1984 Critical Analysis Essay - 1186 Words

In Katie Chopin s, The Awakening, the protagonist states possessing â€Å"[the] outward existence which conforms, the inward life which questions†. In summary, Edna Pontellier divides herself into two distinct personalities: the outer Edna, which holds proper social values, and the inner Edna, who questions her actions. A product of an environment that has strict rules and regulation. This distinction is taken to the extreme with George Orwell’s, 1984, whose protagonist, Winston Smith has a similar distinction but the consequences are death and torture. This motif of two sides to people is clear in Orwell’s novel. Winston has two sides, one that is conforming and another that is rebelling. Winston’s conforming side is a facade, so that the†¦show more content†¦And those who dissent will be vaporized, not only from living, but from ever existing in the first place. Giving Winston an incentive to have this conformative facade. The motif is the total control of information. Winston works in a department where he literally rewrites history to suit the needs of the party. Thereby, the party controls reality, something Winston abhors. In Part Two, the novel begins to pick up with Julia, a love interest to Winston, who finally gives Winston the love and comfort he needed, giving power to his rebellious side. An interesting characteristic of this surge of rebellion is the equilibrium it reaches in the beginning of Julia’s and Winston’s relationship. He found it easier to continue his facade, since he was no longer feeling lonely. However the difference between Julia and Winston is their two distinct sides. Julia also has a conforming side, but her rebellious side is not to rebel against injustice like Winston, but rather is rebellious for the pure spirit of the thrill of rebellion. She’s similar to a teenage girl disobeying her parents warning for the thrill of it, which is shown when Orwell states, â€Å" Well, I wouldn t! said Julia. 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Social Networking and Todays Behavior - 542 Words

Most people agree that social networking in this new era tends to make people overshare everything, as Mary Katherine Ham in We Shall Overshare argues that the newer generation share way too much of their personal life online. In addition, author Brent Baughman in Growing Older in the Digital Age: An Exercise in Egotism argues that the digital age hasnt improved people but rather introduced egotism through social networking to the newer generations. As a result people have lost all etiquette through social networking such as Facebook; according to Elizabeth Stone in her article Grief In The age of Facebook people lose their shame of grief and mournings of a loved one. Social networking is transforming our behavior in negative ways First off, social networking can be disrespectful when mourning the death of a loved one. Ham also states that Facebook is such a natural extension of my daily life that it becomes a fitting public place to memorialize my grandmother with a simple picture when she passed away (282). Turning respectful behavior into improper etiquette when posting pictures of a loved one that passed away and advertising their memorial when it should have been private and respected. This newer generation not only has lost respectful behavior but also whats appropriate or not appropriate to post on Facebook. Instead the proper etiquette would be to visit the family of the deceased or send a sympathy card. Secondly, social networking can turn into aShow MoreRelatedThe Influence of Social Networking in Today’s Society Amongst Generations.1471 Words   |  6 PagesIt is no understatement that social networking has enormously influenced and changed today’s society. 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The Financial Performance Of A Firm Using Theory Of Constraints Accounting Essay Example For Students

