Education teaching and learning process education essay

Different literatures were studied to specify and to warrant the importance of the different keywords as they relate to the survey every bit good as to hold a good background on the organic structure of cognition. This certainly will be good to the apprehension of the kernel of ICT tools in Education as they are merely referred as Educational Technology Tools. Technology is going an progressively influential factor in instruction. The usage of computing machines and nomadic phones as complements to educational patterns are really up-to-date development in the country as we are speaking about on-line instruction. The detonation of computing machine usage in different economic countries brought about the ICT dimension in about everything we do these yearss. The demand of new accomplishments and apprehension of pupils and Educators are enforcing itself as a world, besides the environment in which instruction and acquisition is taking topographic point is under changeless alteration every bit good as the direction of the pupils. It is of import to observe that, in order to put the context, by and large talking, there is no 1 accepted definition of what constitutes engineering. Technology is the word associated with anything that aims to ease the human life through alteration. Ursula Franklin, in her 1989 â€Å" Real World of Technology † lectures: defines engineering as a â€Å" pattern, the manner we do things around here † . The Merriam-Webster dictionary offers a definition of the term as: â€Å" the practical application of cognition particularly in a peculiar country † and â€Å" a capableness given by the practical application of cognition † .2.2 Education, Teaching and Learning ProcessEducation from the Webster ‘s 1828 Dictionary read as follows: The conveying up, as of a kid, direction ; formation of manners. Education comprehends all that series of direction and subject which is intended to edify the apprehension, correct the pique, and organize the manners and wonts of young person, and suit them for utility in their hereafter Stationss. To give kids a good instruction in manners, humanistic disciplines and scien tific discipline, is of import ; to give them a spiritual instruction is indispensable ; and an huge duty remainders on parents and defenders who neglect these responsibilities. Education is a construct in which Instruction, Teaching and Learning are major pillars: Direction refers to the facilitating of larning toward identified aims, delivered either by an teacher or other signifiers. Teaching refers to the actions of a existent unrecorded teacher designed to leave larning to the pupil. Learning refers to larning with a position toward fixing scholars with specific cognition, accomplishments, or abilities that can be applied instantly upon completion. For, instruction is any act or experience that has a formative consequence on the head, character or physical ability of an person. In its proficient sense instruction is the procedure by which society intentionally transmits its accrued cognition, accomplishments and values from one coevals to another. However at that place has ever been a treatment on the affair of guaranting continuity of go throughing on cognition and a affair of furthering creativeness, which propels the scholars to the universe of terra incognitas and forces the coming out of it with invention and inventiveness. Both of these maps relate every bit to knowledge and attitudes, to understanding and behaviors. They are the kernel of the teaching/learning procedure. We want creativeness, but we want it to emerge from what is known and understood. We want continuity and that excessively from what is known and understood. Learning environments in schools typically involve one or more grownup instructors connected with a figure of pupils, normally in good defined physical scenes. Physically it may be in a room, full of peculiar furniture and equipment. The topographic point of computing machines in larning for the bulk of kids is most likely to happen in the schoolroom and, for an increasing figure, at place. However, most experts in the field of educational calculating would characterize computing machines as synergistic and therefore acknowledge them a topographic point within the relationship constructions of the schoolroom acquisition environment, non merely the physical environment. The course of study is concerned with What is learned and taught: includes aims, content, and larning results ( the cognition, accomplishments and attitudes that pupils are intended to show ) . How this acquisition and instruction occurs: concerns teaching/learning methodological analysis, learning schemes and media resources. Most teaching/learning methods and schemes involve the usage of some equipment. Some learning methods may merely include the usage of a chalkboard and chalk while others may do usage of a telecasting or overhead projector. This equipment and its usage within the course of study are frequently referred to as educational engineering.2.3 Educational Technology and ICTEducational engineering concerns the engineering that is used to ease the teaching/learning procedure. As such it is included in the how portion of the course of study. We could see educational engineering as the tools of the learning trade, portion of the medium used to convey the course of study. Thus the engineering used is determined by the intended course of study. Besides portion of the context of the course of study concerns the function of the instructor, the physical scene and the general pedagogical positions of the instructor and instruction system. These are likely to impact the engineering used and may affect t he usage of computing machines. Technology can be seen to be impacting the course of study both in footings of content and methodological analysis, there are a figure of cases where the course of study has been changed due to alterations in engineering, innovation of new engineering has added content to the course of study ( e.g. engineering based on electricity ) or new engineering has made parts of the content obsolete ( e.g. utilizing reckoners alternatively of logarithms for computation ) . Information and communicating engineerings ( ICTs ) are a â€Å" diverse set of tools and resources used to pass on, make, circulate, shop, and manage information. † These engineerings include computing machines, the Internet, airing engineerings ( wireless and telecasting ) , and telephone. Nowadays there is an increasing involvement in how computing machines and the Internet can better instruction at all degrees. Older ICT engineerings, such as wireless and telecasting, have for over 40 old ages been used for unfastened and distance acquisition. There is a assortment of nomenclature that describes the ways computing machines are integrated into the acquisition procedure and in the schoolroom: technology-mediated acquisition, computer-aided direction, distance instruction, distance acquisition, educational engineering, place acquisition engineerings, computer-based instruction, instructional engineering, multimedia, communications systems, Web-based acquisition, educational m ultimedia applications, and computer-mediated communicating etc are merely a sample of those. This variableness in nomenclature is non a affair of dissension among research workers, but merely implies that engineering is a word that is used to depict different things to different people. Technology is a term that is used by many to depict, survey, and measure the assorted ways computing machines are integrated into instruction, both inside and outside the schoolrooms.2.4 Integrating Technology in TeachingFurthermore, there is no consensus about what constitutes engineering in larning or learning. However, the common nexus tends to be some usage of the personal computing machine to help instruction or acquisition in some signifier or manner. These engineerings run the continuum of integrating in instruction from full classs put on the Web to engineering integrated into a specific lesson. Though most research surveies focus on computer-based engineering, there are other learning and l arning engineerings that are non computer-based. These can include overhead projectors, papers cameras, optical maser arrows, robotics, telecasting, VCR, DVD, presentation equipment, sound systems, Cadmiums, tape recordings, simulation machines, and theoretical accounts. Some research workers even consider the traditional piece of chalk and chalkboard a type of engineering. Many pedagogues have argued that the appropriate usage of ICT by pupils can help instructors in finding and providing for the anterior cognition of pupils. Further, it is normally besides argued that ICT can help pupils in prosecuting cognitively to a greater deepness with cognition spheres. That is pupils are supported in using the full scope of believing accomplishments within reliable contexts. This is frequently discussed in footings of cognitive taxonomies such as that provided by Bloom ( 1964 ) . Knowledge The scholar must remember information ( i.e. convey to mind the appropriate stuff ) . Comprehension The scholar understands what is being communicated by doing usage of the communicating. Application The scholar uses abstractions ( e.g. thoughts ) in peculiar and concrete state of affairss. Analysis The scholar can interrupt down a communicating into its constitutional elements or parts. Synthesis The scholar puts together elements or parts to organize a whole. Evaluation The scholar makes judgements about the value of stuff or methods for a given intent. By and large talking, there is an premise that engineering Fosters larning simply by its usage in the educational procedure. Ehrmann ( 1999 ) sums up this premise really nicely: Technologies such as computing machines ( or pencils ) do n't hold predetermined impacts ; it ‘s their utilizations that influence outcomes. This statement seems obvious, but many establishments act as though the mere presence of engineering will better larning. They use computing machines to learn the same things in the same ways as earlier, yet they expect larning results to be better. ( p. 32 ) In his essay, Clark ( 1983 ) said compactly: â€Å" aˆÂ ¦media are mere vehicles that deliver direction but do non act upon pupil accomplishment any more than the truck that delivers our food markets causes alterations in our nutrition † ( p. 445 ) . â€Å" if learning occurs as a consequence of exposure to any media, the acquisition is caused by the instructional method embedded in the media presentation. ( p. 26 ) Further, he posited that different types of media could be substituted for each other, because media are non responsible for any acquisition that might take topographic point. Media are non the causal agents in the acquisition procedure ; instead, instructional method is the active ingredient or accelerator that causes larning to take topographic point. In contrast to Clark ‘s statement, Kozma ( 1994 ) believed that the more appropriate inquiry was non whether media do influence acquisition, but will they act upon larning. He besides contended that merely because we have non established a relationship between media and acquisition does non intend that one does non be. He believed that, since we do non to the full understand the relationship between media and acquisition, we have yet to mensurate it, and the failure to set up this relationship is caused in portion by our theories of acquisition, or more specifically, behaviorism, with its basic premise that a stimulus causes a r esponse. Therefore, if the stimulation is non present, there is no possibility for response. Kozma ( 1994 ) explained that in Clark ‘s position media are merely â€Å" mere vehicles † or conduits for an instructional method ( stimulation ) that elicit a response ( larning ) . Kozma argues that larning is a much more complex procedure than merely a series of stimulus-response connexions. Learning, in his position, is defined as â€Å" an active, constructive, cognitive and societal procedure by which the scholar strategically manages available cognitive, physical and societal resources to make new cognition by interacting with information in the environment and incorporating it with information already stored in memory † ( p.8 ) . Therefore, in Kozma ‘s position, since the definition acquisition has evolved to incarnate more of a constructive procedure, our measuring of this procedure must germinate every bit good. Still others have argued for a complete reframing of the argument over engineering and its consequence on acquisition. Jonassen, Campbell, and Davidson ( 1994 ) believed that the Clark/Kozma arguments focused excessively much on direction and media and non plenty on the properties of the scholar who finally constructs the cognition. With all the assorted sentiments on the relationship between engineering and acquisition, it begs the inquiry: who is right? It appears that each theoretician brings an of import position to the tabular array. Clark is right that engineering has non needfully revolutionise the procedure of acquisition. Technology has non helped worlds develop a new manner to larn. Learning is still something that is performed by the person. However, in Clark ‘s position, all an teacher would necessitate to make is implant the appropriate instructional method into his/her lesson and acquisition should take topographic point. We know, nevertheless, despite many teachers ‘ best attempts and superior