Avoiding Plagiarism Essay Example | Topics and Well Written Essays - 500 words - 1

Avoiding Plagiarism - Essay Example This reflection paper provides insight into my experience with researching, referencing, and writing academic papers. After a critical analysis of my writing skills, I discovered that I am very cautions with plagiarism. The college has strict policy against plagiarism, which could result in failure in my coursework or even expulsion in extreme situation. To avoid these consequences I have learned how to paraphrase my research, do quotations, and summarize material from secondary sources of information in my own words. According to Neville (2007), it is critical for students to write in their own voice, which is a foremost factor when trying to avoid plagiarism. I am also good at critiquing other author’s ideas. This gives me an opportunity to my make my own contribution to a certain topic by improving on literature available. I believe that every field of research needs new ideas which can be possible through evaluation of literature available and adding your own views. In addition, I take citations very seriously. I discovered that I rely heavily on auto formatting tools in word processing. The over reliance on auto formatting tools can be time consuming and reduces my ability to improve my writing style. According to Wong (2011), students should ensure they master the difference between research and plagiarism. Sometimes after extensive research on a topic, I tend to reproduce the ideas in the same format as the author, which increases my chances of plagiarizing my work. Therefore, I have to use anti plagiarism tools to ensure my work is original. This process can be time consuming and mastering how to avoid plagiarism would increase my confidence when writing academic papers. I have not perfected in text citations, I keep referring to class notes, and I use auto-formatting tools to ensure that all papers I write are cited properly. My plan is to

The Character of Arnold Friend Essay Example | Topics and Well Written Essays - 750 words

The Character of Arnold Friend - Essay Example For this purpose, a mention would be made of both direct quotations from the story and also views of a renowned scholar and which add strength to the argument presented by this essay. Here, it needs to be specified that the scope of this essay is confined to solely understanding the character of Arnold Friend, and not to give a detailed summary of the story. Background It was sometime in the second half of 1960s that the author happened to read about Charles Schmid, a serial killer of Arizona who murdered several girls. All these girls were in their teens. In fact, the killer was named as â€Å"The Pied Piper of Tucson†, and Joyce did not take too much of time in deciding to write a story based on the serial killings, and the title of this story is â€Å"Where are you going, Where have you been?†As a matter of fact, the character of Arnold Friend in this story clearly resembles Schmid. Just like the latter, even Arnold Friend is short and attempts to look taller by stuf fing some things in his shoes. Most importantly, in the story, even Arnold goes on to intimidate a teenage girl who was trying to keep him at bay. But here, the author brought an entirely new dimension by adding an element of supernatural phenomenon to the story, and this is what is going to elaborately analyzed in the subsequent section. (1) Analysis The aforementioned supernatural phenomenon is obvious from the narrative of story strongly suggesting that Arnold Friend is Satan himself, in disguise. There are several quotations from the story, which add weight to this argument, and it would be very much apt in having a look at some of those. When Arnold sees Connie for the first time he remarks â€Å"Gonna get you, baby†. That is definitely not a respectable way of addressing ladies, and in fact, this also subtly hints that there is an element of evil in Arnold. (2) When Connie gets worried that her family members would return home, the following is the exact situation. â₠¬Å"Arnold says â€Å"Aunt Tillie’s. Right now they’re uh—they’re drinking. Sitting around,† he said vaguely, squinting as if he were staring all the way to town and over to Aunt Tillie’s back yard. Then the vision seemed to get clear and he nodded energetically. â€Å"Yeah. Sitting around. There’s your sister in a blue dress, huh? And high heels, the poor sad bitch—nothing like you, sweetheart! And your mother’s helping some fat woman with the corn, they’re cleaning the corn—husking the corn.† (2) From the contents stated in the preceding paragraph, it is evident that Arnold Friend possesses paranormal powers. He was vividly able to see the things taking place at a distant location. In popular literature, Satan is described as a combination of these powers and evil intentions, not to mention the ability to effectively assume any form. When Connie was worriedly resisting the advances of Arnold and was trying to make sure that the door gets locked, he remarks â€Å"But why lock it? It’s just a screen door? It’s just nothing.† These words subtly focus on another power of Satan where, locked doors and windows cannot prevent him from gaining entry into a place. Although he explains by stating that breaking a screen door is not an issue for anyone, yet, in light of the contents discussed up to that point in the story, it is but obvious that the power of the evil entity is being referred to. (2) When Connie was still adamant in not yielding to Arnold’s charm, he starts threatening her by saying â€Å"You don’t want your people in any trouble, do you?† That again is a clear reflection of his grossly evil nature- a nature which is characteristic of Satan! The manner in which the story reaches its end subtly points out that he kills

Promotion and sales and marketing techniques

Promotion and sales and marketing techniques Promotion and Sales:- The term Promotion and Sales are totally interdependent on each other. Promotion is a communication link between buyers and sellers. It is a function of informing, persuading, and influencing a consumers purchase decision. Promotional activities include: media advertising, direct mail, personal selling, sales promotion and public relations. A sale consists of marketing activities other than personal selling, advertising and public relations that stimulate consumer purchasing and dealer effectiveness. Sales promotion is a subset of promotion. In other words, sales promotion is not the same thing as promotion. Promotion is a much broader term. Promotion Mix:- The Combination of promotional activities an organization uses is called promotion mix . Integrated marketing communications (IMC):- Coordination of all promotional activities to produce a unified, customer-focused promotional message. Aim:-The main role of this assignment is to examine the role of Promotion and Sales and to find out market technique. In this assignment we are analyzing the following techniques: 1. Traditional elements of the promotion mix. 2. Advertising media. 3. Steps in Business to Business Selling. 4. Steps involved in setting up a public relations programme 5. Promotional techniques used to reach customers. Traditional elements of the promotion mix: Advertising Personal Selling Sales Promotion public relations Product Product Traditional Promotional Mix The Promotional mix works like a subset of the marketing mix, with its product, distribution, promotion, and pricing elements. With the promotional mix, the marketers attempt to create an optimal blend of various elements to achieve promotional objectives. The promotional mix requires a carefully designed blend of variables to satisfy the needs of a companys customers and achieve organizational objectives. Promotional Mix: Subset of the marketing mix in which marketers attempt to achieve the optimal blending of the elements of personal and non personal selling to achieve promotional objectives. I. Personal Selling :- is the oldest form of promotion. It is conducted on a person-to-person basis with the buyer. It involves the search for new prospects and follow up service after the sale. It is mainly face to face presentation and promotions of goods and services. Its more accurately described today as helping others satisfy their wants and needs. This direct form of promotion may be conducted: a. Face-to-face b. Telephone c. Videoconferencing d . Interactive computer links between buyer and seller Benefits of Personal Selling :- The benefit of personal selling is that there is a person there to help you complete a transaction. The sales person should listen to your needs, help you reach a solution and do all that is possible to make accomplishing that solution smoother and easier. 