The Financial Performance Of A Firm Using Theory Of Constraints Accounting Essay Today, companies have become progressively competitory and driven by net incomes. This is an epoch of cut pharynx competition where every investor, including the smallest stockholders to the institutional purchasers expects high dividends from the companies. To last this sort of a competitory market, companies are progressively seeking to happen a beginning of sustainable competitory advantage. It is an advantage or an border over a rival, which can non be easy replicated by any other company and provides a sort of value for the client which tends to fulfill their demands better than others. To make so, companies are now seeking to happen their forte or niches within every industry sector. Some are besides now seeking to happen out wholly new sectors where development of a new market is possible. New technological inventions such as biotechnology, nanotechnology and cybernetics have led to a new strain companies which are still to set up their land and contemplate a suited scheme. Al l of this has been made possible with a batch of extremist and incremental invention. But the fact of the affair is, nil of this graduated table would hold been possible without scheme. Strategy defines how a company operates or the laminitiss want it to run. It highlights every of import facet of a company from its placement to its mark market to its competitory forces. This scheme is so used by the determination shapers while taking any determinations related to accomplishing the administration s short term and long term ends. Any administration has several sections working together to accomplish these ends. To accomplish those, companies attempts to implement seting several systems and patterns in topographic point which would let an administration to work expeditiously and efficaciously. But during the class of operation, any company experiences several restraints. Constraints of such nature provide competitory advantage to company. To make so, Dr. Eliyahu Goldratt came up with the construct of Theory of restraints and Throughput accounting. The basic thought around which TOC is based every company has some restraint which obstructs direction to accomplish end on larger graduated table. Deciding such restraints would non merely add value to the administration but can besides go a beginning of distinction for it. The extension of this theory is the throughput accounting. Outline1 Statement of the job:2 Purpose of the survey:3 Significance of the survey:4 Methodology:5 Theory of restraints:6 Constraints-7 Stairss in TOC-8 Applications-9 Accounting Concepts:10 Cost Accounting-11 Restrictions:12 Activity Based Costing-13 Advantages:14 Disadvantages:15 Throughput Accounting-16 Formulas:17 Advantages:18 Restrictions:19 Scheme:20 21 The Procedure:22 STEP1- Identifying Possible Problems:23 A Ratios24 200925 201026 LIQUIDITY RATIOS:27 Current Ratio 28 Quick Ratio29 Working Capital30 Asset Turnover31 PROFITABILITY RATIOS:32 Gross Profit Margin33 Tax return on Asset34 SOLVENCY RATIOS:35 Entire Debt to Equity36 Fixed Assets to Equity37 STEP 2- Parameters of Evaluation38 STEP 3- Evaluation and testing39 STEP 4- Selection and sorting of Constraints40 Decision: Statement of the job: Measurement systems serve as a mechanism for accessing both the advancement and effectivity of an administration in accomplishing its ends. A measuring system includes both fiscal and operational steps. Financial steps such as net income and ROI provide information about the overall fiscal public presentation of the administration in the old periods. These fiscal public presentation intimations towards the future public presentation of the administration as a whole. Techniques such as ABC costing and Throughput accounting service as techniques to merely look at a house via Numberss. It is frequently said that ABC is long term and Throughput accounting is short term manner of acquiring information about a house s public presentation. But the recent coming of distinction within companies, these bing methods and ways to place and decide restraints are no longer sufficient. They show portion of the image and non the whole. This can be attributed to the fact that the scheme of all administrations has become so complex, the definition of a restraint for an administration has besides evolved with it. Now, companies no longer aim merely efficiency and cost effectivity but besides reactivity, creative activity of maximal client excess, maximise value and alliance of every determination with the overall scheme of the house. Therefore, it can be said that scheme is besides a really of import portion to analyze the public presentation of any house. But there is theoretical account or program on paper boulder clay now to make so the TOC manner. Purpose of the survey: This survey is an effort at looking at the job the TOC manner. It tries to incorporate scheme to the fiscal analysis of a house. By making so, any director seeking to look for betterments or an analyst accessing the public presentation of a house will hold a more clear thought as to what the house is making, why is it making so, and is it right. It can besides be said that one of the aim of the survey is to supply a more holistic and an incorporate position of managerial, operational and fiscal facets taking to a more sound and accurate determination devising which would let the house to turn in long term and besides increase the client degree of satisfaction. Significance of the survey: This survey can be used by directors while they look for betterments in their ain companies. It will let them to take correct determinations which will profit them in accomplishing the long term ends of an administration instead than traveling for short term additions merely. It can besides profit fiscal analyst of external houses by giving them a more just thought about the company s public presentation by non merely being biased towards the fiscal ratio analysis or costing of the house. Since it is a more holistic attack, it will let the analyst to analyze and detect whether the house will execute good as a long term investing. Methodology: The research paper will analyze the company Zara vesture from both fiscal and strategic position and measuring its fiscal facet and whether it is complaint with its overall scheme. Comparison between its public presentation and public presentation of similar companies will besides be done to turn out that such integrating is possible. Literature Review- Theory of restraints: TOC is a construct designed by Dr. Eliyahu M. Goldratt which gives an administration an overall direction doctrine to accomplish its concluding end of more net income. The strength of a concatenation is determined by the weakest nexus in the concatenation is basic thought about which it is based. It means that even though u might better the strength of any of the cricks in a concatenation, if the weakest nexus s public presentation is non improved so the strength does nt better. Suppose there is a fabricating unit running at an overall efficiency of 55 % . It best machine is 73 % efficient and the worst is 32 % . There is no point in this sort of efficiency because the existent overall efficiency of the full works is determined by the worst machine. The footing of this construct is that any administration or a manageable system has some restraints which hamper its growing chances of efficiency of working. The TOC procedure identifies and resolves these restraints to give an administration sustainable competitory advantage. The premise in this theory is that any administration can be measured and controlled by fluctuations on three steps: Throughput- it is the rate at which a system generates money through gross revenues. Operational expenses- it is all the money a systems spends in change overing stock list to throughput. Inventory- to avoid shortages companies purchase things excess and heap it up and here capital required for this is considered. These three facets together constitutes as THROUGHPUT ACCOUNTING which will be explained tardily in this subdivision of the paper itself. Constraints- A restraint is anything that inhibits the administration from achieving more of its aim. There are many ways that restraints can demo up, but a nucleus rule within TOC is that there are non 10s or 100s of restraints. There is at least one and at most a few in any given system. Constraints can be internal or external to the system. An internal restraint arises when market demand is more than company can provide. In such a instance administration should bring out the restraint and follow 5 measure concentrating theoretical account to take it. An external restraint is a status when the system can bring forth much more than required by market. In such a state of affairs organisation should concentrate on mechanisms to construct demand in the market. Types of ( internal ) restraints Equipment: The manner equipment is presently used limits the ability of the system to bring forth more scalable goods / services. Peoples: when there is deficit of skilled people it becomes a critical restraint. And in many instances mental theoretical accounts held by people lead to constraint. Policy: Policy can be written or unwritten but it stops system from doing more. TOC is different from restraints coming up in mathematical optimisation, where as in TOC restraint is used as concentrating instrument for direction. In optimisation, the restraint is written into the mathematical looks to restrict the range of the solution ( X can be no greater than 5 ) . Now in this instance restraint is thing which prevents an administration from acquiring more throughput for ex. Breakdown is non a restraint, restraint can be people, policies, equipment etc. Stairss in TOC- The five chief stairss of TOC are depicted in Fig 1. TOC is based on the rule that the rate of end attainment is restricted by at least one restraining procedure. Merely by maximizing flow via the restraint will better overall throughput. Consider end of an administration is expressed so the stairss are: Identify the restraint in footings of resources or policy that prevents increasing throughput. Decide method to work the restraint so to acquire maximised capacity through that procedure. Align all the procedures to determination Make alterations to interrupt the restraint i.e. to Promote the restraint Once restraint is removed travel back to step one and retrieve non to allow inertia go a restraint. The five focusing stairss aim to guarantee ongoing betterment attempts are cantered around the organisation s restraints. In the TOC literature, this is referred to as the Process of On-going Improvement ( POOGI ) . Applications- The focusing stairss, or thisA Procedure of On-going ImprovementA has been applied toA Manufacturing, A Project Management, Supply Chain / Distribution generated specific solutions ( mention Fig 2 ) . TOC has applications non merely in operations but in selling, gross revenues, finance etc. Applications in these countries are: Operations- Within fabrication operations andA operations direction, TOC works on rule of PULL instead than PUSH. And method used is Drum-Buffer-Rope ( DBR ) A and a fluctuation called Simplified Drum-Buffer-Rope ( S-DBR ) . This is a fabricating executing technique, based on 3 constituents as theA drumA which is the physical restraint of the works: the work Centre or machine or operation that limits the ability of the full system to bring forth more. The remainder of the works follows the round of the membranophone. They make certain the membranophone has work and that anything the membranophone has processed does non acquire wasted. TheA bufferA protects the membranophone, so that it ever has work fluxing to it. Buffers in DBR have clip as their unit of step, instead than measure of stuff. This makes the precedence system operate purely based on the clip an order is expected to be at the membranophone. Traditional DBR normally calls for buffers at several points in the system: the restraint, synchronism points and at transporting. S-DBR has a buffer at transportation and manages the flow of work across the membranophone through a burden planning mechanism. TheA ropeA is the work release mechanism for the works. Orders are released to the store floor at one buffer clip before they are due. When excess work is pumped into system than its bounds of buffer will bring forth too-high work-in-process and decelerate down the full system. Supply chain/Logistics- TOC for supply concatenation focal points on o refilling to ingestion theoretical account, instead than a prognosis theoretical account. TOC-Distribution TOC-VMI ( seller managed stock list ) Finance and accounting- The solution for finance and accounting is to use holistic thought to the finance application. This has been termedA throughput accounting. It surveies impact of investings and operational alterations in footings of impact throughout the concern which is an alternate toA traditional cost accounting. The primary steps for a TOC position of finance and accounting are: Throughput ( T ) , Operating Expense ( OE ) and Investment ( I ) . Throughput is calculated from Gross saless ( S ) Wholly Variable Cost ( TVC ) . Totally Variable Cost normally considers the cost of natural stuffs that go into making the point sold. Project management- Critical Chain Project ManagementA ( CCPM ) is used which is grounded on the feeling that all undertakings look like workss and all activities congregate to a concluding deliverable. So to protect the undertaking, there must be internal buffers to protect synchronism points and a concluding undertaking buffer to protect the overall undertaking. Selling and sales- TOC has found its application in selling and gross revenues besides. Here it is clearly acknowledged forA gross revenues procedure technology. As DBR can be applied to gross revenues procedure in same manner as it is applied to operations. ( see reengineering the Gross saless Process book mention below ) . This is applicable when restraint is process itself or when it is need to better efficiency of gross revenues procedure which includes funnel managementA and transition rates. Accounting Concepts: Accounting was invented to supply a just reply to the inquiry how does one measure the public presentation of house in a given specific clip period? The inquiry was complex as concern of a house is ongoing and does non get down and halt with the period start and terminal day of the months. The orders or undertakings at any point of clip would be at assorted phases of adulthood which means that order reaching, executing, closing, payments and grosss, can cross across measuring periods. As a consequence there were following quandary: If