instruction abilities, larning does non ever take topographic point. Kozma is besides right that we must analyze engineering and larning beyond a behavioristic context. Learning is an knowing act ( Jonnasen, 1994 ) and the human being making the acquisition should non be discounted. Research workers have established that there is no important difference between larning with engineering in distance instruction classs and larning in a traditional schoolroom, but they do non discourse how human motive is influenced by engineering. This could be a really of import losing component in the argument. Which side you take in this argument depends mostly upon how you define larning. If you subscribe to more behavioristic positions of acquisition, Clark will do more sense to you. If you conceive of acquisition as a more cognitive or constructivist procedure, you would be more likely to hold with Kozma or Jonnasen. From a pedagogical attack, Information-processing theories emerged from a subdivision of cognitive psychological science that focused on the memory and storage procedures that enable larning. Theorist in this country explores how a individual receives information and shops it in memory. The construction of memory that allows the acquisition of something new, relate to and is built on something learned antecedently and besides how a scholar retrieves information from short-run and long-run memory and applies it to new state of affairss. The well-known information-processing theoretician, David Ausubel, proposed that the manner a scholar receives and shops information affects the utility of the information, for illustration, by reassigning current acquisition to larning other accomplishments. On the other manus, the theoretical account of the behaviorist B.F. Skinner, infers that portion of the Educator ‘s occupation is to modify the behavior of pupils through positive support, therefore under puting behaviour alteration techniques in schoolroom direction and programmed direction. To this we may state that, the stimulus-response interaction between pupil and engineering can be introduced through computing machines so as to help direction, by supplying drills and patterns on antecedently learned accomplishments, from pattern and tutorial package. The cognitive constructivist, Jean Piaget ‘s theory has two major parts: one constituent that predicts what kids can and can non understand at different ages, and a theory of development that describes how kids develop cognitive abilities. The cardinal deductions to these are: First, acquisition is an active procedure where direct experience, doing mistakes, and looking for solutions is critical for the assimilation and adjustment of information. The presentation of information is of import, when it is introduced as an assistance to job work outing. It functions as a tool instead than an stray arbitrary fact. Second, larning should be whole, reliable, and â€Å" existent. † Therefore, in a Piagetian schoolroom there is less accent on straight learning specific accomplishments and more accent is laid on larning in a meaningful context. Technology, peculiarly multimedia, offers a huge array of such chances, with the support of educational package on videodiscs and CD-ROMs, Educators can supply a acquisition environment that helps to spread out the conceptual and experiential background of the audience. The societal constructivist, L. S. Vygotsky ‘s theory has much more room for an active and involved Educator. He claimed that the cardinal point of his psychological attack is mediation. Through mediation human cognitive growing and acquisition as equals and other members of his community engages in relationships with the stuff and societal environment. Thus the usage of engineering can be used to link pupils to each other via electronic mail, forum, newsgroups etc. Now, from here, which approach to take? Which is best suited to heighten larning? What hardware or package to utilize? There is no right or incorrect replies to these inquiries, geting hardware and package bundles will partially decide the job. It is up to the Educator, who knows the lesson aims, the expected consequences and the pupils, to take which attack to utilize and what engineering should attach to the attack. However the finding of the engineering ‘s worthiness for a given lesson could be answered by the undermentioned inquiries: Is the lesson content worthwhile? ( Are at that place clear aims, connected to criterions or important inquiries, etc? ) Make the lesson activities engage pupils? How does engineering heighten the lesson in ways that would non be possible without it? Educators should so look for the best agencies to ease a diverseness of larning manners, and need to be competent perceivers of the societal surroundings in which scholars interact every bit good as knowing about the content to which they wish to expose scholars. Hence, pedagogues ‘ development is perfectly indispensable if engineering provided to schools is to be used efficaciously. Simply by puting computing machines in schools, supplying cyberspace installations, passing on IT hardware and package, without financing the pedagogue professional development every bit good, is uneconomical. Educators ‘ preparation of the usage and application of engineering is the cardinal finding factor to better pupil public presentation for both knowledge acquisition and accomplishments development enabled by engineering. Information engineering professionals have an maxim that â€Å" an unsupported engineering is an fresh engineering. † In an article for The Chronicle of Higher Education titled â€Å" When Good Technology Means Bad Teaching, † Jeffrey Young made the instance that a ill supported engineering is really worse than no engineering at all. He argued that giving instructors engineering without preparation has frequently done more injury than good to learning and larning. This is doubtless true. At the teacher degree without proper preparation and back up the pedagogues are faced with: the fright of embarrassment in forepart of students and co-workers, loss of position and an effectual degrading of professional accomplishments ( Russell & A ; Bradley 1997 ) schoolroom direction troubles when utilizing ICT, particularly where pupil-to-computer ratios are hapless ( Drenoyianni & A ; Selwood 1998 ; Cox et Al. 1999 ) deficiency of the cognition necessary to enable instructors to decide proficient jobs when they occur ( VanFossen 1999 ) Educational engineering is non, and ne'er will be, transformative on its ain ; it requires pedagogues who can incorporate engineering into the course of study and utilize it to better pupil larning. In other words, computing machines can non replace pedagogues, as they are the key to whether engineering is being used suitably and efficaciously. They need to understand a topic adequate to convey its kernel to pupils. While traditionally this has involved talking on the portion, new instructional schemes put the pedagogue more into the function of class interior decorator, treatment facilitator, and manager and the pupil more into the function of active scholar, detecting the topic of the class. Even if pupils could larn independently with small or no engagement from their instructors on how to utilize engineering to heighten their acquisition and accomplishments development, they are extremely improbable to hold those chances if pedagogues do non allow them hold entree to the engineering. The term â€Å" computer-assisted acquisition † ( CAL ) has been progressively used to depict the usage of engineering in learning. Educators besides need professional development in the pedagogical application of those accomplishments to better instruction and acquisition. They should be empowered to develop their cognition and accomplishments actively and experientially, in a assortment of larning environments, both single and collaborative. This, include a assortment of larning schemes, embracing direct direction, tax write-off, treatment, drill and pattern, tax write-off, initiation, and sharing. Therefore accent in the classs should be on the ways engineering can ease and heigh ten his profession lives. Educators ‘ readying plans are indispensable and as described by Kook ( 1997 ) it is â€Å" the important issue to be addressed † ( p.58 ) . The instructor of the hereafter will depend on the computing machine for both personal productiveness and for instructional activities. Kook lists 33 primary computing machine accomplishments for instructors, runing from voyaging the Windows desktop environment, to utilizing IRC confab, to put ining package. Kook suggests that these accomplishments should be portion of the needed classs for prospective instructors and insists that in the following century â€Å" teacher instruction will be forced to suit a considerable sum of transmutation to let instructors to work efficaciously in the Information Age † ( p.59 ) . Computer engineering can non be effectual in the schoolroom without instructors who are knowing about both the engineering itself and about how to utilize it to run into educational ends. The most common barrier to adequate preparation is the disbursal involved. Without preparation, nevertheless, other engineering disbursement has a fringy consequence ( Boyd, 1997 ) . Learning to run computing machine hardware, turning comfy with many different package applications, developing direction systems for pupil computing machine usage, and redesigning lesson programs to do usage of engineering, takes a great trade of clip. When combined with thwarting hardware bugs and package bugs, the undertaking can go dashing for even the most determined. Often, what stops people is one small thing that they did n't cognize how to make. If you have a room full of childs when something goes incorrect, it discourages you from seeking it once more ( Zehr, 1997, p.3 ) . Leading to the inquiry why school instructors do n't utilize, and sometimes defy, the usage of computing machines? Hannafin and Savenye ( 1993 ) name some research-based possible accounts for instructor opposition to utilizing computing machines. These grounds include: ill designed package, uncertainty that computing machines improve larning results, bitterness of the computing machine as a rival for pupil ‘s attending, unsupportive decision makers, increased clip and attempt required of the instructor, fright of losing control of â€Å" centre phase, † and fright of â€Å" looking stupid. † in forepart of the category. Sing the instructor ‘s function as a continuum, Hannafin and Savenye ( 1993 ) besides put the function of traditional lector and imparter of cognition at one terminal and the function of manager, observer, and facilitator at the other terminal. They so generalize that the traditional terminal of the continuum embraces an objectivist larning theory while the other terminal is likely to encompass constructivism. The instructor ‘s position of acquisition, so, could be another beginning of opposition to classroom engineering. A instructor may be unfastened to engineering but resist the attach toing alteration in larning theory. This would propose that in add-on to supplying developing in engineering, schools and territories need to supply information, preparation, encouragement, and support to instructors in traveling toward a more constructivist position of instruction. The direction should defend the alteration, policies has to be adopted as from the direction degree down t o the pupils, everybody contributing and attach toing the reform for it to be successful and to be able to take out the maximal benefit. This issue is addressed with trouble, because â€Å" Principals, on norm, are 50 old ages old. We ‘ve got a coevals of people who are really barriers to the extract of engineering in school systems and are afraid of it themselves † ( Quoted in Trotter, 1997, p.1 ) . It has â€Å" become clear over the past decennary that simple motivational and short-workshop strategies are immensely deficient to enable veteran ( and even new, computer-generation ) instructors to learn otherwise, and to learn good with engineerings † ( Hawkins and Honey, 1993 ) . The grounds suggested that instructors who use engineering in their schoolrooms are more effectual if they have received preparation, if they have district-level support and if they have a web of other computer-using instructors to portion experiences with. Swan and Mitrani province that â€Å" computing machines can alter the nature of instruction and acquisition at its most basic degree † ( 1993 ) . We need to guarantee that we are utilizing our current cognition about the application of engineering in instruction as a footing for continuing in the hereafter. The direction has besides its portion in the integrating of the the educational engineering in the school. Policies and support plans must be initiated from the top direction and they must be portion of and attach to the alteration. The most of import barrier to this integrating is the fiscal barriers. They include the cost of hardware, package, care ( peculiar of the most advanced equipment ) , and widen to some staff development. Froke ( 1994b ) said, â€Å" refering the money, the challenge was alone because of the nature of the engineering. † The initial investing in hardware is high but the costs of engineering have to portion of the cost of direction. The integrating reveals the institutional support through leading, planning and the engagement of instructors every bit good as directors in implementing alteration.

