Epistemologies Essay Example | Topics and Well Written Essays - 500 words

Epistemologies - Essay Example In addition, the manifestation in this epistemology that knowledge relates with our history and social lives is arguably true since knowledge may originate from such quarters. Nevertheless, we cannot rely on historical knowledge alone to operate in today’s world. Hence, this epistemology significantly confirms that we must accommodate societal and developmental changes to define today’s knowledge. Similarly, the notion in this epistemology that realism correlates with empiricism to suggest that we can use our consciousness to establish the reality of things that exist outside our realms of knowledge is very fundamental. Hence, I agree with the fact that consciousness and reality are not distinct in establishing knowledge but rely on each other because humans have no capacity to establish all the truth but their consciousness can help them to establish some reality. Indeed, consciousness is a component of the absolute reality. Actually, reality involves more than our per ception and thus to establish adequate knowledge, there is need to apply consciousness. However, I partly agree with the notion that total knowledge exists outside our consciousness since I doubt whether we can realistically detect that knowledge as knowledge is always in motion. In addressing interpretivism, I partly concur with the fact that the knower seemingly constructs the reality. However, I concur with the idea that what we know is ultimate and that our consciousness only consults itself and not objective reality to establish the absolute reality. Indeed, we cannot use objectivity presume knowledge as our consciousness equally has limits. Nevertheless, the idea in this epistemology that the knower plays a noble part in establishing knowledge is very true in that one cannot claim to obtain knowledge in absentia. In addition, this epistemology

Health Organization Case Study Essay Example | Topics and Well Written Essays - 1000 words - 4

Health Organization Case Study - Essay Example Its persistence and corporation with major players in the healthcare industry has driven it to greater heights of delivering and ordering quality systems and services that serves patients of all types (UHC.com, 2015). The network growth, strategic plans, resource management, patient’s satisfaction and nurse staffing has always continued to be part of their objectives in order to offer quality, accessible, affordable and rich health care to all the patients at national and international level. This paper focuses on the preparation of the UHC and the capabilities to handle medical care activities for the coming generation. The UHC has put in place programs that favor all kind of social needs, in that their programs will support the low class level which is of a low cost, middle level with affordable cost and lastly the high class individual of families (Colling & York, 2009). The consolidations of their services to tight schedule with 24 hours system that monitor patients with professional nursing staffs and doctor makes them relevant and have a competitive advantage in the health care industry. The great team that include nurses, physician, dentists and professional doctors work hand in hand to make sure the life of patients are contained upon all means. The co-ordination of staffs that run from indoors, one hospital to another and one center to another is in order to oversee their duties according to the required standards. Although has a highly qualified personnel in the management sector which are keen on patient satisfactory services it looks forward to more improvement in future. UHC is certain about their employees hence they provide them with high salaries and reward that motivates them towards working to the best of their knowledge. The organizations have put in place strategies that interact with service providers depending on their

