The Hidden Curriculum, And The Way That Social Classes...

I’m very interested in the hidden curriculum, and the way that social classes work within the school system. There are schools that are more privileged depending on distribution, areas and boards. I’m interested in the idea that the values that are represented to students can be effected by the social class; not of the students, but of the over-all school. In this article, personal experiences are discussed and the schools are â€Å"rated† by classes. It is an interesting concept and the correlation was one that I never considered before, especially when the school system seems so regulated in regards to budgeting. Obviously, this is a larger concern than what I believed and this article informed me in that sense. The main points in this article that are touched on include budgeting, the author’s personal experience with the social classes of schools and the impact of the curriculum being effected by the class of the institution. In class, we’ve yet to touch strongly on the topic of Special Education, and this field is one that intrigues me as the styles and types of communication that are used are different than what I personally have experience with. A lengthy text at 55 pages, the document walks through the different resources that are used for students with Special Education Needs in regards to conflict resolution and conflict management. It connects to my current interests in conflict resolution, and the needs that individuals require to feel secure and safe toShow MoreRelatedAnalysis Of Jean Anyons Social Class And The Hidden Curriculum Of Work1369 Words   |  6 PagesSocial class is based on the relationship one has to the elements of society, and as children in the American education system grow and develop, it is a plausible query that these education systems might be the starting point to where social class based relationships such as people, ownership, and productive activity are fostered. In social activist and American professor Jean Anyon’s essay â€Å"Social Class and the Hidden Curriculum of Work†, the relation to social class and the established cycle ofRead MoreComparing the Marxist and Functionalist Views on the Role of Education in Industrial Society1300 Words   |  6 PagesMarxists both believe that the education system benefits everyone, but both have different views on society. The Marxist views of the education system are that there are conflicts because there is an inequality between the working class and the higher classes. They believe that there are two different classes which education produces, and that is the working class and the ruling class. The people who dont achieve good grades in school and who arent very bright, will be knownRead MoreHidden Curriculum and Processes Within Schools Produce Inequalities Between Children of Different Social Classes709 Words   |  3 PagesHidden Curriculum and Processes Within Schools Produce Inequalities Between Children of Different Social Classes Through many different researches, it has been shown that working class students are underachieving compared to that of their middle class peers. Middle class pupils are obtaining better grades, and more of them are staying on in education past the compulsory age. The difference that is noticeable is that they are from different social class backgrounds, and thereforeRead More Social Class and Quality of Education Essay1197 Words   |  5 PagesOne of the concerns regarding social justice in education is that there are marginalised groups within society do not having equal access to the learning and life opportunities that they deserve. 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Today the education system is seen to be much more complex, butRead MoreAssess the view that the main function of the education system is to reproduce and legitimise social inequalities930 Words   |  4 PagesThe education system has faults and many inequalities throughout it. The inequalities can be seen in many different areas including, meritocracy, different social classes, gender and ethnic inequalities, racism, cultural capital, and repressive state apparatuses etc. Various sociologists have different views about the education system and what the inequalities consist of. The neo-Marxist Althusser (1971) disagrees that the main function of the education is the transmission of common values. HeRead MoreVideo Games : An Educational Institution1481 Words   |  6 PagesVideo games. School. One is an entertainment platform while the other is an educational institution. At first glance, they appear to standing obsoleted in a spectrum. One might even claim the video games like hinders the education process or cause the younger generation socially isolated. However, couldn’t the same be said out the core curriculum place in the majority of school? Schools and video games like Papers, Please might even share similar structure and lessons. Papers, Please is an integrativeRead MoreThe Problem Of Poverty Stricken Schools1257 Words   |  6 PagesStricken Schools Education is defined in our book as â€Å"the process through which academic, social and cultural ideas and tools, both general and specific, are developed† (Conley 497). In America children and young adults get an education through schools, either public or private. The focus of this paper will be on the public school system, but mainly the lower class public schools. Many problems with schools can be traced back to social concepts such as social values and norms. The hidden curriculumRead MoreDifferences Between Common Sense And Sociological Explanations Of Everyday Life1538 Words   |  7 Pages(arasite.org, 2017). Common sense would tell us that single parenting may not be as effective as a family with both a mother and a father who were married. This idea had been passed down through generations, we accepted that marriage is seen as a ‘social good’ and to the large part conformed to this. In other countries however marriage to many women is seen as the norm . Now many people may just live together without marriage or mothers live alone with a child, this is largely accepted in Britain theseRead MoreEssay about Hidden Curriculum of Hegemony and Capitalism3274 Words   |  14 PagesHidden Curriculum of Hegemony and Capitalism The Oxford Dictionary and Thesaurus, defines education as, the field of study that deals with methods of teaching and learning in schools, (Elliott, 1997:237). In contrast, the Oxford Dictionary of Sociology, defines education as, a philosophical as well as a sociological concept, denoting ideologies, curricula, and pedagogical techniques of the inculcation [instilling/persistent teaching] and management of knowledge and

Academic Essay - Globalisation - Free Essay Example

Sample details Pages: 5 Words: 1545 Downloads: 4 Date added: 2017/06/26 Category Economics Essay Type Narrative essay Did you like this example? Academic Essay In this essay, I reviewed that evolving of globalization has constituted a significant impact towards the national culture. Globalization is a process by forcing the national-states opening their borders to allow penetration of global competition in international market in achieving the target of free market practice (Orunmoluyi, 2002). In optimist view of globalization made it possible for secondary or tertiary countries to be able to make connection with the sovereign countries through national trades and capital flows. However pessimist insisted that globalization inevitably eradicates local culture in term of social behaviour, lifestyles, norms and education (Prasad, A., and Prasad, P., 2013). Taking Coca-Cola Company as an example, we can see that the company has influenced global consumer’s taste. Coca-cola as a global company is able to control approximately 25.9% of global market share due the globalization (Appendix1). Moving on to cul ture, based on the definition Hofstede (1984, 21) defines culture is dynamic and complex as culture alters when human lifestyles, norms, beliefs and values were being transmitted from the past generations to the future generation based on the five subjects which consist of power distance, uncertainty avoidance, individual or collectivism, masculinity and femininity. As the world continues in developing, culture such as language, education, and norms were influenced. The advancement of world-wide access to internet is vibrantly changing users’ ideology in different perspective. Society lifestyle has been affected. Based on the statistic from Wall of Street Journal, there are approximately 1.8billion population users interact through social networking sites such as Facebook, Twitter and Instagram (Shirky, 2010). Due to the influenced of global interactions, society lifestyles have shifted. For example, due to the influence of Japanese corporation management style forces Unit ed States to restructure their corporate management system. Higher inspection and quality control of Japanese companies causes high demand of products in the market. Many firms are forced to restructure their marketing strategies and increase production quality to meet customer expectation and gain competitive advantage in the business environment (Thomas, 2015). Through the access of social media, society lifestyles had shifted and has resulted a mixture of global culture internationally is defined as global culture hybridization (Pieterse, 1993). An example of cultural hybridization can be seen on the Korean pop culture. It can be seen the Korean culture has stormed the whole nation with their music, dressing, food and movies. All these factors could influence consumers buying behaviour. Thailand is an example which is being influenced by the Korean culture (Wonkboonma, 2009). Based on the research, approximately a sum of 80% respondent in Thailand purchased products such as cl othing, cosmetics and food based on the Korean entertainment influences such as Korean singers, actor and actress (Appendix 2). As a result of research above, it is clearly shown that low uncertainty avoidance behaviour based on Hofstede theory is being practiced by Thailand as to be more open minded to accept other culture and adapt to it (Fougà ¨re and Moulettes, 2007). Besides that, globalization has affected the working culture in different ways such as increase in culture diversity (Mazur, 2010). Due to globalization, WTO Free Trading policy reduces the market trading barriers and ends government subsidiaries causes companies to deal internationally in the business environment (Ec.europa.eu, 2015). This forces companies to adapt to the new policies and deal with clients globally. Companies are required to make changes internal and externally of the organization in order to comply with the new business environment to gain competitive advantage. As cultural diversity in workp lace increases, management and marketing department will gain new insights and perspective from different culture (Greenberg, 2004). Cultural diversity in workplace which consist of different races and religions employees can help in strengthen companies and clients relationship by effective communication. For example, Deutsche Bank is a Germany bank corporation has successfully demonstrated innovative effects of its diversity management