Ideology of Pakistan

Definition of Ideology: Science of ideas, visionary speculations, and manner of thinking, characteristic of a class or individual, ideas on the basis of some economic, social or political theory or system is called Ideology. It contains those ideals, which a nation strives to accomplish in order to bring stability to its nationhood. Defining ideology, George Lewis say, â€Å"Ideology is a plan or program which is based upon philosophy† Ideology of Pakistan: Pakistan is an ideological state and the ideology of Pakistan is an Islamic ideology. Its basic principle being The only sovereign is Allah: Islam acted as a nation building force before the establishment of Pakistan. Ideology of Pakistan basically means that Pakistan should be a state where the Muslims should have an opportunity to live according to the faith and creed based on the Islamic principles. They should have all the resources at their disposal to enhance Islamic culture and civilization. Quaid-e-Azam said Pakistan was created the day the first Indian national entered the field of Islam. From the above statement, it is clear that Ideology of Pakistan is an Islamic one. Two Nation Concepts: The fundamental concept of Ideology is that Muslims should get a separate identity. They should have a separate state where they could live according to Islamic rules and principles, profess their religion freely and safeguard Islamic tradition. On one occasion Quaid-e-Azam said, The Muslims demand Pakistan where they can rule in accordance with their own system of life, their cultural development, their traditions and Islamic laws. Thus, this fundamental concept of Ideology led to the concept of two nations in the Sub Continent and resulted in the formation of Pakistan. Elements of Ideology of Pakistan: 1. Hindus and Muslims belong to two different religious philosophers, social customs, and literatures. They belong to two different civilizations which are based mainly on conflicting ideas and conceptions. Therefore, Muslim nation demanded a separate homeland where they could have the freedom to practice their religion and live their lives as free individuals of an independent country. There are five principles/elements of the ideological foundation of Pakistan. 1. Islam 2. Two Nation Theory 3. Territorial Land 4. Democratic System 5. Urdu Language 1. Islam, a Nation-Building Force: Pakistan came into being on the basis of Islam. It was only Islam, which galvanized Muslims and lined them up behind Muslim League. Other factors, political and economic ones, also played some part in uniting Muslims to struggle for Pakistan but Islam was the preponderant factor as it serves as a cementing force for Muslim society and is the primary link between Muslims the world over. Everything else follows Islam. The entire struggle of the Muslims of the subcontinent was to have a state where they could freely maintain their Islamic entity. No other factor was so clear and intelligible for Muslim masses. Muslims gradually developed a national consciousness in the Indo-Pakistan subcontinent; they collectively struggled for the right of self-determination and the establishment of an independent homeland to be carved out from those territories where they constituted majorities where Islam could be accepted as the ideal pattern for the individual’s life. They eventually secured what they wanted. Hence, the historical fact which could not be denied is that the formation of the Muslim nation preceded the demand for a homeland. Pakistan itself did not give birth to any nation; on the contrary, the Muslim nation struggled for and brought Pakistan into being. Quaid-e-Azam said, We do not demand Pakistan simply to have a piece of land but we want a laboratory where we could experiment on Islamic principles. Islamic ideology is not merely a matter of belief, dogma and ritual. It is a religion in the wider sense of the word. It is a way of life, a whole complex of social and moral norms entwined with theological metaphysics. The fundamental teachings of Islam are universally accepted. Belief in God, finality of prophet-hood, human rights and social justice, management of affairs through consensus, moral values of charitableness, tolerance and universal brotherhood; these are sonic of the cardinal principles enshrined by the Quran and Sunnah. The only force which keeps Muslim nation united is Islam which is the ideological foundation of Pakistan. 2. Two-Nation Theory: The Two Nation Theory was the basis of struggle for creation of Pakistan. It implies that Muslims of Subcontinent were a nation quite distinct and separate from the Hindus. They in spite of living together for centuries could not forget their individual cultures and civilization. Sir Syed Ahmed Khan was the first to give the wake up call and decided to prepare Muslims to fight the advertisity with similar weapons – modern education and knowledge, employed for domination. With him, his Aligarh Movement, his books and magazine Tahzibul Akhlaq, he started an awareness movement. He prepared the ground for uniting and galvanizing Muslim community of the subcontinent. His colleagues including Nawab Mohsinul Mulk and others created conditions which led to the establishment of All-India Muslim League in Dhaka in 1906, a landmark in the history of Pakistan Movement. On March 22, 1940 in his presidential address to the All-India Muslim League Lahore session, the founder of Pakistan Muhammad Ali Jinnah made it plain that, The Hindus and the Muslims belong to two different religious philosophies, social customs and literature. They neither intermarry, nor interline together, and indeed they belong to two different civilizations which are based mainly on conflicting ideas and conceptions. This was not a matter of mere hair-splitting but an everyday fact of life, which one cannot fail to feel in almost every sphere of human activity. This then is the crux and substance of the Two Nation Theory, which formed the basis of British India's partition in two independent Hindu and Muslim States. The Hindu majority areas of India formed India and the Muslims majority regions came together under the unique name of Pakistan. On the same premises Quaid-e-Azam dismissed the wishes of the Hindu and the British colonialists for a joint Hindu Muslim nationhood as a pipe dream. With single-minded devotion be fought against this menace and succeeded in getting the idea of a separate Muslim identity recognized. In the 28th Annual Session of the Muslim League in 1941 in Madras, Quaid-e-Azam formally declared this objective as the ideology of the Muslim League. It is this very ideology which is the second important ingredient of ideology of Pakistan. . Territorial Land: Amongst constitutes of ideology of Pakistan, land is the third important element. A piece of land was necessary for the existence, stabilization and promotion of Islamic ideology as soul requires body. Quaid-e-Azam said in his address to Punjab Muslim Students Federation in March 1941, Nothing would be achieved simply by raising slogans for nation. We are one nation and the nation cannot survive in the air, it requires an independent land to settle where it can rule and our demand is the same. However, All-India Muslim League demanded a separate homeland constituting the areas in which the Muslims are numerically in a majority such as in the North-Western and Eastern zones of India on March 23, 1940. With Jinnah's untiring efforts, indomitable will, and dauntless courage, he united the Indian Muslims under the banner of the Muslim League and carved out a homeland for them within 7 years, despite stiff opposition from the Hindu Congress and the British Government. 4. Democratic System: In an Islamic state, all the affairs are decided on the basis of Shariat (Democracy). In other words, the entire social, economic, political and the cultural affairs are operated on the basis of mutual consensus and Islamic democracy. The same system has also been referred in Surah Al-Imram, Muhammad (P. B. U. H) used to operate all the state affairs after discussing with his Sahabas (companions), when this questions rose that what would be the system of government in Pakistan, it should, no doubt, be Islamic. Islamic system of government is Islamic democracy or system of Shariat. Creation of Pakistan is the glorious example of ijma-e-ummat (national consensus). At the time of establishment of Pakistan, referendum was held in all the Muslim majority provinces to take their consent to the included in Pakistan. Sharai system of state, therefore, is the fifth ingredient of Pakistan. 5. Urdu Language: Language is not a fundamental characteristic of a nation, but still remains one of the features by which a nation may be distinguished or one of the grounds on which nationalism may be founded. In the sub-continent, Urdu was considered to be the language of Muslims and Hindi to the Hindus. During the last days of the Muslim rule, Urdu emerged as the most common language of the northwestern provinces of India. It was declared the official language, and all official records were written in this language. In 1867, some prominent Hindus started a movement in Banaras in which they demanded the replacement of Urdu with Hindi, and the Persian script with the Deva Nagri script, as the court language in the northwestern provinces. The reason for opposing Urdu was that the language was written in Persian script, which was similar to the Arabic Script, and Arabic was the language of the Quran, the Holy Book of the Muslims. The movement grew quickly and within a few months spread throughout the Hindu population of the northwestern provinces of India. This situation provoked the Muslims to come out in order to protect the importance of the Urdu language. The opposition by the Hindus towards the Urdu language made it clear to the Muslims that Hindus were not ready to tolerate the culture and traditions of the Muslims. So Muslims also began to think about establishing a political party of their own for their survival and centralizing their efforts to have their rights. Consequently, All India Muslim League was established in December 30, 1906. The Urdu-Hindi controversy completely altered Sir Syed's point of view. He had been a great advocate of Hindu-Muslim unity but after this event he put forward the Two-Nation Theory, predicting that the differences between the two groups would increase with the passage of time and the two communities would not join together in anything wholeheartedly. Maulvi Abdul Haque aptly said, Urdu is the first brick in the foundation of Pakistan. Importance of Ideology in National Life: Ideology is a motivating force for a nation, which is striving hard to bring stability and homogeneity to its nation hood. It provides the binding force to the scattered groups in a society and brings them close to each other on a common platform. Ideologies impel their adherence to follow a joint linked action for the accomplishment of their goal. Ideologies give shape to the revolutions and create new cultures and civilizations. They stress on their adherents to insist on the realization of their ideal through total transformation of society. Conclusion: The fundamental concept of the ideology of Pakistan is that Muslims are separate nation having their own culture, literature, religion and way of life. They cannot be merged in any other nation. They should be able to develop their culture and religious traditions in an Islamic State and they should be able to create a true Islamic society for themselves. Thus the ideology of Pakistan which developed through the period of Mohammad Bin Qasim and others and followed by political leaders like Quaid-e-Azam was materialized in 1947.