purchase of natural stuff is made in one period, which is so converted to finished goods and sold in following period. In which period should the grosss and disbursals be accounted? Any mistake might give an wrong appraisal of the period public presentation of the house. If the existent money received for an order, sold in twelvemonth 1, is in twelvemonth 2, when should we account the gross revenues to supply a just image about public presentation of the house? The Big Knight Switch EssayMenace of new entrants: in any industry which is turning at a rapid gait, other companies besides identify an chance and seek to come in the same concern. Therefore, to make so they try to capture the market portion of an bing company by giving several new offers at a cheaper rate. Hence bing companies try to maintain the tallness of the barrier every bit high as possible to non let this menace to turn. Menace from rivals: bing rivals are ever a menace. There is ever a opportunity that a company s merchandise of service will acquire replicated or a better merchandise will be launched by a rival, both of these instances are a menace for a company. Menace of replacement: if rivals can non vie for the same merchandise, they can besides impact a company s market portion by establishing replacement for that peculiar merchandise. Sometimes, this can besides go on by accident like in the instance of nomadic phones accidently replacing tickers as a replacement. Dickering power of purchaser: consumers or clients ever expect really high value for a lowest cost possible. Although this is non ever possible for companies, companies need to distinguish their merchandises every bit much as possible for non falling into this trip and ever fulfilling the clients at the same clip. Dickering power of the provider: providers try to acquire the best monetary value for their merchandise, to command their bargaining power, a company must ever make complete market research and ever have other providers in option. As the figure of provider s lessening, consecutively their bargaining power additions. Methodology To make this research, it was of import to understand that how the definition of the restraints itself had evolved. When we consider any companies scheme, it follows a peculiar method for a ground. This ground is to fulfill its mark clients. To make so, companies have to understand client demand and supply them with the merchandise consequently. It can besides go on that the company will hold to make something which might increase its operational disbursals but the client is ready to bear this cost and hence, company has to follow this scheme. Although, this is non seeable while making the fiscal appraisal of a house, it is of import and does come to illume while making the strategic audit. For understanding restraints, the construct of tradeoff has to be understood. Tradeoff is the method of predicting something for deriving something else in return of higher value. For illustration, more the extra capacity, lesser is the waiting clip. Similarly higher the stock list, greater is the reactivity of a company. So it all comes down to what is suited to a house s scheme. The undermentioned theoretical account was constructed on this footing. Therefore, it is of import to hold certain parametric quantities set while measuring whether something is really a restraint for a company or a concern necessity. And even if it is concluded that it is a restraint, so to a mark must be set as to what has to be done with it. To make this, a theoretical account has been shown in the figure below. The intent of this theoretical account is to supply a basic model for five things: Identifying possible job countries. Measuring whether they are restraints. Puting a mark value beyond which it would non be a restraint any longer. For internal usage, supplying all possible solutions to interrupt the restraint. For an external entity, it provides a footing for rating of public presentation of the company. Identify all possible jobs Parameters for rating Porters generic scheme Porters five forces Demand prediction Throughput accounting ( throughput, operating disbursals, stock list ) TOC Process Feats Choice of appropriate restraint Evaluation and showing Kind by Precedence Choice restraint Subordinate Broken and no inactiveness Elevate The Procedure: The procedure followed in the theoretical account consists of the undermentioned phases: Identifying Possible Problems: job countries can be identified via assorted beginnings. The balance sheet and the P A ; L statements normally are used by both directors and analyst to measure. Ratio analysis by and large presents the large image and makes the designation procedure much easier and convenient. Parameters of rating: to understand the company, its scheme has to be understood. The balance sheets merely give one portion of the information ; the remainder has to be evaluated on the discretion of the director or analyst. Understanding the house s scheme at this phase gives prospective to the tester to measure all the job countries. The parametric quantities for rating are: Porter s generic scheme Porter five forces Demand prediction Throughput accounting: Throughput Operating disbursals Inventory It is of import to observe that all these parametric quantities are internal to the administration provide the image for the scheme of the house under the scanner merely and non its rivals. Evaluation and showing: based on the list of job countries and combined with the cognition of the scheme of the house, it becomes easy for the judge to place the existent Problems and extinguish those from the list which are really compliant with the house s scheme. Choice of restraints: here these jobs identified antecedently are now termed as restraints. Kind by Precedence: segregation of all these restraints is of import. There are several methods which can be used. These restraints can be either prioritise harmonizing to cost to profit ratio or even Pareto analysis leads to designation of the 20 % restraints which are most of import. This now gives an external judge or analyst a just appraisal of how the house is executing and on what footing it should be evaluated, the following measure is for directors of the administration merely. TOC Procedure: the restraints identified can now be resolved utilizing the TOC procedure as shown in the figure and explained in the literature. This is done utilizing the five stairss mentioned above. Analysis of the Survey Data Zara vesture is one of the most celebrated names in the manner industry for its vesture and accoutrements. Based in Spain, it is a flagship concatenation shop of Inditex group. It is besides know to establish the maximal figure of merchandises ( about 10000 ) every twelvemonth thereby offering its clients a really big assortment. I chose this company because when its rivals were outsourcing their ain production which included companies like Versace and Emporio Armani and were drastically seeking to cut down their operating disbursals, this company was the lone one to forbear themselves from making so. This measure in bend led to the addition in the trade name equity of the company which will be explained subsequently in this paper. The balance sheet and P A ; L statement of ZARA vesture for the twelvemonth 2009-2010 and 2010-2011 is given in Table 1 and table 2 severally. Using the theoretical account shown antecedently to this company, the consequence is as follows: STEP1- Identifying Possible Problems: The tabular array below depicts all the of import ratios which can be derived from table 1 A ; 2. Their analysis is as follows: A Ratios 2009 2010 CURRENT RATIO 0.8 0.51 QUICK RATIO 0.61 0.36 Working Capital -7,589,345 -18,415,558 ACCOUNT RECEIVABLE TURNOVER 10.56 7.86 Inventory Employee turnover 25.18 19.18 CURRENT ASSET TURNOVER 3.16 2.37 ASSET TURNOVER 0.33 0.24 GROSS PROFIT MARGIN 0.38 0.36 OPERATING Net income Margin 0.35 0.31 Net Net income Margin 0.15 0.1 Tax return ON ASSETS 0.05 0.03 RETURN ON EQUITY 0.08 0.04 Entire DEBT TO EQUITY 0.75 0.67 Entire DEBT RATIO 0.43 0.4 Long TERM DEBT TO EQUITY 0.49 0.39 FIXED ASSETS TO EQUITY 1.11 1.1 The ratios which highlight the job countries in ZARA are as follows: LIQUIDITY RATIOS: Current Ratio In 2009, the company had merely 51 cents worth of current assets for every dollar of liabilities. This grew to 80 cents in 2010 bespeaking increasing tendency on liquidness, nevertheless the company is still unable to back up its short-run debt from its current assets and company have liquid job. Since their current ratio to moo, they may be able to raise it by ; Paying some debts. Increasing your current assets from loans or other adoptions with a adulthood of more than one twelvemonth. Converting non-current assets into current assets. Increasing your current assets from new equity parts. Puting net incomes back into the concern. Quick Ratio . In both old ages, Zara s speedy ratio is lower than 1 and it means we they can non pay their short-run liabilities, but their speedy ratio is acquiring better from 2009 to 2010. They may increase their current assets or diminish the current liabilities. Zara is a fabrication company, so that current assets should be greater than current liabilities. Working Capital Zara s working capital is excessively low but once more they are acquiring better from 2009 to 2010. They must hold more on the job capital. They should increase entire current assets or diminish entire current liabilities. Asset Turnover Their plus turnover is excessively low, nevertheless 2010 is better than 2009. They should seek to increase their plus turnover. PROFITABILITY RATIOS: Gross Profit Margin Zara s gross net income is low, it may bespeak that competition has increased or that the company s merchandises have become less competitory or both. If gross net income border additions, either they increase their gross revenues or diminish their COGS. So, they should increase their figure of gross revenues points alternatively of increasing gross revenues monetary value. Tax return on Asset Zara s return on plus is really low. They have a liquidness job and it causes problems on profitableness and solvency. However, entire plus is turning from 2009 to 2010. SOLVENCY RATIOS: Entire Debt to Equity A high debt to equity ratio by and large means that a company has been aggressive in financing its growing with debt. This can ensue in volatile net incomes as a consequence of the extra involvement disbursal. If a batch of debt is used to finance increased operations ( high debt to equity ) the company could potentially bring forth more net incomes than it would hold without this outside funding. If this were to increase earning by a greater sum, so the debt cost so the stockholders benefit as more net incomes are being spread among the same sum of stockholders. This can take bankruptcy which would go forth stockholders with nil. Fixed Assets to Equity Zara s fixed plus to equity ratio is greater than 1, so that they finance their debts with fixed assets. This means that some of the fixed assets owned by Zara are financed by long term debt. STEP 2- Parameters of Evaluation Zara vesture is a premium vesture trade name providing to a really little group of premium mark clients. Hence it can be said that it follows focus distinction schemes from the porter s generic schemes. The company believes in holding a really antiphonal supply concatenation. To make so, it controls most of the supply itself from production to logistics to transporting to even the retail shops which sell the merchandises to the terminal consumer. It merely outsource 25 % of its production to other makers that to the 1s which are easy to do and make nt necessitate much customisation. If evaluated on footings of throughput accounting, so the followers can be calculated for 2010: Throughput = Gross saless = $ 7.7 billion Operating Expenses = OPEX ( Balance sheet ) + Direct labour + Manufacturing Expenses + Selling and administrative costs = 4.8 + 0.3 = $ 5.1 billion Inventory = $ 200 million STEP 3- Evaluation and testing After holding evaluated the ratios while sing the scheme of Zara, it can be said that since Zara tends to aim reactivity more, and as the client demand so, the operating disbursals will ever be given to be high. Its low net income border can be accounted for because of the menace from the rivals which shows that Zara needs to distinguish its merchandises and non merely its services even more. Another major restraint for Zara is the long term debt which can impact its fixed assets and refund of some of them has now become perfectly necessary. It current assets are lower because of low degrees of stock list which is good for the company. High operating disbursals can be accounted for the fact that Zara produces complicated merchandises and besides attempts to hold a certain degree of extra capacity to cut down waiting clip, which is the tradeoff it has to do. STEP 4- Selection and sorting of Constraints The two major restraints which are really of import for Zara sing its long term strategic program are as follows: Menace from rivals: although Zara provides high degree of service and highest assortment of merchandises, it merchandises have non differentiated themselves which is doing the company to cut down its net income borders. Retained earnings- the company has been giving off all of its net net income to stockholders and has non kept any maintained net incomes for the past 2 old ages which does nt let the company to pay its short term duties which would do liquidness issues. Long term debts- if the company is non careful with long term debts, it may hold to refund those by selling its fixed assets thereby cut downing the worth of the company. Decision and restrictions Decision: After holding completed this paper, I have come to the decision that scheme is an indispensable portion for accessing the public presentation of a company. Strategy of a company can and should be linked to every facet of concern for right rating and besides earlier taking any determination within the administration. Companies are germinating and introducing in every manner possible, in such a dynamic work environment, the importance of scheme additions. Looking at the house merely from a fiscal position is non plenty ; it besides has to be accessed whether the house or the company has the ability to execute in the long term Appendix Fig 1- Theory of constraintsC: UsersAmolDesktopTOC Steps.gif Fig 3- ABC vs Traditional Costing Fig 2- Applications of TOC hypertext transfer protocol: //upload.wikimedia.org/wikipedia/commons/e/e3/PorterGenericStrategies.png Fig 4- Porter s generic schemes hypertext transfer protocol: //upload.wikimedia.org/wikipedia/commons/6/66/Porters_five_forces.PNG Fig 5- porter s five forces