programme and model has resulted a new division of Deutsche bank in Turkish called BANKAMIZ (Kà ¶ppel and Sandner, 2008). In their company, employees whom are multilingual create a dimension for its company to tailor their services to customers. This is crucial in helping both German and Turkish to be maintaining a good relationship and in turn contributing innovative products while its company remains committed in strengthening its cultural diversity to gain competitive advantage. Globalization has affects the education systems and created an i mperialism of education to the younger generation (David W., 1999). Formal education system has been the medium for an individual to learn language, conceptual and mathematical skills. However, due to globalization on education the introduction of technology learning system has imperialised traditional learning system. Based on the theory of Hofstede, high uncertainty avoidance has been increasingly established in the society to reduce misunderstanding and conflicts to be happened. Structured learning system has been established to ensure there are sufficient interactions between students and teachers during the learning process. Technology education system made it an advantage of flexibility and effective delivering system to the students and the teachers. The use of technology in classroom changes the pattern of delivering education to students such as online notes, exercises, discussions, assignments and projects in electronic form is now replacing the use of traditional blackboa rds. With such changes and emergence of video conferencing on the Internet, distance barriers have been overcome at a faster rate in the education system. Global communication technology allows students to discuss and meet new friends abroad without travelling physically, thus developing communication and interpersonal skills, fostering mutual understanding across countries and cultures. For example, due to evolution of education system, Japan eradicates ancient samurai warrior classes which concentrate on Confucian Studies, reading and writing to their commoners to internationalization education system (Saitou, n.d.). This system creates modern education to allow students and teachers interact with each other. It is clearly shown that, high uncertainty avoidance is implemented in the modern education system compared to the ancient manipulated education system with no interaction at all. Based on Hofstede 1986, 314, modern education system creates a structured learning programme whi ch helps to eradicate open-ended learning system. In addition, the spread of international education as a result of globalization has great impact on culture. Due to the emerging of free trade, education institutions are becoming more market orientated focusing on creating more profits rather than providing sufficient education for students. Free trade policies cause high transparency and ends of protection on specific sectors such as education sector causes high competition and privatisation of education institution. Free trading causes more foreign learning institution to penetrate to local market which causes a threat to the local institution. As a result of this, high competition atmosphere occurs in the business environment leads to misconception and misleading of businessmen perspective. Based on the research of (Odin and Manicas, 2004), most of the education institution such as higher education institution and private schools is no longer concern about student progression and competences in long term but rather just focusing on making fund and profits. This misleading concept will eventually cause the loss of professionals and intellectuals due to the production of beyond low quality and requirements of graduates into the society. On the other hand, globalization eradicates local tradition and languages used among their country. Dialects and regional languages are being eliminated due to the frequent and widely use of English language in trade, finance, and technology (Lazaro and Medalla, 2004). The use of English language yields better economic and social value compared to rural or minority languages. For example, Philippine is a multinational country which consists of more than 111 dialects is now the third largest English speaking country (Florido, n.d.). Besides that, due to the use of major language such as English language and Chinese language will cause these languages to be localized based on the regions where these languages they spoke. B ased on the research, this phenomenon could lead to eventual non-comprehension between variant forms of English. Due globalization, with the ease of communication through emails, online chatting such as Skype, Whatsapp, Twitter and WeChat eradicates the use of traditional formal and proper style of writing and speaking by taking grammar for granted. The use of informal English language such as short form ‘you’ to be ‘u’ in text messages and emails has caused the nation to loss the good writing skills. Furthermore, as soon as people in the globalized nation noticed that English is the most important medium to communicate whether it is in the business field or the daily communicating habit will eventually cause English speakers such as United States and United Kingdom nation to refuse in learning second foreign language such as Spanish, French and Chinese. To sum up all my points, globalization has tremendously affected our social lifestyle, working cultur e, education system and language used in the nation. Among all the points I have discussed above, it is crucial that every party should play significant role in maintaining their position and modifying their roles to adapt to new environment. In order to shape a culture, society needs to look deep into every aspect including of society norms, values, perspectives and beliefs. We must show respect and appreciation to different culture and norms across the globe and be open minded to accept different beliefs in the nation in order to create a harmonise nation. We must not forget to embrace our own culture and belief although globalization is happening in the nation. Don’t waste time! Our writers will create an original "Academic Essay Globalisation" essay for you Create order