UK Legislation on Maritime Cultural Heritage

UK Legislation on Maritime Cultural Heritage How does current UK legislation define and value maritime Cultural heritage? Abstract The paper investigates UK maritime law with regards to its definition of maritime cultural heritage and the value placed upon this issue. Acts such as the 1973 Shipwrecks Act and the 1996 Treasure Act show that there are large gaps in UK maritime law and that the value placed upon maritime cultural heritage protection in the UK is lower than that placed upon commercial salvage concerns. In addition, international law has had little effect due to the UK rejection of the 2001 UNESCO Convention. Current events also show that the UK government is prepared to put commercial concerns before maritime cultural heritage protection. A survey is conducted to show the lack of knowledge in the UK regarding maritime law, but the desire from society for increased protection. Recommendations are made to scrap current legislation in order to put in new, unified legislation that offers blanket protection for wrecks. The proposal is similar to the current Swedish model of maritime cultural law. Historically, as one of the world’s foremost shipping and naval countries, Great Britain has a huge amount of maritime culture and heritage. In order to protect this heritage, there are a large number of laws in place. However, there is much discussion as to whether or not these laws adequately protect and value maritime cultural heritage above other concerns such as economics, politics, and land protection. The aim of this essay is to look at the current UK legislation and see how it defines and values maritime cultural heritage. This subject is important, because maritime cultural heritage is an important part of our society, and can give us a sense of pride in our nation’s achievements. Maritime cultural heritage is part of our national pride and identity – part of what it means to be English. With this in mind, it is important that this heritage is protected. The first section will consist of a literature review of UK maritime law and how it values maritime heritage. This will involve looking at a wide variety of government legislation from both the UK and worldwide law. The second section will continue a review of literature regarding how best to protect and guard maritime cultural heritage, and how these theories interplay with the law in practice. In order to gain an understanding of how the UK legislation compares to other maritime laws worldwide, there will be a comparison of UK law and policy with the policies of Australia and Sweden. These countries have been chosen along with the UK because of their significant maritime heritage. A news and views section will outline some of the recent issues and developments in maritime cultural heritage to show how legislation is currently being used in practice. This will include a look at the recent Spain vs. Odyssey conflict and its significance to the protection of maritime cultural heritage. The next section will include a survey so as to determine the public’s knowledge of current affairs within the UK regarding maritime cultural heritage. This will be a chance to understand the problems and advantages of maritime cultural heritage protection and law in today’s Britain. The penultimate section will outline recommendations on how, in light of the literature review findings and survey results, the current legislation could be changed to further protect maritime cultural heritage in the UK and worldwide. This may involve the changing of current laws or the creation of new laws with regards to maritime heritage protection. The last section will conclude all of the findings of the paper. Before the literature review begins, it is important to give a basic definition of what is meant by maritime cultural heritage, so that it can be understood what the protection of it means. This will also be useful to compare with how the UK and worldwide legislation defines maritime cultural heritage. One good definition of so-called ‘underwater cultural heritage’ is put forward by Sokal, who says that underwater cultural heritage: â€Å"†¦Refers to all remains of human activities lying on the seabed, on riverbeds, or at the bottom of lakes. It includes shipwrecks and other objects lost at sea, as well as prehistoric sites, sunken towns, and ancient ports that were once on the dry land and were eventually submerged due to climatic or geological changes.†[1] However, this does not fully cover maritime cultural heritage that has since been salvaged or put on display, as many of the most precious items have already. The reason for this is that it is generally understood that once artefacts are salvaged they are then governed under usual artefact and heritage law. The protection of the maritime heritage is to do with the maintenance and protection of relics that are underwater rather than those that have already been retrieved. [2] Although there is no standard definition of cultural heritage, many of the UN drafts and resolutions include terms such as â€Å"Objects of an archaeological and historical nature found at sea†. Although it is hard to fully decide what this should include, it is fairly clear that in the most basic sense underwater cultural heritage has to do with historical remains or evidence of human existence in any body of water around the world, particularly if that evidence is of cultural significance.[3] In the next section this definition can be compared to the definition of maritime cultural heritage put forward in UK legislation. The problem at present is that our maritime cultural heritage is protected by an assortment of UK legislations, none of which were specifically designed or created for the sole purpose of protecting and conserving our maritime cultural heritage. This means that only around sixty sites have been protected of an estimated thirty or forty thousand in the UK. This is because the laws are heavily value laden, and this diminishes any powers of protection offered. One of the earliest laws related to cultural heritage is the Ancient Monuments Act of 1882. This act was put in place so that ancient monuments could be ‘guarded’ or looked after by the people who own them, and also so that the government could potentially buy monuments that they felt needed better protection. Although this act sets a good early example in that it lists punishments for potential defacers of such monuments, there is a significant loophole. Anyone who owns such a monument but has not been given the title of ‘guardian’ of that monument is not liable to such punishments. This means that anyone who takes possession of or owns a piece of heritage or monument could in fact use it for commercial purposes or sell its valuable parts without punishment, so long as they had not been officially labeled as a guardian of the monument. This is significant because it is likely that anyone who was labeled a guardian would have been given this title because of their commitment to the monument. Those unlabelled owners would be perhaps more likely to deface or use the monument, yet could escape punishment for doing so.[4] Another problem with this act is that it does not specifically mention maritime cultural aterfacts as being monuments, and talks more about land-based monuments and their maintenance. Although the act was updated in 1979, it still retained the core problem of determining what ‘monuments’ were in fact Only those monuments listed on a ‘schedule’ were truly protected by this law, meaning that thousands of locations of maritime cultural heritage were left out and exposed to harm.[5] One of the next acts to be created with regards to maritime cultural heritage is the 1949 Coastal Protection Act. This act is concerned with the maintenance and protection of land that is being encroached upon by the sea, to stop valuable pieces of land being destroyed by coastal erosion. The way in which this act helps to protect underwater cultural heritage is that permission is required in tidal waters to dredge or remove objects. This means that underwater heritage sites cannot be touched without permission. However, it also means that any works for maintenance of these sites requires permission, and may be refused if this work interferes with navigational safety in any way. Also, the main point of this act is to stop land destruction, and the prohibition of removal of materials does not specifically mention cultural artefacts. It also says that removal of minerals more than fifty feet below the surface is allowed. The act also offers no protection to artefacts or wrecks in non-tidal or inland waters, as these are not considered part of the realm of ‘coastal protection’. Again, whilst the Coastal Protection Act does make it harder for some artefacts to be removed, it also has many flaws because the act is not targeting cultural heritage protection.[6] Perhaps the first real attempt to create a law that takes into account cultural heritage sites is the 1973 Protection of Wrecks Act. This act when combined with the Ancient Monuments Act has helped at least 15 wrecks to be protected in parts of Scotland.[7] It has in total protected around 60 wrecks under section 1 of the Act. This act is an improvement on the Ancient Monuments Act because it does need have the requirement of scheduling a monument. Rather, for a wreck to be protected it needs to be of historical, archaeological or artistic value. The problem here of course is defining this ‘value’, and this is why so many wrecks have been ignored. There is no specific definition of what constitutes this artistic, historical or archaeological value, and in fact 2 items on the original list of 60 have been removed. This law is helping to protect culturally significant wrecks, but with its vague definition of what this means there are countless other wrecks not being protected. Another problem is that with the correct licenses people are still allowed to regularly dive with these wrecks, although not take anything away. The problem here is that there is potential for damage or removal of objects without the knowledge of those charged with guarding the wrecks if anyone with a correct license can b e allowed access to the wreck.[8] Another issue is that whilst the act stops designated wrecks being unduly disturbed, it does not mention anything with regards to the maintenance of such wrecks and how they are to be preserved for future generations – an integral part of maritime cultural heritage. In 1986 there came the Protection of Military Remains Act. The primary goal of this act is to prevent disturbance of human remains that are still present in military aircraft or vessels. This is an act that applies both to UK and international waters, although vessels of foreign origin only count within UK waters. The act categories places as either ‘protected’, where diving is allowed with a license, or ‘controlled’, where no-one is allowed to visit. The historic significance of a site is one of the most important criteria when deciding if a site is eligible for protected or controlled status under the law. Although there are currently 16 vessels protected by this law in UK waters and at least 5 more in international waters as of 2001, the major loophole is obviously that the sites are only being protected whilst the human remains stay at these locations. Once these remains are gone then under this law the vessels will not be offered protection. Also, the definition of what constitutes historical significance is not clear.[9] The Merchant Shipping Act of 1995 is somewhat different, and is based upon the 1989 International Convention on Salvage. This Shipping law states that all items of wreck found in UK waters must be reported to the Receiver of Wreck – an official of the British government. Once reported the person who finds the wreck then has rights of salvage. These rights of salvage mean that once reported, the wreck is to be detained by the Receiver until a valuation is completed, at which time the individual(s) who salvaged the wreck will need to pay up to  £5,000 to release the wreck into their custody. The government can then hold the vessel until an owner is established. However, the problem with this legislation is again that it was not designed with the protection of maritime cultural heritage at its core. Although it means that all wrecks, no matter their significance are reported, it also means that if no owner comes forward or is found the person who found the wreck has rights to it once the salvage costs are paid. Although the Receiver has the rights to refuse this salvage right, this has been rarely carried out in the UK, if at all. Another factor is that the entire legislation is concerned with property ‘value’ in money terms rather than any cultural or historical significance. Whilst a wreck may appear of little monetary value, it may be of significant cultural or historical interest. This law only helps maritime cultural heritage in the sense that more wrecks need to be reported. However, it does not help wrecks from being removed or taken into possession by those who salvage them, whatever their intentions are for the wreck.[10] However, the Treasure Act of 1996 is a law created to deal with artefacts collected or found, and has more significance for maritime cultural heritage protection. This act creates a legal obligation for anyone who finds an object of ‘treasure’ as defined in the act to report it to their local coroner within fourteen days. The coroner will then determine whether or not the item constitutes treasure. If the item is seen as treasure then the person who found it must offer to sell it to a museum at a price set by an independent board of antiquities experts. If the item is found to not be treasure or the museum does not want to purchase it, then the finder may retain the object. In this law, the definition of treasure is generally set out to deal with items that are gold or silver of at least ten per cent and precious coins that are at least 300 years old. Items that are older than 200 years and are deemed by the State to be of historical or cultural value are also included. The problem with this is that any item outside of the usual scope of ‘treasure’ can only be classed as treasure through a special order. This sort of order may only be granted in circumstances where significant cultural value is identified. Another problem with this law is that it does not really preserve heritage directly. It demands that any treasure found be valued and that a museum have to pay the full price for such treasure. This means that for extremely valuable items it may be beyond the means of museums to purchase everything. This leaves maritime cultural heritage in the hands of people who may only be interested in the monetary value of an item and have no desire to preserve the item beyond this. However, most significantly the law focuses on metallic items of over 300 years old and any other culturally significant items of over 200 years old. This means items under 200 years old may not be protected, and the wrecks where the treasure is found may be damaged or discarded in favour of collecting the treasure itself. It must be said that this law, like the Merchant Shipping Act, does mean that more treasure and historical items are reported and discovered, allowing museums the opportunity to collect more material than might be possible otherwise. However, it does also encourage those who actively seek treasure of value, for they know a price will be set for it. More emphasis in the law should be put upon the cultural and historical significance of the item. The flipside of this is of course that people are more likely to report treasure knowing they will get money for it, rather than just keep it for themselves.[11] The most important of recent UK laws in this field though is the National Heritage Act of 2002, which is an update of the 1983 Act. This act is important because it includes UK heritage agencies in the protection of ancient monuments in or under the seabed within the territorial sea adjacent to England. Wales and Scotland have similar administrative responsibilities in their devolved administrations under Cadw and Historic Scotland respectively.[12] This is a welcome law as it enables English Heritage to take over responsibility for maritime cultural heritage protection from the Department of Culture, Media and Sport.[13] This means that the protection of monuments and promoting the public’s enjoyment and awareness of such monuments is all handled by one agency. Whilst there was obviously a transition period to move control from one agency to another, it has meant that archaeological sites from low water to the 12 nautical mile territorial limit around England are all dealt with by English Heritage.[14] Whilst this law is a step in the right direction by attempting to join up the laws governing maritime cultural heritage protection, the Acts themselves have too many gaps and too little direct focus on heritage protection to adequately protect our maritime cultural heritage. In addition to these UK laws however, cultural protection and heritage is governed by the UNESCO laws of 1972, 1981 and 2001. These laws have a significant influence on how cultural heritage is protected. The World Heritage Convention was adopted by UNESCO in 1972 and links nature conservation and preservation of cultural heritage. It helps to define the sort of sites that can be considered for the World Heritage List, and any country that signs the list pledges to protect not only their World Heritage Sites in their territory but their national heritage as a whole. By signing this list the UK has pledged to protect our national heritage, a large part of which is our maritime cultural heritage. However, it is the 1982 Law of the Sea Convention that really began to create a universal concept and law of maritime cultural protection. It is Articles 303 and 149 of this law that are of most interest. Article 303 says that ‘States have the duty to protect objects of an archaeological and historical nature found at sea and shall co-operate for this purpose’. [15] One problem with this part of the law is that it does not give any details of what these duties might involve. The law also says that it is not in contradiction or prejudice to any other international agreements on cultural protection, thus leaving the way open for future laws such as the 2001 convention. Article 149 says that: â€Å"all objects of an archaeological and historical nature found in the Area [that is, on the seabed underneath the high seas] shall be preserved or disposed of for the benefit of mankind as a whole, particular regard being paid to the preferential rights of the State or country of origin, or the State of cultural origin, or the State of historical and archaeological origin†. The problem with this is that the law is limited to the high seas, and there is a large gap between the high seas and the zones such as the contiguous zone closer to territorial waters.[16] As the most comprehensive of all the international maritime laws, it is a surprise that only two sections are linked to cultural protection. The problem is that these issues were only discussed at a late stage and the primary focus of the law is on fishing, the environment and trade. This law was ratified by 146 nations and came into effect in 1994. Of those nations that did not accept initially such as the USA, much of this was to do with deep seabed mining and other natural resource management concerns rather than with the issue of underwater cultural heritage – most likely because the Convention had so little in it about this topic.[17] However, it wasn’t long after this that new draft resolutions began to deal with the future of underwater cultural heritage, as it was felt that not enough was being done to deal with this issue. There was to be a look at cultural management, and these draft resolutions culminated in the 2001 UNESCO Convention on the Protection of the Underwater Cultural Heritage.[18] This law was certainly needed, for the 1982 law was an ambiguous and rushed attempt to deal with underwater cultural heritage protection. The problem is that past 24 nautical miles there is little protection for cultural heritage in the 1982 law, and the protection of cultural heritage is then left up to the freedom of the open seas.[19] The 2001 Convention was adopted by 87 votes for to 4 against, with 15 abstentions. However, in these 15 abstentions were the UK, and at the time the US was not part of UNESCO and so could not vote. This immediately causes problems, as although the UK has adopted the 1989 Salvage Convention, they have not adopted the 2001 Underwater Cultural Heritage Convention. The reason for this is that the 2001 Convention actually attempts to provide blanket protection for all maritime cultural heritages, and the way in which State vessels and warships were to be protected was different to the plans of the UK. Britain has such a huge amount of wrecks that it has been felt that only those of the most significance should be focused on. If this Convention were signed then all wrecks of any historical or cultural significance would need to be protected. Britain believes that diverting resources to the most important wrecks and then educating people about maritime cultural heritage is more important. [20] However, this is not a view that the researcher ascribes to, as it seems extremely important that we preserve our entire maritime cultural heritage so that we may understand both the good and bad events that Britain has been a part of. Funding is obviously integral to this, and perhaps at this time it has not been possible for Britain to offer such large resources to the protection of all wrecks. Whilst this may be monetarily prudent, it may prove to be a costly mistake in the future as wrecks continue to be salvaged without consideration for the protection of cultural heritage. The law itself is having an effect on our cultural heritage protection though as the UK becomes increasingly pressured to meet the demands of this convention and give blanket protection to historical wrecks. The problem with this though is obviously providing resources to meet these demands, which may result in protection resources being spread too thin. Also, blanket protection of all wrecks may result in us being too nostalgic about certain aspects of our maritime cultural heritage, in particular the perspective our Britain’s associations with the sea during times of conflict. It is questionable as to whether significant amounts of money should be spent on protecting all historically significant wrecks, even if these wrecks were associated with darker activities and times in our history.[21] However, the 2001 convention doesn’t offer nearly as much protection as it first seems. The fact that there is a 100 year minimum time limit on artefacts excludes a lot of more recent wrecks that may be historically or culturally significant, such as the Titanic and wrecks from World War 1 and World War 2. This fact was made abundantly clear when the wreck of the Titanic was uncovered in 1985 and it became apparent that there was no way to protect it from salvage. With more advanced equipment today the problem is even greater, and anything under 100 years old is simply not adequately protected by the law. [22] Despite this, the law does have some good points. It aims at a universal plan of in situ preservation of wrecks, meaning they are less open to invasive procedures that would damage their condition and prevent us studying them in detail in the future. Another very important aspect of the Convention is in Article 4 which declares that the rules of salvage and finds will not be applicable to underwater cultural heritage. Although salvors do not obtain ownership rights, they gain the right to large compensation. This means that anything labeled as underwater cultural heritage cannot be sold commercially or traded. [23] Of course, the major problem with this law is its ineffectiveness unless more nations sign onto it. With the UK not accepting its terms it means that whilst the UNESCO Convention is good in principle, it cannot particularly influence UK law at this stage. The UK still looks to the Protection of Wrecks Act as the way to preserve cultural heritage. However, should more nations accept the Convention then this would surely be a major step towards further protecting the maritime cultural heritage of all countries. Just like the 1982 Convention, acceptance of this Convention would help reduce piracy and crime that damages maritime cultural heritage.[24] The problem with all of the laws in the UK and the rejection of the 2001 UNESCO Convention is that there is a lack of value placed upon maritime cultural heritage. The next section will briefly examine how, despite efforts to promote maritime cultural heritage protection, the UK laws still place little value on this concept above financial concerns and traditional property rights and salvage law. An example of how maritime law in the UK fails to focus on maritime cultural heritage preservation can be found in a study conducted by Mike Williams, a senior law studies lecturer at Wolverhampton University. Williams found that in places like the south-west of England, the rights to a wreck were based upon non-law conventions such as rights based on being able to see out to the distance that the wreck is from the shore. Although Williams show that Britain does know the importance of underwater cultural heritage and that is why it adopted the Valetta Convention, the Shipwrecks Act of 1973 has many flaws. It does not include protection for items that are not ships such as wrecks of Warplanes, and it stops people from having access to historical sites, which almost defeats the point of protecting them. The problem is that salvors can still claim possession of such historical wrecks, as seen by the 1990’s case of the Hanover, which was designated a wreck after discovery because it was supposed to carry gold. The salvors took the government to court and won the right to salvage. This shows the law is does not value cultural heritage as much as the traditional rights of salvage.[25] The fact is that when on land, historical artefacts are protected much better than those in the water. Although there have been a number of shipwrecks or maritime archaeological remains found on land, this is rare and the core of our maritime cultural heritage is beneath the water.[26] The problem can be seen in the cases where politicians get involved to try and protect wrecks or bring them to the attention of the public. This is necessary because the law itself, or at the very least the application of the law, is not focused on maritime cultural heritage. A case in 2002 was highlighted when Baroness Blackstone called for protection from the law for the 18th century warship the Bonhomme Richard. Although this wreck was eventually protected thanks to an urgent Designation Order under the Protection of Wrecks Act, it is only because of quick work by the Baroness that this occurred. The issue was that if salvors had got to the wreck first there was little the law could have done to prevent their rights of possession. If more value was placed upon cultural heritage protection in the law, then these temporary emergency measures would not be needed to protect important historical sites such as that of the Bonhomme Richard.[27] Another problem occurring in the UK system is that it is becoming increasingly difficult to find new and profitable uses for the port system. This means it is becoming harder to maintain these avenues of maritime cultural heritage, an example of which can be seen in the collapse of the coal ports in South Wales. The problem is that a balance between economic viability and cultural heritage is trying to be created. With architecturally important yards such as the Royal William Yard in Plymouth being left unused, it is becoming hard to see how economics can mix with cultural heritage. At the moment it seems that the force of economics is winning out. [28] The state of law at the moment is that cultural heritage is still put behind economic concerns of both salvors and the government. The law still favours salvors, and the government is unwilling to change laws to protect all wrecks because it would be too costly at this time. Therefore, by protecting a small number of high-profile wrecks it can be seen that something is being done. However, this is not enough and until these laws are changed it is clear that protection for maritime cultural heritage in the UK will remain inadequate.[29] To show how the UK maritime laws compare to other countries in terms of valuing cultural heritage, the next section will look at the legislation on maritime heritage in Sweden and Australia against that of the UK. Australian maritime law is perhaps more focused on maritime boundary zones than on preserving cultural heritage.[30] After ratifying the 1982 UNESCO Law of the Sea in 1994, they also put in a 200 nautical mile Exclusive Economic Zone to help protect their interests around their complex shoreline.[31] However, this is not to say that Australian law doesn’t take into account maritime cultural heritage. The 2001 UNESCO Convention has had an effect on Australian law, although policies to protect cultural heritage in Australian waters have been in place for around 25 years. However, the problem in Australia is that only the Federal Government can help to initiate such changes as put forward by the Convention. This is difficult because it is the Territories who often put in practice many of the initiatives regarding cultural heritage protection. Despite this, in 2001 a promise to review the 1976 Commonwealth Historic Shipwrecks Act would be put in place, although this has taken some time to complete. The Historic Shipwrecks Act works very much like the UK Shipwrecks Act in that it protects historic shipwrecks rather than other relics. The review since the 2001 UNESCO Convention would aim to change this so that all historical artefacts would be preserved. However, like the UK there is opposition to this from salvors as well as divers, with Australia being particularly popular with wreck divers. They believe that new laws would limit the access to wrecks for the general public. In truth, these ‘concerned’

