Reflection #2 Example

Reflection #2 Example Reflection #2 – Coursework Example Reflection no. 2 The Elements of Manifest Destiny in the Western Expansion of Documents An element of manifest destiny inwestern documents appears in countries where slave trade is rampant, like India. Angelina argues that the main places or where ideas of slavery manifests destiny of western documents include slavery on plantations that affects treatments of house servants who chiefly belong to first families in the city of Charleston affecting both fashionable and religious world. The elements of manifest destiny incorporate features of equality as a perfect and universal entity. According to Jacksons, provisions under the equality and universal articles develop in the operations of physical world and conscious law of the soul (1). In addition, the items documents as self-dictates of morality that accurately defines various duties and rights of an individual. In the document declaration of sentiments written by Elizabeth Cady Stanton, manifest destiny reveals when women movement wa s launched. Besides, manifest destiny also develops when men assume among people of the earth a different position away from the laws of nature and Gods entitled position. On the contrary, Angelina Grimke Weld argues that manifest destiny develops when she demonstrates the effects of subjective power on slave and mistress... According to Elizabeth and Angelina, manifest destiny develops when inequality reveals to men in taking different positions among people on earth and when human treated as slaves.Reflection no. 1Chloe Downs argues that manifest destiny of western documents reveals removing Native Americans from their country responses on the improvements of Indians to have failed (Jacksons 1). Chloe further argues that Indians were forced out of their homes and developed dangerous inequality developments. However, manifest destiny reveals when Indians were again provided with arms, clothing, and ammunition, in bringing equality again.Jacksons, Andrew. â€Å"Indian Removal Extra ct from Andrew Jackson’s Seventh Annual Message to Congress on Dec 7, 1835.† Pbs. 2001. web. April 8, 2015 from pbs.org/weta/thewest/resources/archives/two/removal.htm

75 Names of Unusual or Obsolete Occupations

75 Names of Unusual or Obsolete Occupations 75 Names of Unusual or Obsolete Occupations 75 Names of Unusual or Obsolete Occupations By Mark Nichol The English language abounds with word describing occupations and professions that are rare or obsolete or are otherwise unusual and hence obscure. Here is an incomplete but extensive list of such terms, along with brief definitions. 1. ackerman: a plowman or oxherder 2. alewife: a proprietor of a tavern 3. alnager: a wool inspector 4. arkwright: a carpenter specializing in wooden chests 5. bowyer: a bowmaker 6. brazier: a brass worker 7. catchpole: an official who pursues those with delinquent debts 8. caulker: someone who packs seams in ships or around windows 9. chandler: a candlemaker, or a retail supplier of specific equipment 10. chiffonier: a wigmaker 11. cobbler: a shoemaker 12. collier: a coal miner or a maker of charcoal (also, a ship that transports coal) 13. cooper: a maker or repairer of barrels, casks, and tubs 14. cordwainer: a shoemaker 15. costermonger: a fruit seller 16. crocker: a potter 17. currier: a leather tanner, or a horse groom 18. draper: a cloth dealer 19. drayman: a driver of a heavy freight cart 20. drummer: a traveling salesman 21. duffer: a peddler 22. eggler: an egg seller 23. factor: an agent or steward 24. farrier: someone who trims horse hooves and puts on horseshoes 25. fishmonger: a fish seller 26. fletcher: a maker of arrows 27. fuller: someone who shrinks and thickens wool cloth 28. glazier: a glassmaker or window maker 29. haberdasher: an owner of or worker in a store for men’s clothing or small items used for making clothes 30. hawker: a peddler 31. hayward: an official responsible for fences and hedges 32. higgler: a peddler of dairy products and small game (also, a haggler, or someone who negotiates for lower prices) 33. hobbler: a person who tows boats on a canal or river 34. hooper: a maker of hoops for barrels, casks, and tubs 35. hostler or ostler: one who cares for horses or mules, or moves or services locomotives (originally, an innkeeper, who also maintained stables) 36. huckster: a peddler (now refers to a con artist) 37. ice cutter: someone who saws blocks of ice for refrigeration 38. ironmonger: a seller of items made of iron 39. joiner: a carpenter who specializes in furniture and fittings 40. keeler: a crew member on a barge or a keelboat 41. knacker: one who buys animals or animal carcasses to use as animal food or as fertilizer (originally, a harness maker or saddle maker) 42. knocker-up: a professional waker, who literally knocks on doors or windows to rouse people from sleep 43. lamplighter: someone who lights, extinguishes, and refuels gas street lamps 44. lapidary: a jeweler 45. lector: someone who reads to factory workers for entertainment 46. log driver: someone who floats and guides logs downriver for transportation 47. milliner: a designer, maker, or seller of women’s hats 48. muleskinner: a wagon driver 49. peruker: a wigmaker 50. pinsetter: someone who sets bowling pins back up after each bowl 51. plowright: a maker of plows and other farm implements 52. plumber: originally, one who installed lead roofing or set lead frames for windows 53. porter: a doorkeeper or gatekeeper 54. puddler: a worker in wrought iron 55. quarryman: a stonecutter 56. raker: a street cleaner 57. resurrectionist: someone who digs up recently buried corpses for use as cadavers 58. ripper: a fish seller 59. roper: a maker of nets and ropes 60. sawyer: a carpenter 61. slater: a roofer 62. slopseller: a seller of ready-made clothing, as opposed to a tailor 63. stevedore: a dockworker 64. tanner: someone who cures animal hides to make leather 65. teamster: a wagon driver 66. thatcher: someone who makes thatched roofs 67. tinker: a repairer or seller of small metal goods such as pots and pans 68. turner: someone who uses a lathe to turn wood for balustrades and spindles 69. victualer: an innkeeper, or a merchant who provides food for ships or for the military 70. wainwright: a wagon maker 71. webster: a weaver 72. weirkeeper: a fish trapper 73. wharfinger: an owner or operator of a wharf 74. wheelwright: a maker of wheels for carriages and wagons 75. whitesmith: a worker of tin Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Apply to, Apply for, and Apply withHow to Play HQ Words: Cheats, Tips and Tricks15 English Words of Indian Origin