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Essay about Texas Gulf Sulphur Case Study - 690 Words

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Huntington has never before bought calls on any stock, but knowing that what he was doing was against the law, he still went ahead and bought 100 shares of TGS stock. Huntington was involved in insider trading. #2- What is your assessment of the Texas Gulf Sulphur press release of April 12? My assessment on the Texas Gulf Sulphur press release of April 12 was that due to the rumors that â€Å"a major ore strike is I the making,† and the unauthorized report being published, there was an actual press release. In my opinion, if it wasn’t because of all the rumors Stephens, Fogarty, and Huntington wouldn’t have agreed to have a press release, which was only held to stop the rumors and give false information to the world on their discovery. #3- Did Martha Stewart engage in insider trading? If so, by what theory? 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Essay about Behavior Psychology - 1202 Words

Behavior Psychology Psychology is defined as a science that focuses on the study of and to explain the way human’s think, behave, and feel. The behaviourist school of psychology is concerned with the explanation of behaviour through observable outcomes without making reference to mental events. Behaviourism is very narrow and can be strongly objected in its approach to psychology as it does not consider the mental thought process involvement in behaviour. This school of psychology is very much about nurture rather than†¦show more content†¦The belief is that human behaviour can be trained because human emotions are so malleable therefore personality is forever changeable (Cohen, 1979). Behaviour is simply a reaction to a stimulus which once learned becomes part of learned habit. It was also believed learning occurs through the reinforcement of certain aspects of the situation. 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Study Proposal free essay sample

About this Book Who Is It For? This book is for all Masters’ students, including MBA and DMS students, in business and business-related subjects, who are about to embark on some research or to write a dissertation. We also think that PhD students will find a lot of it very helpful. Supervisors of research may also find it a useful tool for helping their students to unravel the mysteries of research. The book is the culmination of many years’ experience of teaching and supervising business and management students. It includes much material that we have developed as teaching aids to help communicate the concept of ‘good’ research and the processes required to make research ‘good’. We discovered while teaching research methods and supervising dissertations that many textbooks offer guidance on research, but that they assume a level of knowledge and use terminology that is really intimidating to novice researchers. The aim of this book is to support you, the researcher, in thinking about, creating, developing, researching and writing up your research project or dissertation successfully. Becoming an active researcher can be rather like becoming a member of a club where there is an unwritten code of how members should dress and behave. This book offers you the key to that ‘members’ information. What Does It Do? This is a practical ‘how to’ guide – we tell you what you need to know in order to pass your dissertation. Not only is there practical advice, but we also offer some of the academic theory you will need. You can find plenty of help in the research methods textbooks on how to write a questionnaire or run a focus group and so these aspects of data collection are not covered here. Instead, we concentrate on how you can make sure that you can demonstrate that you have come up with the right sort of topic, read the right academic literature ‘critically’, reflected on the research process and met the many other assessment criteria demanded of Masters’-level business students. The book tells you how to get started on your project and what you need to know in order to pitch it at the right level – and how to find ideas for what is probably going to be the biggest single piece of academic work you will ever do. It provides a map to help you think about and carry out good quality management research. It guides you through the process of finding ideas for research topics, particularly with dissertations in mind. It suggests useful tools and techniques for making your research project manageable and achievable, and helps you to find a means of tracking down, assessing and evaluating information, drawing valid conclusions from it and writing it up. We aim to enable you to bridge the gap between theory and practice, so that you are able to show that you are aware that there are a variety of approaches to the construction of knowledge, even if you then choose to follow one particular path. How to Use this Book This book is not intended to replace the many established