The Rave Subculture Essay Example For Students

The Rave Subculture Essay I walked into the dark room after paying the ten-dollar cover charge. The music was what I noticed first. It was very loud and made a ring linger in my ears. The music was house music, also known as techno or electronic music. The next thing I noticed was the people. The majority of them were young adults, anywhere from their late teens to early 20s. It wasnt the people I noticed so much, but how they were behaving. Most of them were dancing, but not just your typical dancing that you would see in most dance clubs. People were very close together and there was a lot of physical, euphoric interaction between them. They were dancing to the beat, almost together as one. Also moving the groove of the music were many lights of all different colors. Most people were dancing with glowsticks as well as other various kinds of lights. It was clear to me right away that the majority of the people inside the room were not sober but were under some kind of influence. I had walked into the world o f the rave. We will write a custom essay on The Rave Subculture specifically for you for only $16.38 $13.9/page Order now It was a Saturday night in Jacksonville, Florida. I was at a club in the Downtown area called 618. It opens at 10 p.m., a time when most other places are getting ready to close. The patrons there however, were just getting their night started. I walked around the club, observing as I walked. I saw people hugging a lot, giving each other massages or giving each other light shows. I asked a girl what the light show was for. Her name was Sara and she replied, ?The lights look really cool when youre rolling.? Rolling is term most ravers use when are on the popular club drug ecstasy. Sara was 19 and dressed like a lot of the ravers I saw there. Loose shirts and baggy pants. She had jewelry on that looked almost like childrens jewelry. She said kids there who wore that kind of apparel were called ?candie ravers? or ?candie kids?. Ecstasy pills are made of a compound called methylenedioxymethamphetamine, or MDMA. Its an old drug: Germany issued the patent for it in 1914 to the German company, E. Merck. Its chemists thought it could be a promising intermediary substance that might be used to help develop more advanced therapeutic drugs. It was not successful however and disappeared until 1953. Thats when the U.S. Army funded an animal study of eight drugs, including MDMA. They were trying to find a lethal drug for use on soldiers during the cold war. They did not find it to be as toxic as they had hoped however and MDMA was forgotten once again. It wasnt until 1985 that it was outlawed and made a Class I substance, in the same category as heroin or LSD. By then, college-age people in Europe and India were taking the drug to enhance rave parties, where thousands of people danced to loud techno music. As years went by, MDMA got more and more popular, especially among users in their late teens and early 20s. The drug sells for $20 to $30 today in the United States. People who have taken the drug say the experience is a several-hour intense journey. All five senses are heightened. Its not uncommon for people to massage, touch and hug one another while ?rolling? to increase the pleasure. Some say it makes them happy and energetic. Others say MDMA releases their ?true selves?. I asked Sara how long she had been rolling and why she did it. ?I dropped my first pill around the middle of 1998. That first time was so awesome. It was like a whole new world that Id never seen. Everything around you is just a hundred times better than when you are sober. The air you breathe feels good, just to breathe it. Your skin is really sensitive to touch. And it feels so good just to hug people because you just feel like you have to. Its like everyone here is a family and we are unified.? Then Sara reached over to me, grabbed me and gave me a very embracing hug. It caught me off guard and surprised me. She looked at me and said, ?I just had to hug you, because everyone here needs a hug, they need to fill the love. This place, this feeling, its like being in heaven.?Another raver I talked to had quite a different perspective about raving. His name was Eric, a 21-year-old student. For him, raves are ?all about the music.? Says Eric: ?Real party kids dont do drugs. We go to dan ce and to have a good time. A lot of people dont understand it, but the guitar thing has been done. Electronic music is all I listen to. It beats my heart.?The popular DJ, Josh Wink, was at 618 the particular night I was there. He spins ?Hard House? music, that is house music with hard and continuous beats. The music is produced with two turntables and vinyl records. The DJ is said to be a ?mixing artist.? Blending popular songs together, making them one, is part of what drives fans to dance their hearts out. .u29174faddba191500831db3a0ee208e4 , .u29174faddba191500831db3a0ee208e4 .postImageUrl , .u29174faddba191500831db3a0ee208e4 .centered-text-area { min-height: 80px; position: relative; } .u29174faddba191500831db3a0ee208e4 , .u29174faddba191500831db3a0ee208e4:hover , .u29174faddba191500831db3a0ee208e4:visited , .u29174faddba191500831db3a0ee208e4:active { border:0!important; } .u29174faddba191500831db3a0ee208e4 .clearfix:after { content: ""; display: table; clear: both; } .u29174faddba191500831db3a0ee208e4 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u29174faddba191500831db3a0ee208e4:active , .u29174faddba191500831db3a0ee208e4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u29174faddba191500831db3a0ee208e4 .centered-text-area { width: 100%; position: relative ; } .u29174faddba191500831db3a0ee208e4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u29174faddba191500831db3a0ee208e4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u29174faddba191500831db3a0ee208e4 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u29174faddba191500831db3a0ee208e4:hover .ctaButton { background-color: #34495E!important; } .u29174faddba191500831db3a0ee208e4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u29174faddba191500831db3a0ee208e4 .u29174faddba191500831db3a0ee208e4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u29174faddba191500831db3a0ee208e4:after { content: ""; display: block; clear: both; } READ: Stem cell research EssayAfter hearing these different opinions, I decided to inquire as to whether most ravers thought raving was about the drugs or the music. I talked to one girl I saw dancing on the dance floor who wished to be known as Butterfly. She is an 18-year-old girl in her senior year in high school. She appeared to be rolling judging by her body language and she told me that she indeed was. I asked her if she thought raving was about feeling good and the drugs or was it about the music. ?When I first got into raving, I went for the drugs. I didnt know anything about electronic music, and pretty much associated it with the crappy gino beats that I heard on the radio. I liked drugs though, and a friend of mine convinced me Id like E (Ecstasy). And I loved it! After a few parties though, I started to really enjoy the music. E, on the other hand, is not nearly as interesting to me as it once was. I still do the drugs, but not nearly as much as I used to. Im definitely more concerned with who the DJ spinning is and than about the pills.?Another raver, Steven, had a very similar response to the same question. Steven, 23, replied, ?I w as introduced to Ecstasy by a friend and was annoyed by the music at first. But it didnt take long for me to connect to the music and to fall in love with it. I found myself listening to house music all of the time even when I wasnt rolling and thats still the same today. I still roll every now and then, but I never got into that part too much anyway. Sure I loved the feeling and still do, but I always have done it all in moderation, never doing it that often and never taking more than two pills in one night. I also fell in love with people and the scene too. Everyone is so friendly and happy. Yes, a lot of that has to do with the drugs, but my attitude has changed just in the year and a half I have been in the scene. So Id like to think that most of the other people might have changed the same way or in a similar way as I have. I will always remember the great times Ive had, the great people Ive met, and definitely the music that always keeps me higher than the drugs ever could.?Af ter hearing these responses and others like them, I came to the conclusion that there is no one answer to the question of whether raving is about the drugs or the music. However, the two are connected in some way most of the time. For a few people, the feeling of the drugs is what people strive to have. For others, it is the love of the music and the dancing. However for most people, it is the drugs definitely are a part of raving and whole rave culture, but the major emphasis is on the music. The drugs simply become something to enhance the music or to party to at certain times while the music is the real drive to rave. BibliographyBeverage, Eddie. 200 Beats Per Minute. Toronto: KeyPorter Books Limited, 1998. Cloud, John. ?The Lure of Ecstasy.? Time Magazine EuropeJuly 17, 2000. Vol. 156 No. 3. Fritz, Jimi. Rave Culture: An Insiders View. 1998. Jordan, Jason. Searching for the Perfect Beat. 1997. Rushkoff, Douglas. The Ecstasy Club. 1998. Anthropology

Free Essays on Essay On Essays

With these simple steps, anybody can write an â€Å"A† quality essay. All it takes is a well-written introduction, body and conclusion. These steps are a lot easier than most people make them out to be. The first, and most important, step to writing an â€Å"A† essay is the introduction. The purpose of the introduction is to get the reader’s attention. The introduction should also let the reader know the contents of your essay. To get the reader’s attention use a lead-in. a lead-in is a sentence or phrase that captures the interest of the reader. One way to do this is to appeal to the emotions or feelings of the reader. A lead-in can be in the form of a question, a shocking statement, a headline, or a statistic; as long as it gets the attention of the reader. A thesis statement should also be included in the introduction. The thesis should inform the reader as to the contents of the essay and how the essay is organized. The reader should be able to read the thesis statement and find a specific topic in the essay without having to read the entire essay. This can be done by organizing the body paragraphs in the same order as the items in the thesis statement. Step two, in writing an â€Å"A† essay, is writing effective body paragraphs. In order for them to be effective, they must support the thesis sentence. The worst thing to do is to go off on subjects that have nothing to do with the essay. To avoid getting off the subject, try not to use stories as examples or to prove a point. Every body paragraph should have a topic sentence. The other sentences in the paragraph should support the topic sentence. The paragraph, as a whole, should support the thesis sentence. The third and final step to writing an â€Å"A† essay is the conclusion. The conclusion should summarize the entire paper in a few sentences. To do this, cover the main points in the essay. One way of doing this is to reword the thesis statement. The conclusion should also... Free Essays on Essay On Essays Free Essays on Essay On Essays With these simple steps, anybody can write an â€Å"A† quality essay. All it takes is a well-written introduction, body and conclusion. These steps are a lot easier than most people make them out to be. The first, and most important, step to writing an â€Å"A† essay is the introduction. The purpose of the introduction is to get the reader’s attention. The introduction should also let the reader know the contents of your essay. To get the reader’s attention use a lead-in. a lead-in is a sentence or phrase that captures the interest of the reader. One way to do this is to appeal to the emotions or feelings of the reader. A lead-in can be in the form of a question, a shocking statement, a headline, or a statistic; as long as it gets the attention of the reader. A thesis statement should also be included in the introduction. The thesis should inform the reader as to the contents of the essay and how the essay is organized. The reader should be able to read the thesis statement and find a specific topic in the essay without having to read the entire essay. This can be done by organizing the body paragraphs in the same order as the items in the thesis statement. Step two, in writing an â€Å"A† essay, is writing effective body paragraphs. In order for them to be effective, they must support the thesis sentence. The worst thing to do is to go off on subjects that have nothing to do with the essay. To avoid getting off the subject, try not to use stories as examples or to prove a point. Every body paragraph should have a topic sentence. The other sentences in the paragraph should support the topic sentence. The paragraph, as a whole, should support the thesis sentence. The third and final step to writing an â€Å"A† essay is the conclusion. The conclusion should summarize the entire paper in a few sentences. To do this, cover the main points in the essay. One way of doing this is to reword the thesis statement. The conclusion should also...