2. Non-personal Selling a. Advertising:- is any paid, non personal communication through various media about a business firm, not-for-profit organization, product, or idea by a sponsor Identified in a message that is intended to inform or persuade members of a particular audience. Advertising primarily involves the mass media, such as newspapers, television, radio, magazines, and billboards, but also includes electronic and computerized forms of promotion such as Web commercials, CDs and DVDs, and video screens in supermarkets. b. Product Placement:- a form of non personal selling in which the marketer pays a motion picture or television program owner a fee to display his product prominently in the film or show. Through their product gets so much popularity and they get the benefit from this. So this type of non personal selling is very good for their product placement. C. Sales Promotion:- consists of marketing activities other than personal selling, advertising and public relations that stimulate consumer purchasing and dealer effectiveness. Sales promotion is a subset of promotion. In other words, sales promotion is not the same thing as promotion. Promotion is a much broader term. Sales promotion provides a short-term incentive, usually in combination with other f forms of promotion, to emphasize, assist supplement, or otherwise support the objectives of the promotional program. For example, Restaurants, including fast food establishments, often place certain items on the menu at a lower price for a limited time only. Movie promotional tie-ins are a classic example. Movies are tied into food, drinks and restaurants. Sales promotion includes the following activities: 1) Displays, 2) trade shows, 3) coupons, 4) contests, 5) samples, 6) premiums, and 7) product demonstrations. Sales Promotion can be achieved both internally ( with in the company) and externally (outside the company) Public Relations and Publicity:- Public relations refer to a firms communications and relationships with its various publics. These publics include customers, suppliers, stockholders, employees, the government, the general public, and the society in which the organization operates. It is the management function that evaluates public attitudes and procedures in response to public request. Publicity is the marketing-oriented aspect of public relations. It can be defined as non personal stimulation of demand for a good, service, person, cause, or organization through unpaid placement of significant news about it in a published medium or through a favorable presentation of it on the radio, television, or stage. Of course, bad publicity can damage a companys reputation and diminish brand equity. Public Relations has three steps:- Listen to the public Change Policies and procedures Inform people that youre being responsive to their needs. Comparison of the Four Promotional Mix Elements Personal Selling Advertising Sales Promotion Public Relations Advantages Permits measurement of effectiveness Elicits an immediate response Tailors the message to fit the customer Reaches a large group of potential consumers for a relatively low price per exposure Allows strict control over the final message Can be adapted to either mass audiences or specific audience segments Produces an immediate consumer response Attracts attention and creates product awareness Allows easy measurement of results Provides short-term sales increases Creates a positive attitude toward a product or company Enhances credibility of a product or company Disadvantages Relies almost exclusively upon the ability of the salesperson Involves high cost per contact Does not permit totally accurate measurement of results Usually cannot close sales Advertising media Advertising is a form of communication intended to persuade an audience (viewers, readers or listeners) to purchase or take some action upon products, ideals, or services. It includes the name of a product or service and how that product or service could benefit the consumer, to persuade a target market to purchase or to consume that particular brand. These brands are usually paid for or identified through sponsors and viewed via various media. It is any paid, non personal communication through various media about a business firm, not-for-profit organization, product, or idea by a sponsor Identified in a message that is intended to inform or persuade members of a particular audience. Advertising primarily involves the mass media, such as newspapers, television, radio, magazines, and billboards, but also includes electronic and computerized forms of promotion such as Web commercials, CDs and DVDs, and video screens in supermarkets. Various types of Advertising media 1 Newspapers 2 Television 3 Radio 4 Magazines 5 Outdoors 6 Direct mail 7 Internet The above described media are classified according as retail advertising, trade advertising, business to business advertising ,institutional advertising, product advertising ,comparison and online advertising. Advantages of Advertising media It reaches a large group of potential consumers for a relatively low price per exposure. Allows strict control over the final message. Can be adapted to either mass audiences or specific audience segments. Disadvantages of Advertising media Does not permit totally accurate measurement of results Usually cannot close sales. Global advertising Advertising has gone through five major stages of development: domestic, export, international, multi-national, and global. For global advertisers, there are four, potentially competing, business objectives that must be balanced when developing worldwide advertising: building a brand while speaking with one voice, developing economies of scale in the creative process, maximizing local effectiveness of ads, and increasing the companys speed of implementation. Born from the evolutionary stages of global marketing are the three primary and fundamentally different approaches to the development of global advertising executions: exporting executions, producing local executions, and importing ideas that travel.[24] Advertising research is key to determining the success of an ad in any country or region. The ability to identify which elements and/or moments of an ad that contributes to its success is how economies of scale are maximized. Once one knows what works in an ad, that idea or ideas can be imported by any other market. Market research measures, such as Flow of Attention, Flow of Emotion and branding moments provide insight into what is working in an ad in any country or region because the measures are based on the visual, not verbal, elements of the ad. Steps in business to business Selling In business to business-selling, it is critical for the sales person to known the product well to know how the product compares to competitors s products. Such product knowledge is needed before the salesperson begin the selling process. Example of this is customer relationship management software (CRM).It is useful for establishing long term relationships with customers imagining you are a software sales person showing business user the advantages of various programs .It consists of Prospect and Quality Pre approach Approach Make Presentation Answer Objectives Close Sale Follow up 1.Prospect and Quality The first step is of prospecting. Prospecting involves researching potential buyers and choosing those most likely to buy. That selection process is called qualifying. To qualify people means to make sure that they have need for product, the authority to buy and the willingness to listen to a sales message. A person who meets these criteria is called a prospect. 