research methods textbooks; rather we feel that it should be used as a core component of your reading to help you tackle the difficult issues – meeting the requirements of your course and examiners as well as delivering satisfying and useful research outcomes. You can access the more specialized books in your institution’s library to find out about specific tools and techniques. The book can be read from cover to cover, but it will be equally beneficial to you if you read chapters as and when you need them. You will find discussion questions and suggested further reading at the end of each chapter, use these to consolidate your knowledge and improve your research skills. Chapters 1 and 2 help you to understand what exactly management research is all about and make you aware of current debates in both the academic and the business world about the nature and relevance of research in this area. They then go on to help you to understand why, in order to satisfy the academic requirements of a Masters’ degree, you have to develop a critical approach to the subject and how you can go about it. Chapter 3 offers lots of practical help in finding and developing good ideas for dissertation and research projects that will meet the requirements of your university or college and sustain your interest and enthusiasm. In Chapter 4, we help you with establishing boundaries to your research, so you know how much you need to do and so you can make sure that your project is feasible and realistic. We also help you turn your topic ideas into achievable research objectives, questions and hypotheses. In Chapter 5, we help you to identify what is the most appropriate literature for your assignments and dissertations by looking at the vast range of secondary information that is available and giving you a guide to what is worth including. We suggest good ways of showing that you have met the academic requirement of using a ‘wide range’ of secondary data. In Chapter 6, we show you how to become critical readers of typical academic literature in business and management, a key requirement of postgraduate education. Although the focus is on developing your skills at reading academic journal articles, this skill needs to be developed for all your work. Chapter 7 offers practical advice on how to organize your burgeoning collection of notes and data, how to record and store material and how to start sorting and coding raw data. In Chapter 8, we help you to learn to ABOUT THIS BOOK ix reflect – to make sure that you are actually learning from doing your research to become a better researcher and a better manager with a consistent approach to tackling and leaning from problems and experience. Chapter 9 returns to more academic issues that are essential for passing and getting good marks in your work – making sure that your research is reliable and valid and helping you to decide where you can generalize from it to other situations or populations. In Chapter 10, we provide practical advice on how to write up your research. This includes a consideration of who you are writing for – your audience – and how to plan your dissertation; we also suggest a possible structure for your work and discuss how to present an effective argument. What is Management Research and What Does it Mean at Masters’ Level? What Have I Got to Do? This chapter starts by discussing what exactly the purpose and focus of management research is; which is not as obvious as it might at first seem. The aim is to provide a context for what follows in the succeeding chapters. It provides a guide to what various leading academics think about their subject, explains why it is a topic of debate and provides some background to what you will be learning on your Masters’ or diploma course. It identifies the potentially significant contributions that can be made by Masters’ students to management knowledge through carrying out research projects, and discusses the need for a critical approach in all management research and thinking. The rest of this book guides you through the process of finding ideas for research topics, particularly with dissertations in mind. It suggests useful tools and techniques for making your research project manageable and achievable, and helps you to find a means of tracking down, assessing and evaluating information, drawing valid conclusions from t and writing it up. What is Management Research? As part of your Masters’ degree or diploma, you will be expected to undertake some research into business and management. Before you start, you need to know what exactly constitutes ‘research’ in business and management and why it is worth doing. More than 85 universities and colleges in the UK teach management as a degree l evel subject (McLaughlin and Thorpe, 2000) and there are, of course, many more worldwide. Most of them also carry out research into the subject. But it is not clear what all this research is for, nor whether it is trying to do something practical – given that management is seen by many people as a practical subject – or whether it is in pursuit of knowledge for its own sake – which is perhaps what academic study is for. In 1994, Burgoyne suggested that there were a number of facets of management learning that arose both from doing research into the subject and from the practical experience of management. In his view, it is an applied philosophy in the sense of applying theory to the solution of practical problems, and research in the subject area should focus on that. POSTGRADUATE RESEARCH IN BUSINESS He described management as an ‘emerging’ area of study that changes all the time, with a focus that