Drug Abuse Prevention Essay

The term drug abuse most often refers to the use of a drug with such frequency that it causes physical or mental harm to the user or impairs social functioning. Although the term seems to imply that users abuse the drugs they take, in fact, it is themselves or others they abuse by using drugs. Traditionally, the term drug abuse referred to the use of any drug prohibited by law, regardless of whether it was actually harmful or not. This meant that any use of marijuana, for example, even if it occurred only once in a while, would constitute abuse, while the same level of alcohol consumption would not. In 1973 the National Commission on Marihuana and Drug Abuse declared that this definition was illogical. The term abuse, the commission stated, â€Å"has no functional utility and has become no more than an arbitrary code word for that drug presently considered wrong.† As a result, this definition fell into disuse. The term drug is commonly associated with substances that may be purchased legally by prescription for medical use, such as penicillin, which is almost never abused, and Valium, which is frequently abused, or illegal substances, such as angel dust, which are taken for the purpose of getting high, or intoxicated, but actually have no medical use. Other substances that may be purchased legally and are commonly abused include alcohol (see alcoholism) and nicotine, contained in tobacco cigarettes. In addition, in recent years, chemists working in illegal, clandestine laboratories have developed new chemicals that have been used for the purpose of getting high. (These are called â€Å"designer drugs†.) All of these substances are psychoactive. Such substancesÑlegal and illegalÑinfluence or alter the workings of the mind; they affect moods, emotions, feelings, and thinking processes. Drug Dependence Drug abuse must be distinguished from drug dependence. Drug dependence, formerly called drug addiction, is defined by three basic characteristics. First, users continue to take a drug over an extended period of time. Just how long this period is depends on the drug and the user. Second, users find it difficult to stop using the drug. They seem powerless to quit. Users take extraordinary and often harmful measures to continue using the drug. How dependency-producing a drug is can be measured by how much users go through to continue taking it. Third, if users stop taking their drugÑif their supply of the drug is cut off, or if they are forced to quit for any reasonÑthey will undergo painful physical or mental distress. The experience of withdrawal symptoms distress, called the withdrawal syndrome, is a sure sign that a drug is dependency-producing and that a given user is dependent on a particular drug. Drug dependence may lead to drug abuseÑespecially of illegal drugs. Psychoactive, or mind-altering, substances are found the world over. The coca plant grows in the Andes of South America and contains 1 to 2 percent cocaine. The marijuana plant, Cannabis sativa, contains a group of chemicals called tetrahydrocannabinol, or THC. This plant grows wild in most countries, including the United States. The opium poppy is the source for opium, morphine, heroin, and codeine. It grows in the Middle East and the Far East. Hallucinogens (such as LSD), the amphetamines (speed), and sedatives, such as methaqualone (Quaalude, or ludes) and barbiturates, are manufactured in clandestine laboratories worldwide. As a result, psychoactive drugs are used for the purpose of intoxication practically everywhere (see drug trafficking). Classification of Psychoactive Drugs Pharmacologists, who study the effects of drugs, classify psychoactive drugs according to what they do to those who take them. Drugs that speed up signals passing through the nervous system, which is made up of the brain and spinal cord, and produce alertness and arousal and, in higher doses, excitability, and inhibit fatigue and sleep, are called stimulants. They include the amphetamines, cocaine, caffeine, and nicotine. Drugs that retard, slow down, or depress signals passing through the central nervous system and produce relaxation, a lowering of anxiety, and, at higher doses, drowsiness and sleep, are called depressants. They include sedatives, such as barbiturates, methaqualone, and alcohol, and tranquilizers, such as  Valium. Constituting one distinct kind of depressants are those which dull the mind’s perception of pain and in medicine are used as painkillers, or analgesics. These drugs are called narcotics. They include heroin, morphine, opium, and codeine. In addition to their painkilling properties, these depressants also produce a strong high and are intensely dependency-producing. Some drugs cannot be placed neatly in this stimulant-depressant spectrum. Hallucinogens include LSD, mescaline, and psilocybin. Such drugs produce unusual mental states, such as psychedelic visions. Marijuana is generally regarded as not belonging to any of these categories but as a drug type unto itself. History of Drug Abuse in the United States During the 19th century there were virtually no controls on the importation, sale, purchase, possession, or use of psychoactive drugs at the federal level and very few at the state level. Dangerous substances such as opium, cocaine, and morphine were basic ingredients in patent medicines that could be purchased by anyone for any reason, without a prescription. These nostrums were used to cure headaches, toothaches, depression, nervousness, alcoholism, menstrual crampsÑin fact, practically every human ailment. As a result of the ready availability of addicting drugs, and as a result of their heavy use for medical problems, many individuals became addicted to the narcotics contained in these patent medicines. In fact, in 1900, there were more narcotics addicts, proportionate to the population, than there are today. At that time, most of the users who became addicts were medical addicts. Very few abusers took drugs for â€Å"recreational† purposes. In 1914, in an effort to curb the indiscriminate use of narcotics, the federal government passed the Harrison Act, making it illegal to obtain a narcotic drug without a prescription. During the 1920s the Supreme Court of the United States ruled that maintaining addicts on narcotic drugs, even by prescription, was in violation of the Harrison Act. Approximately 30,000 physicians were arrested during this period for dispensing narcotics, and some 3,000 actually served prison sentences. Consequently, doctors all but abandoned the treatment of addicts for nearly half a century in the United States. The use of narcotic drugs dropped sharply in the United States between the 1920s, when there were as many as half a million addicts, and 1945, when the addict population was roughly 40,000 to 50,000. The recreational use of other drugs, such as marijuana, cocaine, stimulants, hallucinogens, and sedatives, which are used so frequently today, also remained at extremely low levels during this period. The 1960s, however, was a watershed decade. The widening use of illegal drugs accompanied increased tolerance for a wide range of unconventional behavior. The period saw the growth of movements that stood in opposition to the Vietnam War and to mainstream American culture, the coming into popularity of rock music, and enormous publicity devoted to drugs, their users and proselytizers. During this time some social groups viewed drug use in positive terms and believed it a virtue to â€Å"turn on† someone who did not use drugs. Although media attention to drugs and drug use declined between the late 1960s and late 1970s, the use of drugs did not. The late 1970s and 1980s represent another turning point in the recreational use of marijuana, hallucinogens, sedatives, and amphetamines. Studies show a large drop in the use of most drug types through the 1980s, but a significant increase since 1990. The 1980s witnessed the development of a new form of an old drug (crack), the widespread use of a drug that was not previously taken on a recreational basis (â€Å"Ecstasy,† or MDMA), and the resurgence of a drug that was widely abused in the 1960s but then fell into disuse for a time (methamphetamine, or â€Å"ice†). Crack is a smokable derivative of cocaine that began to be used on a widespread basis starting in 1985; heavily abused in the inner cities in the late 1980s, it has since fallen off in use. Chemically related to amphetamines, MDMA was developed early in the 20th century as an appetite suppressant; it is not easily classified, although most observers regard it as a hallucinogen. In the 1980s it had a brief vogue among college students, intellectuals, and psychiatric patients seeking spiritual and therapeutic insight; its use has declined into the 1990s. Methamphetamine had a brief run among â€Å"speed freaks† in the late 1960s, who took huge intravenous doses on a compulsive, addicting basis. In 1989 â€Å"ice† emerged on the West Coast as  a drug of choice. Its use has been far greater in some areas than others, and no national epidemic of methamphetamine abuse has developed. Patterns of Drug Use The illegal use of psychoactive drugs is extensive in the United States. Some 78 million Americans age 12 and over have tried at least one or more prohibited drugs for the purpose of getting high. The illegal drug trade represents an enormous economic enterprise, with annual gross sales estimated to be $40 to $100 billionÑmore than the total net sales of the largest U.S. corporation. About 60 percent of the illegal drugs sold worldwide end up in the United States. By far the most commonly used illegal drug is marijuana. Roughly half of the total of all illegal drug use involves marijuana alone. There was a substantial decline in all measures or levels of marijuana use throughout the 1980s. In 1979, 31% of 12-to-17-year-olds and 68% of 18-to-25-year-olds had at least tried marijuana; by 1990 the comparable figures had shrunk to 15% and 52%. Since 1990 the use of marijuana has risen significantly, especially among schoolchildren. In 1990, 27% of high school seniors had used marijuana during the past year, while in 1996 this was 36 percent; the rise among eighth- and tenth-graders was even sharper. Cocaine is the second most commonly used illegal drug in the United States. In 1995 there were roughly 1.5 million monthly or more cocaine users in the United States, a decline from 5.7 million in 1985. Heroin is less widely used, but it has been used at least once by roughly one American in 100. Most people who have taken illegal drugs have done so on an experimental basis. They typically try the drug once to a dozen times and then cease using it. Of all illegal drugs, marijuana is the one users are most likely to continue using. Discontinuation rates are very high for drugs such as methaqualone, sedatives, barbiturates, heroin, and LSD. Even most regular users of illegal drugs are moderate in their use. The typical regular marijuana smoker is an occasional user. Still, a sizable minority does use the drug frequently, to the point of abuse. In 1996 about 5% of all high  school seniors used marijuana daily or nearly daily (20 or more times in 30 days). A pattern of episodic, regular use characterizes nearly all drug use for the purpose of recreation. This does not deny the problem of the heavy, chronic abuser of these drugs. Drug Law Enforcement In 1970 the Congress of the United States passed the Comprehensive Drug Abuse Prevention and Control Act (Drug Control Act). Most of the states followed suit, basing their state legislation on the federal model. The Drug Control Act distinguishes among several categories of drugs based on their supposed abuse potential and medical utility. Drugs that supposedly have a high potential for abuse and no currently accepted medical use, including heroin, LSD and the other hallucinogens, and marijuana, may be used legally only in federally approved scientific research. In roughly half of the states, marijuana has been approved for medical use, but it remains illegal by federal law. In practice, the criminal justice system distinguishes between â€Å"hard† and â€Å"soft† drugs; it is unlikely that a first-time offender arrested for small-quantity marijuana possession will ever serve a prison sentence. Drugs such as morphine, cocaine, the amphetamines, and short-acting barbiturates are also regarded as having great abuse potential, even though they have accepted uses in medicine. Rigid prescription procedures maintain extremely tight controls over use. Drugs such as long-acting barbiturates and nonnarcotic painkillers are considered to have a lesser abuse potential, although they may lead to low physical dependence or high psychological dependence. These drugs have more relaxed controls, as do tranquilizers, and are classified as having low abuse potential. There has been a notable drop in the number of prescriptions written for psychoactive drugs that were most often abused in the 1960s and early 1970s. By the mid-1990s the number of prescriptions written for barbiturates and the amphetamines was one-tenth of what it was in 1970. Many other countries have also placed severe restrictions on the prescribing of drugs by doctors and have thus greatly reduced the frequency of their abuse. Restricting psychoactive pharmaceuticals brought about a reduction in the number of legal prescriptions written for them. A decline in the illegal street use of these same drugs lagged a few years behind the decline in legal prescriptions. In 1975, 11% of high school seniors said that they had taken barbiturates for nonmedical purposes during the previous year; in 1996, that figure was 5%. For methaqualone, completely outlawed in 1985, the comparable figures were 5% and 1%. The illegal use of amphetamine in the mid-1990s is half of what it was in the late 1970s and early 1980s. However, many forms of nonmedical drug use among the young have risen since the early 1990s. The demand for drugs for illegal purposes remains high despite law-enforcement efforts. In 1996 there were about 1.5 million arrests on drug violations in the United States; drug arrests have nearly doubled over the past decade. Each year there are roughly 300,000 arrests on marijuana charges, and nearly 80% are for simple possession. The risk of arrest does not deter substantial numbers of Americans from selling and using illegal drugs. Treatment From the 1920s until the 1960s treatment for drug abuse in the United States was practically nonexistent. Following the enforcement of the Harrison Act during the 1920s, few physicians were willing to treat addicts. During the 1930s two Public Health Service prison hospitals were opened, but their patients had a relapse rate of roughly 80%; during the 1970s the federal government closed them down. Since the 1920s the primary treatment program for most addicts has been no treatment at all; until recently, arrest has simply resulted in incarceration and therefore forcible detoxification. The dramatic explosion in the use and abuse of a number of illegal drugs during the 1960s demonstrated the weakness of this approach. As a result, a range of treatment programs, developed largely in the 1960s, have been widely used. Methadone is an addictive synthetic narcotic used to combat narcotic addiction. A hospital or a clinic administers the drug, usually dissolved in  artificial orange juice drink. Taken this way, the addict does not get high. Methadone blocks the action of narcotics so that addicts cannot become high, even if they were to inject heroin. According to the program’s rationale, addicts will then stop taking heroin. Although patients remain addicted to methadone, they can live a normal life, since the drug supply is steady and secure. Plus, they are no longer exposed to health risks like AIDS and hepatitis from shared needles used for injecting drugs. Because the program is inexpensive to administer, methadone has become a very popular form of treatment; roughly 100,000 narcotic addicts in the United States are treated in this program. The drug naltrexone has been approved by the U.S. Food and Drug Administration for treating alcoholism and heroin addiction, in concert with an appropriate counseling program. Naltrexone reduces cravings for alcohol and heroin, thereby decreasing relapse rates. Therapeutic communities (TCs), such as Daytop Village in New York and Walden House in San Francisco, advocate a completely drug- and alcohol-free existence. Addicts live in the therapeutic communities, and many of the administrators are ex-addicts, who can best understand the addict residents. The view of all TCs is that the addict uses drugs as a crutch. TCs attempt to resocialize the addict by inculcating a value system that is the opposite of what prevailed on the street. Discipline in therapeutic communities is strict, penalties for breaking rules are severe, peer pressure is unrelenting, and the program benevolently dictatorial. Because of the strictness, many residents leave against the advice, and without the permission, of the staff. TCs seem to be effective for a limited segment of the addict populationÑthose who are young, middle-class, and highly motivated to quit drugs. The programs are expensive to administer; there are far fewer patients in them than in methadone-maintenance programs. The Legalization Debate In the 1990s there has been a strong call among some experts, politicians, judges, and government officials for the removal of all criminal penalties  for the sale, possession, and use of illegal drugs. This development has taken place at a time when public opposition to such a policy has actually grown. The legalization or decriminalization program rests on three assumptions: drug abuse will not rise significantly under legalization; these illegal drugs are less harmful than the legal drugs alcohol and tobacco and are less harmful than generally believed; and the current policy of arresting and imprisoning for drug possession and sale does more harm than good. No one can know for sure whether drug use and abuse will rise, fall, or remain stable under legalization. In nine U.S. states and in the Netherlands, where small-quantity marijuana possession has been partially decriminalized, there has been no sharp rise in the use of this drug. Evidence suggests, however, that criminalization of some drugs has produced lower use and abuse, and that legalization, if accompanied by lower cost and ready availability, might result in a significant rise in use and abuse. For example, legal controls on certain prescription drugs has been followed by a decline in their illegal street use. In addition, the continuance rates of the legal drugs alcohol and tobacco are strikingly higher than for illegal drugs. For the most part, the use of the illegal drugs tends to be more sporadic and occasional, and more likely to be given up, than the use of legal drugs. In the United States, outlawing the sale of alcohol to persons under the age of 21 has produced a significant decline in its use, as well as in the number of alcohol-related fatalities in this age group. Many current users, abusers, and addicts state that they would take drugs more frequently if drugs were legalized and readily available. And contrary to the stereotype, evidence suggests that, during prohibition (1920-33), alcohol consumption dropped significantly. There is much information to indicate that the abuse of drugs might very well rise under a policy of legalization or decriminalization. The prolegalization groups are almost certainly right that crime and certain medical maladies among drug abusers would decline if drugs were legalized. Perhaps a â€Å"third path† somewhere between the current punitive policy and  full legalization would be most effective. Needle exchange programs have cut down on drug-related AIDS transmission in Liverpool, England. The Dutch policy of de facto decriminalization for marijuana and hashish has not resulted in a rise in use or abuse. Perhaps the guiding policy on drug use ought to be on harm reduction rather than waging a war on drug abuse. Some aspects of this policy should include a flexible or selective enforcement, vastly expanding drug treatment programs, needle exchange programs, a distinction between â€Å"hard† (cocaine and heroin) and â€Å"soft† drugs (marijuana), expanding antidrug educational efforts, and focusing on reducing the use and abuse of tobacco and alcohol. The first priority should be to make sure that the users and abusers harm themselves and others as little as possible.