2.Pre approach In this approach you must learn as much as possible about customers and their wants and needs. In this gathering the information before you approach the customer is critical. As we said an example of CRM selling you would know which people are likely to buy or use it. Approach In this the main idea is to give an impression of friendly professionalism, to create rapport,, to build credibility, and to start a relationship. Often the decision of whether to use a software package depends on reliable service from the salesperson. Make Presentation In the actual presentation of the CRM software, the idea is to match the benefits of your value package to the clients needs. Various companies provide sales proposal software that include everything from power point presentations to competitive analysis. During the presentation is a great time to use testimonal to Show potential buyers that they are joining leaders in others firms in trying this software. 5 Answer Objections You should anticipate any objections the prospect may raise and determine proper responses. Think of questions as opportunities for creating better relationships, not as challenges to what youre saying. Customers may have legimate doubts and you are there to resolve those doubts. Relationships are based on trust, and trust comes from successfully and honestly working with others. it. Close Sale As a salesperson, you have limited time and cant spend forever with one potential customer answering questions and objectives. A trial close consist of a question or statement that moves the selling process towards the actual close. As you can see, salespeople must learn to close many times before a long term Relationship is established. or relationships, not as challenges to what youre saying. Customers may have legimates doubts and you are 7.Follow Up The selling process isnt over until the order is approved and the customers is happy. The sales relationship may continue for years as you respond to new request for information. Salesperson realy needs to be providers of solutions to their customers and also needs to think about happen after the sale. The follow up step includes handling customers complaints ,making sure the customers questions are answered and quickly supplying what the customers wants. Steps involved in setting up a public relations programme Public relations refer to a firms communications and relationships with its various publics. These publics include customers, suppliers, stockholders, employees, the government, the general public, and the society in which the organization operates. It is the management function that evaluates public attitudes and procedures in response to public request. Public relation is defined as the management function that evaluates public attitudes ,request and procedures in response to the public s request, and executes a program of action and information to earn public understanding And acceptance. Publicity is the marketing-oriented aspect of public relations. It can be defined as non personal stimulation of demand for a good, service, person, cause, or organization through unpaid placement of significant news about it in a published medium or through a favorable presentation of it on the radio, television, or stage. Of course, bad publicity can damage a companys reputation and diminish brand equity. Public Relations has three steps:- Listen to the public: Public relation start with good marketing research. Change Policies and procedures : Businesses dont earn understanding by bombarding the public with propaganda, they earn understanding by having programs and policies and practices in their public interest . Inform people that youre being responsive to their needs: Its not enough to simply have programs in the public interest. You have to tell the public about those programs so that they know youre being responsive Public relations has more power to influence consumers because the message comes from source that is perceived as being more trustworthy. Advantages of Publicity: Creates a positive attitude toward a product or company Enhances credibility of a product or company Disadvantages of Publicity: May not permit accurate measurement of effect on sales Involves much effort directed toward non-marketing-oriented goals 5.Promotional techniques used to reach customers There are several Promotional techniques that encourage/stimulate customers to patronize a specific retail store or to try a specific product. These promotional techniques give various benefits/bonuses to customers and these are mainly classified as 1.Coupons: This is the most common technique which usually reduce the purchase price or offered as cash. Need to state the offer clearly and make it easy to recognize. 2. HandoutAwash in Coupons Looks at the volume of coupons (323 bn) and the poor redemption rate (less than 3%). Looks at more innovative media to deliver coupons (currently over 80% are delivered via the Sunday paper).in store by the products, as customers exit the store based on purchasesdiscussed delivering coupons to customers as they enter the store, using a card that swipes to indicate past purchases. Past buying behavior is the best predictor of future buying patterns Users only redeem coupons they would ordinarily purchase. 75% of the coupons are redeemed by consumers who would buy the brand already. . 3 Demonstrations: Excellent attention getters. Labor costs are usually high. 4. Frequent User Incentives: Major airlines, helps foster customer loyalty to a specific company. Credit card companies. Trading stamps-Co-ops back in England, foster retail loyalty. 5. Point of Purchase Display: Outside signs, window displays, counter pieces, display racks. 90% of retailers believe that point of purchase materials sell products. Essential for product introductions. Also with 2/3 of purchasing decisions made in the store, they are important. 6. Free Samples: Stimulate trial of product. Increase sales volume at the early stage of the product life cycle and obtain desirable distribution .Most expensive sales promotion technique. Not appropriate for mature products and slow turnover products. 7. Money Refunds/Rebates: Submit proof of purchase and mail specific refund, usually need multiple purchase for refund. Helps promote trial use, due to the complexity of the refund, it has little impact. Customers have a poor perception of rebate offered products. Used extensively in the Auto and Computer industry. 8. Premium Items: Offered free or at minimum cost as a bonus. Used to attract competitors customers,different sizes of established products. McDonalds Last summer the following tie-in premium programs. Casper with Pepsi, Pizza Hut, Choice Hotels Congo with Taco Bell Batman Forever with McDonalds, Kelloggs , Six Flags, Sears Pocahontas with Chrysler, Nestle, General Mills, Burger King Mighty Morphin with McDonalds Cents-off Offer: Strong incentive for trying a product-very similar to coupons, but are a part of the package. Consumer Contests and Sweepstakes: Consumers compete based on their analytical or creative skills. Must be accurate or you will anger customers/retailers. Sweepstakes are prohibited in some states. Conclusion From the above discussion of various Promotion and sales technique we conclude that promotion with advertising is a part of total system approach that lead to maketing principles. Promotion and sales are interdependent on each other. It helps to increase demand for the product with a view to increase the companys sale and profit.