is multidisciplinary and that borrows and synthesizes from many academic disciplines, as well as being an area of professional practice (Burgoyne, 1994). The quality of management research was rec ognized as a problem by the ‘Bain Report’ in 1994, which suggested that all management research should try to improve the understanding and practice of managers through what they termed ‘the double hurdle’ of research that is high quality both from the point of view of managers and of researchers. Bain thought academics should develop research on topics that are of critical importance to organizations and managers, and that the users of such research should be committed to academic independence and freedom to publish (McLaughlin and Thorpe, 2000). In a much quoted article and one that is well worth reading, Tranfield and Starkey in 1998 posed some key questions about the nature and purpose of academic research in business and management. For example, they ask whether management research in universities is primarily for managers? Or is it about them and their organizations? The problem of defining exactly what constitutes management research goes much wider than just this. There is both uncertainty as to its status, a lack of consensus as to how it should be carried out, which can make it difficult to execute, and recognition of the limits of scientific methods and any claims that it is value free. The academic debate about the nature and relevance of management research has continued on both sides of the Atlantic, notably in the pages of the British Journal of Management, which devoted a whole special issue to the subject in 2001, and in the US-based Academy of Management Review. Just as more and more students are studying and researching the topic of management at university, out in the workplace management has become more than just a job. Managers are being given a critical role in reshaping society in areas such as reforming the public services. This alone makes it essential that we carry out good quality research into how this is working out in practice. Increasingly, management academics are arguing that management now needs to be supported by a research base that reflects the interests of society as a whole, not just one part of it. For example, in the past, management research has reflected the assumption that management is a white able-bodied male activity (McLaughlin and Thorpe, 2000). The immense scope and potential role of management research makes it open to criticism from many specific subject areas and the breadth of possibilities of research within it may mean that many topics are only researched at a superficial level. Tranfield and Starkey (1998) applied a framework for exploring the attributes of academic subjects to the whole subject of management. For anyone who reads this thinking that the course they are on will give them access to a coherent body of knowledge and practice that can then be applied in the world of work, be prepared to be disappointed! They characterize management as a soft (in the sense that it is not governed by a body of theory WHAT IS MANAGEMENT RESEARCH 3 subscribed to by all management researchers, however loosely defined), applied, divergent (as it lacks a unity of purpose), and rural discipline (because there is a wide area of study with no clear demarcation lines and little communication between researchers). They suggest that management’s position in the social sciences is similar to the position of engineering in the physical sciences or medicine in biological science. They conclude that management research needs to be ‘transdisciplinary’, heterogeneous, more socially accountable and to involve collaboration from different disciplines. By ‘transdisciplinary’, they suggest that management research should be developing its own framework to guide problem solving that is at some level practical, but also has theoretical elements and so will represent a contribution to knowledge. They issue a call for such research to be cross-cultural rather than guided by American experience. The Management Research Tradition in Business Schools If you consider very briefly the history of management education at degree level, it is easy to discern a number of phases of management school development. The first MBA was introduced at Harvard University in 1908 (Mintzberg, 2004) and the second one, also in the USA, at Stanford in 1925. Although management has been taught at degree level since the beginning of the 20th century in some countries, it was not until the 1960s that the subject really began to take off on an international scale. Early management departments tended to be heavily US influenced, and to involve disciplines such as engineering, accounting, economics, and behavioural science. Their research base was and is strongly rooted in applied quantitative methods, with a view of research strongly oriented towards the natural sciences. In the 1960s, management researchers tended to adopt a multidisciplinary approach, borrowing from economics and psychology, and from the professions, particularly accountancy and marketing. There was a strong emphasis on effective decision-making, the use of quantitative methods of analysis, and model-building. This approach is sometimes described as normative theories of management and is still dominant in the USA and France. Ehrensal (n. d) argues that in the USA management research focuses on a ‘science of administration’ so that its aim is to train future managers, and not to critically appraise existing values and systems of management. Mintzberg suggests that the MBA programmes taught in US business