The University Education: A Religious Experience :: University Education

The University Education: A Religious Experience If I wanted to do an over-view of my thoughts about the university being related to religion for a layman who doesn't understand anything beneath the surface, then my first paper would be a success. Putting myself in an educated person's position of having to read that as a college essay, I would be insulted. Of course this is a post-English 220 thought. I've opened up to find myself more since then. I'm not saying that have found my perfect style. I've found a new style in myself other than the "Official Style". I'm writing for you in a close version of the "O.S." because this is an explanation about my own writing and I feel that this is the best way to *explain*. Don't worry, by the end I'm sure that I'll have fallen away. I've taken a close look at this paper of mine entitled _The University Education: A Religious Experience_ and found that my thoughts about the metaphor haven't changed a lot. I'm the type of person who finds little religious quirks in everything, though (A result of: accepting evolution; seeing the Bible as a bunch of parables and tall tales - including Genesis and the entire New Testament; reading Don Delillo's _White Noise_ , Heinlein's _A Stranger in a Strange Land_, Baudelaire's "Voyage"; rebelling my over-religious, over-hypocritic mother; oh ya. Moliere and Chaucer; learning about different cultures and religions; etc., etc.). I like comparing people and their actions, myself included, to Christian rituals and events. When it comes to the university as a religion, this comparing multiplies because so many of us here take our education as a life or death matter. And I think it should be. Of course there are those who are hypocritic in the university life - don't worry they get a few second chances and are then abandoned. I'm on one of my second chances. Yes, I feel the same way about my metaphor as I did when I wrote this introduction paper. No, I don't like paper because if I were to truly put effort into the it now I would not have written it that way. My style is much different now (A result of this class and my new interest in fiction writing from Eng. 218). I like to lay things between the lines - let the reader work a little. I'm not a combination of Elliot and Pound, nor do I intend to be.