Distributed agile software development Essay Example | Topics and Well Written Essays - 500 words

Distributed agile software development - Essay Example Agile principles have been proposed as the best solution for the numerous communication challenges related to Distributed software development. Agile software development refers to a group of software development methodologies that aim to achieve a more nimble and lighter development processed which as a result make them increasingly responsive to change. We can alternatively term agile software development as a group of methods of software development based on both iterative and incremental developments. Additionally, their resolutions and requirements change through a partnership between cross-functional and self-organizing teams (Torgeir, Sridhar, Venu and Nils 2012, p. 1213-1221). Torgeir, Sridhar, Venu and Nils (2012, p. 1213-1221) states that the agile software methodologies are anchored on various principles. The first is to develop software that meet customer requirements. The other principles are accepting any changes that might arise in requirements at any development stage, ensuring there is maintenance of the existing cooperation between the developers and the customers on a daily basis during the project development cycle and lastly being to develop on a test-driven basis which implies writing a test prior to writing a code (Torgeir, Sridhar, Venu and Nils 2012, p. 1213-1221). We can term agility to refer to do away with most of the heaviness in a bid to promoting reception of quick response towards changing environments, the changes in the requirements of the users and accelerating the project deadlines. Distributed agile development processes have been applied with success to many projects. Agile distributed development process has been successfully applied on a project involving a developer’s team distributed in the academic workspace. We also have the DART project which was a research project on different web applications with one of the main goals being to analyze

Decision Making Term Paper Example | Topics and Well Written Essays - 1250 words

Decision Making - Term Paper Example Although different concepts on the theoretical framework for decision making have emerged, the standard decision-making model used in organizations focus on the rational model involving â€Å"a cognitive process where each step follows in a logical order from the one before†¦ (and) it is based on thinking through and weighing up the alternatives to come up with the best potential result† (decision-making-confidence.com 1). On the other hand, authors Ticha, Hron and Fiedler wrote an article entitled â€Å"Managerial decision making – importance of intuition in the rational process† published in the Agricultural Economics Journal which aimed to determine the role of intuition in the decision making process (Ticha, Hron and Fiedler). In this regard, the purpose of the paper is to choose a real life problem that have either been noted or where one has been a part of and analyze it using one of the theories or ideas discussed in the text or in class. The discours e would analyze the decision making process by linking it to theories and concepts discussed to derive a deeper understanding of both the problem and potential solutions through increased knowledge of administrative behavior in organizations. Organizational Problem One has learned from a friend previously employed in a health care organization of a decision making process that involved both the rational model and intuition. By intuition, Ticha, et al. ... involves the manifested difficulties of nurses managers to comply with their responsibilities that involve not only patient care but complying with documentation and reportorial obligations. According to nurse managers, the need to do some administrative and clerical tasks divide their focus on patient care, causing lower productivity and performance. Other symptoms of confounding problems are exemplified through back-logs in complying with monthly reports on status of medical equipment and supplies under their jurisdiction, performance evaluations of nurses, and scheduling vacation leaves and trainings for nurses. Alternative Courses of Action and Analysis of Options Using the rational model of decision making, since the problem has already been identified, the alternative courses of action were enumerated by department managers for presentation to the Vice President of Nursing and to be forwarded to the President and CEO for approval. The different options presented were as follows : (1) Status quo or do nothing, by forcing the nurse managers to comply with both adminstrative obligations and patient care. The advantage of this option is that there would not be any displacement or changes that could possible be met by resistance and difficulties in implementation. The disadvantage of this alternative is contined backlog in reports that could be significantly detrimental in the long run since the accuracy in information for performance of personnel, inventories of equipment and supplies and scheduling of vacation leaves are lacking, there are strong possibilities for insufficient supplies, demotivated staff and delayed promotions. In addition, patient care, which is of utmost importance would likely suffer as well. (2) Review the responsibilities of the nurse managers