A to Z Animal Profiles List By Scientific Name

A to Z Animal Profiles List By Scientific Name We use common names for animals in everyday speech, but scientists have a different method of naming creatures, called binomial nomenclature or two-word naming. This scientific naming system avoids confusion when a scientist is speaking to a colleague who speaks another language- or when different animals are given the same name in various regions. For instance, if scientists who speak English, Russian, Spanish, French and Japanese all are talking about a Balaenoptera musculus, they all know they are speaking about the same animal: Its the sea mammal the English speaker knows as the blue whale. Latin words are used, with the first term identifying the genus to which the animal belongs. (This is the animals generic name or generic epithet.) The second term identifies the species. (This is the animals specific name or specific epithet.) A Actinopterygii - Ray-finned fishesAgalychnis callidryas - Red-eyed tree frogAiluropoda melanoleuca - Giant pandaAlces americanus - American mooseAmblyrhynchus cristatus - Marine iguanaAmphibia - AmphibiansAnimalia - AnimalsAnser indicus - Bar-headed gooseAnseriformes - WaterfowlAntilocapra americana - PronghornAnura - Frogs and toadsAplysia californica - California sea hareArchilochus colubris - Ruby-throated hummingbirdArthropoda - ArthropoodsArtiodactyla - Even-toed ungulatesAves - Birds B Baeolophus bicolor - Tufted titmouseBalaeniceps rex - ShoebillBalaenoptera musculus - Blue whaleBatoidea - Skates and raysBison bison - American bisonBranta canadensis - Canada gooseBranta sandvicensis - Nene gooseBufo bufo - European common toad C Campephilus principalis - Ivory-billed woodpeckerCanidae - CanidsCanis lupus arctos - Arctic wolfCaracal caracal - CaracalCarcharodon carcharias - Great white sharkCaretta caretta - Loggerhead turtleCarnivora - CarnivoresCastor canadensis - American beaverCepphus columba - Pigeon guillemotCeratotherium simum - White rhinocerosCetacea - CetaceansChelonia - Turtles and tortoisesChelonia mydas - Green sea turtleChiroptera - BatsChondrichthyes - Cartilaginous fishesChordata - ChordatesCichlidae - CichlidsCiconiiformes - Herons, storks, ibises and spoonbillsCnidaria - CnidariaConolophus subcristatus - Galapagos land iguanaCrocodilia - CrocodiliansCyclura cornuta - Rhinoceros iguana D Danaus plexippus - Monarch butterflyDasypus novemcinctus - Nine-banded armadilloDaubentonia madagascariensis - Aye-ayeDelphinus delphis - Common dolphinDendrobates auratus - Green poison dart frogDermochelys coriacea - Leatherback sea turtleDiceros bicornis - Black rhinocerosDiomedea exulans - Wandering albatrossDugong dugong - Dugong E Echinodermata - EchinodermsElasmobranchii - Sharks, skates and raysElephas maximus - Asiatic elephantEquus asinus somalicus - Somali wild assEquus burchellii - Burchells zebraEquus caballus przewalskii - Przewalskis wild horseEretmochelys imbricata - Hawksbill sea turtleErithacus rubecula - European robinEschrichtius robustus - Gray whaleEudocimus ruber - Scarlet ibis F Falconiformes - Birds of preyFelidae - CatsFratercula arctica - Atlantic puffinFregatidae - Frigatebirds G Gastropoda - Gastropods, slugs and snailsGavialis gangeticus - GavialGeochelone nigra - Galapagos tortoiseGiraffa camelopardalis - GiraffeGorilla gorilla - GorillaGymnophiona - Caecilians H Hippopotamus amphibus - HippopotamusHomo neanderthalensis - NeandertalHyaenidae - HyenasHyperoodon ampullatus - Northern bottlenose whale I Insecta - InsectsIsoptera - Termite L Lagenorhynchus acutus - Atlantic white-sided dolphinLagenorhynchus obscurus - Dusky dolphinLagomorpha - Hares, rabbits and pikasLoxodonta africana - African elephantLynx lynx - Eurasian lynxLynx rufus - Bobcat M Mammalia - MammalsMarsupialia - MarsupialsMeles meles - European badgerMephitidae - Skunks and stink badgersMetazoa - AnimalsMicrolophus albemarlensis - Lava lizardMollusca - MollusksMorus bassanus - Northern gannetMustela nigripes - Black-footed ferretMustelidae - MustelidsMyrmecophaga tridactyla - Giant anteater O Orcaella brevirostris - Irrawaddy dolphinOrcinus orca - OrcaOctopus vugaris - Octopus P Panthera leo - LionPanthera onca - PantherPanthera pardus - LeopardPanthera pardus orientalis - Amur leopardPanthera tigris - TigerPanthera tigris altaica - Siberian tigerPanthera uncia - Snow leopardPelicaniformes - Pelicans and relativesPerissodactyla - Odd-toed ungulatesPhascolarctos cinereus - KoalaPhoca vitulina - Common sealPhoenicopterus ruber - Greater flamingoPlatalea ajaja - Roseate spoonbillPongo pygmaeus - Bornean orangutanPorifera - SpongesPrimates - PrimatesProboscidea - ElephantsPropithecus tattersalli - Golden-crowned sifakaPterois volitans - Firefish or lionfishPteropus rodricensis - Rodriguez flying foxPuma concolor - Mountain LionPygoscelis adeliae - Adà ©lie penguin R Rangifer tarandus - CaribouReptilia - ReptilesRhincodon typus - Whale sharkRodentia - Rodents S Sarcopterygii - Lobe-finned fishesScyphozoa - JellyfishSphenisciformes - PenguinsSphenodontida - TuatarasSphyrnidae - Hammerhead sharksSquamata - Amphisbaenians, lizards and snakesStrigiformes - OwlsStruthio camelus - OstrichSuidae - PigsSula nebouxii - Blue-footed boobySuricata suricatta - Meerkat T Tamandua tetradactyla - Southern tamanduaTapiridae - TapirsTinamiformes - TinamousTragelaphus oryx - Eland antelopeTremarctos ornatus - Spectacled bearTrichechus - ManateesTrochilidae - HummingbirdsTursiops truncatus - Bottlenose dolphinTytonidae - Barn owls U Ursus Americanus - American black bearUrsus Arctos - Brown bearUrsus Maritimus - Polar bear V Varanus komodoensis - Komodo dragonVulpes vulpes - Red fox X Xenarthra - Xenarthrans

Creativity in Research Essay Example | Topics and Well Written Essays - 750 words

Creativity in Research - Essay Example (Harnard quoted by Rwegasira, 2003). The most creative individuals like Einstein and Poincare relied on cerebral serendipity that can be defined as "gathering together the elements and constraints out of which a creative solution is (hoped) to arise and then consign the rest to the (unconscious) "combinanational play" of chance, with intuition perhaps helping to suggest which combination might be useful." (Rwegasira, 2003). Major point #3: Most of the time the creative process depends on the power of imagination and inspiration (hunches) much more than on a the use of logic or reason or a conscious effort. Inspiration or lateral thinking is really needed for the creative process to be successful in finding valuable and new insights. Author's supporting evidence or exampl... Author's supporting evidence or examples for major point #3: Rwegasira (2003) points out that Plato emphasized the importance of inspiration in the creative process by signaling that inspiration is a product of imagination, and Cannon also attributes a very importan role to imagination and hunches in creativity. Rwegasira (2003) remarks that Poincare explains that even though formal logic methods are elementary and certain, they are not enough in the process of creativity. Besides that, logic is unable to build a proof, which can be achieved with the help of intutition. The unskilled chess player is a clear example of the facts stated by Poincare. He/she knows how to move the pieces but doesn't understand how to play like a master. Major point #4: For imagination to be effective, the researcher should have an open and flexible frame of mind. Rwegasira (2003) states that "Creativity requires imagination and imagination requires freedom of mind in turn." Author's supporting evidence or examples for major point #4: Rwegasira (2003) gives some examples with dots forming triangles and circles, as well as drawing straight lines from 9 dots to point out that flexible and open thinking is necessary to take advantage of imagination. Rwegasira (2003) also remarks not to have pre-conceptions on a problem or biases or attitudinal rigidity in order to use the power of imagination to enhance creativity. Being open in beliefs and reasonably independent in mind and decisions are necessary conditions for the researcher to be creative. In this line of thinking, "dogmatism, prejudices, bigotry, single-track-mindedness, conceptual foreclosure to experience and lack of freedom of thought and of self-expression are inimical to imagination and creativity."