Johnny Man: Widening Views

This essay will look at and research a cardinal text ( The Saber Tooth Curriculum ) . It will put out to research and critically reexamine Harold Benjamins renowned sarcasm on the educational and curriculum system of a supposedly Palaeolithic folk. The essay will make statements within the text and associate this to the instruction system of Britain in both an academic and vocational scene. It will look at the educational model for 14 to 19 twelvemonth olds and how this relates to the text in inquiry. The essay focuses on the 14 to 19 models of secondary schools, as this is the field in which I teach in. It will place womb-to-tomb larning through vocational instruction of building and how â€Å" Truly Useful Knowledge † is being used in the Saber Tooth Curriculum and the Construction industry today. The Saber Tooth Curriculum was written against the background of inharmoniousness in America. They had merely come out of the depression as a consequence of roar and flop epoch. Ha rold Benjamin was an educationist who had fought in the Fist World War and became a advocate of educational reform through his anonym J.Abner Peddiwell. The Saber Tooth Curriculum imagines the first educational system that is set up in Palaeolithic period by a tribesman called New-Fist-Hammer-Maker. He had gained his name by like an expert doing a tool that would be highly good to the endurance of himself and his folk, Benjamin, J ( 1971, p7 ) states ; ‘New Fist gained his name and considerable local prestigiousness by bring forthing one of these artifacts in a less unsmooth and more utile signifier than any antecedently known to his folk ‘ . The writer has used New-Fist-Hammer-Maker as the footing of his narrative and the message he is seeking to state. Through his advanced tool doing accomplishments, he is seen as the intellectual of the group, and his thought and thirst for cognition are highlighted in the first transitions of the narrative, Benjamin, H ( 1971, p8 ) states ; ‘He began to catch glances of ways in which life might be made better for himself, his household, and his group. By virtuousness of this development, he became a unsafe adult male ‘ . The beginnings of New-Fists instruction for his kids and folk, evolves around the demand for security, comfort and nutrient. The simple undertaking of feeding his kids, himself and the folk was identified three classs of course of study: fish grabbing with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. Through this course of study the kids had learnt the valuable lessons that would give them advantage over their equals. It was non long before the whole folk had learnt the three basicss of the course of study and for a clip they were secure and safe because of the instruction. One could tie in or compare the course of study New-Fist introduced into his folk, to the instruction system of secondary instruction and vocational instruction in today ‘s universe. The Education Act of 1944 by Winston Churchill ‘s Conservative Government, heralded free instruction to the multitudes. The course of study would hold involved the three R ‘s which would hold been Reading, Writing and Arithmetic. By analyzing these basicss pupils were judged to hold been given a good, if non just instruction to come on into a productive life. It is this foundation in Britain ‘s instruction system that reflects New- Fists course of study of fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. Benjamin, H ( 1971, p12 ) states ; ‘The best trained horse-clubbers of the folk went out twenty-four hours after twenty-four hours and employed the most efficient techniques taught in the schools, but twenty-four hours after twenty-four hours they returned unrewarded. A Equus caballus clubbing instruction of the highest type could acquire no consequences when there were no Equus caballuss to club ‘ . As clip goes by the age old course of study of fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire is being called into inquiry because new ways of lasting were needed. The butchery of all the natural resources, biological promotion of a species and the onset ice age, forced the folk to contrive new technological betterments in their endurance accomplishments. As new ways were found to catch fish, traping antelope and capturing bears, the old course of study was sought to be out of day of the month by the bulk of the folk. The groups in the group opposed the seniors and questioned the techniques and learning which were seen to be irrelevant. One could pull analogues with this statement in the past and present instruction system, which has its values in the Thatcher Government of 1979 and the debut of the National Curriculum and all the proficient progresss that have been made since. Prior to the National Curriculum schools were able to learn â€Å" what † and â€Å" how † they wanted. It was an independent clip for instructors and all that were involved in the profession of instruction. The educational model of Britain had non changed since the debut of General Certificate of Education Ordinary degree makings, and the Advanced GCE degree in 1951. It was non until the early 1960 ‘s that the Certificate of Secondary Educa tion was introduced, as the O ‘ Levels were deemed to be excessively hard for the bulk of province instruction. The debut of Margaret Thatcher in 1979 can be seen as the major alteration to the educational system in Britain, and the continuance of that subject in Tony Blair ‘s New Labour in 1997. Thatcher sought to revolutionize the old model of O degrees and present an up to day of the month General Certificate of Education. Harmonizing to Kelly, A ( 1994 ) this new making would integrate all the new technological progresss and give pupils the cognition, accomplishments and abilities to come on into the wider universe of employment and the beginning of womb-to-tomb acquisition. As clip has gone by the purportedly radical making set up under Thatcher, has itself come under oppugning and go the old guard. Tomlinsons Report in 2004 on course of study reform had put frontward a extremist shingle up of the whole making model for 14 to 19 twelvemonth olds. The writer has identified and differentiated vocational preparation and instruction through the senior ‘s stance on course of study alteration. One could pull analogues with the seniors and the building industry and house edifice because the necessity to construct and build a warm, stable and unafraid environment has been cardinal to our endurance since the beginning of clip, from the dark ages to the in-between ages and to the present twenty-four hours. As one coevals passes the learnt accomplishments from one to the other, cognition is being transferred and in clip expanded. As history progresses the manner in which one constructs their houses will alter with manner, manners and thoughts of the clip. Through this all the accomplishments that are learnt through new thoughts and manners are passed onto the following coevals of skilled craftsman. House edifice and building has been portion of the fiction of society, and the manner in which learners have been taught has evolved f rom that. Knowledge of constructing different ways has ever been fixed but what is â€Å" Truly Useful Knowledge † are of all time altering, depending on the Government enterprises, Sector skills Councils and the policy shapers of the clip. Presently the building industries have undergone a major reconsideration of all their makings and through authorities reform and support, issues have had to accommodate. The writer has brought the statement between instruction and preparation and how one is clearly different from the other, the groups in the folk are reasoning for an inspection and repair of their seemingly out of touch patterns fish catching with au naturel custodies, woolly Equus caballus clubbing and saber tooth tiger frightening with fire. The groups are reasoning for instruction to reflect what is go oning in the outside universe and to maintain up to day of the month with technological progresss. Through the seniors the statement for the course of study is based around societal duties, progressive acquisition and cardinal cognition, Benjamin, H ( 1971, p15 ) states ; â€Å" We do n't learn fish-grabbing to catch fish ; we teach it to develop a generalised legerity which can ne'er to developed by mere preparation. We do n't learn horse-clubbing to club Equus caballuss ; we teach it to develop a generalised strength in the scholar which he can ne'er acquire from so matter-of-fact and specialised a thing as antelope-snaring. We do n't learn tiger-scaring to frighten Liberation Tigers of Tamil Eelams ; we teach it for the intent of giving that baronial bravery which carries over into all the personal businesss of life and which can ne'er come from so basal an activity as bear-killing. † The same statements environing the course of study for 14 to 19 old ages olds are still being asked today, with relevancy to the pupil ‘s abilities to go forth instruction being to the full equipped with the right cognition to come on into employment, preparation and womb-to-tomb acquisition. The writer has used a journalistic manner of composing he writes in a manner that high spots and sensationalises New-Fist-Hammer-Maker ‘s expertness in doing good hunting tools for illustration Benjamin, J. ( 1971, p7 ) states ; ‘New Fist gained his name and considerable local prestigiousness by bring forthing one of these artifacts in a less unsmooth and more utile signifier than any antecedently known to his folk ‘ . The writer Benjamin has used a scope of affectional and descriptive linguistic communication to depict his narrative of a Palaeolithic tribe.Benjamin, H. ( p7 ) states ; ‘New-Fist pushed himself beyond those lengths to the point where thinking was inevitable ‘ . By puting New- Fist apart from his fellow folk Benjamin, H ( p7 ) states ; ‘He would gaze moodily at the flickering fires and inquire about assorted parts of his environment until he eventually got to the point where he became strongly dissatisfied with the accustomed ways of his folk ‘ . The whole narrative is set in a metaphor for life through instruction and those that administer what is â€Å" Truly Useful Knowledge † . The metaphor used by the folk is that instruction is the foundation for life itself and this can non be replaced by manner, manner, technological progresss and alteration in attitudes. The writer has used a simplistic manner to state the narrative of â€Å" The First Great Education Thinker â€Å" in maintaining with the narrative line itself. He has tried to prosecute all that read it foremost a apparently simple journey about a folk and their beginnings of an instruction system which has undertones of irony, sarcasm and a lingua in cheek attitude, Goodland, J argues ( xxviii,2004 ) that ; ‘However the cardinal defeat expressed satirically by Harold Benjamin in the Saber Tooth Curriculum was caused by the broad spread between the prevailing pattern what was executable ; between the best and poorest patterns ; between the verbal committednesss to instruction and the existent support it received ; between the pressing demand and the response ‘ . The writer has used dyslogistic words throughout the Saber Tooth Curriculum to cynically state the narrative of New-Fist and his folk. He has stigmatised, mocked and stereotyped the bulk of the folk and those that ab initio go against the new instruction system. In decision the Saber Tooth Curriculum was seeking to place how the universe was altering in its technological progresss. Harold Benjamin was sardonically naming into inquiry, course of study alteration and the different sides that opposed it. Benjamin has used a metaphor for the narrative and how instruction is the beginning of cognition and the necessity to construct on that cognition to convey about alteration and future prosperity. Britain is in a clasp of fiscal instability and the hereafter looks unsure for employment, preparation, instruction and life long larning. Britain and the state are fixing for a general election and the possibility of a alteration of Government looms. The Saber Tooth Curriculum and its satirical statements and arousing inquiries are still apparent in today ‘s Britain. The Saber Tooth Curriculum poses the thought of cognition as being fixed and ne'er changing and instruction being inactive and unmoveable. This in my position is a romantic and naif position of the universe through rose tinted spectacless. Educational alteration is a positive measure, merely if it is being changed for the good of the people and non by policy shapers or politicians. Bibliography Benjamin, H. ( 1971 ) The Saber Tooth Curriculum in The Curriculum ; Content Design and Development. Milton Keynes: Open University Press. Benjmain, H ( 2004 ) The Saber Tooth Curriculum The book that Changed the manner we look at Education. United States: McGraw-Hill. Kelly, V. ( 1994 ) . The National Curriculum A Critical Review. Newcastle upon Tyne: Sage Publications This essay sets out to place how the thought of modernism and postmodernism tantrums into the instruction system of Britain. It will seek to detect how instruction foremost began from the enlightenment period in the 19th century up to the present twenty-four hours. This essay will foreground the alterations that have taken topographic point in instruction, and how vocational instruction, and the beginnings of womb-to-tomb acquisition has taken root in todays province instruction system. The beginning of the instruction system in Europe and its ideals and beliefs have stemmed from faith and the church. From the really beginning of the spiritual beliefs, followings and adherents would hold required the cognition and accomplishments to read and follow instructions from the Christian religion. The Gallic revolution in1848 played an of import function in finding the enlightenment and modernistic thoughts. Prior to the Gallic revolution the sovereign, authorities curates, church clergy and the old guard were the most powerful influences on society. The enlightenment undertaking had split from the instructions and beliefs of the church and religion and placed its values in ground, scientific findings, human nature, not spiritual thoughts, free thoughts and rational thought. The enlightenment period would be a revolution of thoughts that emanated from the old thoughts of the in-between ages, and faith and the church being the fount of all cognition. Out of the Enlightenment period Modernity was born towards the terminal of the 19th century and they would hold viewed the universe as scientific, based on cosmopolitan truths, logical thought of cognition and objectiveness. This was a move off from trust on religion to ground merely accepting cognition if their was cogent evidence of a move into modernness Bron, A ( 2002, p42 ) states ; ‘Modernism has, of class, many dimensions but cardinal to its beliefs was the emancipatory potency of peculiar signifiers of cognition. Reason and scientific discipline were to be applied to human personal businesss, every bit good as to the natural universe, replacing God as the premier footing for human improvement and societal advancement ‘ . Modernity mirrored capitalist economy and the province did non endeavor for instruction of the multitudes to derive societal equality but to do the state prosper economically. The industrial revolution went some manner to alter thoughts about cognition, instruction and preparation as workers were going more skilled and the necessity to read and compose was evident. For the bulk of people, instruction was seen to be for the privileged few, up until the terminal of the Second World War. Education of this clip was based on a three grade system that included Secondary Moderns, Grammar and Technical Schools. The instruction of the bulk of the state was left down to the instructors, pedagogues and caputs of the educational establishment, authorities and curates were non involved in the â€Å" what † and â€Å" how â€Å" to learn kids. The instruction of the clip would hold been based around reading, composing, arithmetic, spiritual instruction and vocational topics like woodwork, needlecraft and metalwork. This would hold reflected a hidebound position of instruction instead than a modernist attack. While the move towards modernness had begun, many schools still remained traditionally based around the church. Kelly, V ( 1994, p24 ) argues ; ‘In most societies deliberate efforts are made to utilize the educational system to advance certain sorts of societal and political values- and spiritual values excessively, since it is apparent that the monolithic part of the churches development