ELL Schools and Families Essay Example for Free

ELL Schools and Families Essay The population of English Language Learners (ELL) are increasing in educational institutions primarily influenced by globalization and immigration. It has been projected that within the coming years, the percentage of children attending educational institutions in the country shall be non-English speakers. The term ELL is brought about by the shift in the English language-learning paradigm that represents the trend in language acquisition. (Bank Street) The increasing population of ELL’s are putting pressures on the educational atmosphere as educational institutions are forced to alter their curriculum to accommodate the needs and concerns of the learners. (Abedi, 2002) Integrating a program for ELL’s in the school setting is a great challenge for the educational institution, the teacher, the learner, and one’s family. Teaching non-English speakers who are not able to both understand and speak the language is more difficult than teaching English speakers the rules of the language are, for instance. Challenges include the need for educational institutions to implement a curriculum that fits the requirements of the ELL’s. Teachers, on the other hand need to be aware of the appropriate techniques and strategies that would be efficient in the success of language accommodation and acculturation. For learners, engaging in an unfamiliar environment is not motivating them to eagerly learn. (Mercuri, 2003) To address the problems and concerns that ELL’s face in the learning environment, society looks to the involvement of the family in order to strengthen the school as an institution that fully supports English language learners. (Collier Thomas, 1999) Family involvement play a significant role during the learning process of ELL’s. According to a research conducted in order to determine guidelines that the No Child Left Behind Act shall implement, the involvement of family members to school activities such as programs that aims to promote development of academic standing and preparation for the next level of English language learning increases the chance of successes that a learner shall be able to accomplish. This is because families understand the needs and the difficulties of their children, and are also able to see their progress with regards to academics, pushing them to encourage, support, and value learning as an integral part of their children’s success. (Epstein, 2004) Moreover, it is the responsibility of the school to build a relationship with the family of the learner in order to inform them of the developmental stages and the changes that the children are going to experience, as they grow older. This particular knowledge gives families the idea of how to build a supportive home environment that boosts learning. This particular interaction between the school and the family allows the educational institution to understand the cultural background of families and determine their goals and objectives for their children when it comes to English language learning. (Epstein, 2004) Providing a supportive sociocultural environment is at the heart of tapping into the potential of ELL’s to benefit largely from the English language learning program. Interaction between the educational institution and the families contributes to this objective. Looking at their parents interact with the members of the educational institution motivates learners to build relationships with the institution as well, without any apprehensions as brought about by fear of cultural rejection. (Collier Thomas, 1999) An article written by Rhona Barton for the Northwest Regional Educational Laboratory discovers cases wherein active involvement of parents leads to academic success of the learners, especially in socially interacting within the school environment. (Barton, 2006) Educational institutions with English language learning programs do not necessarily implement the use of the English language at home, as decisions regarding the matter are based on cultural considerations. Schools should consider the importance of native language to ELL’s and their families. However, the continued use of English at home and the support of the family when it comes to home language speeds up the learning process, schools still acknowledge that the ELL’s are aware of language learning based on their knowledge of their native language. (Ortiz, 2001) Schools should also provide alternatives for families in order for them to adjust or cope with the changes that ELL affects within their family life. Schools should inform them of educational options such as tutorial services that are made available at home or in schools, support groups within the community that assists families in their needs and concerns regarding the issue of English language learning. Family counseling is also an option as it allows medical professionals to help in determining problems or obstacles that the family shall be facing, and strengthening family relationships in order to withstand the challenges of immersing into a community and cultural environment that they are not familiar with. For specific problems such as financial aspect of English language learning, the federal government entitles families to funding as authorized by the federal Title I funding program. (Ortiz, 2001) Partnership of educational institutions with families are best established through communication and social interaction. Schools should be able to develop and maintain a stable relationship with the families that is primarily grounded on the objective of affecting learning and making ELL’s experience success within the unfamiliar learning environment. Moreover, through this, schools are enriched and enlightened with the knowledge of different cultural backgrounds within the school environment and be able to modify the learning atmosphere to fit the culture, beliefs, and traditions of non-English speakers. Teachers should be able to communicate the needs and concerns of ELL’s to their families, in order for them to understand how they are going accommodate the needs of their children who are involved in English language learning. Schools should establish regular meetings with the teachers, and ask them to get involved with programs and school activities that harness English language learning and support the need of their children to learn the English language. If possible, home visitations are one of the best ways to establish a strong foundation of relationship between the school and the families. (Barton, 2006) References Abedia, J. (2002). â€Å"Assessment and Accommodation of English Language: Issues, Concerns, and Recommendations. † Retrieved May 1, 2008, from NCA Commission on Accreditation and School Improvement. Website: http://www. ncacasi. org/jsi/2002v3i1/assessment Bank Street. (2008). â€Å"English Language Learners: Working with Children Whom English is a New Language. † Retrieved May 1, 2008, from Bank Street. Website: http://www. bnkst. edu/literacyguide/ell. html Barton, R. (2006). â€Å"Forging Family Ties. † Retrieved May 2, 2008, from Northwest Regional Educational Laboratory. Website: http://www. nwrel. org/nwedu/11-03/forge/ Collier, V. P. Thomas, W. P. (1999). â€Å"Making U. S. Schools Effective for English Language Learners, Part 3. † TESOL Matters, Vol. 9, No. 6. Retrieved May 1, 2008, from TESOL. Website: http://www. tesol. org/s_tesol/sec_document. asp? CID=196DID=826 Epstein, J. (2004). â€Å"Meeting NCLB Requirements for Family Involvement. † Middle Ground, Vol. 4, No. 3. Retrieved May 1, 2008, from National Middle School Association. Website: http://www. nmsa. org/portals/0/pdf/publications/On_Target/family_involvement/family_9. pdf Mercuri, S. (2003). â€Å"Helping Middle and High School Age English Language Learners Achieve Academic Success. † NABE Journal of Research and Practice. Retrieved May 1, 2008. Website: http://www. uc. edu/njrp/pdfs/freeman. pdf Ortiz, A. (2001). â€Å"English Language Learners With Special Needs: Effective Instructional Strategies. † Retrieved May 2, 2008, from CAL. Website:

Ideas from the Underground :: Critical Thinking Cars Essays

Ideas from the Underground Automotive designer Jerry Hirschberg was speaking to the product planning manager for marketing at Nissan about redesigning their light trucks:'Really, "I responded, growing intrigued. "Yep. Seems they use their trucks as trucks less than twenty-five percent of the time"... "What do they use them as the rest of the time?"I wondered. "Basic transportation. Cars." There. A small, barely detectable synaptic spark The truck trisected itself in my mind in to three discrete boxes: one for carrying the engine, one the driver, and one the cargo. Seen in this formulation, it became dramatically evident that the former & latter were quite ample, but between them they sandwiched a rather stingy, cramped volume for the human cargo. And yet, according to Sheldon Payne's information, it was precisely this middle box that was most important and received the greatest use. In his essay "The Three Domains of Creativity" Arthur Koestler states that, "Creativity often starts where language ends, by regressing to preverbal levels, to more fluid and uncommitted forms of mental activity." Although at that point in the essay, he is speaking of scientific creativity, later on he conveys that it can be applied to almost any kind of creativity. Take Hirshberg in the above passage as an example. He was trying to access the raw information gathered by the marketing department at Nissan about what improvements consumers wanted in the light trucks. When he got to a point where his idea began to form in his mind, he stopped talking and started visualizing how he could redesign the new model of the truck. Another example of non-verbal thinking is shown in Ron Howard's film A Beautiful Mind, where John Nash is in a bar with his friends and he reasons out his new idea that won a Nobel Prize. His reasoning on the screen is shown as images of his friends and the girls they are trying to "get", as he thinks of how they could all win. The scene mirrors how he came up with his revolutionary theory. Koestler also emphasizes this idea of the visual playing a greater part in creativity than verbal thinking with the results of an inquiry, in 1945, into the working methods of eminent mathematicians in America. He wrote, "The results showed that all of them, with only two exceptions, thought neither in verbal terms nor in algebraic symbols but relied on visual imagery of a vague, hazy kind.

Ethics †End of Life Choice Essay

Being a member of the hospital Ethics Committee, it is my responsibility to make policy recommendations on end-of-life issues. Due to my intellect and reputation as a clear thinker, my ideas on this matter carry a lot of weight with the other members of the committee. Within this paper I will make a strong and convincing case for my position and recommendations on this topic. This paper will address the following question: What, if anything, should be done to help people who are dying? First I must start off with the obvious question: Is the patient an adult of 18 years or older who is terminally ill and of clear and sound mind to authorize assisted death intervention? If the answer is yes, then we should follow the wishes of the patient. Ultimately, it is their body; their life and they should have the right to choose. That being said, I do believe that guidelines should be established and followed in order to assure that the welfare of the patient is the only priority. Such guidelines should be made that reflect the three states that currently have laws in place for assisted death, which are, Oregon, Washington, and Montana. The law should include but not limited to, a capable adult who has been diagnosed, by a physician, with a terminal illness that will kill the patient within six months may request in writing, from his or her physician, a prescription for a lethal dose of medication for the purpose of ending the patient’s life. Exercise of the option under this law is voluntary and the patient must initiate the request. Any physician, pharmacist or healthcare provider who has moral objections may refuse to participate. The request must be confirmed by two witnesses, at least one of whom is not related to the patient, is not entitled to any portion of the patient’s estate, is not the patient’s physician, and is not employed by a health care facility caring for the patient. After the request is made, another physician must examine the patient’s medical records and confirm the diagnosis. The patient must be determined to be free of a mental condition impairing judgment. If the request is authorized, the patient must wait at least thirty days and make a second oral request before the prescription may be written. The patient has a right to rescind the request at any time. Should either physician have concerns about the patient’s ability to make an informed decision, or feel the patient’s request may be motivated by depression or coercion, the patient must be referred for a psychological evaluation. The law protects doctors from liability for providing a lethal prescription for a terminally ill, competent adult in compliance with the statute’s restrictions. Participation by physicians, pharmacists, and health care providers is voluntary. The law should also specify a patient’s decision to end his or her life shall not â€Å"have an effect upon a life, health, or accident insurance or annuity policy. † These physician assisted suicide guidelines are within the â€Å"Death with Dignity Act. † The Death with Dignity Act is the philosophical concept that a terminally ill patient should be allowed to die naturally and comfortably, rather than experience a comatose, vegetative life prolonged by mechanical support systems. Currently there are two ways of assisted suicide, one is when the patient is given a prescription medication of a fatal dose that will cause them the loose consciousness and die shortly after. The other, which is not legal in the United States, is known as â€Å"Active Euthanasia† which is a type of euthanasia in which a person who is undergoing intense suffering, and who has no practical hope of recovery is induced to death. It is also known as mercy killing. Generally, a physician performs active euthanasia and carries out the final-death causing act. Active euthanasia is performed entirely voluntarily, without any reservation, external persuasion, or duress, and after prolonged and thorough deliberation. A patient undertaking active euthanasia gives full consent to the medical procedure and chooses direct injection, to be administered by a competent medical professional, in order to end with certainty any intolerable and hopelessly incurable suffering. My second question: Is the patient an adult of 18 years or older who is suffering? In rare cases some patients who are very ill do not respond to pain medications or may be suffering in other ways that make comfort impossible. In these circumstances there is a last resort therapy that can be used: terminal sedation. With terminal sedation, a patient will be given medications that induce sleep or unconsciousness until such time as death occurs as a result of the underlying illness or disease. The intention with terminal sedation must be to relieve suffering only, not to cause death. These measures are often accompanied by the withholding of artificial life supports like intravenous feeding and artificial respiration. * * Also, the physician may use medications that cause a â€Å"double affect. † This has been defined in medical journals as: â€Å"the administration of opioids or sedative drugs with the expressed purpose of relieving pain and suffering in a dying patient. The unintended consequence may be that these medications might cause either respiratory depression or in extreme sedation, might cause to hasten a patient’s death.† What does this mean? In the simplest terms it means that the medication required to abate suffering cannot be given without the probable result of hastening death. While this may sound vague and quasi-discomforting, it is a legal, medically accepted practice, as long as the intention is only to relieve suffering and not cause death. The death is attributed to the disease or complications of the disease, combined in some circumstances with the withdrawal of life-sustaining treatments such as intravenous liquids, nutrition, and artificial respiration. While the patient need not be unconscious during this process, unconsciousness is often the result. * * The last question I ask is: in cases when a minor, a person under the age of 18, is either terminally ill or suffering, who has the right to make the final decisions, the parents/legal guardians, the state, or the patient? I believe that all three need to have a united decision. If one or more of the three votes differ, then neither intervention stated above may be used. These policy recommendations I have stated within this paper regarding end-of-life issues have been explained thoroughly and in detail. I have successfully made a strong and convincing case for my position and recommendations on this topic. I hope that the members of this Ethics Committee agree with my findings and support my recommendations and that my reputation as a clear and trustworthy thinking member is evident.

