatoes is an excellent authoring software that enables teachers to design language activities such as multiple-choice questions and gap fills exercises according to learning styles of their own students. We can argue that the role of ICT is, certainly, more prominent if being explored from the angle of independent learning. Language learners gain access to rich L2 resources via ICT devices such as the Internet, the Web, Podcast and digital mobile phones. 3.5.2 Learning Strategies OMalley d Chamot (1990) classify learning strategies under three main categories: cognitive (repeating, translating, and analyzing), metacognitive (organizing, planning and controlling) and socio-affective (seeking clarification, co-operating with peers, self-talk). Learners who have regular opportunities to develop their metacognitive awareness through on-line training may become more autonomous language learners. With the arrival of audio-video conferencing systems, distance learners can learn language at anytime and share opinions on their roles in it (Hauck, 2005). For example, Whites (1995) study shows that independent distance learners aware that they need to re-evaluate their role and responsibilities as language learners thus make greater use of metacognitive strategy, especially self-management. For cognitive strategy, learners are able to apply their prior knowledge about L2 in creative ways on different multimedia activities on the Web. Memory strategy is thus supported through multimedia elements of the Internet where images and sounds are available for mental linking. Also, CMC provides a platform for learners to apply social strategies where learners more aware of the relationship between the target language and its cultural (ODowd, 2004). They will be able to share recommendations for useful resources and tools found on and off the Internet. (Warschauer Shetzer, 2000: 179). To summarize we can therefore argue that ICT, if properly used, is unquestionably helping language learning and could contribute towards different learning strategies development. 3.5.3 Learning Styles ICT such as interactive games, interactive whiteboard, video and digital image offers support to different learning styles and allow learners to learn in ways appropriate to their learning approaches (Becta Report, 2009: 2). In particular, language learning tasks through the Internet can suit different learning styles. For instance, Sheikh Dibs (2003) points out that the needs of visual learners are fulfilled by text, images and video whereas auditory learners are supported with oral presentation on the Web. Sensory learners enjoy both visual and auditory resources on the Web. Hands-on learners will apply their knowledge through activities such as on-line games and cross puzzle. To sum up, learners learn better when they are interested and ICT serves to extend and prolong their initial interest (Murray Barnes, 1998). Integrating various forms of multimedia is doubtlessly among the best option to present L2 input. This practice increases the variety of learning tasks when teachers/instructors manage to adapt and modified the content to meet different types of learning styles. In this session we have reviewed the positive role of ICT. Indeed, the incorporation of technology into language learning always corresponds to external and internal factors indentified within the framework of contemporary SLA research. Internal factors are cognitive factors such as processing strategies, prior linguistic knowledge, the architecture of LAD (Language Acquisition Device) of the human brain (VanPatten, 2003), aptitude and motivation (Myles, 2002). Meanwhile, social factors, input and interaction are identified as external factors by Ellis (1997). We could easily identify both factors in todays language learning contexts and how effective are they in supporting learners to build their L2 linguistic system from different perspective. However, ICT could be a two-sided sword if not being used without proper guide. In the next section we will discuss the disadvantages of barrier of the use of ICT. 4 Disadvantages and Barriers of ICT In the section above we have identified a substantial number of advantages for the use of ICT in language learning such as the fact that ICT provides easy and reliable access to authentic materials, supports different learning styles, enhances cross-cultural communication and collaboration. However, empirical evidences have identified some problems and barriers to the use of ICT in language learning which will be reviewed and analysed in the following section. 4.1 Security Ramirez et al (2008) identify cyber bullying as a growing problem among teenagers and young adults in schools. Even peer bullying among children is budding due to the increased anonymous use of wireless ICT devices on the Web (Tettegah et al, 2006). Gender differences have also been identified in CMC, where men tend to dominate the discussion (Cook et al., 2001). In addition, Herring (2000) reports number of offensive case against women in asynchronous CMC. For instance, Dibbell (1993, cited in Herring, 2000) textually-based virtual rape and sexual harassment incident were reported by Dibbell (1993) and Reid (1994) (both cited in Herring, 2000). Indeed, such incidents reveal the dark side of the technology which deflates social responsibility and accountability. In addition, vast amount of information is available on the Web and not all of them are appropriate. In particular, the exposure of pornography on the Web to teenagers and children is always a focus issue and concern over the use of the Internet. To overcome these circumstances, filtering software such as Surf Watch enables parents and teachers to protect students against undesirable material. However, full control and censorship on the Internet is unjustifiable and unenforceable. When the Internet access is available in the classroom, careful supervision and safeguard is necessary to increase security and protection level. The role of the instructor/teacher is therefore vital not only in terms of preparation of ICT-based activities but also in the supervision and delivery of the Internet based activities. 