of instruction Al proviso over the old ages, along with their close engagement in the planning and direction of schools and colleges ‘ These pupils would non hold left school without a making but may hold been awarded a certification of school accomplishment. As instruction progressed into the 1950 ‘s The General Certificate of Education Ordinary degree makings and the Advanced GCE degree making were introduced into mainstream instruction. Harmonizing to the Qualifications and Curriculum Development Agency, the Certificate of Secondary Education ( CSE ) was introduced in the 1960 ‘s to provide for a wider spectrum of pupils. The grounds behind this was that the bulk of pupils were non able to finish the elitist O Levels and A Levels, as the scrutinies and procedures were excessively far making for the ordinary kid. The modernistic attack towards instruction system had non changed since the debut of the 1944 Education Act under Churchill ‘s Government, until the debut of the Margaret Thatcher Government in 1979. The station modernistic motion has come from a reaction against Modernism. This would hold been reflected in our civilization and, whether that is the humanistic disciplines, literature or architecture, these have stemmed from a feeling of alteration in our society. The first universe has evolved and moved on from the beginnings of capitalist economy and industrialism. Managerialism and the move off from the single instructor keeping power in what they taught their pupils, to the province make up one's minding what should be taught. Technology, whole sale capitalist economy, denationalization, globalization would boom in the station modern universe, which had its roots at the terminal of the Second World War. Harmonizing to Usher, R ( 1996, P2 ) it is really hard to pigeon hole instruction with Postmodernism and goes onto province ; ‘Historically, instruction can be seen as the vehicle by which modernness ‘s ‘grand narrations ‘ , the enlightenment ideals of important ground, single freedom, advancement and benevolent alteration, are substantiated and realised ‘ Since the Introduction of Margaret Thatcher and her Conservative party in 1979 they had sought to alter the instruction system in Britain, with the Education Act 1988, a new Curriculum was born. The construction of the old making for primary and secondary schools were deemed to be out of touch. The General Certificate of Education Ordinary degree makings were to be abolished and replaced by The General Certificate of Secondary Education, Usher, R ( 1996, p25 ) states ; ‘Education is itself traveling through profound alterations in footings of intents, contents and methods, alterations are themselves an facet of the uncertainnesss of the postmodern minute ‘ . And goes on to province ; ‘Thus postmodernism becomes portion of the course of study, incorporated into the modern pattern of instruction ‘ . The National Curriculum had put the Government at the head of educational development. It had moved policy devising and educational alteration into a centrally planned system. The National Curriculum had identified that pupils would be broken down into cardinal phases, so that they could analyze the patterned advance and attainment marks from each cardinal phase, from an appraisal defined by the authorities. Another cardinal alteration was the distinction of topics into nucleus and foundation topics. The nucleus topics would be based around Mathematics, English and Sciences and Kelly, V ( 1994, p24 ) argues ; ‘Thus English has to come known more frequently as ‘ linguistic communication ‘ , as instructors have come to concentrate on the development of the students ability to utilize linguistic communication for thought and for speaking every bit good as for authorship, and, in the procedure of this alteration, there has been some loss of accent on grammatical constructions, on punctuation and, in general, on the mechanics of the English linguistic communication ‘ . The Governments concluding to alter the course of study, was to maintain in line with the postmodern universe and its rivals. Harmonizing to Kelly, A ( 1994 ) the demand to educate and develop pupils to go portion of society through employment and economic growing was paramount to the ideals of the Government. The beginnings of life long acquisition for 14 to 19 twelvemonth olds can be seen In 2004 by Mike Tomlinson study on the 14-19 reform of instruction which was commissioned by Tony Blair ‘s Labour Party following on from his â€Å" Education, Education, Education † rhetoric. The proposed alteration of course of study is really much centred on immature pupils going grownups within the making model, therefore seting them on the first measure of life long larning. The alteration in ideals and aspiration between New Labour and the Conservative Party it had superseded could be seen as an extension of the former government. Mike Tomlinson had advocated a complete shingle up of the current making model of G.C.S.E ‘S and A Level making. Harmonizing to Tomlinson ( 2004, p4 ) the reform was needed to ; ‘Raise engagement and accomplishment, strengthen vocational paths, provide greater stretch and challenge, acquire the rudimentss right ( English, maths, ICT ) cut down the appraisal load, and do the system more crystalline and easier to understand ‘ . Since 2004 Vocational instruction has been introduced into secondary school, constructing people into the universe of work non modernism instruction for instruction interest. The overplus of classs now available to school kids from the age of 14 old ages old, scope from Construction, Horticulture, Catering, Creative Media, Motor Mechanics, Engineering, Hair, Beauty, Outdoor instruction etc. This continuance of the altering face of instruction falls in line with Jarvis ( 2004, p32 ) ; ‘With this rapid alteration, it is about impossible to see cognition as a truth any more- we are now speaking about something that is comparative and can be changed once more every bit shortly as some new find is made ‘ . Although vocational instruction has reached many more pupils in secondary schools Tomlinson ‘s, sweeping alteration of the making model for 14-19 twelvemonth olds has been watered down and have been partly introduced. In decision the argument and statements environing Modernism and Post Modernism in our society have been ongoing since the debut of the thought. Mod positions replaced the ideals of the church, and cognition being placed into scientific findings and truths as the universe was altering. The thoughts of Modernism and Postmodernism took assorted signifiers in architecture, art, literature and instruction, and it could be argued that postmodernism is merely another signifier of modernism, and one is an extension of the other. As the essay has shown cognition is of all time traveling and altering and the instruction of our society reflects that cultural and ideological motion. Bibliography Bron, A. , Schemmann, M. ( 2002 ) . Social Science Theories in Adult Education Research. New Brunswick ( USA ) : Transaction Publishers. Jarvis, P. ( 2001 ) The age of larning. London: Kogan Page. Kelly, V. ( 1994 ) . The National Curriculum A Critical Review. Newcastle upon Tyne: Sage Publications Usher, R. , Edwards, R. ( 1996 ) . Postmodernism And Education. Great Britain, Chatham: Routledge. Department of Education and Skills. ( 2004 ) 14-19 Curriculum and Qualifications Reform. Available at: hypertext transfer protocol: //www.dcsf.gov.uk/14-19/documents/Final % 20Report.pdf ( Accessed: 1st April 2010 ) The essay will place a modern-day thought within instruction, Marketisation, and how it has affected the direction of schools and how they have changed their political orientation and construction because of it. It will turn up how the school ethos and their long term plans fits into womb-to-tomb acquisition. The essay will foreground the alterations in authorities and how they have affected instruction and place cardinal constabularies within that. The debut of the Conservative authorities under Margaret Thatcher in the 1970 ‘s changed Britain and its nucleus values in footings of its national industries, instruction and the wellness service. Before the Conservative Government Secondary schools were able to learn its ain course of study and make up one's mind what â€Å" Truly Useful Knowledge † was for their pupils. It was in the epoch of instructors being independent and at the Centre of pupils larning. The course of study of schools from the1950 ‘s to the1970 à ¢â‚¬Ëœs harmonizing to Matheson, D ( 2008 ) , did non hold a common nucleus course of study and was able to take their ain standards for learning. Schools were able to learn what they decided and how they were traveling to learn. Schooling of the 1950 ‘s and the 1970 ‘s gave power to instructors in the schoolroom. They could take their ain reading stuff, doctrine and the manner they taught the kids. The Thatcher Government and its political orientations and values had crushed the brotherhoods in its chase of merchandising of Britain ‘s National industries and interrupting the spirit of all those that stood behind it. The thought of denationalization was introduced under Thatcher ‘s Conservatives and Education did non get away their implicit in influences, Randle, K argues that ( 2000, pp140 ) ‘The New mangerialsim can be characterised as a manner of direction which emerged in the UK in the early 1980 ‘s and bit by bit distribute throughout the Public Sector. It began with the civil service in the aftermath of the Rayner Scritinities and the Financial Management Initiative ( Metcalf and Richards. 1987 ) and has since been established in local governments, the BBC, the NHS and the Education Sector ‘ . Prior to Thatcher all secondary schools and farther instruction colleges were under the control of Local Educational Authorities, but Thatcher had given all secondary schools the license to go Masterss of their ain fate if they so desired, and enter into the concern universe of instruction. Secondary Schools were now portion of this new universe of denationalization, marketisation and Thatcherism. Kelly, A ( 1994, p48 ) states ; ‘It is possibly deserving observing foremost the commercial imagination that is a characteristic of much of the 1988 Acts back uping certification. We read of the suppliers of instruction, of the ‘delivery ‘ of the course of study, of ‘machinery ‘ for carry throughing this and that, of the ‘users ‘ of the system, of its ‘consumers ‘ , of our rivals and so on ‘ . The 1988 Education Reform Act would turn out to be instrumental in both, the manner in which schools and farther instruction colleges were funded. The National Curriculum was introduced into province instruction in 1988 so the Government could determine the patterned advance of all secondary schools in England. The debut of the National Curriculum conference tabular arraies and SATS were shortly to follow. In countries of the state that still have Grammar Schools, Comprehensive and Secondary Moderns viing against each other, the National Curriculum set up under Thatcher would ever be a stumbling block for the under acting schools that would be at the underside of the conference tabular arraies. With the oncoming of Marketisation and Managerialism of instruction, Secondary Schools like The Community College Whitstable would hold to accommodate to the altering values of instruction. Schools have had to alter the set up of their managerial doctrines and go more in melody with the fundss of their establishment. The direction squad at The Community College Whitstable is set up as a concern with the Managing Director at the top or the Head and the Teachers at the underside in what could be described as a Christmas tree formation. The caput will hold their senior direction squad below her, and 2 Deputy Heads and the main Finance Officer as their closest confidantes. From the instructor at the bottom one will hold to see one degree above before he or she can talk to the Head. Through this concatenation of bid the Head instructor will be able to study and supervise the school and how it performs both financially and academically. For schools such as The Community College Whitstable, pulling a steady flow of pupils twelvemonth on twelvemonth is critical as the pupils represent a fiscal addition. The conference tabular arraies are all of import for possible new pupils and the patterned advance up the conference is paramount. Harmonizing to Ofsted Report ( 2000 ) The Commu nity College Whitstable had underperformed academically in 1997, 98, 99, which show that they was in the bottom five per cent of schools. The Oftsed Reports in 2006 and 2009 have non shown much advancement from the early yearss of the transmutation of the Sir William Nottidge to The Community College Whitstable. The grounds for this can be seen in the unjust disadvantage of the choice policy and competition from other schools in the Kent country. Hill, D ( 2001, p12 ) backs up this statement ; ‘New Labour policy and discourse on instruction, on schooling in peculiar, shows both continuities and differences with Thatcherism. The major continuities are a scope of low public outgo, denationalization, and the care of a selective, specializer and exclusionary instruction system ‘ . The outlooks from instructors to execute, educate and train pupils to go through test has non been greater as instructors public presentation degrees are linked into the school â€Å" mangerialism † . Teachers are bound to the schools with annual reappraisals on their public presentation direction, which are centred on the schools aspiration on accomplishment. Through these public presentation direction reviews instructors are assessed and a annual increase of their wage is paid. The 14-19 docket and the present authorities policies and support have had an impact on all secondary schools, they are no longer happy to allow their pupils travel to the local farther instruction colleges or elsewhere. The policy to maintain pupils past the compulsory age, are apparent at The Community College Whitstable, as the figure of station compulsory pupils have risen each twelvemonth, from 11 in 2000 to 117 in 2009. The chance of maintaining pupils station 16 are seen as a must for The Community College Whitstable. The growing of 6th signifier can be seen as instruction for instructions sake, as the consumption of pupils into 6th signifier can be seen as an unfastened door policy for fiscal addition, Evans, K. ( 2000, p126 ) argues ; ‘Currently, both the FEFC and TEC support theoretical accounts is target driven. If we add in the force per unit areas on schools to make full their sixth signifiers with pupils who will accomplish and, hence, hike their schools standing in the conference tabular arraies, we can see that, at local degree, the construct of partnership in station 16 instruction and preparation market is non based on lovingness and sharing ‘ . As one can measure the debut of womb-to-tomb acquisition is really of import to secondary schools, which no longer sees themselves as merely mandatory instruction but establishments of larning. As each pupil represents money and are costed into the budget for the fiscal twelvemonth it is imperative to prolong the pupil Numberss. Not merely are secondary schools viing with other educational establishments they are besides mercantile establishments for outreach Centres such as Learn Direct. The Community College Whitstable has incorporated the Learn Direct into their substructure, which caters for a broad scope of educational classs, either online or as a bead in Centre. These Centres are cardinal for womb-to-tomb propensity or those that do non desire to come in mainstream instruction. Such enterprises are instrumental in the new managerialism and marketisation of secondary schools such as The Community College Whitstable. In decision Marketisation of schools and Further Education are straight linked to the Margaret Thatcher ‘s Conservative Government of the late 70 ‘s and early 80 ‘s. The extremist shingle up of the national establishments from denationalization, and the interruption up of trade brotherhoods and the planetary economic system have had a immense impact on the instruction system. Despite the alteration in Governments, the on-going conflict for the right instruction system is still being sought after. Secondary schools such as The Community College Whitstable have become concerns in instruction in their ain right and will hold to accommodate and continually alteration with the air current of power. Secondary schools will and make play an of import portion in Lifelong Learning as they are the foundations for all our acquisition.