Research and the Sciences Essay

There has long been an ongoing argument: Is social science scientific? Which approach is better in conducting natural sciences and social sciences? It is believed that ‘hypothetico-deductive’ approach may be applicable to the natural sciences while it does not relate well to the social sciences. By analyzing research from different levels, this essay presents a judgment that social sciences are sciences. First of all, the concept of research and science are given. Secondly, by accepting that social sciences are different from natural sciences, the features that identify social sciences from natural sciences are summarized. There are many choices of approaches to conduct research. In the level of philosophy, research approaches could go to inductive approach and deductive approach. Qualitative research and quantitative research distinguish each other methodologically. In this essay, the different approaches are compared and contrasted after a concise interpretation of the se concepts. And finally, the question better approach to research in natural sciences and social sciences is considered. Research is defined by Join and Keith as seeking through methodical process to add one’s knowledge and, hopefully to others by the discovery of nontrivial and insight (Join and Keith, 1996). Williams defined science as the ensemble of knowledge and practices that best reflect and operationalize a critical attitude to the discovery of the world at that moment in time (Williams, 2000 p.26). Basically, sciences can be divided into social sciences and natural sciences. Social sciences study human being and their behavior, while natural sciences study physical world. The presupposition that natural science is the benchmark of research, in some degree, accounts for why most people associate the word ‘research’ with activities that are substantially removed from daily life and which usually take place in a laboratory. And accordingly arises the doubt whether social science is science. A good deal of overlap and unavoidable duplication will be encountered if any attempt is made to review social sciences and natural sciences  systematically (McErlean, 2000). Yet there are still some typical features in which social sciences are different from nature sciences. Historically and perhaps intuitively, the â€Å"natural† and the â€Å"social† sciences have been identified by distinct subject matters: Natural science is a branch of science which deals with the physical world (Pearsall, 1999 P.950), while social science is the scientific study of human society and social relationships (Pearsall, 1999 p.1362). Invariability of observations is different in two kinds of sciences. The difference lies probably in the number of relevant factors that must be taken into account for explaining or predicting events in the real world(McErlean, 2000). It is agreed that verification is not easy to come by in the social sciences, while it is the chief business in the natural sciences. Measurability of phenomena, whereas physics is clearly ahead of all other disciplines. Natural sciences have got constancy of numerical relationship which social sciences has not got. The social sciences deal so close to a man’s own everyday experience that they do not accord the respect as natural sciences. The field of natural sciences needs higher standards of admission and requirements than the social sciences. On this score, the natural sciences are better than the social sciences (McErlean, 2000). Since social sciences differ from natural sciences in many ways, should different approaches be chosen when conducing social science research and natural sciences? This is another baffling question. Now we will turn to the discussion of deduction and induction. Philosophically the approaches are focused on the consideration of induction and deduction, as well as the relationship between approaches and sciences. Deduction entails the development of a conceptual and theoretical structure prior to its testing through empirical research methods. (Carson et al, 2001 p.11). Induction is the action or process of inducing something (Pearsall, 1999). It is learning by reflecting upon particular past experiences and through the formulation of abstract concepts, theories and generalizations that explain past and predict future experience (Gill and Johnson, 2002). Induction and deduction approaches are different in many aspects. They are best used in different stages of Learning Cycle. When learning takes place, the difference between deductive and inductive approach is that one starts  with theory which tested through observation while the other starts with observation and tries to create theory (Gill and Johnson, 2002). Localization of Induction differs from that of deduction (Carson et al, 2001 P12). Induction might prevent the researcher benefiting from existing theory, while deduction might prevent the development of new and useful theory. In contrast to the deductive tradition, theory is the outcome of induction (Carson et al, 2001 P12). The time needed for induction is often prolonged than deduction B Deductive research is normally possible to predict accurately the time schedules, it is quicker to complete, though the time must be devoted to set up the study prior to data collection and analysis. Deduction and induction carry unequal risk. The deductive approach can be a lower-risk strategy, albeit there are risks like the non-return of questionnaires. With induction it is quite possible that no useful data patterns and theory will not emerge. The effect of deduction or induction is relevant to the ability of researcher. The way one thinks about the development of knowledge affects, unwittingly, the way he goes about doing research (Saunders et al, 2000). So it is more appropriate to adopt the inductive approach if the researcher is particularly interested in understanding why something is happening rather than describe what is happening, Inductive designs begin with specific observations and build toward general patterns. This is different to the hypothetical-deductive approach of experimental designs that require the specification of main variables and the statement of specific research hypotheses before data collection begins (Pattern, 1987). Saunders et al (2000) has shown the main differences between deductive and inductive approaches as can be seen in diagram 1. The blending of Induction and Deduction are preferable in conducting a research. In deductive argument, conclusion follows logically from the premises, while inductive argument, in which the premises support the conclusion but do not guarantee it (Rosenberg, 2000). It seems that deductive is more impressive than inductive. Not only because it is more highly structured and more appropriate for people who are inexperienced in research matters but also because it is the basis of much knowledge that  they do have of the subject (Walley, 2002), But the two approaches are not mutually exclusive. They are â€Å"better† at doing different things. So the balance of both approaches in the same research project is preferable. Not only is it perfectly possible to combine approaches with the same piece of research, but also in human being’s experience it is often advantageous to do so (Saunders et al, 2000). For example: Sadie decided to conduct a research project on violence at work and its effects on the stress levels of staff. She considered the different ways she would approach the work were she to adopt, the deductive approach and the inductive approach. If she decided to adopt a deductive approach, She should standardize the stress responses of the staff. On the other hand, if she decided to adopt an inductive approach she may have decided to interview some staffs who had been subjected to violence at work. She may have been interested in their feelings about the events that they had experienced, how they coped with the problems they