Essay --

INTRODUCTION Sir Alex Chapman Ferguson, a football living legend was born on 31st December, 1941 in Glasgow, Scotland. In his entire lifespan as a football player and a manager, he has been one of the most consistent and remarkable name in the game. He was a former football player at the Scottish football team and has also played for various English clubs. He became the top goal scorer by scoring 31 goals in the Scottish League. Later, in 1974, his career as a football manager got a kick start when he was elected as the manager of a team called East Stirlingshire. Afterwards, he was shifted to many clubs and was elected for the same post in the clubs including St. Mirren and Aberdeen. Also, he got elected as the manager of Scotland’s international team and led them for a year. In the year 1986 his path to glory started when he was elected as the manager of one of the most popular and one of the biggest football club of the prevailing time ‘Manchester united’. He has been on t he same post since then and his career of 26 years at Manchester United has been one of the most glorious and exciting one for any manager in the world of sports. He is charismatic, smart, and flexible and his workaholic type attitude has profited the team as a whole in so many ways and thus he is an important and influential part of the team. He has led the team on the victory path from 6 November, 1986 to 19 May, 2013 when he announced his retirement. This period witnessed the Manchester United with a win percentage of 59.67 %. â€Å"Some people do not want to work but I want to continue working.† - Sir Alex Ferguson. ACHIEVEMENTS Under Sir’s... .../authors/a/alex_ferguson.html. Last accessed 07 March 2014. Alex Ferguson Quotes | Football+science.(2014). Alex Ferguson Quotes. Available: http://footballsci.wordpress.com/quotes/alex-ferguson-quotes/. Last accessed 09 March 2014. Leadership Styles - Leadership Skills from MindTools.com. (2014). Leadership Styles - Leadership Skills from MindTools.com. Available at:http://www.mindtools.com/pages/article/newLDR_84.htm. Last Accessed 07 March 2014. Top 10 Quotes by Sir Alex Ferguson | Sir Alex 26 Year Anniversary. (2014). Top 10 Quotes by Sir Alex Ferguson | Sir Alex 26 Year Anniversary. Available at: http://manutddiehardfans.com/top-10-quotes-by-sir-alex-ferguson/. Last Accessed 01 March 2014. Alex Ferguson Leadership. (2014). Alex Ferguson Leadership. Available at: http://www.leadership-with-you.com/alex-ferguson-leadership.html. Last Accessed 07 March 2014.

Pedagology of the Oppressed Essay

A careful analysis of the teacher-student relationship at any level, inside or outside the school, reveals its fundamentally narrative character. The relationship involves a narrating Subject (the teacher) and patient, listening objects (the students). The contents, whether values or empirical dimensions of reality, tend in the process of being narrated to become lifeless and petrified. Education is suffering from narration sickness. The teacher talks about reality as if it were motionless, static, compartmentalized, and predictable. Or else he expounds on a topic completely alien to the existential experience of the students. His task is to â€Å"fill† the students with the contents of his narration – contents which are detached from reality, disconnected from the totality that engendered them and could give them significance. Words are emptied of their concreteness and become a hollow, alienated, and alienating verbosity. The outstanding characteristic of this narrative education, then, is the sonority of words, not their transforming power. â€Å"Four times four is sixteen; the capital of Parà ¡ is Belà ©m.† The student records, memorizes, and repeats these phrases without perceiving what four times four really means, or realizing the true significance of â€Å"capital† in the affirmation â€Å"the capital of Parà ¡ is Belà ©m,† that is, what Belà ©m means for Parà ¡ and what Parà ¡ means for Brazil. Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content. Worse yet, it turns them into â€Å"containers,† into â€Å"receptacles† to be â€Å"filled† by the teacher. The more completely he fills the receptacles, the better a teacher he is. The more meekly the receptacles permit themselves to be filled, the better students they are. Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communication, the teacher issues communiquà ©s and makes deposits which the students patiently receive, memorize, and repeat. This is the â€Å"banking† concept of education, in which the scope of action allowed to the students extends only as far as receiving, filing, and storing the deposits. They do, it is true, have the opportunity to become collectors or cataloguers of the things they store. But in the last analysis, it is men themselves who are filed away through the lack of creativity, transformation, and knowledge in this (at best) misguided system. For apart from inquiry, apart from the praxis, men cannot be truly human. Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry men pursue in the world, with the world and with each other. In the banking concept of education, knowledge is a gift bestowed by those who consider themselves knowledgeable upon those whom they consider to know nothing. Projecting an absolute ignorance onto others, a characteristic of the ideology of oppression, negates education and knowledge as processes of inquiry. The teacher presents himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence. The students, alienated like the slave in the Hegelian dialectic, accept their ignorance as justifying the teacher’s existence – but, unlike the slave, they never discover that they educate the teacher. The raison d’à ªtre of libertarian education, on the other hand, lies in its drive towards reconciliation. Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students. This solution is not (nor can it be) found in the banking concept. On the contrary, banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole: a) the teacher teaches and the students are taught; b) the teacher knows everything and the students know nothing; c) the teacher thinks and the students are thought about; d) the teacher talks and the students listen – meekly; e) the teacher disciplines and the students are disciplined; f) the teacher chooses and enforces his choice, and the students comply; g) the teacher acts and the students have the illusion of acting through the action of the teacher; h) the teacher chooses the program content, and the students (who were not consulted) adapt to it; i) the teacher confuses the authority of knowledge with his own professional authority, which he sets in opposition to the freedom of the students; j) the teacher is the Subject of the learning process, while the pupils are mere objects. It is not surprising that the banking concept of education regards men as adaptable, manageable beings. The more students work at storing the deposits entrusted to them, the less they develop the critical consciousness which would result from their intervention in the world as transformers of that world. The more completely they accept the passive role imposed on them, the more they tend simply to adapt to the world as it is and to the fragmented view of reality deposited in them. The capability of banking education to minimize or annul the ‘students’ creative power and to stimulate their credulity serves the interests of the oppressors, who care neither to have the world revealed nor to see it transformed. The oppressors use their â€Å"humanitarianism† to preserve a profitable situation. Thus they react almost instinctively against any experiment in education which stimulates the critical faculties and is not content with a partial view of reality but always seeks out the ties which link one point to another and one problem to another. Indeed, the interests of the oppressors lie in â€Å"changing the consciousness of the oppressed, not the situation which oppresses them†;[1] for the more the oppressed can be led to adapt to that situation, the more easily they can be dominated. To achieve this end, the oppressors use the banking concept of education in conjunction with a paternalistic social action apparatus, within which the oppressed receive the euphemistic title of â€Å"welfare recipients.