Older Adult Interview

I had the privilege of interviewing a 60 year old gentlemen who I will identify as Mr. E to protect his privacy for this assignment. The goal of my interview was to gain insight on aging from an older adult. I interviewed Mr. E in his home on a weekday evening. He expressed appreciation and was surprised that he was the focus of an interview in which his life story and thoughts would be recorded. Mr. E was born in a ranch in Guadalajara, Mexico. He is the youngest son of nine children. His father passed away when he was 1 – year old. He was privileged to attend elementary school from the 1st grade to the 4th grade.Mr. E had the responsibility of helping support the family as there were only two male children in the family and the remaining siblings were female. At 13 years of age he went to the neighboring state of Tepic, Nayarit to work in agriculture. He was 15- years old when he immigrated to the United States by himself. Mr. E lived with friends who helped him find a job 3 weeks after he moved to the United States. He worked as a busboy at a restaurant for 3 months. He left that job to work in the garment industry making jeans, shirts and blouses for 3 years. I was the only man working there at that time† (E. Privacy, personal communication, October 10, 2012). Mr. E observed that years later he saw more males seeking employment in the garment factories because word spread that any undocumented individual could work making clothing regardless of gender. He financially supported   two infant children on those wages. He then worked in a fabric for 7 years making electrical parts for cars. After that he worked as a gardener and left the business to his son when he retired. He was married at the age of 18 and had his first child at the age of 21.Two years later he had a daughter. He became a U. S. Citizen and has helped many family members also obtain their citizenships in the past decades. He is a grandfather of 5 and looks forward to seeing grea t grandchildren in the future. I asked Mr. E (2012) what he best enjoyed about being an older adult. You are a person that sees things for what they are. As if you walked a path and see what you could of done but didn’t. How could you have lived and not lived. You see your errors. Like when you are on a cliff looking down or on the clouds and looking down.When asked about challenges to getting older (2012) Mr. E felt that accepting the challenges and just living the best you can is all you can do. Try to live in peace and love what is on earth. When you think of death you have to accept it. Why fight it you are going in that direction. You have to make a decision. He told me a story of a friend he had who had cancer and she made the choice to stop the chemotherapy. Her arms had scabs and she decided enough was enough. She knew she wasn’t going to get better. She talked about death as if she were going to a party.He described how she appeared to be at peace because she lived a fulfilling life. Mr. E felt that she encouraged and motivated him more than he to her. Mr. E felt that the greatest joys of getting older were family and seeing it grow. He also felt that being loved and having others think highly of you were great achievements. Looking back on his life Mr. E felt that the only thing he could have done differently was to be more patient, smarter, more humane and not make as many mistakes. â€Å"You look back and think that you were not able to see things that are obvious† (E.Privacy, personal communication, October 10, 2012). When asked about fears of getting older Mr. E stated that living with diseases and not being able to pay for medications and hospitalizations was a concern for him. Although, he has insurance he stated it is very expensive and he is worried he might not always be able to pay the high amount. He stated that he worried about leaving family members behind that may not be emotionally and financially stable. ?The fina l thoughts Mr. E left me with were some positive things that he anticipate as getting older. Seeing the world as a paradise, enjoying spending time with horses and seeing family grow older and expand†(E. Privacy, personal communication, October 10, 2012). ?Throughout the interview themes such as family and time arose over and over again. His emphasis on missed opportunities with family has taught me that if I am not careful I will also have the same concerns when I am an older adult. He didn’t mention business as a regret even though when he talked about his personal history the majority of that conversation was on job history.During the interview I was on the edge of my seat because he had a lot of wisdom to share and I knew that I was lucky to get advice from somebody who has lived longer than I have. My perceptions of older adults has not changed as I have always felt that they have bigger wealth of information greater than Google. My new perceptions of aging are tha t healthcare is one of the biggest concerns for older adults. I need to hurry up and start planning for my own health care as I have not really given it priority in my life. This interview has confirmed my desire to work with older adults.

Composing a Brilliant Who Am I Essay

Composing a Brilliant Who Am I Essay How to Compose a Brilliant Who Am I Essay When it comes to creating a Who Am I essay many students may find themselves at a loss. Though this paper may seem to be easier to compose in comparison with essay on History or Linguistics, it requires time and writing skills as well. To come up with a brilliant autobiographical essay you ought to be aware of essay structure fundamentals. Furthermore, you should be able to narrow this topic and pick up the most suitable ideas to expose in your paper. In addition, essay format turns out to have a large impact on your overall success. Who Am I Essay Writing Ideas and Hints As it was mentioned above, writing ideas are of vital importance when composing this kind of essay. Indeed, if they are developed properly, they may help you to describe your Character; Interests; Values; Skills; Achievements. Furthermore, it must be noted that writing essay about yourself does not imply that you should mention your strong points only. You may write about your weak points as well. It may even help you to make your essay more convincing and realistic. Guidelines on Creating a Nice Paper about Yourself If you want your autobiographical paper to be complete, catching and well-reasoned, follow the guidelines presented below: Work out a detailed plan for your essay about yourself. Think over the facts to present. Write about things, which may be intriguing for other people. Don’t present a chronological list of events. Structure your essay in line with the academic requirements. Create a draft of your autobiographical essay. Rewrite it and double check for errors. Who Am I Essay Structure Another constituent of your success, while fulfilling this written task, is sure to be proper structuring. You need to keep in your mind that your essay should contain the following integral parts: The Introductory part, where you ought to mention every issue you are going to present in your Who Am I essay. The essential body. Here you should describe yourself and draw a portrait of yourself. A small summary. In this section, it is necessary to sum up everything you’ve exposed in your autobiographical essay. If you happen to have doubts concerning your structuring skills, WritingBee.com is always ready to assist. Let our first-rate and qualified writers supply you with an ideally structured autobiographical paper. Professional Who Am I Essay Writing Assistance If you find this kind of assignment to be challenging, nerve-racking and difficult, you shouldn’t torture yourself. WritingBee.com appears to offer efficient and qualified essay writing assistance, which is available 24/7. All you need to do is to complete an order form and give us clear instructions to follow. Afterwards, our experienced writers will provide you with a matchless, well-reasoned and properly organized paper. Place your order now and enjoy a considerable discount.