experienced and their views about the possible causes of the violence (Saunders et al, 2000). In order to gain more comprehensive results, it is better to combine both approaches. Diagram 1 Emphasizes of Deduction and Induction Deduction emphasizesInduction emphasizes Scientific principlesGaining an understanding of the meanings humans attach to events From theory to dataFrom observation to theory The collection of quantitative dataThe collection of qualitative data The application of controls to ensure validity of dataResearcher is part of the research process Ensure clarity of definitionLess need generalize Highly structured approachMore flexible structure to permit changes of research emphasis Researcher independence of what is being researchedDependent researcher Select samples of sufficient size Saunders et al (2000 p.91) Researcher may use a variety of methodology to conduct research. It is said that the concept of induction often is applied to qualitative research (Strauss and Corbin, 1998 p.136) while deduction is applied to quantitative research. Qualitative research is so called because its emphasis lies in producing data which is rich in insight, understanding, explanation and depth of information, but which cannot be justified statistically (Crouch, 1985). Qualitative research usually produces descriptions, explanations and reasons (Strauss and Corbin, 1998). It seeks to answer ‘how’ and ‘why’ type questions (Walley, 1995). The strengths of qualitative research derive from its inductive approach, its focus on specific situations or people, and its emphasis on words rather than numbers (Maxwell, 1996). It may involve statistics but it is not based on statistical significance. It is characterized by the use of group discussions, personal interviews, projective techniques and non-probability sampling (Walley, 1995) .The usefulness of qualitative research depends very much on the skills of the researcher (Gill and Johnson, 2002). Qualitative methods are particularly oriented toward exploration, discovery, and inductive logic. Walley (2002) cited Proctor (1997) as Quantitative research that primarily research concerned with eliciting information which has statistical significance. Its focus is on quantification of phenomena sampling and large scales postal questionnaires. The quantitative data identify areas of focus whist the qualitative data give substance to those areas of focus. Whereas qualitative data can put flesh on the bones of quantitative results, brining the results to life through in-depth case elaborations (Patton, 1987). The patterns displayed in quantitative research can be enriched with the addition of qualitative information (Gill and Johnson, 2002). The  qualitative should direct the quantitative feedback into the qualitative in a circular (Strauss and Corbin, 1998). Thus, recent developments in the evaluation profession have led to multiple methods including combinations of qualitative and quantitative data. Some evaluation questions are determined deductively while others are left sufficiently open to permit inductive analyses based on direct observations. Indeed, there is often a flow from inductive approaches to find out what the important questions and variables are, to deductive hypotheses-testing aimed at confirming exploratory findings, then back again to inductive analysis to look for rival hypotheses and unanticipated or unmeasured factors (Patton, 1987). Sayre believed that: qualitative methods are chosed because of its emphasis on progresses and meanings while quantitative methods are utilized because they substantiate. Actually both methodologies are combined to provide a comprehensive approach to problem solving (Sayre, 2001). The relation between qualitative research and quantitative research are clearly showed below in the diagram 2. Diagram 2 qualitative research and quantitative research Qualitative researchQuantitative research Type of questions ProbingNon-probing Sample sizeSmallLarge Information per respondentMuchVaries AdministrationRequires interviewer with special skillsFewer special skills required Type of analysisSubjective, interpretativeStatistical Hardware requiredTape recorders, projection devices, discussion guides replicationDifficultEasy Researcher training necessaryPsychology, sociology, social psychology, consumer behaviour, marketing, marketing research Statistics, decision models. decision-support systems, computer programming, marketing, marketing research Type of researchexploratoryDescriptive or causal Proctor (2000) In conclusion, the differences between social sciences and natural sciences have been discussed, and the approaches and methods used in conducting both sciences have been compared and contrasted. Social sciences and natural sciences are fundamentally different in many ways, yet social sciences are, beyond all doubt, scientific too. From the view of philosophy, there are inductive research and deductive research. The deductive approach is probably more impressive. Methodologically quantitative research differs from qualitative research. Each approach has its unique advantages and disadvantages. It would be easy to fall into the trap of thinking that one research approach is â€Å"better† than another. Actually they are better in different situations, depending on where the research emphasis lies. It is encouraged to think in a more flexible way about the research approaches and methods adopted. Yet the best policy in conducting research is to blend approaches. So, it is clear that social sciences are sciences likewise as natural sciences. Adopted appropriately, the methodological approach of natural science can be used to study the social world (Williams, 2000). One approach cannot therefore be considered to be better than another in conducting  research in both natural sciences and social sciences. So it is high time to stop arguing about whether social sciences are science or not. Alternatively, to consider which approach is preferable or how to blend them together is what deserves thinking when a research is conducted. Reference Bancroft, G and O’sullivan, G.(1993)Quantitative Methods For Accounting and Business Studies .3rded.Berkshire:McGRAW-HILL Book Company Europe. Carson, D.; Gilmore, A.; Perry, C.; Gronhang, K(2001)Qualitative Marketing Research. London: Sage publications. Gill, J. and Johnson, P.(2002)Research methods for managers .3rd.ed.London:Sage Publications Ltd Greenfield, T.(2002).Research Methods For Postgraduates. 2nded. London: Arnold. Sharp, J. A. and Howard, K (1996). The Management of a Student Research Project 2nd.ed Aldershot:Gower Publishing Limited. Maxwell, J.A. (1996)Qualitative Research Design-an interactive approach. London: Sage Publications Mcerlean, J.(2000).Philosophy of Science-From Foundations to Contemporary Issues. London: Routledge. Papineau, D.eds.(1996).The Philosophy of Science Oxford: Oxford University Press. Patton, M .Q (1987). How To Use Qualitative Methods In Evaluation. London: Sage Publications Pearsall, J. eds.(1999).Oxford dictionary. Oxford :Oxford university press. Proctor, T. (2000)Essentials of Marketing Research.2nd.ed.London:Financial Times prentice Hall Robson, S. and Foster, A. (1989) Qualitative Research in Action London: Great Britain. Rosenberg, A.(2000).Philosophy of Science:Acontemporary Introduction.London:Routledge. Saunders, M; Lewis, P. and Thornhill, A. (2000). Research Methods for Business Students. 2nd.ed Harlow: Financial Times Prentice Hall. Sayre, S. (2001) Qualitative methods for Marketplace Research. London: Sage publications. Strauss, A and Corbin, J. (1998) Basics of Qualitative Research. London: Sage Publications, Inc. Walley, K. (1995) Qualitative Research-Discussion Paper. Newport: Harper Adams Agricultural College. Walley, K. (2002) Research Methods For The Agrifood Industry. Newport: Harper Adams University College. Williams, M. (2000).Science and social science-An introduction. London: Routledge.