4.2 Learners-Fit As stated in previously, the ready-made Web-based resource might not fit the specific needs of learners with different learning styles. Moreover, ready-make multimedia packages  available on commercial  language learning software are usually technological driven and do not take learners specific needs into serious account (Murray Barnes, 1998). Thus lack of expertise in developing software program could lead to lack of reliability. In addition, Littlemore Oakey (2004) also addressed the limitation of Web-based resources to meet the needs of learner-fit (Chapelle, 2001: 59). Ready-made exercises and resources on the Web, such as Si Espana and Bonjour de France are less likely to cope with every different learning style. Thus careful decision should be made when teachers or learners are pondering on whether or not to use these materials for language teaching/learning. Also, this could be tackled by using web-based authoring tools appropriately. The baseline is that teachers/instructors need to modify and adapt the ready-made materials according to the precise needs of their own learners group. 4.3 Information Overload It could be problematic if learners are bombarded with massive amount of information through ICT and leads to information overload (Littlemore and Oakey 2004). Moreover, searching online could sometimes be time consuming (for both instructors and students) where the quality and accuracy of the contents is not always under control. In addition, task-based learning activities without proper design will also lead to information overload. For example, in a many-to-many interaction through CMC, some learners might find that they are lost in group discussion. Thus certain information might be ignored and becomes a set of asocial monologues (Moran, 1991:52). Therefore, training is necessary to equip learners and instructors with appropriate searching and skimming skill. Teachers/instructors also need to be trained to design tasks in accordance to SLA theories and that allow the learners to response to the discourse in a multi-way CMC, to explore the material and consequently generate positive learning outcomes. 4.4 Reliability Warschauer (1999) reported that a great number of network-exchanges project failed to meet the expectation of language learning outcomes. This is due to the difficulty to maintain learners and their partners initial interest and motivation. Cross-cultural email exchanges might sometimes be boring and tiresome if the learners can not find common interest with their partners. This weakens the initial passionate if the exchanges are not goal-oriented (ODowd, 2004). In other words, without proper design and guidance, CMC tasks could be meaningless and lead to communication breakdown. In addition, learners might be discouraged if their CMC partners do not turn up in the chat room or answer their message (ODowd, 2004). This might be attributed to factors such as lost of interest, poor time management and limited access to the Internet which it is definitely not helping SLA. ODowd (2004) further points out learners might develop perception that the cultural of the L2 country is unfriendly. This implies that the learners will be further discouraged to continue learning the L2. To solve this issue, learners and their partners should be trained and be educated beforehand on this issue to established friendly relationship (Fischer, 1998; Muller Hartman, 2000)with their partners. As far as social reliability is concerned, technology reliability is also considered as a barrier. Specifically, computers are sometimes unreliable as the artificial intelligence cannot handle unexpected ad-hoc sit

Economy Society And Sustainable Development Environmental Sciences Essay

Economy Society And Sustainable Development Environmental Sciences Essay Carter (2001) Sustainable development is an indefinite concept with a meaning that is complex and challenged. Dresner (2002:63) has argued that sustainability is like other essential political ideas, such as liberty and justice, which are contestable concepts. However, people may not agree on the exact meaning, does not mean that there is no meaning at all. European Commission (EC) (2009:7) Sustainable development is a fundamental and all-embracing objective that aims to; continuously improve the quality of life and well-being for present and future generations, by linking environmental, economic and social-political sustainability. Dunlap and Van Liere (1978) developed the New Environmental Paradigm (NEP) scale that is widely used to calculate peoples changing world beliefs from a human dominant view (Dominant Social