† They are treated as individual cases, as marginal men who deviate from the general configuration of a â€Å"good, organized, and just† society. The oppressed are regarded as the pathology of the healthy society, which must therefore adjust these â€Å"incompetent and lazy† folk to its own patterns by changing their mentality. These marginals need to be â€Å"integrated,† â€Å"incorporated† into the healthy society that they have â€Å"forsaken.† The truth is, however, that the oppressed are not â€Å"marginals,† are not men living â€Å"outside† society. They have always been â€Å"inside† – inside the structure which made them â€Å"beings for others.† The solution is not to â€Å"integrate† them into the structure of oppression, but to transform that structure so that they can become â€Å"beings for themselves.† Such transformation, of course, would undermine the oppressors’ purposes; hence their utilization of the banking concept of education to avoid the threat of student conscientizacÄ o. The banking approach to adult education, for example, will never propose to students that they critically consider reality. It will deal instead with such vital questions as whether Roger gave green grass to the goat, and insist upon the importance of learning that, on the contrary, Roger gave green grass to the rabbit. The â€Å"humanism† of the banking approach masks the effort to turn men into automatons – the very negation of their ontological vocation to be more fully human. They may perceive through their relations with reality that reality is really a process, undergoing constant transformation. If men are searchers and their ontological vocation is humanization, sooner or later they may perceive the contradiction in which banking education seeks to maintain them, and then engage themselves in the struggle for their liberation. But the humanist, revolutionary educator cannot wait for this possibility to materialize. From the outset, his efforts must coincide with those of the students to engage in critical thinking and the quest for mutual humanization. His efforts must be imbued with a profound trust in men and their creative power. To achieve this, he must be a partner of the students in his relations with them. The banking concept does not admit to such partnership – and necessarily so. To resolve the teacher-student contradiction, to exchange the role of depositor, prescriber, domesticator, for the role of student among students would be to undermine the power of oppression and serve the cause of liberation. Implicit in the banking concept is the assumption of a dichotomy between man and the world: man is merely in the world, not with the world or with others; man is spectator, not re-creator. In this view, man is not a conscious being (corpo consciente); he is rather the possessor of ÃŽ ± consciousness: an empty â€Å"mind† passively open to the reception of deposits of reality from the world outside. For example, my desk, my books, my coffee cup, all the objects before me – as bits of the world which surrounds me – would be â€Å"inside† me, exactly as I am inside my study right now. This view makes no distinction between being accessible to consciousness and entering consciousness. The distinction, however, is essential: the objects which surround me are simply accessible to my consciousness, not located within it. I am aware of them, but they are not inside me. It follows logically from the banking notion of consciousness that the educator’s role is to regulate the way the world â€Å"enters into† the students. His task is to organize a process which already occurs spontaneously, to â€Å"fill† the students by making deposits of information which he considers to constitute true knowledge.[2] And since men â€Å"receive† the world as passive entities, education should make them more passive still, and adapt them to the world. The educated man is the adapted man, because he is better â€Å"fit† for the world. Translated into practice, this concept is well suited to the purposes of the oppressors, whose tranquillity rests on how well men fit the world the oppressors have created, and how little they question it. The more completely the majority adapt to the purposes which the dominant minority prescribe for them (thereby depriving them of the right to their own purposes), the more easily the minority can continue to prescribe. The theory and practice of banking education serve this end quite efficiently. Verbalistic lessons, reading requirements,[3] the methods for evaluating â€Å"knowledge,† the distance between the teacher and the taught, the criteria for promotion: everything in this ready-to-wear approach serves to obviate thinking. The bank-clerk educator does not realize that there is no true security in his hypertrophied role, that one must seek to live with others in solidarity. One cannot impose oneself, nor even merely co-exist with one’s students. Solidarity requires true communication, and the concept by which such an educator is guided fears and prescribes communication. Yet only through communication can human life hold meaning. The teacher’s thinking I authenticated only by the authenticity of the students’ thinking. The teacher cannot think for his students, nor can he impose his thought on them. Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible. Because banking education begins with a false understanding of men as objects, it cannot promote the development of what Fromm calls â€Å"biophily,† but instead produces its opposite: â€Å"necrophily.† While life is characterized by growth in a structured, functional manner, the necrophilous person loves all that does not grow, all that is mechanical. The necrophilous person is driven by the desire to transform the organic into the inorganic, to approach life mechanically, as if all living persons were things†¦.Memory, rather than experience; having, rather than being, is what counts. The necrophilous person can relate to an object – a flower or a person – only if he possesses it; hence a threat to his possession is a threat to himself; if he loses possession he loses contact with the world†¦He loves control, and in the act of controlling he kills life.[4] Oppression—overwhelming control—is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects. It attempts to control thinking and action, leads men to adjust to the world, and inhibits their creative power. When their efforts to act responsibly are frustrated, when they find themselves unable to use their faculties, men suffer. â€Å"This suffering due to impotence is rooted in the very fact that the human equilibrium has been disturbed.†[5] But the inability to act which causes men’s anguish also causes them to reject their impotence, by attempting †¦to restore [their] capacity to act. But can [they], and how? One way is to submit to and identify with a person or group having power. By this symbolic participation in another person’s life, [men have] the illusion of acting, when in reality [they] only submit to and become a part of those who act.[6] Populist manifestations perhaps best exemplify this type of behaviour by the oppressed, who, by identifying with charismatic leaders, come to feel that they themselves are active and effective. The rebellion they express as they emerge in the historical process is motivated by that desire to act effectively. The dominant elites consider the remedy to be more domination and repression, carried out in the name of freedom, order, and social peace (that is, the peace of the elites). Thus they can condemn—logically, from the point of view—â€Å"the violence of a strike by workers and [can] call upon the state in the same breath to use violence in putting down the strike.