Signifcance of the marketing mix in the creation of positive Assignment

Signifcance of the marketing mix in the creation of positive cognitive, affective and behavioural response to the Brand of Zara - Assignment Example .......................................................................... 8 Figure II – Sample of Zara’s Online Advertisement and Catalogue .................................... 9 Figure III – Samples of Zara’s Store Outlet .......................................................................... 13 Figure IV – Photo of Women Going In and Out of Zara’s Store .......................................... 14 Figure V – Sample of Sara’s Interior Design ........................................................................ 15 Appendix I – Summary of Zara’s Store Outlets Worldwide ................................................ 19 References †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.†¦ 20 - 25 1.0 Introduction Consumer behaviour is one of the highlights o f may scholars particularly in the world of business (Harmancioglu, Finney and Joseph, 2009). In most cases, consumer purchasing behaviour is pertaining to the study on how each individual responds to any form of marketing activities that can entice them to purchase a particular brand (Lake, 2009, pp. 9 – 13). Consumer purchasing behaviour is often classified as either planned or impulsive buying (Gutierrez, 2004; Hausman, 2000). In general, impulsive buyers is totally different from buyers who plan their purchases in the sense that impulsive buyers are more likely to project a more immediate unplanned purchases as compared to those buyers who are less impulsive (Tendai and Crspen, 2009). It means that majority of the impulsive buyers are often motivate in making their purchases based on their emotions. Rogers (1983, p. 15) mentioned that the theory of innovation diffusion can partly explain the purchasing behaviour of the public consumers. By learning more about the concept of diffusion of innovations, several authors have noted that the marketing personnel can benefit from a higher chance of success when selling and targeting a market for new products (Tyagi and Kumar, 2004, p. 150; Glaser and Montgomery, 1980). Therefore, product innovation related to product appearance, comfort and design is one factor that can trigger impulsive buying behaviour amongst the public consumers (Creusen and Schoormans, 2005; Fischer and Arnold, 1994). Other than the theory of innovation diffusion, several studies have noted that the concept of marketing mix (i.e. product, price, place, promotion) can also affect consumers’ cognitive, affective, and behavioural response (Faryabi, Sadeghzadeh and Saed, 2012; Karbasivar and Yarahmadi, 2011; Tendai and Crispen, 2009; Subrahmanyan and Gomez-Arias, 2008; Underwood, Klein and Burke, 2001). In relation to the brand Zara, this study will purposely examine the potential impact of marketing mix on consumer buying behaviour. The positive cognitive, affective, and behavioural effects of Zara’s advertising and branding strategies are significant within the global markets of fashion industry. As a Spanish fashion brand, Zara is very successful in the global fashion markets. For this reason, a lot of other fashion clothing companies are spending some of their precious time trying to analyze the secret behind the branding strategy of Zara. To give the readers a better understanding about this topic, a general background will first be provided with regards to the

Literature Review Essay Example | Topics and Well Written Essays - 1000 words

Literature Review - Essay Example The leakage may then lead to security threats when the unauthorized persons manipulate the data for their benefits (Quinn, 2010). Ethics in information systems guide companies on how to handle their confidential data. Governments also formulate laws that govern the use of information systems to prevent the privacy threats. Professional bodies such as nursing that deal with confidential information of their patients adhere to ethics and laws to prevent the violation of privacy laws of data. The National Health Systems uses information system applications to make their services efficiently. The users of the applications follow the rules of ethics to ensure that they do not violate the privacy of patients’ information. One of the applications used in the health systems is the Summary Care Record (SCR). This application stores information of patients in a central database such that it can be accessed from various hospitals. The access of information in various hospitals enables pa tients to attend the health institution of their choice (Maccoby, Norman, & Margolies, 2013). The ethical principles that govern the privacy of SCRs include the golden rule, risk aversion, the rule of change by Decartes, and utilitarian hypothesis. The utilitarian theory argues that organizations and individuals should perform functions that benefit more people in the society (Diney, Hu, Smith, & Hart, 2013). National hospitals use the SCR in a way that benefits the whole society. This is because the citizens attend the hospital of their choice whenever they are sick. The doctors and nurses use the system to check the health history of patients; this helps them to determine the best treatment for their clients. The privacy of health records is also guarded by the rule of change that was formulated by Decartes, which argues that firms should use techniques that may be repeated more than once (Tajero, & De, 2012). This means that actions that may not be repeated are unethical, and the y may violate the privacy of information. The repeated action in the use of the health records is mainly the use of passwords and identification cards, which ensure that only the authorized medical practitioners access the information of patients. The authorized persons who access information may do so numerous times. An action that may not be repeated is hacking, which leads to the access of the information about a company by unauthorized persons through the exploitation of a system’s weakness (Rosenberg, 2004). Hacking violates the privacy of patients’ information meaning that it is an unethical act. The weakness of Decartes principle is that it fails to specify whether the repeated action is right. This is because in some cases, activities such as hacking are possible to repeat when the hacker identifies the weakness in a system. Since hacking is unethical, repeating it violates the principle of privacy meaning that the rule of change misleads users (Rosenberg, 2004 ). The other ethical principles that govern the use of hospital computers leading to information privacy include machines in ways that respect the society, not interfering with other people’s work in the computer, and not using the machine to steal. Computer users who observe these tenets promote the confidentiality of their information and that of others (McCarthy, & Halawi, 2013). The social issues in information systems include those that govern the way a company mingles with the

Target Market Assignment Example | Topics and Well Written Essays - 750 words

Target Market - Assignment Example IKEA doesn’t just provide its clientele with high quality, low cost furniture; they also offer their clients delicious food from their restaurant, and provide transportation for larger items. IKEA’s in store revenue has been inclining quite steadily, and there has been a 9.8% increase on their online retail store, a 7.4% increase on online furniture category sales and a 2.9% increase in its total furniture sales throughout all their distribution channels (Fig 1). In order for IKEA to keep growing, and remain competitive is to provide a service that is readily available to the majority of the market, that service can be easily made available as a mobile and tablet application. As part of the New IKEA Virtual Furniture Application, our team intends to integrate: the whole online catalogue (approx. 10,000 products), BESTA Planner (which is a feature on the IKEA website that allows the customer to design the colour, style and format of any of IKEA’s furniture’ s), Create Cozy (which is another feature on the IKEA website that lets you design the layout of a room), ability to input dimensions (this feature will allow the customer to input the dimensions of their wall/room in order to distinguish if a piece of furniture is too large for that section of the room, see (Fig 3.)) The application will come in bended with a new feature called Draw Furniture which allows the customer to draw their own furniture and decide its dimensions and colours, and the feature will automatically select the closest furniture (from its online catalogue) that matches the dimensions and style of the furniture drawn. If the furniture drawn does not have any matches, IKEA will promptly build it upon payment. (See Fig below for preview) The Android OS Smartphones are currently dominating the Smart Phone Market Share at 36% and the Apple I-OS is at 27% total market share (Fig 2). Now Windows Mobile is only just reaching 10%, but they’re mobile phones are incre asing in processor speeds and storage space which will have a major increase in its future users. The IKEA will be made a multi-platform application making it available to the Android OS, Apple I-OS and the Windows Smart Phones, making it available to a total of 74% of the total Smart Phone Market. A rental scheme will also be introduced for selected customers by making selected mobile smart phones and tablets available to rent to enhance the shopping experience and promote loyalty towards IKEA and also a way of goodwill from IKEA. Competition Our investigation has specified that there are currently no other retail applications offering all of their online features in an Application. Harvey Norman is in the process of developing an application that allows the customer to select a particular product such as kitchen-ware, furniture and other appliances but does provide all of their online features in the application itself. There are also a few interior decorating applications but the se do not offer the inbuilt purchasing capability that IKEA does. The IKEA Virtual Furniture Application is a one stop shop for any consumer looking to purchase furniture. Value Curve The value curve helps to understand what features a customer see will add value to their experience; in this case the curve compares in-store purchases, online purchases and the IKEA Virtual Fu

Oliver Stone films representing the war Research Paper

Oliver Stone films representing the war - Research Paper Example 1. JFK: This film portrays the events leading to the unfortunate assassination of President Kennedy. It is assumed that this film is based on two books from other authors exploring the same issue. But while the books attracted acclaim, Stone’s JFK instantly got slathered with harsh criticism. Furious historians and critics argued that Stone’s carefree attitude with important historical facts contributed to creation of a highly twisted picture. However, the way JFK later gained confidence and amassed many Academy nominations raises embarrassing questions about the angry criticism published in American newspapers upon the movie’s release. The way Jim Garrison in JFK investigates the assassination from a completely different perspective implying an infamous scheme within the government responsible for Kennedy’s death actually ended up interesting people far more than any book ever did written on the same subject. In fact, the magnitude of excitement felt by people who read books is dwarfed by the magnitude of thrilling suspense experienced by people who viewed the movie, in reference to how the picture reveals different ways by which powerful people use authority to manipulate events (Rendall). The fact that movies can speak louder than words is made emphatic by the way historical events are intelligently portrayed in JFK.