Political Philosophy Essay Example | Topics and Well Written Essays - 2000 words

Political Philosophy - Essay Example Many people have questioned whether the government, with all its laws and regulations, is justified to rule the people. What right does the government have to demand that its people obey? Why should an individual obey the state in the first place? These are just a few of philosophical queries being asked. Nonetheless, a majority of the responds stress the need for an orderly process and protection as the justification for obedience to the government. Some have highlighted the need to promote cultural and spiritual aspects of the populace while others stress the need for economic well-being, which stands as the foundation for all values. This text looks into the answers given by John Stuart Mill, Karl Marx, and Friedrich Engels. Mill concurs with Lock in vying for representational democracy; however, he is against the idea of natural rights (Pojman, 502). The struggle between Authority and Liberty has been ongoing for a long time particularly in the history of countries like Rome, Gre ece, and England. However, during such times, the contest was between the government and certain classes of subjects. Liberty meant protection against the dictatorship of political rulers. The rulers at the time obtained authority from conquest or inheritance. Therefore, most of them never held leadership at the pleasure of the citizens. Although their power was deemed necessary, it was regarded as highly dangerous. Some of the leaders would use authority as a strategic weapon against their adversaries or subjects (Pojman, 502). However, it reached a time when men stopped to believe that their governors should be independent. They deemed it fit that their leaders should be delegates or tenants revocable at their gratification. That way, they would have total security that the government authority will never take them for granted. Others still thought that there was a need to let their give responsibility to their leaders, where they can be removed if need be. This idea was common am ongst the last liberal European generation (Pojman, 504). However, in time, a democratic republic came into place as an elective and responsible government was ushered into place. The will of the people meant the will of the many. According to Mill, the only instance where power can be exercised in the right manner is when used on any civilized member of a community to prevent harm against others, against his will (Pojman, 505). However, this is not about minors in the society. Freedom should only be extended towards the pursuance of our own good in a specific way, so long as no other person gets hurt. A person who hurts others should be punished by law, in a situation where legal penalties cannot be safely applied. A person can also be compelled to do acts that would be of benefit to the rest of the society, for instance, to give evidence in a court of law, saving another human being’s life, or protect the defenseless. The society, in this case, will hold responsible the ind ividual should he fail to do the act. In this regard, a person can cause harm to others, not necessarily by doing wrong, but by refusing to do the right thing. Mill further argues that people should not have the right to coerce the government into doing something; such power in itself is illicit (Pojman, 507). It is even more noxious for a government to exert power as a result of public opinion. Basically, Mill promotes the idea that the principle of liberty is only justifiable by utilitarian reflections. 3. The Communist Answer according to Carl Max Karl Max played an instrumental role in the dawn of the Marxist movement. According to him, all cultural values, including all the laws and ideal, of a society are at all times the reflection of the rulers. History has always painted a picture of struggles between the classes (Pojman, 510). During the past periods of history, there has been an intricate arrangement of the society into different social orders, a diverse