Statistics for the Behavioral Social Sciences

Statistics for the Behavioral Social Sciences Parental involvement in their children education Introduction Researchers have carried out various researches regarding parental involvement in education of their children, with many reports implying that increased levels of parental participation in the child’s education can improve the student’s academic achievements.Advertising We will write a custom research paper sample on Statistics for the Behavioral Social Sciences specifically for you for only $16.05 $11/page Learn More Generally, children are mainly educated by their parents and teachers throughout their lives. Parents play a very important role in education, by partnering with teachers and students to enhance running of the education systems effectively. In order to assist the parents to become aware of the effectiveness of their partnering in education, teachers should involve dialogue with the parents early enough to discuss about the parents’ hopes and aspirations for thei r child. Their understanding of the child needs and their suggestions about the ways that the teachers can help allow the teachers to be able to highlight their limitations and invite parents to participate in their child’s education in definite ways (Nieto, 1996). For the child to perform well academically, it requires substantial support from parents. Parents involvement in education of a child takes several ways including â€Å"good parenting, provision of a secure and stable environment, intellectual stimulation, parent-child discussion, good models of constructive social and educational values and high aspiration relating to personal fulfillment and participation in the school events, work and governance† (Desforges Abouchaar, 2003. P.5). Therefore, the parents involvement normally touches on the school life and the individual assistance offered to the child at home and at school. Parents and the school are very vital in the roles they play in the childrenâ€℠¢s education and their impact can be greater through partnering in their duties, since there is no clear line to show where the parents’ input stops and the teachers’ input begins in children education (UK Department for Education and Skills, 2003). Statement of the Problem What are the impacts of parental involvement on the educational progress of the children? For many researchers and educational experts, increased parental involvement in children education is always associated with positive students’ achievements; however, others disagree about what really makes the involvements to influence the students’ performance positively. For the antagonists, they believe that studies to justify increased parental involvement lack scientific rigor, are mainly based on assumptions, the positions they support are not tenable, and many programs and policies supporting parental involvement are explicitly based on the evidence that does not exist. In addition, they m ay lead to ambiguity in regards to what parental involvement programs and policies actually are able to accomplish (Educationalliance, 2010). Based on the above situation, this paper will review researches to check the impact of parent involvement at home and at school in their children schooling.Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Literature review Parental involvement programs are mostly crafted to be composed of several means of training and participations for parents to work with schools and teachers. Parent involvement normally begins with contacts (phone calls, visits) in which the teachers update parents on the student progress and seek parents assistance. The second stage of parent participation involves home learning activities. Parents largely use the following methods to aid students’ learning. First, â€Å"reading activities in which parents listen, correct, and praise their children’s reading; secondly, teacher advised discussions about television programs that parents and children watch together; and instructional techniques designed for parents to help with homework† (Moles, 1982, P.45). Many of the surveys conducted in this area have indicated that both parents and teachers support increased parent involvement in their children education. Although parent involvement is widely favored, it is faced by some challenges including: first, teachers’ and parents’ conflicting family commitments and time constraints. Others include parents’ and schools’ conflicting perception of learning priorities, teacher’ low expectations of parents’ efforts, parents’ inability to handle their students’ family problems, and finally, a history of negative communications between the home and school (Moles, 1982, P.45). Parent’s involvement in their children’s educati on has always received much support with schools, teachers, and institutional systems coming up with programs and patterns for encouraging parents’ involvement in the education of their children. After reviewing research findings, it was concluded that â€Å"a joint and well organized effort by parents and teachers is very important to handling more successfully the problems of discipline, motivation, and the development of good work habits at home and in school by working with parents† (Gallup, 1978). Parent participation on students achievement is much encouraged at preschool. According to Bronfenbrenner (1974), having reviewed several of early intervention programs, it was concluded that the active involvement of family is very vital to the success of the programs, and it strengthens and helps to maintain the effects of school parent involvement programs. Sometimes, there are mixed reactions to parent involvement in education, with schools and teachers tending to su pport some parental participation well, and at the same time not being contented with other parental participation. According to Williams (1981), after analyzing â€Å"the evaluation of a variety of parent involvement by elementary teachers in a six state regional survey, it was concluded that the teachers were not very supportive about parent participation in curriculum development, instruction, or school governance.†Advertising We will write a custom research paper sample on Statistics for the Behavioral Social Sciences specifically for you for only $16.05 $11/page Learn More Ideally, parent support was justified and at the same time enhanced through teachers’ assistance despite limitation of opportunities by schools for both to co-work effectively. In a similar study conducted on the same setup of the principals, Williams (1981) observed that principals valued parent involvement in children’s home learning for several reasons: it ai ds schools by strengthening school learning, and is within parents’ capabilities; but they also felt that parents lack adequate training to prepare them for an active role in children’s home learning. Studies have been conducted to assess how poorly educated and low- income parents are affected in their parental involvement. Due to challenges faced by these parents, some schools have developed programs to aid them in assisting their children schooling. For example, â€Å"the Parent Plus program in Chicago brings such parents into the school one day a week to learn how they can help at home with current school work and expand their homemaking and community-related skills† (Moles, 1982, P.46). Further, to understand the impact of parents’ involvement at school and in the home learning for their children, this paper will look at research conducted by Sui-Chu and Willms in 1996 to check how parents supported their children school progress. Chu and Willms got their data from â€Å"the US National Educational Longitudinal Study (NELS) based on a sample of around 24600 8th grade students in a stratified sample drawn from 1500 schools, with the evidence being collected from student and parent questionnaires and was gauged using standardized attainment tests in mathematics and reading† (Sui-Chu and Willms, 1996). The table below shows the items contained in the questionnaire. Talk with mother How often have you talked [to your mother or female guardian] about planning your high school program? (0 = not at all, 1 = once or twice, 2 = three or more times) Talk with father How often have you talked to [your father or male guardian] about planning your high school program? (0 = not at all, 1 = once or twice, 2 = three or more times) Discuss school Programme Since the beginning of the school year, how often have you discussed the †¦. selecting courses or programs at school. (0 = not at all, 1 = once or twice, 2 = three or more times) Discuss Activities †¦ school activities or events of particular interest to you (0 = not at all, 1 = once or twice, 2 = three or more times) Monitor Homework How often do your parents or guardians check on whether you have done your homework? (0 = never, 1 = rarely, 2 = sometimes, 3 = often) Limit TV Time †¦ limit the amount of time you can spend watching TV? (0 = never, 1 = rarely, 2 = sometimes, 3 = often) Limit Going Out †¦ limit the amount of time for going out with friends on school nights? (0 = never, 1 = rarely, 2 = sometimes, 3 = often) Home after School (is your mother or father) †¦ at home when you return home from school? (0 = never, 1 = rarely, 2 = sometimes, 3 = usually) School Contacts Parents Since your eighth grader’s school opened last fall, how many times have you been contacted by the school about †¦. your eighth grader’s (a) academic performance, (b) academic program for this year, (c) course selection for high school, (d) placement decisions †¦., and (e) behaviour in school? (0 = none, 1 = once or twice, 2 = three or four times, 3 = more than four times) Volunteer at School Do you or your spouse or partner †¦ act as a volunteer at the school (0 = no, 1 = yes) PTO †¦ (a) belong to PTO, (b) attend meetings of a PTO, and (c) take part in the activities of a PTO? (0 = no, 1 = yes) Source: Sui-Chu and Willms psd202.org/kennedy/teams/pie/8th_grade.pdf Reponses to the questionnaire items were scored and the scores analyzed to look for major patterns. A principal component analysis with varimax rotation identified four factors with Eigen values greater than 1. Four main factors were assessed to describe most parental involvement activity: two types of home involvement (home discussion of school activities and home supervision) and two types of school involvement (school communication and school participation).Advertising Looking for research paper on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Finally, the data was analyzed to check the relationship between forms of parental involvement and social class of the families. For analysis, multilevel regression analysis fit for hierarchical linear model (HLM) was used, as shown in the following section. Findings According to Sui-Chu and Willms (1996), the following results emerged from the study. First, there was a variance of â€Å"55 percent in the set of 12 variables†; intra-school involvement, rather than inter-school involvement was found to account for 90 % of the total variation, however, â€Å"the distribution was relatively uniform across the schools†; and lastly, the level of parental involvement was directly proportional to the level of social class exhibited. Source: psd202.org/kennedy/teams/pie/8th_grade.pdf Discussion The results indicated that, levels of communication and levels of parental involvement in the home were relatively uniform across all schools, thus it was not possible to identify r eliably, schools that were particularly effective or ineffective in culturing higher levels of parental involvement. Most researchers argue that successful schools use practices that foster greater communication with parents, encourage parents to assist children at home with their schoolwork and planning, and take parents to act as volunteers or participants in school governance; all aimed at high level schooling outcomes (Sui-Chu and Willms, 1996, P.137). These results therefore imply that these schools are more of ideal examples but they are very limited. The home-school communication collaboration may be hindered by parent cooperation, â€Å"with many parents facing competing demands of work and family life, come from different cultural backgrounds, and feel mistrust and anxiety when dealing with school staff; while many teachers face competing demands at school and at home, are not trained on how to handle parents, and may experience hard times when relating with culturally dif ferent families† (Moles, 1982, P.45). Due to different priorities and perspectives of families and schools, concerns for one’s own child compared with responsibility for group progress, mostly generate conflict over means of attaining common goals (Lightfoot, 1978). Though social class seems to affect parental involvement, the overall measure of family background explained only about 10 percent of the variations in parental involvement across the four types of involvement; thus, these results do not support the notion that poor or uneducated families are not well involved in schooling of their children. According to study carried out by Vellymalay (2010) to investigate â€Å"the relationship between parent’s level of education and parental involvement in their children’s among the National Medium Tamil Schools in Malaysia,† there were no significant differences found between parent’s education and level of parental involvement; the study foun d very small evidence linking parents’ with more education to high involvement. However, these results may not agree with some studies such as the ones carried to determine whether environment can increase IQ scores. The study examined the IQs of African American children from impoverished environments who were adopted into middle class families (some white and some African American), with all of the families providing many social-educational opportunities for the adopted children. Researchers found that the IQs of the adopted children were as much as 10 points higher than IQs of African Americans raised in disadvantaged homes (Plotnik, Kouyoumdjian, 2010, P.293). Conclusion In addressing the question of what are the impacts of parental involvement on the educational progress of the children, these results have clearly indicated that children’s academic achievement and the level to which the parents are involved in schools also depend on the intake characteristics of schools. These results show that children scored much higher in mathematics and reading, when they attended schools with more social educational system (SES) and parental involvements. The research has also pointed out clearly that volunteering in participation has a double effect of improving the quality education and minimizing inequalities between social-class groups. Therefore, it is up to school parents to create and forges ahead with meaningful parental involvement programs for the benefits of the students. Reference List Bronfenbrenner, U., 1974. Is Early Intervention Effective? A Report on Longitudinal Evaluation of Preschool Programs. Washington, DC: Department Of Health Education and Welfare. Desforges, C., Abouchaar, A., 2003. The Impact of Parental Involvement, Parental Support and Family Education on Pupil Achievement and Adjustment: A Literature Review. UK Department for Education and Skills. Research Report RR433. Web. Available from: bgfl.org/bgfl/custom/files_uploa ded/uploaded_resources/18617/Desforges.pdf . Educationalliance. 2010. Challenges regarding parental involvement research. Charleston: The Education Alliance. Web. Available from: educationalliance.org/Research/ResearchParentalInvolvement.asp . Gallup, G.H., 1978. The 10th Annual Gallup Poll of the Public’s Attitudes toward the Public Schools. Phi Delta Kappan, Vol. 60, Pp 33-45. Moles, O.C., 1982. Synthesis of Recent Research on Parent Participation in Children’s Education. Resource Information Service. Nieto, S., 1996. Positive Perspectives on Parents and Families. Web. Available from: alliance.brown.edu/tdl/tl-strategies/crt-principles.shtml . Plotnik, R., Kouyoumdjian, H., 2010. Introduction to Psychology. OH: Cengage Learning. Sui-Chu, E.H., and Willms, J.D., 1996. Effects of Parental Involvement on Eighth-Grade Achievement. Sociology of Education, Vol 69, No.2, Pp 126-141. Web. Available from: psd202.org/kennedy/teams/pie/8th_grade.pdf . UK Department for Educati on and Skills. 2003. The Impact of Parental Involvement on Children’s Education. Web. Available from: northlincs.gov.uk/NR/rdonlyres/5C39FCD7-8075-40FD-9A08-06614F4FEB1D/14909/TheImpactofParentalInvolvementon365kb2.pdf . Vellymalay, S.K.N., 2010. Parental Involvement in Children’s Education: Does Parents’ Education Level Really Matters? School of Distance Education, Universiti Sains Malaysia. European Journal of Social Sciences, Volume 16, Issue 3. Williams, D.L., 1981. Final Interim Report Southwest Parent Educational Resource Center. Austin, Texas: Southwest Educational Development Laboratory.