CSI and the Post Modern Body Assignment Example | Topics and Well Written Essays - 500 words

CSI and the Post Modern Body - Assignment Example Therefore, it may not be fully dependable for the development of forensic science, as it seems more fictional. The CSI emphasizes more on the role of forensic science, including the relationships of DNA while undertaking investigations, while attaching less significance to the role of informers or even the detectives’ work (Harrington, 2007). The foundation of CSI is based on the fact that the identity given by the DNA tests undertaken is indisputable and accurately points to the suspect, regardless of the fact that the body could be mutilated. Most significant is the fact that it is impossible to accurately determine the actual gender of the victim, without the application of science. Therefore, the case of identity of the suspect becomes a puzzle to solve, up until the forensic science is applied, which identifies the suspect as a man, who has been living as a woman conducting surgeries and killing the victims (Harrington, 2007). The strength of the argument presented here is the fact that science is the undisputable basis of presenting an accurate identity of the individuals involved in crime. This is because; through forensic science, where the DNA of the suspects involved can be traced, then the real identity of those involved can be unquestionably noted (Harrington, 2007). Considering that through transsexual surgeries, the gender of an individual can be changed, then, it makes the investigations through detectives more complicated. This is because, while the investigation could point to the suspect of the crime from a certain gender, then tracing them would be difficult since they can change that. However, through forensic science, the real identity will always remain, as the DNA of an individual can never be changed (Harrington, 2007). Thus, the argument presents science as the basis of providing society with the unbiased truth of identity. The role of the detectives,

Assault Weapons in America Issue Research Paper

Assault Weapons in America Issue - Research Paper Example The research and study on this issue will help in the understanding of the meaning of assault weapons and their features, and the connection to human assault and killings in the United States of America. The research is also important in exploring the measures taken by the American federal government in countering the use of assault rifles, in addition to public opinion and support on the same. The research also objects at exploring the set up legislations for prohibition of importation, ownership, transportation and use of assault weapons. There is also an exploration of the most affected states in America, and their respective state bans on assault rifles. The history of assault rifles in the United States is also a core objective of this research study to provide extra information about assault rifles for a better understanding.On 13th September, 1994, the American Congress adopted the Violent Crime Control and Law Enforcement Act of 1994 that prohibited the manufacturing, transpo rtation or possession of assault weapons. This Act was an amendment of the Gun Control Act of 1968. Though this Act was critical in controlling the manufacture, possession and use of assault weapons, there were specifics of firearms, shotguns and pistols that had at least two specified features (United States, 2009). These specifications created a large loophole for the manufacturers to circumvent the law by modifying the already produced weapons, since the Act applied only to weapons manufactured. after the enactment (Gaines & Kappeler, 2011). This created a loophole for manufacturers to circumvent the law through modifications, and continued transportation of

Standard Expository Model Essay Example | Topics and Well Written Essays - 500 words

Standard Expository Model - Essay Example Farkas said in his article, â€Å"Explicit Structure in Print and On-Screen Documents†, "Information Mapping, both observes display-unit boundaries and provides explicit structure at a much finer level of granularity than the SE model. Two benefits are that readers can easily scan an IMAP document for the specific information they want and can immediately grasp the overall structure of the information map they are looking at." (Farkas, 17) And also Tracey said that "the SE model is inherently dysfunctional for all but literary writing and that both readers and those who write and edit documents benefit greatly by adopting STOP." In addition, the benefit of hypertext with nodes and links can be replaced with the weakness of extended texts of the standard expository model. "There are important benefits in non-linear information environments: Readers are more able to find and read exactly what they care about. Furthermore, they are more fully empowered to follow their unique inte rests and make their own connections among ideas." (Farkas, 223) However, there also are theorists who object to the standard expository model. Montaigne and Chandler do not like the schematic way of reading, for example, STOP documents and IMAP documents. Montaigne argues about the reason why time is limited while we are understanding articles. Chandler agrees with Montaigne but he wants to have an effective way to understand. Montaigne said "I must march my pen as I do my feet," and "Writing is a political activity, and it is a matter of choice for us whether we choose to challenge the prevailing writing conventions rather than to accept or bemoan them."

Essay Assignment Example | Topics and Well Written Essays - 1250 words

Assignment - Essay Example Tax cuts for businesses encourage the company to expand, invest, or stay in the state through enabling the probability of higher profits. In addition, it stimulates new companies to start up and convince other companies to relocate to state that offers these cuts. Tax cuts lead to job creation, via the promotion of greater activities in business. However, local and state taxes are not that huge of a burden on the business and the reduction in profits is small in comparison (Lynch 5). Rates of after-tax profits in industries are also not significantly varied by different states and jurisdictions. Finally, these taxes should not be seen as burdens but as a provider of financial support to public service that act to reduce business costs. Another argument for Business tax cuts has to do with the supply side, which contends that business tax cuts provide incentives for jobs, as well as leading to an increase in investment and savings, which stimulates economic activity (Lynch 7). Lower b usiness taxes could encourage businesses to retain more earnings and, thus, avail more funds for increased investment in business that is vital for growth of state and local economies. Tax cuts for businesses also allow incentives for business investments, via increasing the profitability inherent in the investment and providing funds for firms to invest by allowing firms to retain more of their earnings. However, a counter-argument contends that the positive effects that are inherent in tax cuts on savings and work effort have been greatly exaggerated by the proponents of this argument (Lynch 8). In fact, tax cuts could act as a disincentive for people to work. Additionally, although tax cuts for businesses may result in sizeable gains, in savings, for businesses and individuals, the gains will not lead to a decrease in interest rates or a productive investment increase in particular jurisdictions. The effect of the demand side argument is likely to reduce growth of the economy and a slowdown in employment creation. A third argument for the implementation of business tax cuts by local and state administrations is the demand side argument. This argument contends that business tax cuts stimulate the local and state economies by making an impact on consumer spending (Lynch 9). When business taxes come down, individuals and businesses are left with increased after tax incomes. Some of these after tax increases could be saved while the rest is spent on the purchase of more services and products. Increased spending will have a corresponding effect on business volumes of sales and allow firms to produce more products and services. As the companies produce more of these, they will have to hire extra workers. Therefore, employment numbers are increased by business tax cuts. Conversely, while local and state tax cuts can cause businesses to use more of their earnings on investment, they also lead to a reduction in government revenue that leads to reduced spending for l ocal and state governments (Lynch 9). Probably, this will result in the drop for in-state spending. Additionally, this very same theory can be utilized for justification in the increase of local and state taxes. The business climate argument holds that local and state governments can promote the development of the economy by improving on the business climate