Philosophy of Education Essay Example for Free

Philosophy of Education Essay The word education is used sometimes to signify the activity, process, or enterprise of educating or being educated and sometimes to signify the discipline or field of study taught in schools of education that concerns itself with this activity, process, or enterprise. As an activity or process, education may be formal or informal, private or public, individual or social, but it always consists in cultivating dispositions (abilities, skills, knowledges, beliefs, attitudes, values, and character traits) by certain methods. As a discipline, education studies or reflects on the activity or enterprise by asking questions about its aims, methods, effects, forms, history, costs, value, and relations to society. Definition The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. However, even in the latter case it may be thought of as part of the discipline, just as metaphilosophy is thought of as a part of philosophy, although the philosophy of science is not regarded as a part of science. Historically, philosophies of education have usually taken the first form, but under the influence of analytical philosophy, they have sometimes taken the second. In the first form, philosophy of education was traditionally developed by philosophers–for example, Aristotle, Augustine, and John Locke–as part of their philosophical systems, in the context of their ethical theories. However, in the twentieth century philosophy of education tended to be developed in schools of education in the context of what is called foundations of education, thus linking it with other parts of the discipline of education–educational history, psychology, and sociology–rather than with other parts of philosophy. It was also developed by writers such as Paul Goodman and Robert M. Hutchins who were neither professional philosophers nor members of schools of education. Types As there are many kinds of philosophy, many philosophies, and many ways of philosophizing, so there are many kinds of educational philosophy and ways of doing it. In a sense there is no such thing as the philosophy of education; there are only philosophies of education that can be classified in many different ways. Philosophy of education as such does not describe, compare, or explain any enterprises to systems of education, past or present; except insofar as it is concerned with the tracing of its own history, it leaves such inquiries to the history and sociology of education. Analytical philosophy of education is meta to the discipline of education–to all the inquiries and thinking about education–in the sense that it does not seek to propound substantive propositions, either factual or normative, about education. It conceives of its task as that of analysis: the definition or elucidation of educational concepts like teaching, indoctrination, ability, and trait, including the concept of education itself; the clarification and criticism of educational slogans like Teach children, not subjects; The exploration of models used in thinking about education (e.g. , growth); and the analysis and evaluation of arguments and methods used in reaching conclusions about education, whether by teachers, administrators, philosophers, scientists, or laymen. To accomplish this task, analytical philosophy uses the tools of logic and linguistics as well as techniques of analysis that vary from philosopher to philosopher. Its results may be valued for their own sake, but they may also be helpful to those who seek more substantive empirical of normative conclusions about education and who try to be careful about how they reach them. This entry is itself an exercise in analytical philosophy of education. Normative philosophies or theories of education may make use of the results of such analytical work and of factual inquiries about human beings and the psychology of learning, but in any case they propound views about what education should be, what dispositions it should cultivate, why it ought to cultivate them, how and in whom it should do so, and what forms it should take. Some such normative theory of education is implied in every instance of educational endeavor, for whatever education is purposely engaged in, it explicitly or implicitly assumed that certain dispositions are desirable and that certain methods are to be used in acquiring or fostering them, and any view on such matters is a normative theory of philosophy of education. But not all such theories may be regarded as properly philosophical. They may, in fact, be of several sorts. Some simply seek to foster the dispositions regarded as desirable by a society using methods laid down by its culture. Here both the ends and the means of education are defined by the cultural tradition. Others also look to the prevailing culture for the dispositions to be fostered but appeal as well to experience, possibly even to science, for the methods to be used. In a more pluralistic society, an educational theory of a sort may arise as a compromise between conflicting views about the aids, if not the methods, of education, especially in the case of public schools. Then, individuals or groups within the society may have conflicting full-fledged philosophies of education, but the public philosophy of education is a working accommodation between them. More comprehensive theories of education rest their views about the aims and methods of education neither on the prevailing culture nor on compromise but on basic factual premises about humans and their world and on basic normative premises about what is good or right for individuals to seek or do. Proponents of such theories may reach their premises either by reason (including science) and philosophy or by faith and divine authority. Both types of theories are called philosophies of education, but only those based on reason and philosophy are properly philosophical in character; the others might better be called theologies of education. Even those that are purely philosophical may vary in complexity and sophistication. In such a full-fledged philosophical normative theory of education, besides analysis of the sorts described, there will normally be propositions of the following kinds: 1.Basic normative premises about what is good or right; 2. Basic factual premises about humanity and the world; 3. Conclusions, based on these two kinds of premises, about the dispositions education should foster; 4. Further factual premises about such things as the psychology of learning and methods of teaching; and 5. Further conclusions about such things as the methods that education should use. For example, Aristotle argued that the Good equals happiness equals excellent activity; that for a individual there are two kinds of excellent activity, one intellectual (e.g. , doing geometry) and one moral (e. g. , doing just actions); that therefore everyone who is capable of these types of excellent activity should acquire a knowledge of geometry and a disposition to be just; that a knowledge of geometry can be acquired by instruction and a disposition to be just by practice, by doing just actions; and that the young should be given instruction in geometry and practice in doing just actions. In general, the more properly philosophical part of such a full normative theory of education will be the proposition it asserts in (1),(2), and (3); for the propositions in (4) and hence (5) it will, given those in (3), most appropriately appeal to experience and science. Different philosophers will hold different views about the propositions they use in (1) and (2) and the ways in which these propositions may be established. Although some normative premises are required in (1) as a basis for any line of reasoning leading to conclusions in (3) or (5) about what education should foster or how it should do this, the premises appearing in (2) may be of various sorts–empirical, scientific, historical, metaphysical, theological, or epistemological. No one kind of premise is always necessary in (2) in every educational context. Different philosophers of education will, in any case, have different views about what sorts of premises it is permissible to appeal to in (2). All must agree, however, that normative premises of the kind indicated in (1) must be appealed to. Thus, what is central and crucial in any normative philosophy of education is not epistemology, metaphysics, or theology, as is sometimes thought, but ethics, value theory, and social philosophy. Role Let us assume, as we have been doing, that philosophy may be analytical, speculative, or narrative and remember that it is normally going on in a society in which there already is an educational system. Then, in the first place, philosophy may turn its attention to education, thus generating philosophy of education proper and becoming part of the discipline of education. Second, general philosophy may be one of the subjects in the curriculum of higher education and philosophy of education may be, and presumably should be, part of the curriculum of teacher education, if teachers are to think clearly and carefully about what they are doing. Third, in a society in which there is a single system of education governed by a single prevailing theory of education, a philosopher may do any of four things with respect to education: he may analyze the concepts and reasoning used in connection with education in order to make peoples thinking about it as clear, explicit, and logical as possible; he may seek to support the prevailing system by providing more philosophical arguments for the dispositions aimed at and the methods used; he may criticize the system and seek to reform it in the light of some more philosophical theory of education he has arrived at; or he may simply teach logic and philosophy to future educators and parents in the hope that they will apply them to educational matters. Fourth, in a pluralistic society like the United States, in which the existing educational enterprise or a large segment of it is based on a working compromise between conflicting views, a philosopher may again do several sorts of things. He may do any of the things just mentioned. In the United States in the first half of the twentieth century professional philosophers tended to do only the last, but at the end of the twentieth century they began to try to do more. Indeed, there will be more occasions for all of these activities in a pluralistic society, for debate about education will always be going on or threatening to be resumed. A philosopher may even take the lead in formulating and improving a compromise theory of education. He might then be a mere eclectic, but he need not be, since he might defend his compromise plan on the basis of a whole social philosophy. In particular, he might propound a whole public philosophy for public school education, making clear which dispositions it can and should seek to promote, how it should promote them, and which ones should be left for the home, the church, and other private means of education to cultivate. In any case, he might advocate appealing to scientific inquiry and experiment whenever possible. A philosopher may also work out a fully developed educational philosophy of his own and start an experimental school in which to put it into practice, as John Dewey did; like Dewey, too, he may even try to persuade his entire society to adopt it.Then he would argue for the desirability of fostering certain dispositions by certain methods, partly on the basis of experience and science and partly on the basis of premises taken from other parts of his philosophy–from his ethics and value theory, from his political and social philosophy, or from his epistemology, metaphysics, or philosophy of mind. It seems plausible to maintain that in a pluralistic society philosophers should do all of these things, some one and some another. In such a society a philosopher may at least seek to help educators concerned about moral, scientific, historical, aesthetic, or religious education by presenting them, respectively, with a philosophy of morality, science, history, art, or religion from which they may draw conclusions about their aims and methods. He may also philosophize about the discipline of education, asking whether it is a discipline, what its subject matter is, and what its methods, including the methods of the philosophy of education, should be. Insofar as the discipline of education is a science (and one question here would be whether it is a science) this would be a job for the philosopher of science in addition to one just mentioned. Logicians, linguistic philosophers, and philosophers of science may also be able to contribute to the technology of education, as it has come to be called, for example, to the theory of testing or of language instruction. Finally, in a society that has been broken down by some kind of revolution or has newly emerged from colonialism, a philosopher may even supply a new full-fledged normative philosophy for its educational system, as Karl Marx did for Russia and China. In fact, as in the case of Marx, he may provide the ideology that guided the revolution in the first place. Plato tried to do this for Syracuse, and the philosophes did it for France in the eighteenth century. Something like this may be done wherever the schools dare to build a new society, as many ask schools to do. Dewey once said that since education is the process of forming fundamental dispositions toward nature and our fellow human beings, philosophy may even be defined as the most general theory of education. Here Dewey was thinking that philosophy is the most general normative theory of education, and what he said is true if it means that philosophy, understood in its widest sense as including theology and poetry as well as philosophy proper, is what tells us what to believe and how to feel about humanity and the universe. It is, however, not necessarily true if it refers to philosophy in the narrower sense or means that all philosophy is philosophy of education in the sense of having the guidance of education as its end. This is not the whole end of classical philosophy or even of philosophy as reconstructed by Dewey; the former aimed at the truth rather than at the guidance of practice, and the latter has other practical ends besides that of guiding the educational enterprise. Certainly, analytical philosophy has other ends. However, although Dewey did not have analytical philosophy in mind, there is nevertheless a sense in which analytical philosophy can also be said to be the most general theory of education. Although it does not seek to tell us what dispositions we should form, it does analyze and criticize the concepts, arguments, and methods employed in any study of or reflection upon education. Again it does not follow that this is all analytical philosophy is concerned with doing. Even if the other things it does–for example, the philosophy of mind or of science–are useful to educators and normative theorists of education, as, it is hoped, is the case, they are not all developed with this use in mind. See also: ARISTOTLE; AUGUSTINE, ST. ; BAGLEY, WILLIAM C. ; BODE, BOYD H. ; BRAMELD, THEODORE; CHILDS, JOHN L. ; COMENIUS, JOHANN; COUNTS, GEORGE S. ; DEWEY, JOHN; FREIRE, PAULO; HERBERT, JOHANN; JAMES, WILLIAM; KILPATRICK, WILLIAM H. ; MONTESSORI, MARIA; NEILL, A. S. ; PESTALOZZI, JOHANN; PLATO; ROUSSEAU, JEAN-JACQUES; WHITEHEAD, ALFRED NORTH. BIBLIOGRAPHY ANDERSON, R. N. , et al. 1968. Foundation Disciplines and the Study of Education. Toronto: Macmillan. ARCHAMBAULT, REGINALD D. , ed. 1965. Philosophical Analysis and Education. New York: Humanities Press. FRANKENA, WILLIAM K. , ed. 1965. Philosophy of Education. New York: Macmillan. JARRET, JAMES L. , ed. 1969. Philosophy for the Study of Education. Boston: Houghton Mifflin. LUCAS, CHRISTOPHER J. 1969. What Is Philosophy of Education? New York: Macmillan. MORRIS, VAN CLEVE. 