Paradigm (DSP) Technocentric) to an ecological one NEP (Ecocentric). Turner et al., 1996 have taken the technocentric, ecocentric viewpoints and have separated them int o a broader division between technocentric and ecocentric approaches. Contested concept There are many concepts but the most widely used definition, taken from the World Commission on Environmental and Development (WCED 1987 chapter 2) is that sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. This definition sets out the two key concepts of needs and limitations. The concept of needs should give an overriding priority to the needs of the worlds poor, both North and South. The concept of limitations is the idea of limitations imposed by the state of technology and social organization on the environments ability to meet present and future needs. Mainstream sustainable development (Barrows, 1999) typically supports some economic growth (within limits), the appliance of science, technology, environmental knowledge and effective conservation to world development. While still maintaining basic human needs for all, maintaining ecological integrity and showing concern for in tergenerational, intergroup and interspecies equity. Policy context Most analysts agree that sustainable development emerged from the environmental movement of the 1950s and 1960s. This movement was concerned about human activity having severe and negative impacts on the planet, and that patterns of growth and development would be unsustainable if they continued unchecked. As (John Stuart mill 1806 to 1873) said economic growth could only be temporary in a world of scarce natural resources in which population constantly pressed for land and food reserves. To understand how sustainable development came into public policy and to the forefront, it is important to be aware of the political context in which it operated. In 1972 at Stockholm conference there had been a growing awareness of environmental problems associated with new global worries about climate change, ozone depletion and biodiversity loss. Sustainable development was given a broader meaning in Our Common Future which was published by the World Commission on Environment and Development (WCED, 1987), and is commonly referred to as the Brundtland Report. The direct result of the Brundtland Report was in 1992 at the United Nations Conference on Environmental and Development (UNCED) in Rio de Janeiro that is often called the Earth Summit. This meeting was to highlight global concerns about the environment and economic development and help find ways to stop the destruction of irreplaceable natural resources and pollution of the planet. The UN General Assembly dedicated its 19th Special Session (UNGASS-19) in June 1997 to design a Programme for the Further Implementation of Agenda 21 (United Nations, 2012). In 2002 Johannesburg a follow-up conference was, assembled to renew the global commitment of the Rio Declaration. This World Summit on Sustainable Development (WSSD) agreed on the Johannesburg Plan of Implementation (JPOI) to proceed with the implementation of sustainable development. The UN General Assembly agreed to adopt a Resolution on 24th December 2009 to hold the United Nations Conference on Sustainable Development (UNCSD) in Rio de Janeiro 2012. Measures of ecological beliefs Dunlap and Van Liere (1978) developed the New Environmental Paradigm (NEP) scale, which is one of the most accepted measures of ecological beliefs and attitudes for evaluating peoples environmental attitudes. This scale is a widely used to calculate peoples changing world views from a human dominant view i.e. Dominant Social Paradigm (DSP) to an ecological one i.e. NEP, where humans are part of nature. The DSP, positing is towards endless development, growth of the markets, acquiring personal wealth and these attitudes can contribute to environmental degradation. The DSP is then incompatible with the NEP because it highlights the destruction of ecosystems caused by progressive industrial production. The NEP has a very strong extrinsic value that is sceptical about human ability to understand the natural worlds sufficiently well to prevent doing serious damage to the environment if growth goes on. Dominant social paradigm The dominant social paradigm (DSP) is more prominent in Western industrial civilization. With the Scientific Revolution of the 17th century and the emergence of liberal social theory came the origins of the technocentric which believed that man has power over nature (Daly and Cobb, 1994). A technocentric view that nature (Gladwin et al., 1995) is both infinite supplies of physical resources i.e. raw materials, energy, soil, air and water which is, used for the benefit of humanity. The more industrialised a country is or more a developing country try to mimic Western industrial cultures the more that countrys receiving environment declines due to pollution and ecological degradation (Roome, 1998). The DSP has weak sustainability elements and its relation to growth, consumption behaviours measured by Gross Domestic Product (GDP); have strong intrinsic relation to human centred ethics and self-egotistical enhancements. Even though DSP is neoclassical, the economist Adam Smith 1723 to 17 90 warned against monopolies and mercantilism. His theory was that markets are motivated towards the public good by an invisible hand which has made him a venerated figure