†[7] Education as the exercise of domination stimulates the credulity of students, with the ideological intent (often not perceived by educators) of indoctrinating them to adapt to the world of oppression. This accusation is not made in the naà ¯ve hope that the dominant elites will thereby simply abandon the practice. Its objective is to call the attention of true humanists to the fact that they cannot use banking educational methods in the pursuit of liberation for they would only negate that very pursuit. Nor may a revolutionary society inherit these methods from an oppressor society. The revolutionary society which practices banking education is either misguided or mistrusting of men. In either event, it is threatened by the spectre of reaction. Unfortunately, those who espouse the cause of liberation are themselves surrounded and influenced by the climate which generates the banking concept, and often do not perceive its true significance or its dehumanizing power. Paradoxically, then, they utilize this same instrument of alienation in what they consider an effort to liberate. Indeed, some â€Å"revolutionaries† brand as â€Å"innocents,† â€Å"dreamers,† or even â€Å"reactionaries† those who would challenge this educational practice. But one does not liberate men by alienating them. Authentic liberation—the process of humanization—is not another deposit to be made in men. Liberation is a praxis: the action and reflection of men upon their world in order to transform it. Those truly committed to the cause of liberation can accept neither the mechanistic concept of consciousness as an empty vessel to be filled, not the use of banking methods of domination (propaganda, slogans—deposits) in the name of liberation. Those truly committed to liberation must reject the banking concept in its entirety, adopting instead a concept of man as conscious beings, and consciousness as consciousness intent upon the world. They must abandon the educational goal of deposit-making and replace it with the posing of the problems of men in their relations with the world. â€Å"Problem-posing† education, responding to the essence of consciousness—intentionality—rejects communiquà ©s and embodies communication. It epitomizes the special characteristic of consciousness: being conscious of, not only as intent on objects but as turned in upon itself in a Jasperian â€Å"split†Ã¢â‚¬â€consciousness as consciousness of consciousness. Liberating education consists in acts of cognition, not transferrals of information. It is a learning situation in which the cognizable object (far from being the end of the cognitive act) intermediates the cognitive actors—teacher on the one hand and students on the other. Accordingly, the practice of problem-posing education entails at the outset that the teacher-student contradiction be resolved. Dialogical relations—indispensable to the capacity of cognitive actors to cooperate in perceiving the same cognizable object—are otherwise impossible. Indeed, problem-posing education, which breaks with the vertical patterns characteristic of banking education, can fulfil its function as the practice of freedom only if it can overcome the above contradiction. Through dialogue, the teacher-of-the-students and the students-of-the-teacher cease to exist and a new term emerges: teacher-student with student-teachers. The teacher is no longer merely the-one-who-teaches, but one who is himself taught in dialogue with the students, who in turn while being taught also teach. They become jointly responsible for a process in which all grow. In this process, arguments based on â€Å"authority† are no longer valid; in order to function, authority must be on the side of freedom, not against it. Here, no one teaches another, nor is anyone self-taught. Men teach each other, mediated by the world, by the cognizable objects which in banking education are â€Å"owned† by the teacher. The banking concept (with its tendency to dichotomize everything) distinguishes two stages in the action of the educator. During the first, he cognizes a cognizable object while he prepares his lessons in his study or his laboratory; during the second, he expounds to his students about that object. The students are not called upon to know, but to memorize the contents narrated by the teacher. Nor do the students practice any act of cognition, since the object towards which that act should be directed is the property of the teacher rather than a medium evoking the critical reflection of both teacher and students. Hence in the name of the â€Å"preservation of culture and knowledge† we have a system which achieves neither true knowledge nor true culture. The problem-posing method does not dichotomize the activity of the teacher-student: he is not â€Å"cognitive† at one point and â€Å"narrative† at another. He is always â€Å"cognitive,† whether preparing a project or engaging in dialogue with the students. He does not regard cognizable objects as his private property, but as the object of reflection by himself and the students. In this way, the problem-posing educator constantly re-forms his reflections in the reflection of the students. The students—no longer docile listeners—are now critical co-investigators in dialogue with the teacher. The teacher presents the material to the students for their consideration, and re-considers his earlier considerations as the students express their own. The role of the problem-posing educator is to create, together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. Whereas banking education anesthetizes and inhibits creative power, problem-posing education involves a constant unveiling of reality. The former attempts to maintain the submersion of consciousness; the latter strives for the emergence of consciousness and critical intervention in reality. Students, as they are increasingly posed with problems relating to themselves in the world and with the world, will feel increasingly challenged and obliged to respond to that challenge. Because they apprehend the challenge as interrelated to other problems within a total context, not as a theoretical question, the resulting comprehension tends to be increasingly critical and thus constantly less alienated. Their response to the challenge evokes new challenges, followed by new understandings; and gradually the students come to regard themselves as committed. Education as the practice of freedom – as opposed to education as the practice of domination – denies that man is abstract, isolated, independent, and unattached to the world; it also denies that the world exists as a reality apart from men. Authentic reflection considers neither abstract man nor the world without men, but men in their relations with the world. In these relations consciousness and world are simultaneous: consciousness neither precedes the world nor follows it. La conscience et le monde sont dormà ©s d’un meme coup: extà ©rieur par essence à   la conscience, le monde est, par essence relative à   elle.[8] In one of our culture circles in Chile, the group was discussing (based on a codification[9]) the anthropological concept of culture. In the midst of the discussion, a peasant who by banking standards was completely ignorant said: â€Å"Now I see that without man there is no world.† When the educator responded: â€Å"Let’s say, for the sake of argument, that all the men on earth were to die, but that the earth itself remained, together with trees, birds, animals, rivers, seas, the stars†¦wouldn’t all this be a world?† â€Å"Oh no,† the peasant replied emphatically. â€Å"There would be no one to say: â€Å"This is a world’.