Judaism, Christianity, Islam Essay Example for Free

Judaism, Christianity, Islam Essay The three oldest religions are Judaism, Christianity and Islam. Judaism is a one of the oldest religions known to people. Judaism is a monotheistic religion, which means that Jewish people pray to only one g-d. There weren’t too many religions like this when it originated which made Judaism very unique at the time. Moses was one of the most famous Jewish prophets. He led the Jewish people out of slavery, led them to Mount Sinai and received the Ten Commandments, a set of rules that people even today still follow. The Jews have many customs and traditions. Among them are circumcision, bar or bat mitzvah, special rituals and prayers to be said during a wedding and during death and mourning. Circumcision is the removal of the foreskin of the penis. The rite of circumcision is one of the most ancient practices of Judaism. Circumcision is done because of a Commandment by God to Abraham as it is written in the Torah and as a sign of commitment of Jewish people. The Torah is Judaism’s most important text. It contains the Five Books of Moses and is the source of the Ten Commandments. Bar or Bat mitzvah’ is when a child reaches the age of maturity, 13 for boys, and 12 for girls, and is ready to become an adult their community. At that age, a child becomes responsible for his actions and is obligated to observe the commandments. This ceremony is incorporated into an ordinary Sabbath service. During a Jewish wedding, the bride and groom get married under a special cloth called a â€Å"chuppah† or special canopy. Another tradition that is followed during a Jewish wedding is the breaking of a small glass at the end of the ceremony. This is to symbolize that even though this is a happy event, people should still remember the hardships that were faced before the Jewish people got to that place in time. During death and mourning, a Jewish family will sit â€Å"shiva† which is sitting in mourning for seven days after the death of a loved one. Some other customs are wearing a kippah on the head in a synagogue or wearing a tallit, a prayer shawl, while praying. Christianity is one of the world’s major monotheistic religions. Christianity takes the beliefs and practices very seriously. The central figure in Christianity is Jesus Christ. As the Son of God, he came to earth to teach about love and fellowship. He represents the person that all Christians must strive to be. Christians believe that he is the only one that ever lived on earth that can be called perfect from all worldly sins. The important thing to understand was that Jesus was God. He was here on earth to teach of God’s plan for all of humanity and to save the people of the world from their transgressions. In Christianity, God is almighty and rules over all of heaven and earth. He is the one that created the earth and one day will cast judgment over the entire earth. Christians understand that through Jesus Christ, people can be saved from this judgment. By believing that Jesus Christ is Lord and Savior, the Spirit of God is exists in all believers, and that God is almighty in power. A person can be saved from this judgment. Christians believe in heaven and hell. Heaven is the place where believers would enjoy the presence of God and other believers and freedom from suffering and sin. Hell is where unbelievers and sinners are punished for their sins committed during the course of their lives. Baptism is one of the most important sacraments in Christianity. It involves application of or immersion in water, a blessing, and the pronouncement, I baptize you in the name of the Father, the Son, and the Holy Spirit. Most Christian churches baptize both infants and adults, but some believe that baptism is only rightly performed on adults. Views of baptism vary, but common views of the rituals include: it grants or symbolizes salvation, commemorates Christs death and resurrection, fulfills the command of Jesus to baptize, cleanses away sins, confers grace, and publicly expresses ones faith. Christianity also teaches about the importance of attending Holy Mass. It’s important for Christians to keep their Sabbath according to the commandments. It is observed on the seventh day which usually falls on a Sunday or Saturday and is considered a weekly day of rest from work. The day is spent fasting and praying and attending Holy Mass. At Mass, followers are taught about the teachings in the bible through scripture readings. The celebration of Mass would conclude with the sharing of communion. Communion represents the Passover that Jesus celebrated with his twelve disciples on the eve of His death. It is an integral part of Christian worship. It causes Christians to remember the Lord’s death and resurrection and to look for His glorious return in the future. Holidays, feasts and fasts are a significant part of Christian religious practice. The feast days celebrate joyous and sorrowful historical events such as the birth, death and resurrection of Jesus Christ, while the fast days provide a special opportunity to focus on self-reflection, self-discipline and repentance. Christmas is the celebration of the birth of Jesus Christ. Lent starts on Ash Wednesday and it runs for forty days. During the forty days Christians fast and pray which represents the forty days Jesus spent in the wilderness fasting and praying. Lent is followed by Easter which represents the return of Jesus from the wilderness. Easter starts from Palm Sunday. His death and resurrection is observed during Easter. Special Services are kept in the church during this week and ends with Easter Sunday, the day that Jesus rose from the dead. Islam is a simple and practical religion. It has established, clear, and easily understandable beliefs and laws that any follower or student of the religion can easily understand. Islam affirms belief in a decent, civilized society. Islam also does not demand impossible goodness of its followers, but it recognizes that all human beings make mistakes and sin. No one is exempt. Islam preaches peace, mercy, justice, tolerance, equality, love, truth, forgiveness, patience, morality, sincerity and righteousness. Islam is the religion that preaches the Oneness of God, the Oneness of mankind and the Oneness of the Message. Muslims believe that there is only one supreme God, Allah. In Islam to believe in Allah is not only to believe in Allahs existence but also to believe in all Allahs attributions, to worship Allah alone, and to obey all Allahs commands. Islam teaches about the five pillars: Shahada, Salah, Seyam, Zakat and Hajj. Shahada is the verbal commitment and pledge that there is no God but Allah, and Muhammad is the messenger of Allah. It is the duty of every Muslim, male and female, after reaching the age of puberty, to perform five Salats or prayers at specific times during the day and night. These five specific times are: Dawn, Noon, Afternoon, Sunset, and Night. A ritual called Wudu, which is the cleaning several parts of the body with water, is a prerequisite to Salat. Fasting during the month of Ramadan, the ninth month of the lunar calendar, is from sun up to sun down only and is an obligation on every healthy adult Muslim, male or female. Fasting is total abstinence from eating, drinking, smoking, gum chewing, intimate relations, and taking anything into the body. If a person is ill and needs to take medication, he/she cannot fast. Fasting is also a time to discipline ones self from bad behaviors, such as; arguing and saying mean things. Those who are ill or unable to fast for health or reasons of age are exempt from fasting. However, they should feel the poor one meal for every day they miss of fasting. Women who are pregnant, menstruating, or nursing, or any who are traveling, are also exempt from fasting. However, when their situation changes, they make up the days of fasting or feed the poor one meal for each day of fasting they missed. Zakat is an annual obligatory charity on every Muslim, male or female, who possesses over the last year money or property that exceeds their minimum needs. The requirement is 2. 5% of ones excess wealth. The performance of the pilgrimage to Mecca, Saudi Arabia is required once in a lifetime of every Muslim, if financially able, as well as physically able. Hajj begins every year during the month of Dul Hejja. Dul Hejja is the 12th month of the Islamic calendar year. The Hajj is a spiritual journey where a Muslim forgets all worldly things and devotes his/her attention and time to Allah alone. Islam looks at the woman as an equal, mature and capable partner of a man, without whom a family cannot exist and teaches that men and women are all the creation of Allah, existing on a level of equal worth and value. In some societies women are treated according to ancestral customs and tribal tradition, but in Islam they are treated with full respect and honor. Islam preserves womens honor and dignity, and requires that she must be treated with respect and honor. Her femininity should not be exploited in any way, rather she is to be regarded and treated as human individual whose sexuality does not enter into her relationship with any person other than her husband. In Islam marriage cannot take place unless the female freely agrees to it and a dowry is given to her. Islam puts priorities for the husbands and wives. The responsibility for providing for the family is on the husband, while the responsibility to care for the house and raising the children is on the wife. These are the main priorities, but cooperation between the husband and the wife is required and highly recommended.