Buyers Behaviour Virgin Atlantic Essay Example for Free

Buyers Behaviour Virgin Atlantic Essay Originally it was called British Atlantic Airways, later changed to Virgin Atlantic Airways. The first flight was from Gatwick to Netwark on the 22nd of June 1984 (Virgin Atlantic, 2012). The company launched a ? 6 m advertising campaign in 2010, which was James Bond themed (Guardian, 2010). The new advertisement helped the company recover from the recession. Now I will examine how exactly it was achieved and what methods were used to obtain the best performance of the advertisement. 2) Target Market. Market segmentation is a way of separating the consumers into different sections by their shared needs and personalities (Leon. G, 2010, p. 28). The needs and values depend from person to person according to his culture (Leon. G, 2010, p. 366). The VALS (values and lifestyles) segmentation system clearly shows the type of audience this commercial is aiming at (Leon. G, pp. 84). This system divides consumers into eight distinctive subcategories, which consist of: thinkers, achievers, experiencers, believers, strivers and makers. The subcategories this advertisement will appeal to are: innovators because they are receptive to new technologies and who can experience the innovated technologies at a Virgin Atlantic flight; achievers because they are goal oriented consumers who like to display success to their piers, which they can display by flying Virgin Atlantic as it is high class airlines; experiencers because they like to spend their income on fashion, socializing and entertainment which Virgin Atlantic offers through great service, food, entertainment and their flights are considered as ‘trendy’. The social comparison theory states that the consumer with higher purchase ability tends to have a higher status; this is a proof why achievers like to spend on luxurious products and services (Leon. G, 2010, p. 338). This commercial appeals to all the five effective target-marketing segments (Leon. G, 2010, p. 73). It is identifiable as it clearly distinguishes the shared needs, age and gender of the consumer. The consumer is a businessman or career orientated workingwoman who prefers high-class service. The age would appeal to Generation Y that is born from 1980 and on wards (Leon. G, 2010, p. 410). The Generation Y spends 150 billion annually and is into innovation and luxury while Generation X is considered as ‘sophisticated’ group. Virgin Atlantic Airways allows children ages 5 and above to travel or should be accompanied by an adult (16+). Pets are accepted if they accompany a disabled person (Virgin Atlantic, 2012). 3) Service offered. The marketing mix shows what kind of service/product is offered by dividing the elements to: product, price, place and promotion (Leon. G, 2010, p. 58). The service being offered is not just a flight from one destination to another; it is an experience at a high-class level of the Virgin Atlantic flight where the costumer will be served at a high class, with security, entertainment and with maximum comfort. It is a high-involvement purchase, which requires considerate thought and cognitive process, as the price is high (Leon. G, 2010, p. 231). The flight can be purchased online or at a flight ticket office. The company offers promotion such as: flying club card, ticket sales and discount codes/vouchers (Virgin Atlantic, 2012). The price and quality relationship the company has is low- price tickets in comparison with their competitors and with a high-class service. 4) Seasonality. The time of placing the advertisement is very important, as there are competing companies to take into consideration. The order effect research has shown that the advertisements presented first (primacy effect) and last (regency effect) has a greater effect on the consumer (Leon. G, 2010, p. 302). The release date was 26 October 2010, which was a great push to recovery from recession. British Airways and American Airlines are the biggest competitors. American Airlines released their commercial in May 2010, which had a primacy effect where as Virgin Atlantic Airlines gained a regency effect. The James Bond 007 Blood Stone video game was released on 5th of November 2010(IMDB, 2010). This shows that the commercial was released 10 days before the release date of the game. This strategy used by Virgin Atlantic is a very clever marketing move, as their advertisement is James Bond themed and during that period of time all sorts of media (TV, newspapers, online, word of mouth and billboards) had James Bond game advertisements. Virgin Airlines got increased attention to their advertisement by publishing their advertisement at time coinciding with Blood Stone’s release. 5) Positioning the commercial. The advertisement is transmitting through mass media as well as through new (non traditional) media (Leon. G, 2010, pp. 294-296). The commercial is played on TV where it addresses wide range of consumers (i. e. via mass media) and through YouTube where it is addressable and interactive, while response – measurable. It was also played during the flights on the Virgin Atlantic TV channel where it exclusively targets its audience (i. e. via target media). 6) Reason for the commercial. The consumer behavior consists of searching for, purchasing, using, evaluating, disposing of products and services that in their belief will fulfill their wants (Leon. G, 2010, p. 23). The commercial was created in order to persuade and make aware the audience of the fact that the service being offered by the airlines is luxurious, entertaining and high-class, to convince that this kind of service will satisfy there needs. ) Perception. â€Å"Perception is defined as the process by which an individual selects, organizes, and interprets stimuli into a meaningful and coherent picture of the world. †(Leon. G, 2010, p. 175) This advertisement appeals to emotional motives, which are affection, status and pride in this case (Leon. G, 2010, p. 110). The advertisements mood is sexually charged and is putting the buyer into a state of excitement by: James Bond themed music and graphics, illustrations of high-class adventure and good-looking actors in the commercial. Abraham Maslow created the Maslow’s Hierarchy of Needs, which identifies the five basic levels of human needs (Maslow, 1987). The advert is aiming to satisfy all the five needs of the potential consumer. Egoistic needs will be satisfied during the flight on these airlines, as it is illustrated as a prestigious flight. Egoistic needs include the need of good reputation, status and recognition from others, which advert convinces that the consumer will have, if he/she chooses Virgin Atlantic Airways. Need of Self-Actualization will be satisfies as shown in the advert, by flying on this flight the customer will feel self-actualized by getting high-class service which he/she deserved or earned themselves. Social Needs are to be satisfied by communication with good-looking staff. The Virgin Atlantic cabin crew was voted as the most attractive staff in the whole world by the surveys of travelers (Daily mail, 2011). Richard Branson has always stated that the appearance of the flight crew must be important in order make the customers enjoy a memorable flight. Cabin staff of Virgin Atlantic Airlines are told that: ‘You’ll be the face of the airline. As such, your grooming should always be immaculate – even after a long, tiring flight’ (Daily mail, 2011). As flying on an airplane has a small risk of security, the advert is aiming to convince that their flight is safe and is a pleasant experience where there is nothing to worry about. Physiological needs will be satisfied by the high-class food and beverage service that would be offered during the flight by good-looking staff. Air and shelter will also be present, as the designed with up to date technology. This commercial is aimed at visual consumers that prefer and take information better through visual images or messages as sources of information (Leon. G, 2010, p. 147). While watching the Virgin Atlantic advertisement repetitively on TV or Online passive learning is occurring and it changes the consumer’s attitude regarding the product (Leon. G, 2010, p. 232). The theme message delivered through this advert is: ‘Your airline’s either got it or it hasn’t’. There is a message resonance in the wording, which adds a bit of humor to it and will make the viewer remember the commercial (Leon. G, 2010, p. 301). The theme message has comparative advertising technique to it where Virgin makes the viewer compare their airlines to Virgin Atlantic (Leon. G, 2010, p. 303). The sexiness in advertising is present in order to grab the attention of the viewer (Leon. G, 2010, p. 308). The hostesses are wearing short dresses in red color and the man who is passing the security check hasn’t got underwear on. Virgin is trying to show that their flights are ‘sexy’. This technique tries to show the security the airlines provide (angel like). The flight team is very good looking and is walking with self-assurance, which adds confidence to the image of the company. The runway lines and the red carpet represents the luxurious service. | | Transition from the safety demonstration to the airplane saloon is done without editing cuts, which is very eye-catching. | | The shot of people sitting around of a pool of martini and playing with the olive, which represents entertainment, beverage and luxury the airlines offer to their customers. 9) Buying process. â€Å"The consumer decision making can be viewed as three distinct but interlocking stages: the input stage, the process stage and the output stage†(Leon. G, 2010, p. 36). This advertisement is designed in order to influence the input and process stage in order to make the consumer come to the output stage. This advert influences and increases the consumer’s recognition of the service ne ed. The information is delivered to the consumers through the marketing efforts of the commercial, which will influence not only media but also word of mouth marketing. The Psychoanalytical Theory of Personality created by Sigmund Freud explains the drivers of the output stage (Leon. G, 2010, pp. 137-139). According to Freud’s theory this commercial will affect superego and id to make the purchase. The superego will be gratified when purchasing this service because he/she will become socially and fashionably acceptable, as Virgin Atlantic flight is ‘trendy’. Id will be gratified if the consumer will make the purchase because the airlines offer the basic requirements such as food, shelter and security. The consumer will make a trial or a repeat purchase when buying this service (Leon. G, 2010, p. 497). The consumer might be new to the company or be a frequent loyal customer. 10) Involvement levels and risk perception. Involvement is a very important factor in how much attention is paid to the message sent to the viewer and how it is understood. There are different ways to measure the involvement of the viewer. There are two ways of involvement, high-risk and low-risk purchases. The higher the risk, the higher the involvement and research will be. The flight purchase is a low-involvement product and consumers prefer congruent context of the message delivered (Leon. G, 2010, p. 293). The mood of the consumer is very important, if he/she is in a bad mood, the content of the commercial might cause a bad reaction of the viewer. Psychological noise may be distracting the viewer from the commercial and the advertisement has contrast in the imagery in order to keep the viewers attention. 11) Conclusion. The advertisement created by the Virgin Atlantic airlines in my opinion was successful . The James Bond theme imageries and soundtrack had a great impact on the effectiveness of the commercial. Every time the consumer will watch James Bond movie or play a James Bond game, the commercial will subconsciously come to their mind and the other way around. The time it was released was perfect, as they needed a push to get out from the recession. The commercial had a bit too much sex advertisement in it, which may led to worse effect tan could have achieved and made the competitors (American Airlines) stand out more, as they had a touching TV commercial that gave gratitude to the men in uniform, veterans and their families. Sexual advertising may distract the consumer’s attention from the message content being sent. This technique may have a little influence on the buyers purchasing intentions and a risk of spoiling the image of the company. This advert is targeting businessman, but there is the family audience with children and generation X, which they are risking of loosing. The commercial is based mostly on emotions and only in one short scene the viewer can see the seats with the monitors. The saloons, seats and the exact food of Virgin Atlantic Airlines are not shown, but they are very important to be shown, as the consumer wants to see the comfort he/she will have during the flight. The fact that the advertisement shows a man being tucked into a cloud and not airplane seat could make an impression that the airlines are hiding something and their seats are not good enough to be shown in the advertisement. This advertisement could have been improved by focusing the viewer’s attention much more on the design of the saloon, comfortable seats and delicious food. Nonetheless, overall this was a very well executed and effective advertisement with successfully reached hearts and minds of customer. Buyers Behaviour Virgin Atlantic. (2018, Oct 18).