† The peasant wished to express the idea that there would be lacking the consciousness of the world which necessarily implies the world of consciousness. I cannot exist without a not-I. In turn, the not-I depends on that existence. The world which brings consciousness into existence becomes the world of that consciousness. Hence, the previously cited affirmation of Sartre: â€Å"La conscience et le monde sont dormà ©s d’un mà ª coup.† As men, simultaneously reflecting on themselves and on the world, increase the scope of their perception, they begin to direct their observations towards previously inconspicuous phenomena: That which had existed objectively but had not been perceived in its deeper implications (if indeed it was perceived at all) begins to â€Å"stand out,† assuming the character of a problem and therefore of challenge. Thus, men begin to single out elements from their â€Å"background awarenesses† and to reflect upon them. These elements are now objects of men’s consideration, and, as such, objects of their action and cognition. In problem-posing education, men develop their power to perceive critically the way they exist in the world with which and in which they find themselves; they come to see the world not as a static reality, but as a reality in process, in transformation. Although the dialectical relations of men with the world exist independently of how these relations are perceived (or whether or not they are perceived at all), it is also true that the form of action men adopt is to a large extent a function of how they perceive themselves in the world. Hence, the teacher-student and the student-teachers reflect simultaneously on themselves and the world without dichotomizing this reflection from action, and thus establish an authentic form of thought and action. Once again, the two educational concepts and practices under analysis come into conflict. Banking education (for obvious reasons) attempts, by mythicizing reality, to conceal certain facts which explain the way men exist in the world; problem-posing education sets itself the task of demythologizing. Banking education resists dialogue; problem-posing education regards dialogue as indispensable to the act of cognition which unveils reality. Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying men their ontological and historical vocation of becoming more fully human. Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of men as beings who are authentic only when engaged in inquiry and creative transformation. In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men as historical beings; problem-posing theory and practice take man’s historicity as their starting point. Problem-posing education affirms men as beings in the process of becoming – as unfinished, uncompleted beings in and with a likewise unfinished reality. Indeed, in contrast to other animals who are unfinished, but not historical, men know themselves to be unfinished; they are aware of their incompletion. In this incompletion and this awareness lie the very roots of education as an exclusively human manifestation. The unfinished character of men and the transformational character of reality necessitate that education be an ongoing activity. Education is thus constantly remade in the praxis. In order to be, it must become. Its â€Å"duration† (in the Bergsonian meaning of the word) is found in the interplay of the opposites permanence and change. The banking method emphasizes permanence and becomes reactionary; problem-posing education—which accepts neither a â€Å"well-behaved† present nor a predetermined future—roots itself in the dynamic present and becomes revolutionary. Problem-posing education is revolutionary futurity. Hence it is prophetic (and, as such, hopeful). Hence, it corresponds to the historical nature of man. Hence, it affirms men as beings who transcend themselves, who move forward and look ahead, for whom immobility represents a fatal threat, for whom looking at the past must only be a means of understanding more clearly what and who they are so that they can more wisely build the future. Hence, it identifies with the movement which engages men as beings aware of their incompletion—an historical movement which has its point of departure, its Subjects and its objective. The point of departure of the movement lies in men themselves. But since men do not exist apart from the world, apart from reality, the movement must begin with the men-world relationship. Accordingly, the point of departure must always be with men in the â€Å"here and now,† which constitutes the situation within which they are submerged, from which they emerge, and in which they intervene. Only by starting from this situation—which determines their perception of it—can they begin to move. To do this authentically they must perceive their state not as fated and unalterable, but merely as limiting—and therefore challenging. Whereas the banking method directly or indirectly reinforces men’s fatalistic perception of their situation, the problem-posing method presents this very situation to them as a problem. As the situation becomes the object of their cognition, the naà ¯ve or magical perception which produced their fatalism gives way to perception which is able to perceive itself even as it perceives reality, and can thus be critically objective about that reality. A deepened consciousness of their situation leads men to apprehend that situation as an historical reality susceptible of transformation. Resignation gives way to the drive for transformation and inquiry, over which men feel themselves to be in control. If men, as historical beings necessarily engaged with other men in a movement of inquiry, did not control that movement, it would be (and is) a violation of men’s humanity. Any situation in which some men prevent others from engaging in the process of inquiry is one of violence. The means used are not important; to alienate men from their own decision-making is to change them into objects. This movement of inquiry must be directed towards humanization—man’s historical vocation. The pursuit of full humanity, however, cannot be carried out in isolation or individualism, but only in fellowship and solidarity; therefore it cannot unfold in the antagonistic relations between oppressors and oppressed. No one can be authentically human while he prevents others from being so. Attempting to be more human, individualistically, leads to having more, egotistically: a form of dehumanization. Not that it is not fundamental to have in order to be human. Precisely because it is necessary, some men’s having must not be allowed to constitute an obstacle to others’ having, must not consolidate the power of the former to crush the latter. Problem-posing education, as a humanist and liberating praxis, posits as fundamental that men subjected to domination must fight for their emancipation. To that end, it enables teachers and students to become Subjects of the educational process by overcoming authoritarianism and an alienating intellectualism; it also enables men to overcome their false perception of reality. The world—no longer something to be described with deceptive words—becomes the object of that transforming action by men which results in their humanization. Problem-posing education does not and cannot serve the interests of the oppressor. No oppressive order could permit the oppressed to begin to question: Why? While only a revolutionary society can carry out this education in systematic terms, the revolutionary leaders need to take full power before they can employ the method. In the revolutionary process, the leaders cannot utilize the banking method as an interim measure, justified on grounds of expediency, with the intention of later behaving in a genuinely revolutionary fashion. They must be revolutionary—that is to say, dialogical—from the outset.