1969. Modern Movements in Educational Philosophy. Boston: Houghton Mifflin. OCONNOR, DANIEL JOHN. 1957. Introduction to the Philosophy of Education. London: Routledge. PARK, JOE. 1968. Selected Readings in the Philosophy of Education, 3rd edition. New York: Macmillan. SCHEFFLER, ISRAEL, ed. 1966. Philosophy and Education, 2nd edition. Boston: Allyn and Bacon. WILLIAM K. FRANKENA Philosophy of education is a field characterized not only by broad theoretical eclecticism but also by a perennial dispute, which started in the mid-twentieth century, over what the scope and purposes of the discipline even ought to be. In the Philosophy of Education article that was included in the previous edition of this encyclopedia, William Frankena wrote, In a sense there is no such thing as the philosophy of education (p. 101). During certain periods of the history of the philosophy of education, there have been dominant perspectives, to be sure: At one time, the field was defined around canonical works on education by great philosophers (Plato of ancient Greece, the eighteenth-century Swiss-born Frenchman Jean-Jacques Rousseau, and others); at other times, the field was dominated, in the United States at least, by the figure of John Dewey (1859–1952) and educational Progressivism; at other times, the field was characterized by an austere analytical approach that explicitly rejected much of what had come before in the field as not even being proper philosophy at all. But even during these periods of dominance there were sharp internal disputes within the field (such as feminist criticisms of the Great Man approach to philosophy of education and vigorous critiques of the analytical method). Such disputes can be read off the history of the professional societies, journals, and graduate programs that institutionalize the field, and they can be documented through a succession of previous encyclopedia articles, which by definition attempt to define and delimit their subject matter. These sorts of struggles over the maintenance of the disciplinary boundary, and the attempt to define and enforce certain methods as paramount, are hardly unique to philosophy of education. But such concerns have so preoccupied its practitioners that at times these very questions seem to become the substance of the discipline, nearly to the exclusion of thinking about actual educational problems. And so it is not very surprising to find, for example, a book such as Philosophers on Education. Consisting of a series of essays written by professional philosophers entirely outside the discipline of philosophy of education, the collection cites almost none of the work published within the discipline; because the philosophers have no doubts about the status of the discipline of philosophy of education, they have few qualms about speaking authoritatively about what philosophy has to say to educators. On the other  hand, a fruitful topic for reflection is whether a more self-critical approach to philosophy of education, even if at times it seems to be pulling up its own roots for examination, might prove more productive for thinking about education, because this very tendency toward self-criticism keeps fundamental questions alive and open to reexamination. Any encyclopedia article must take a stance in relation to such disputes. However much one attempts to be comprehensive and dispassionate in describing the scope and purpose of a field, it is impossible to write anything about it without imagining some argument, somewhere, that would put such claims to challenge. This is especially true of categorical approaches, that is, those built around a list of types of philosophy of education, or of discrete schools of thought, or of specific disciplinary methods. During the period of particular diversity and interdisciplinarity in the field that has continued into the twenty-first century, such characterizations seem especially artificial–but even worse than this, potentially imperial and exclusionary. And so the challenge is to find a way of characterizing the field that is true to its eclecticism but that also looks back reflexively at the effects of such characterizations, including itself, in the dynamics of disciplinary boundary maintenance and methodological rule-setting that are continually under dispute. One way to begin such an examination is by thinking about the impulses that draw one into this activity at all: What is philosophy of education for? Perhaps these impulses can be more easily generalized about the field than any particular set of categories, schools of thought, or disciplinary methods. Moreover, these impulses cut across and interrelate approaches that might otherwise look quite different. And they coexist as impulses within broad philosophical movements, and even within the thought of individual philosophers themselves, sometimes conflicting in a way that might help explain the tendency toward reflexive self-examination and uncertainty that so exercises philosophy of education as a field. The Prescriptive Impulse The first impulse is prescriptive. In many respects this is the oldest and most pervasive inclination: to offer a philosophically defended conception of what the aims and activities of teaching ought to be. In some instances, as in Platos Republic, these prescriptions derive from an overall utopian vision; in other instances, such as seventeenth-century English philosopher John Lockes Some Thoughts Concerning Education or Rousseaus Emile, they derive from a fairly detailed reconception of what the day-to-day activities of teaching should look like; in still other instances, such prescriptions are derived from other social or moral principles, as in various Kantian views of education (even though eighteenth-century German philosopher Immanuel Kant himself had very little to say on the subject). These prescriptive inclinations are in many respects what people expect from philosophy of education: a wiser perspective, a more encompassing social vision, a sense of inspiration and higher purpose. It is what people usually mean when they talk about having a philosophy of education. A broad range of perspectives in the field share this prescriptive impulse: many of these perspectives can be comprised in what was once called the isms approach (perennialism, idealism, realism, Thomism, and so on)–the idea that a set of philosophical premises could generate a comprehensive and consistent educational program. For many years, working out the details of these philosophies of education was considered the main substance of the field, and the debates among the isms were typically at the very basic level debates among fundamentally different philosophical premises. An implication of this approach was that disagreements tended to be broadly paradigmatic in the sense that they were based on all-or-none commitments; one could not, of course, talk about a synthesis of realist and idealist worldviews. One wag has suggested that the isms have more recently been replaced by the ists–less purely philosophical and more social/political theories that now typify many scholars working in philosophy of education (Marxists, feminists, multiculturalists, postmodernists, and so on). These will be characterized as critically oriented philosophies below, but at this stage it is important to see that these perspectives can be equally driven by the prescriptive impulse: many writers (for example, neo-Marxist advocates of Paulo Freires critical pedagogy) offer quite explicit accounts of how education ought to proceed, what it is for, and whose interests it ought to serve. The Analytical Impulse The second impulse that drives much of philosophy of education is analytical. In a broad sense this includes not only philosophical approaches specifically termed analytical philosophy (such as conceptual analysis or ordinary language analysis), but also a broader orientation that approaches the philosophical task as spelling out a set of rational conditions that educational aims and practices ought to satisfy, while leaving it up to other public deliberative processes to work out what they might be in specific. In this enlarged sense, the analytical impulse can be seen not only in analytical philosophy per se but also in studies that focus on the logical and epistemological criteria of critical thinking; in the diagnosis of informal fallacies in reasoning; In certain kinds of liberal theory that spell out broad principles of rights and justice but that remain silent on the specific ends that education ought to serve; and even in some versions of German philosopher Jurgen Habermass theory, which proposes a structure of communicative deliberation in which conversations must satisfy what he calls a set of general validity claims, but which does not specify or constrain in advance what that process of deliberation might yield. The analytical impulse is often seen as expressing a certain philosophical modesty: that philosophers do not prescribe to others what their educational choices ought to be, but simply try to clarify the rational procedures by which those choices should be arrived at. Here metaphors such as referees who try to adjudicate an ongoing activity but remain nonpartisan within it, or groundskeepers who pull up weeds and prepare the soil but do not decide what to plant, tend to predominate in how this version of philosophy of education is presented and justified to others. The idea that philosophy provides a set of tools, and that doing philosophy of education (as opposed to having a philosophy of education) offers a more workmanlike self-conception of the philosopher, stands in sharp contrast with the idea of philosophy as a system-building endeavor. Of course, it must be said that this impulse is not entirely free of the prescriptive inclination, either. For one thing, there is a prescriptiveness about the very tools, criteria, principles, and analytical distinctions that get imported into how problems are framed. These are implicitly (and often explicitly) presented as educational ideals themselves: promoting critical thinking or fostering the conditions for Habermasian communication in the classroom, for example. However rationally defended these might be, they will undoubtedly appear to some as imposed from on high. Moreover, at a deeper level, the analytic/prescriptive distinction is less than clear-cut: a theory of logic, or a theory of communication, however purely procedural it aspires to be, always expresses conceptions of human nature, of society, of knowledge, of language, that contains social and cultural elements that might appear natural or neutral to the advocates of those procedures, but that will be regarded as foreign and particularistic by others (why must I justify my educational choices by your criteria? ). This is not meant as a criticism of the analytical orientation, but it just shows how these impulses can and do coexist, even within accounts that regard themselves as primarily one or the other. The Critical Impulse Similarly, the third impulse, a critical orientation, can coexist with either or both of the others. The critical impulse, like the analytical one, shares the characteristic of trying to clear the ground of misconceptions and ideologies, where these misrepresent the needs and interests of disadvantaged groups; like the prescriptive impulse, the critical impulse is driven by a positive conception of a better, more just and equitable, society. Where the critical impulse differs from the others is in its conception of the contribution philosophy can play in serving these ends. From this orientation, philosophy is not just a set of tools or an abstract, programmatic theory; it is itself a substantive personal and political commitment, and it grows out of deeper inclinations to protect and serve the interests of specific groups. Hence the key philosophical ideas stressed in critically oriented philosophies of education (reflection, counterhegemony, a critique of power, an emphasis upon difference, and so on) derive their force from their capacity to challenge a presumably oppressive dominant society and enable put-upon individuals and groups to recognize and question their circumstances and to be moved to change them. As there are prescriptive and analytical elements in critically oriented philosophies of education, so there can be critical elements in the others. Philosophers of education more driven by a prescriptive or analytical impulse can and do share many of the same social and political commitments as critically oriented philosophers of education; and some of them may see their work as ultimately serving many of the same goals of criticizing hegemonic ideologies and promoting human emancipation. This is why these three impulses or orientations must not be seen as simple categories to which particular philosophies (or philosophers) can be assigned. Stressing their character as impulses highlights the motivational qualities that underlie, and frequently drive, the adoption of particular philosophical views. While philosophers tend to stress the force of argument in driving their adoption of such views, and while they do certainly change their minds because of argument and evidence, at some deeper level they are less prone to changing the very impulses that drive and give vigor to their philosophical investigations. By stressing the ways in which all three impulses can coexist within different philosophical schools of thought, and even within the inclinations of a given philosopher, this account highlights the complex and sometimes even contradictory character of the philosophical spirit. When philosophers of education teach or speak about their views, although they certainly put forth arguments, quotations of and references to literature, and so forth, at a deeper level they are appealing to a shared impulse in their audience, one that is more difficult to argue for directly, and without which the arguments themselves are unlikely to take hold. Implications of the Impulses for Philosophy of Education Given the existence of these three impulses, how can they help in providing an overview of the field of philosophy of education that does not fall into arguments about disciplinary boundary maintenance? First, these very broad orientations are in many respects easier to generalize within the field than would be any specific set of disciplinary criteria; many different kinds of philosophy of education can manifest these sorts of inclinations. Indeed, it makes for strange bedfellows when people consider that despite their vigorous paradigmatic differences they are actually motivated by very similar underlying philosophical commitments. Perhaps this recognition might create a stronger incentive for them to engage one another respectfully across those differences. Second, it is beneficial for philosophers to consider that the validity they attribute to certain kinds of arguments may not be driven simply by the objective force of those arguments, but also by a particular appeal those kinds of arguments have for them. This sort of reflectiveness might be fruitful for various reasons, but a significant benefit could be in raising a persons appreciation for why others may not be moved by the arguments that seem so patently obvious to that person; and why the force of argument alone may not be sufficient to generate philosophical agreement or reconcile disagreement. Given the pervasively eclectic and interdisciplinary nature of the field of philosophy of education, such a spirit of tolerance and inclusiveness, while not needing to be unbounded entirely, would be a valuable corrective to the historical tendency to establish the methodsor the philosophical school that will separate proper philosophy of education from the imposters. Advocates of more prescriptive approaches typically buttress their case for dominance by reference to canonical Great Works (Plato, ancient Greek philosopher Aristotle, Locke, Rousseau, Dewey). This sort of system-building across epistemological, ethical, and social/political issues is what the great philosophers do, and it is revealing that for them philosophy of education was rarely seen as a distinct area of inquiry but merely the working out in p