Choose A Significant Character in Lord of the Flies essays

Choose A Significant Character in Lord of the Flies essays Choose A Significant Character in Lord of the Flies. In describing This Character, Examine What Significance He Has to the Novel and Its Themes Lord of the Flies by William Golding is about a large group of young boys who get stranded on a deserted island. The book is mainly about survival and civilisation versus savagery. The boys must try to work together to stay alive but end up breaking into two groups: the civilised and the savages. In my essay I am going to examine Piggy, describing this character and what significance he has to the novel and its themes. Piggy is one of the very first characters to be introduced. In the novel Golding describes him as being short and fat with spectacles, wearing a grubby windbreaker. He is portrayed as being obedient, saying, my auntie told me not to. Indeed, several times Piggy mentions things his auntie has told him he is not allowed to do and even though she nor any other grown-ups arent there he still remains extremely well-mannered. Piggy is also the most intelligent of the boys and practical. The first thing we ought to have made was shelters down there by the beach. This suggestion would have been the best idea, but because it came from Piggy everyone just ignored him and ran off to have fun or hunt. His differences to the group made Piggy the centre of torment despite him being a major asset to the group. Ralph and Piggy were the first two boys to meet after the plane crash. As of this moment onwards they stuck by each other. They created an alliance. Ralph was the only one who stood up for Piggy when he was being bullied, which made Piggy idolise him. Youre chief Ralph, you remember everything. Ralph was like Piggys hero. He was appointed leader at the first meeting and Piggy was like his sidekick, I was with him when he found the conch. I was with him before anyone else was. Piggy wants to st ...