Fish Bone Chart Essay

ABSTRACT The experiment aims to analyze the causes of each problem (effect) identified in raw eggs and mayonnaise products during manufacturing and processing through the use of fish-bone diagrams or Ishikawa diagrams (cause and effect diagrams).Additionally, dispersion analysis and process classification type fish-bone diagrams were used. The result of the experiment showed that process classification diagram is more effective in pinpointing specific causes of error/ problems thus help more in formulation of corrective actions to be taken. However, dispersion analysis concentrates more in analyzing the general root causes of the errors/ problems, thus fails to identify minor causes of the problems. I. INTRODUCTION A fish-bone diagram, also known as Ishikawa diagram or a cause-and-effect diagram, is an organized tool that helps manufacturers in identifying the possible causes of quality problems (Forman, 2001). This visual tool is also used for organizing possible causes of defect in different categories. It has angled lines, or the ‘bones’, which represents a possible cause of error. Each bone can have ‘sub-bones’ which contains further details about a possible cause of error. The ‘bones’ are joined together in a singular straight line that describes the main defect. This outline gives a shape similar to the bones of a fish, hence the name fishbone chart as seen in Figure 1. Figure 1. Fishbone Diagram (Cinergix Ltd, undated) There are three main types of fishbone diagrams namely, the dispersion analysis type, product process classification type, and the cause enumeration type. The dispersion analysis type organizes and relates the factors that result in the difference among the product and other process  outcomes. The production process classification type is made by making the steps in the production process be the major ribs of the fishbone diagram. It focuses on each step of the process to determine all possible causes of the error. In the cause enumeration type, all possible causes that results to the defect is determined and then organized to show the relationships to the aspect of product of process quality that is being examined (Florac, 1999). II. METHODOLOGY Prior to the exercise, the group identified and listed possible defects in both eggs and mayonnaise. One possible defect was then chosen for each the raw material (eggs) and the finished product (mayonnaise). The possible defects chosen were cracked eggshells and unstable emulsion for the raw material and finished product, respectively. The group then constructed two types of fishbone diagrams (Dispersion Analysis and Process Classification) for each of the chosen possible defects by identifying and writing its main causes and further causes in the diagram. The diagrams were then analyzed by the group to determine the root cause of the defects and to identify and suggest corrective actions to eliminate it. The effectiveness and efficiency of the corrective actions were also considered and analyzed. The group then presented the diagrams to the class. III. SUMMARY OF RESULTS (See Appendix) IV. INTERPRETATION OF RESULTS Dispersion analysis and process classification type of fishbone diagrams are used in the analyzation of the causes of the problems identified. Dispersion analysis cause and effect diagrams are structured in such a way that the factors contributing to the problem under study are classified into the â€Å"standard six† which are manpower, methods, materials, measurement, operators, and environments. Process classification diagrams on the other hand are structured in such a way that the factors are classified according to steps involved in the process (Brassard and Ritter, 1994). In the case of mayonnaise, some of the steps are sifting, mixing and filling. In terms of emphasis, dispersion analysis CE diagrams are advantageous in such a way that it helps organize and relate the factors that lead up to the problem. However its drawback is that it may fail to identify minor causes that may  be overlooked (Omachonu & Ross, 2005). On the other hand, the advantage of process classification CE diagrams is that is easier to create because it follows the process in a product. However, redundancy may occur. Process classification is often used when the problem encountered cannot be isolated into a single department (Basu, 2011). An example of which is faulty factory workers which may be a reoccurring problem in all steps. This makes it hard to pin point what corrective action should be performed (Omachonu & Ross, 2005). Based on the exercise, it was observed that the use of process classification CE diagrams are more effective in being able to identify the specific causes of errors within a process however; dispersion analysis CE diagrams were able to pinpoint general root causes of the problem by narrowing down the sources of errors into the â€Å"standard six†. General corrective actions can be generated using dispersion analysis CE diagrams but process specific corrective actions can be generated from process classification CE diagrams V. REFERENCES Basu, R. (2011). Fit sigma: A lean approac to building stustaiable quality beyond six sigma. (1st ed., p. 71). UK: John WIley and Sons Ltd. Brassard, M. and D. Ritter. (1994) The Memory Jogger II: A Pocket Guide of Tools for Continuous Improvement & Effective Planning ,Methuen, MA: Goal/QPC. Accessed via: http://www.goalqpc.com Cinergix Ltd. (n.d.). Graphic Organizer Templates. Retrieved January 3, 2012, from Creately: http://creately.com/examples/Graphic-Organizer-Templates Florac, W. C. (1999). Measuring the Software Process: Statistical Process Control for Software Process Improvement. Indianopolis: Addison-Wesley Professional. Forman, E. S. (2001). Decision by Objectives: How to Convince Others That You Are Right. Washington: World Scientific. Omachonu, V. K., & Ross , J. E. (2005). Principles of totaly quality. (3rd ed., p. 265). New York: CRC PRess.