schools reduce ‘managing to decision-making and decision-making to analysis’ (Mintzberg, 2004: 38), with a particular emphasis within that on evaluation of possible choices when decisions are made, as that is the sole area amenable to systematic analysis. Mintzberg (1973) and many others have criticized this research tradition as unrealistic, because it is not based on observation of what managers actually do and implicitly therefore lacks a sociological perspective. Their approach stresses the need to help. In business anagers to do better what they do most of, which is working and negotiating with others, rather than devising and implementing grand strategies. They advocate the use of ‘softer’ research methods to describe and analyse these modes of working. In the 1980s, management as a subject became more interdisciplinary, with a more open attitude to learning from many research traditions, and a tendency to view it increasingly as an applied behavioural science. One European-based school of thought argues strongly that even this on its own is insufficient, as the interpretation of data is so often unreflective. Reflexive understanding’, which involves a self-critical look at our own assumptions and perspectives, is in this view essential to carrying out high-quality research in management and business, as is the need to include historical and political research perspectives as an acknowledgement of the dominant tradition. A third phase of management school development that involves the inclusion of pedagogic strategies to facilitate learning and embracing learning about management for the sake of it, rather than to s olve a specific problem, is now underway. The learning processes are seen as being as important as the management tools used to solve the knotty issue for managers that is under study. Management research is a living subject that changes, stretches and grows, so that a circular process whereby theory informs practice that informs theory is seen as the ideal, although Das (2003) would argue that theory does not inform practice, as the former is too far removed from the latter to be of any practical use. However, in the last 10 years or so there has been a collective attempt to redress this, partially through the acceptance and credibility of MBA programmes at renowned higher education institutions, originating in the USA, but now firmly entrenched in Europe. Why Do People Do Management Research? There are many reasons why people choose to be active researchers in the management area. There is internal pressure for university departments to be seen to be engaging with research and having a demonstrable research output that can then be fed back into teaching. For purely pragmatic reasons, if you are an academic, it is likely to improve your credibility within your given subject if you have researched and published in the relevant journals or perhaps contributed to a textbook. Your research and subsequent publications will give you some kudos amongst colleagues and could also enhance your academic career aspirations. Many academics and practitioners also want to improve understanding of their subject. Research within a specific area with the aim of developing understanding about a given management issue is one of the most effective ways of achieving this. The drive to move a subject forwards and the satisfaction from being part of an evolutionary process is what encourages and sustains many researchers. It can be very satisfying to see your recommendations based on your research being put into practice. It is also rewarding for academics to be able to discuss their research with students who may offer useful contributions and criticisms particularly at Masters’ level. External pressure in the form of universities’ continuing need for improved funding also acts as a driver for pursuing management research. Successful bids for research projects can improve a university’s profile within the education sector and bring muchneeded funds into a given university. The rating given to a university following a research evaluation exercise may also make a significant difference to the amount of funding provided for an academic institute. Where Does Management Research Fit? Management research uses knowledge and research methods drawn from other disciplines in the social sciences and beyond, though not everyone is even agreed that management itself is a form of applied sociology or applied economics, or even applied psychology. Hatchuel (2001) makes the case for distinguishing management science from the other social sciences. He suggests that it does not study economic or social facts, but what he terms ‘models of collective action’ springing from its origins as a search by practitioners for solutions to practical problems within firms. This still sounds a bit like sociology, though. If you look at the qualifications and particularly the first degrees of many management academics, you will find that very many of them did not study the subject at undergraduate level, but came into it as postgraduates. Similarly, management is one of the few subjects you can start at postgraduate level without having studied the subject at all before. This is one of its great strengths, because the people teaching and studying the subject will embody a variety of research traditions and approaches. Your past knowledge and experience in whatever subject area will not be wasted, as management research can be considered inclusive. First degrees in modern languages, engineering or philosophy can provide just as relevant a background and insight as a first degree in business or statistics.