among free market doctrinaires. New environmental paradigm (Milbrath, 1996 cited by Douthwaite, 2000) The New Paradigm (NEP), on the other hand, says that growth must never continue past the point at which it begins to endanger long-term sustainability. NEP individuals are more environmentally concerned and have ecocentric perspectives which tend to acknowledge the presence of environmental limits, strong in sustainability with nature centred ethics that believe it is rarely if ever justifiable to damage ecosystems in the pursuit of self-enhancement (Hunter and Rinner, 2004). In addition, NEP looks at post consumerism and the Genuine Progress Indicator (GPI) that has a strong ecocentric economic value. Nature in the NEP is viewed upon as having limited resource that is delicately balanced and subject to detrimental human intrusion. Thomas Robert Malthus said that man, sooner or later, universally, will run up against himself; that the population of mankind will eventually outstrip mans ability to supply himself with the necessities of life. Devastation can happen at low population levels but it is reasonable to say that up to a point population increase becomes a socio-economic problem only if food production technology fails to keep up (Barrows, 1999). Technocentric and ecocentric philosophy (Turner et al., 1996 cited by DAlisa 2007) divided sustainability, into technocentric and ecocentric. This viewpoint allows a broader division between technocentric approach and ecocentric approach (Figure 1). After sub, categorising the technocentric approach, ethics and level of sustainability there became abundance technocentric and technocentric accommodating. The definition of abundance technocentric, technocentric-accommodating philosophies, ethics and values is they rely on the advanced growth of technologies to help develop substitutes for the shortage of natural resource and pollution problems. Ecocentric was sub, categorised into communitarian ecocentric and radical ecocentric. Both of these ecocentric philosophies try to find an acceptable equilibrium between human social systems and the ecosystem. Figure Turner, Pearce and Bateman, 1996 cited in DAlisa 2007 shows a broader division between technocentric approach and ecocentric approach. Personal philosophy Personal ethics and values I personally believe I am an accommodating-technocentric. An accommodating-technocentric believes it is necessary to consider and also place a monetary value on the environment (DAlisa, 2007). An accommodating-technocentric approach recognizes that we must protect the environment, which is important to support all life and future economic growth. Eco-efficiency is the key word for this 21st century, which is possible through the support of green technologies (DAlisa, 2007). While growing up with my grandparents they taught me how to hunt animals, fish and grow food on the limited land we owned. Little did I know this was the beginning of what is termed permaculture. I have worked in engineering, electrical multinational companies in Ireland and abroad for 23 years, which have used Best Available Techniques (BAT). The companies I have worked for have used innovative technology to help other companies reduce their emissions to the environment but also to use resources more efficiently. After losing my job I returned to education and presently studying Environmental and Natural Resource Management which provides a comprehensive knowledge of the science and management of the environment through modules like Sustainable development, sustainable energy, environmental issues like climate change, air and water pollution and the conservation of nature through planning. Accommodating technocentric exhibit extrinsic ethical logic caring for others whose motives are intergenerational and intergenerational equity (i.e. contemporary poor and future people); instrumental value in nature (Turner et al., 1993). Personal definition of sustainable development Sustainable development (figure 2 as cited by Huckle, 2006)) shows a connection between economic, social and environmental pillars in this modern technological society. Because sustainable development model contains a personal meaning to every individual there are many definitions of the concept. Tolba (1987) Sustainability is when you leave the world better than you found it, take no more than you need, try not to harm life or the environment, make amends if you do. Accommodating technocentric (Turner et al., 1993) are weak in sustainability. However, I may not be an extreme technocentric or ecocentric I personally believe that by being mid way I can recognise, make conscious logical decisions between economic, social and environmental issues. As a father of two young children, I want them to grow up in a clean environment where they have access to clean water and air. As humans we are unique because we have the ability, potential and opportunities to respond to threats natural or a nthropogenic- perhaps to avoid or mitigate them i.e. through technology (Barrows, 1999). NaiveSD Figure the conventional view of sustainable development is about balancing economic growth, social and environmental goals. Personal philosophy of sustainable development While studying for a Bachelor of Science (Honours) degree in Environmental and Natural Resource Management I have become aware of limits to growth, finite resources and pollution