Ice and the Density of Water

Ice and the Density of Water Why does ice float on top of water rather than sink, like most solids? There are two parts to the answer to this question. First, lets take a look at why anything floats. Then, lets examine why ice floats on top of liquid water, instead of sinking to the bottom. Why Ice Floats A substance floats if it is less dense, or has less mass per unit volume, than other components in a mixture. For example, if you toss a handful of rocks into a bucket of water, the rocks, which are dense compared to the water, will sink. The water, which is less dense than the rocks, will float. Basically, the rocks push the water out of the way or displace it. For an object to be able to float, it has to displace a weight of fluid equal to its own weight. Water reaches its maximum density at 4 C (40 F). As it cools further and freezes into ice, it actually becomes less dense. On the other hand, most substances are most dense in their solid (frozen) state than in their liquid state. Water is different because of hydrogen bonding. AÂ  water molecule is made from one oxygen atom and two hydrogen atoms strongly joined to each other with covalent bonds. Water molecules are also attracted to each other by weaker chemical bonds (hydrogen bonds) between the positively-charged hydrogen atoms and the negatively charged oxygen atoms of neighboring water molecules. As the water cools below 4Â  C, the hydrogen bonds adjust to hold the negatively charged oxygen atoms apart. This produces a crystal lattice, which is commonly known as ice. Ice floats because it is about 9% less dense than liquid water. In other words, ice takes up about 9% more space than water, so a liter of ice weighs less than liter water. The heavier water displaces the lighter ice, so ice floats to the top. One consequence of this is that lakes and rivers freeze from top to bottom, allowing fish to survive even when the surface of a lake has frozen over. If ice sank, the water would be displaced to the top and exposed to the colder temperature, forcing rivers and lakes to fill with ice and freeze solid. Heavy Water Ice Sinks However, not all water ice floats on regular water. Ice made using heavy water, which contains the hydrogen isotope deuterium, sinks in regular water. Hydrogen bonding still occurs, but its not enough to offset the mass difference between normal and heavy water. Heavy water ice sinks in heavy water.

Thomas Aquinas Essay Example | Topics and Well Written Essays - 500 words

Thomas Aquinas - Essay Example He tried to merge the principles of Christianity with Aristotelian philosophy1. Summa Theologica and the Summa contra Gentiles were his greatest works. Because of his great contributions, he was referred to as the Doctor of the Church and was considered the greatest philosopher and theologian. Aquinas was born in Roccasecca in the year 1225 in his father’s castle. He began his education at an early age of five years at Monte Cassino. Later he joined the university where he was introduced to Maimonides, Aristotle, and Averroes, all of whom influenced his career in theology and philosophy. He decided to join the Dominican Order at the age of nineteen, which his family opposed fiercely. His brothers later took him back home before he could reach Rome. He has later held a prisoner in his father’s castle for one year for defiance. Theodora tried to persuade him to abandon his mission to no avail. As a result, the sister assisted him to escape in order to save the family’s name. On the 7th day of March 1274, he died while commentating on the Songs of Songs. Even though he was a scholastic philosopher, he never considered himself one and would criticize other philosophers and call them pagans. He criticized them for "falling short of the true and proper wisdom to be found in Christian revelation." For this reason, he developed a lot of respect for Aristotle and always referred to him as â€Å"the philosopher†. His work has had a major influence on Christian theology, particularly for the Catholic Church and extended to the Western philosophy2. He did a lot of commentary work on Aristotle’s works which include; Metaphysics, Nicomachean ethics and On the Soul. He believed "that for the knowledge of any truth whatsoever man needs divine help, that the intellect may be moved by God to its act.† He also believed that humans possess a unique and natural ability to know very many things without divine intervention from God.

Selecting a Supplier or Contractor Research Paper

Selecting a Supplier or Contractor - Research Paper Example The four different projects chosen include that of production of electronic products, construction of a retail outlet, manufacturing glass containers and construction of residential buildings. The criteria for supplier selection followed by these projects include that of quality, the speed of delivery, cost and reputation respectively. After analyzing these criteria, a comparison of these supplier selection methods has been given along with the critique that identifies the best method of supplier selection. Every business has the impact of competition in the market due to increased globalization and various technological advancements. In such a competitive scenario, good supply chain becomes an important part of the corporate strategy. Coyle, Bardi, and Langey (2003) say that this prime need has driven the logistics managers to concentrate more on supplier capabilities, conceptualizing and designing and implementing the supply process. Traditionally, there were only a few criteria like cost, delivery time and quality of the goods that were mainly concerned with supplier selection says Smith et al (1963), in the recent there are many other criteria in selecting a suitable supplier. Selecting a competent supplier becomes the key to the production and delivery of high-quality products. Hence the supply chain managers need to adopt a proper strategy for selecting the suppliers based on some criteria. Selecting and maintaining a good supplier involves an important decision regarding the purchase of quality goods as it leads to quality products. The selection of competent suppliers can be based on various criteria as prescribed by Dickson (1996) are the net price quoted by the supplier, the reputation of the supplier, the extent up to which the supplier is able to meet the quality requirements, the replacement or