Contribution of Chicago School to Criminology

Contribution of Chicago School to Criminology Critically assess the contribution of  the Chicago School In this essay I will critically assess the contribution of the Chicago school. I will open this essay by briefly describing the Chicago school and the conditions in which it arose. I will then look at the context within criminology in witch the Chicago School emerged; I will do this by looking at the dominating criminological theories that existed before the Chicago school. Furthermore I will discuss the influence Emile Durkhiem and Ernest Simmel made to the Chicago school theories. I will follow by describeing and criticaly assesing the contributions made by some of the key Chicago School thinkers, Robert Park, Ernest Burgess, Clifford Shaw and Henry McKay, Edwin Sutherland and Robert Merton. This essay will be concluded by assessing the contributions of the Chicago School theories. The Chicago school is the name given to the work conducted at the University of Chicago since the 1890’s. The Chicago school emerged at a time when the city was experiencing rapid social changes owing to a rapid increase in population as a result of great migration. These massive social changes caused problems regarding; housing, poverty and strain on institutions. These rapid social changes interested sociologists; they were concerned as to how the city would stay stable in relation to these changes (Faris, 1967, p.5). The Chicago school primary work took a positive stance; however, sociologists were more focused on social povisitivism. This social positivism I will demonstrate in social structural theories by Robert Park, Ernest Burgress, Robert Merton, Clifford Shaw and Henry McKay. Following world war two some sociologists at the school employed a different form of enquiry to the previous positivist approach. These sociologists’s applied an interactionist form of enquiry to study the social world; this was called symbolic interactionism strongly influenced by the work of Ernest Simmel. This intractionist form of inquiry I will demonstrate in the work of Edwin Sutherland. In order to understand the contributions made by the Chicago school, we need to understand the context in which the Chicago school emerged. The dominant theories in Criminology preceding the Chicago school were classical criminological and positivist theories of crime. The classical school of criminology dates back to the enlightenment in the early 18th century. Philosopher’s Jeremy Bentham and Cesare Beccaria, focused their interest on the system of criminal justice and penology, they suggested that crime is a product of human nature and rational humans possess free will, therefore have the ability to control their actions. (Carrabine et al, 2004, chap. 3) This perspective emerged as an alternative to the old barbaric system of capital punishment and was concerned with generating a criminal justice system which was more reasonable. This theory was not concerned with the individual causes of crime but instead focused on the law enforcement and legal procedure. Classical criminologists believe that laws are constructed to demonstrate that non-criminal behaviour is in peoples self interests because, according to Jeremy Bentham, it corresponds to his hedonistic utilitarian principle, ‘the greatest good for the greatest number’ (Bentham,1789). Beccaria suggests that crime is a result of bad laws and had nothing to do with bad individuals. Beccaria’s famous book On Crime and Punishment, offered a new perspective based on justice, his notions became the foundations of the modern criminal justice system (Beccaria, 1764, p.8-19). Early positivist theories of crime are deterministic as they reject the naotin of free will. This deterministic approach uses emprical reasurch methods. This perspective proposes that crime is a consequence of biological, psychological and enviromental determents (Ceurabine et al, 2004, chap. 3). This is in contrast to the classical approach, which focuses on legal issues and prevention of crime. Positivist criminologists alleged that the causes and effects of criminal behaviour are directly observable; this view was shared by Cesare Lombroso. Lombroso did not believe in the notion of free will, he believed that criminal behaviour was inherited. Lombroso suggested that a ‘criminal type’ exists, criminals are physiologically different to non –criminals and these criminals display observable physical signs and deformities. Lombroso conducted research on criminals to gain observable evidence (Macionis and Plummer, 2005, p.442). Both of these theories offer interesting explanations of crime and have contributed to the development of criminology today. The criminal justice system might not exist without the work of Beccaria and perhaps capital punishment might still be in use presently. The work of early positivist criminologists have contributed to criminology by suggesting that crime is not necessarily a matter of free will but could in fact be a result of determining external factors. The positivist tradition was also employed by Emile Durkhiem. The Chicago school was highly influenced by Durkhiem’s work and his ideas contributed to the development of some of their theories. The Chicago School’s early work employed a social positivist tradition as they believed that crime was not a matter of free will but was determined by social factors. Emile Durkhiem was interested in social positivism; his theories focused macro sociological issues. Durkhiem looked at societies as a whole and believed that there were laws that govern and control our behaviour. Durkhiem suggested that a certain degree of crime and deviance was necessary for a healthy society. He suggested that individuals are influenced by different factors and may not share the same values; these conflicting values can cause deviant behaviour (Durkheim, 1895, p.65-73). Durkhiem suggested that too much crime and deviance threatens the stability of society but too little indicates apathy as well as limiting change and innovation. Durkhiem also suggested that deviance has a positive function because exposure to criminal behaviour reinforces society’s belief in shared norms and values, when a criminal trial transpires; it heightens awareness of society’s moral code. Durkhiem believed that society can be viewed similarly to an organic organism because both are made up from interdependent parts working together in order for the whole to function; he suggested that institutions such as the family, education and religion all contribute to the overall functioning of society. (Macionis and Plummer, 2005 p.444) After world war two, some Chicago school thinkers were influenced by the work of Ernest Simmel, his ideas are essential for understanding the original notions from where symbolic interactionism emerged. Simmel looked at micro sociological issues. Simmel suggested that individuals are not directly observable because of their subjective nature; he believed that individuals are self interested and try to gain their needs by using the means available to them. Simmel looked at individual’s actions as he believed that through these actions the social world was constructed he suggests †¦. society is made up of the interactions between and among individuals, and the sociologist should study the patterns and forms of these associations, rather than quest after social laws (Farganis, p. 133). This perspective is different from the deterministic postivist theorys as it belives that individuals have the free will to construt their own reality. Robert Park was an influential figure at the university during the 1920’s and 1930’s, he was interested in human Ecology. He was highly influenced by the work of Emile Durkhiem and his organic analogy of society. Park saw the city as a super organism and held that social changes were a natural process required by society in order to proceed and effectively evolve. (Park and Burgress, 1921) Robert Park was pioneer of a new research method called ethnography. This pioneering new method made huge contributions to the way sociologists/ criminologists studied the social world. Park encouraged his students to go into the city and collect primary data using observational methods. (Macionis and Plummer 2005 p.648-649) â€Å"Go and sit in the lounges of the luxury hotels and on the doorsteps of the flophouses; sit on the Gold Coast settees and on the slum shakedown; sit in the Orchestra Hall and the Star and Garter Burlesque. In short, gentlemen, go get the seat of your pants dirty in real research.† (Park, Cited in Prus 1996, pg 103-140) Using a mixture of ethnographic methods combined with ecology, Park and Ernest Burgress conducted an ecological study on the city of Chicago. Together they constructed a diagrammatical representation of the city called the concentric zone model. The concentric zone model was the first model to demonstrate how urban land was used. This model showed the location of certain social groups within the city of Chicago (Macionis and Plummer, 2005 p.650-651). This theory revealed that there was a correlation in distance from the central business zone depending on class, it showed that richer people lived further away from the central business district and poorer people lived near it in the zone of transition. Their theory suggests that areas nearest the core are impacted higher by social changes for example poverty, immagration (Macionis and Plummer, 2005 p.650-651). This theory has contributed to criminology as it shows the correlation between social ecology, class and crime; this model demonstrates the impact social changes have on crime. This was a change to previous explanations of crime as it suggestes that crime is a result of external social factors, and therefore challenges the earlier positivist’s biological causational theory supported by Lombroso. The centric zone model has been criticised because the theory is context and historically specific. This theory cannot be applied to explain city’s other than Chicago. This theory does not explain modern ecology, as high-class housing is near the centre of the city and not on the outskirts. Another criticism is that Park and Burgess used official data to produce their theory but they did not have knowledge of how this official data was configured, such as; if the data was affected by bias, if individuals were labelled. This theory also did not take into account white collar crime. Furthermore Park and Burgess’ theory did not offer explanations as to why crime in the zone of transition was higher in other areas. This theory also did not suggest who committed crime’s and why? (Short, 1976) Clifford Shaw and Henry McKay also made contributions to the development of the Chicago school. They were interested in how these social forces influence crime, an area overlooked by the earlier work of Park and Burgess. Shaw and McKay were interested in social disorganization; they suggest that crime is a social disorder resulting from social disorganization (Lotz, 2005 p. 122-127). Shaw and McKay used Park and Burgess’s concentric zone model to investigate the relationships in crime rates and delinquency in the different zones in the city. They also found that areas located near the city centre that were experiencing high disorganization were also experiencing high delinquency. They suggest that â€Å"Delinquency rates were for these groups highbecause of other aspects of the total situation in which they lived† (Shaw and McKay, 1942 pg56). There theory looked at the reasons behind the high levels of disorganization. They advocate that social disorganization in urban areas is linked to social changes for example, industrialization, urbanization and immigration. They propose that disorganized areas will develop deviant and criminal values that substitute conventional values. The diagram below demonstrates Shaw and McKay’s theory (Shaw and McKay, 1942). Shaw and McKay theory is unique as it looks at the social aspects causing crime; it explains why there are increased amounts of delinquency in certain areas and within certain groups (Shaw and McKay, 1942). There are however criticisms of Shaw and McKay’s social disorgniztional theory. Critics suggest that not everyone who lives in disorganized communities engage in criminal acts. It also does not explain why criminal acts are still present in areas that are seen to have low disorganization. This theory also overlooks middle class crime as it only focuses on disorganized areas. This theory does not explain how deviant norms and values are transmitted (Lotz, 2005, p. 122-127). Another theory associated with the University of Chicago was the theory of differential association developed by Edwin Sutherland 1939. It aim is to understand the process in which deviant behaviour is learnt. This theory explains areas that Shaw and McKay missed. This theory looks at the cultural transmission it proposes that criminal behaviour is learned through human interactions and suggests that criminal and deviant norms, attitudes and motives transpire from learned behaviour. He looked deeply at individuals’ values and cultural perspectives in order to recognize the reasons behind deviant and criminal behaviour. This perspective was influenced by the ideas of Simmel and the idea that researchers needed to look at the underlying causes of criminal behaviour (Cote, 2002, p.125-130). This perspective made contributions to criminology as it suggests that the causes of crime are related to learning deviant or criminal norms. This theory contrasts the positivist theories as it takes an interactionists stance. This theory suggests that criminal behaviour is learned through interaction and can be transmitted through groups of people through communication and a collection of shared attitudes. This theory also can be used to explain white collar crimes (Lotz, 2005 p.127-131). However this theory does not explain why not all individuals who are influenced by criminal or deviant norms don’t become deviant or criminals. This theory can be criticized for its lack of empirical evidence due to interpretive form of inquiry. This theory does take into account the pressure society puts on individuals to achieve their goals; this pressure is explained by Robert Merton’s strain theory (Cote, 2002, p.125-130). Robert Merton’s strain theory was derived form Emile Durkhiem’s theory of anomie. This theory looks at the impact society has on individuals. Merton suggests that there is an inequality in the ability for individuals to achieve their goals. This theory suggests that when individuals cannot acquire the means to achieve their goals this can lead to criminal and deviant behaviour. His theory is broken down into five elements as this diagram demonstrates (Lotz, 2005, p.127-131). Conformity is when individuals accept there are means and goals. Innovation is when there is a rejection of the means but the individual still desires the goal, this could result in criminal behaviour. Ritualism is not a rejection of the goals but the individual accepts that they can’t reach their goals. Retreatism, individuals want to withdraw from society and are not interested in inquiring the means or reaching their goals. Rebellion, these individuals reject the means and goals but do not withdraw from society but rather wants society to change and become active force of change. This theory has contributed to criminolgy as it focuses on how strain society puts on people, to obtain the means in order to achieve their goals, these pressures Merton calls anomie. This theory gives explanations to why poor people commit crime. It demonstrates that the poor don’t have the means they need to achieve their goals (Cote, 2002, p.125-130). There is however criticisms of this theory this theory does not explain why there is white collar crime. It overlooks the issue that rich people who have the means to achieve their goals still commit crime (Lotz, 2005, p.127-131). In conclusion the Chicago school theories made significant contributions to the study of criminology. The modern structural theories changed our thinking from the idea that crime was caused by individual biological/genetic factors, to the idea that crime was a result of social factors. The Chicago school’s social structural theories suggest that crime is a result of external social and cultural factors. Robert Park and Ernest Burgess ecological theory, made a contribution as it demostrated how exteral social factors can influence crime. Shaw and McKay made contributions to criminology by explaining how thease external social factors had an impact on criminal behaviour. Their social disorgniztional theory demonstrates the link between external factors (social disorganization) and crime. Their disorganizational theory demostrates what happens if there is a break down of social control in society. They suggest that this beack down leads to disorganization. However this theory doe s not explain the pressure social control has on individuals. This was the focus of Merton’s strain theory; Merton was interested in the pressure society put on individuals. Merton’s strain theory higlights effects the social forces have on determin crime. The Chicago School also contributed by adopting an interactionist’s form of inquiry as demostrated in Edwin Sutherland’s diffrential associaition theory. This form of inquiry was inspired by the work of simmel and is unique in comparission to the positivist tradittion. The interactionist approach made significant contributions to the way we understand the underlying reasons behind criminal behaviour. This perspective is not intrested in finding the cause of crime but is aim. The Chicago school contributed by using ethnography, this allowed researchers to get in-depth detailed accounts of the social phenomena they were observing. Ethnographic methods are still used today as they are considered a vital wa y to gain detailed primary information. Every Chicago school theory has contributed to the way we study criminology some theories may be more relevant than others but all the theories have raised important issues. Bibliography Beccaria, Cesare (1764) On Crimes and Punishments. Translated from the Italian by Richard Davies and Virginia Cox. In On Crimes and Punishments and Other Writings, edited by Richard Bellamy. Cambridge: Cambridge University Press, 1995. Bentham, Jeremy (1789) An introduction to the Principles of Morals and Legislation. In A Bentham Reader, edited by Mary Peter Mack. New York: Pegasus Books, 1969 Bulmer, Martin. (1984). The Chicago School of Sociology: Institutionalization, Diversity and the Rise of Sociological Research. Chicago: University of Chicago Press. Burgess, Ernest Bogue, Donald J. (eds.).(1964). Contributions to Urban Sociology. Chicago: University of Chicago Press Bulmer, Martin. (1984). The Chicago School of Sociology: Institutionalization, Diversity, and the Rise of Sociological Research. Chicago: University of Chicago Press. Carrabine et al 2004, Criminology a Sociology Introduction (chap. 3) Carey, James T. (1975) Sociology and Public Affairs: The Chicago School. [Volume 16 in Sage Library of Social Research], Beverly Hills, CA: Sage Publications Inc. Cote, Suzette. (2002) Criminological Theories Bridging the Past to the Future, Sage: london. Durkheim, Emile (orig.1895; reprint 1994) selection from The Rules of the Sociological Method. Reprinted in Joseph E. Jacoby (ed.) Classics of Criminology. Prospect Hills, IL: Waveland Press Farganis, J., Readings in Social Theory: the Classic Tradition to Post-Modernism,McGraw-Hill, New York, 1993. Faris, Robert E. L. (1967). Chicago Sociology: 1920-1932. San Francisco: Chandler Publishing Company. Garland D, 2002, Of Crimes and Criminals: the development of criminology in Britan, in M Maguire et al 2nd ed., The oxford Handbook of Criminology Kurtz, Lester R. (1984). Evaluating Chicago Sociology: A Guide to the Literature, with an Annotated Bibliography. Chicago: University of Chicago Press Lotz, R. (2005). Youth crime: A modern synthesis in America. Upper Saddle River, NJ: Pearson Education Macionis. J and Ken Plummer (2005), sociology a global introduction, third ed, Pearson Education ltd Edinburgh gate Harlow. Park, Robert and Ernest Burgess. Introduction to the Science of Sociology. (Chicago: University of Chicago Press, 1921). Sharpe J, 1984, Crime in early Modern England, 1550-1750 Shaw, C.R. H.D. McKay (1942). Juvenile delinquency in urban areas. Chicago: University of Chicago Press. Short, James F. Delinquency, Crime, and Soceity. Chicago: The University of Chicago Press, 1976 Sutherland, E.H. (1939). Principles of criminology. Third edition. Philadelphia: J.B. Lippincott. Tierney J, 2006, Criminology: Theory Context (chap 3) http://faculty.ncwc.edu/TOCONNOR/images/criminology/concentric.gif http://en.wikipedia.org/wiki/Image:Mertons_social_strain_theory.svg