of our environment. Through education, I have gained knowledge and techniques to understand that government policies and social structures have put pressure on our environment. Education has made me more aware that this current DSP is un-sustainable and needs to scale back to become sustainable. While tools such as sustainability indicators and the ecological footprint by (Wackernagel Rees, 1996) has encouraged me to take appropriate decisions to change my behaviour on certain issues like retrofitting my home through insulation and completely moving away from a finite resource i.e. oil, to a more sustainable logwood gasification heating system. As an accommodating-technocentric, I have to agree with the principle of (Daly, 1990), Limit the scale (or economic throughput) within the Earths current capacity. Ensure that technological advancement increases efficiency rather than increasing output. Renewable sources should, not be harvested at rates that exceed regeneration rates (sustained yield). Waste emissions should not exceed the absorbing capacity of the receiving environment. Non-renewable resources must, never be exploited faster than the rate of creation of renewable substitutes. Conclusion If sustainable development continues to represent all (often mutually exclusive) things to all people, then it cannot possibly carry the intellectual weight required of it at this crucial turning point in human history (Porritt, 2006). Sustainable development should not be an indefinite concept but pushed to the forefront, of all nations to educate the youth of today, as they will be the adults of tomorrow and show them that the current neoclassical, DSP is un-sustainable. Accommodating technocentric believes in conservation, managing of natural resources and they believe in the green economy, green markets guided by economic instruments (Els) (e.g. Pollution charges etc.) (Turner et al., 1993). As an accommodating technocentric, it is possible to manage natural resources through advancement in green technology. If economic growth could be, modify through (adjusted Green accounting to measure GNP) (Turner et al., 1993). Green GNP calculates the loss of biodiversity and the effects of climate change in monetary terms. By using modern efficient technology and managing renewable resources, it will be possible to consume and generate profit while allowing it to generate back (sustained yields). Yes there is finite resources such as oil and coal but it possible to develop new technologies to substitute these i.e. Cynar PLC located in Portlaoise, Co Laois, Ireland, turns End of Life Plastic into Diesel (ELPD). Due to science and technology, they have turned a previous environmental landfill waste issue into a valuable asset.

Anthropology Essay -- Anthropologist Culture Essays

Anthropology Anthropology what a vulnerable observer you are! You may well have to jump into the arms of the scientists if you are going to try to keep your grass hut at the academy! -- Ruth Behar Debates on the role the reflexive plague the field of cultural anthropology as postmodern critics join the bandwagon attempting to claim authority in this dubiously recognized discipline. In the borderline realm between the sciences and humanities, cultural anthropology has tried to find a niche in which it can comfortably rest. For many, this has been in building a foundation of the methodical. If anthropology can classify, categorize, and synthesize, it can assert its legitamacy to the glares of academia. However, in the attempts to salvage its reputation, anthropologists have sacrificed the validity of research by neglecting our subjectivity. Critics have viewed the role of the reflexive as anthropological "naval gazing" leading to introspection and empathy which undermine accurate observation. However, I contend that it is important to include reflexivity in anthropological method. The anthropologist has to recognize not only the effect the surroundings have on him/her personally , but also the effect he/she has on the surroundings. This dialogue comprises data. If neglected, the text in its attempt to be comprehensive would be left incomplete. The anthropologist Renato Rosaldo has been particularly criticized for his statement on reflexivity in Culture and Truth: The Remaking of Social Analysis. In this work, he revisited his previous ethnography Grief and Headhunters Rage with a new perspective. Many years after his fieldwork, he realized the importance of personal experience in understanding the context. He states, "Dur... ...8) The anthropologist provides the framework for fieldwork. He/she is the very lenses in which the reader views the culture. By acknowledging his/her own subjectivity, the anthropologist recognizes the limited view he/she provides. This also adds texture to a text by filtering through his/her own background and personal experience. This personal insight is what gives understanding between individuals. By infusing this into the data, the anthropologist draws the reader into a realm where he/she can have the capacity to understand more deeply the ethnography. Beyond the personal background of the ethnographer, his/her actual presence in the environment effects the data immensely. The colliding cultures can reveal a lot about the culture at hand. Reflexivity leads the reader through a depiction of the ethnographer's journey rather than a detached set of sequences.