My Best Friend Argumentative Essay Example For Students

My Best Friend Argumentative Essay It is not fully recognizable who your best friend really is until he or she is gone. Many people remember their best friend from when they were little kids as maybe the boy down the street who came down and played GI JOE, or the girl next door whom you had daily tea parties with. Either way, your best friend was usually around the same age as you. This was not the case with me. My best friend was about 65 years older than I was. Yes, it may sound weird, but it is true. My grandma, or Gamma as I called her, was my best friend for the first five years of my life. I think that in those five years we had learned so much from each other. We always got along. She taught me good manners but also how to have fun. I taught her that, at even at sixty-five years old, she could still be young. I can still remember the excitement when ever I found out that I would get to go to Gammas house to spend the weekend, or even just for the night. She only lived about ten minutes away from me; as a result, I got to visit her often. I can remember the smell of her house as I walked in the back door. It was a kind of musty, grandma smell. Our sleepovers were always such a thrill! The were a blast mainly because she would let me do things that my mom would probably not have approved of, like staying up 30 minutes past my bedtime and eating chocolate ice cream in bed with her, or jumping up and down on the bed. It was great. Sleepovers were not the end of our fun. Daytime was great, too. She lived right down from a little park with a lake, so on hot summer days, we would pack a picnic lunch and spend the day at the beach, that is what I liked to pretend it was. And sometimes, after a little bit of begging, she would even come join me for a swim. The park was not the only fun thing to do with Gamma. We would play around in the backyard, making that small, fenced in piece of land a place for exciting adventures. We would chase each other with the water hose or the sprinkler. Oh, and I could never forget the countless trips to the museum or the zoo, and then to McDonalds for a Happy Meal. It was always exciting. I never seemed to get bored. Another thing that I loved about her was that she never seemed to get annoyed or tired of my talking, and we all know I have a tendency to talk a lot. She would sit and listen or at least pretend to very well. With a smile on her face she would hear absolutely everything I had to say, from how much I was a big girl, to my adventures with Santa Claus on Christmas Eve. Then, one day, she came back from the doctor and she had found out that she had a lump in her breast that was cancerous. But that did not keep her from playing with me, smiling and laughing though, until she found out that it had spread too much to remove it. My grandma, my mom and my dad were very upset. I never knew though because she would not let my mom or dad tell me about what was going on because I wouldnt understand, she would say. All I knew was that my grandma was sick. Gamma went through countless chemotherapy treatments and lost all of her hair; I did not really understand what was going on. My grandma got a few wigs and would always joke about with them so it didnt seem like a big deal. Never did it occur to me that my grandmother was dying. .u94f8522d591270b1960c9b28146e9712 , .u94f8522d591270b1960c9b28146e9712 .postImageUrl , .u94f8522d591270b1960c9b28146e9712 .centered-text-area { min-height: 80px; position: relative; } .u94f8522d591270b1960c9b28146e9712 , .u94f8522d591270b1960c9b28146e9712:hover , .u94f8522d591270b1960c9b28146e9712:visited , .u94f8522d591270b1960c9b28146e9712:active { border:0!important; } .u94f8522d591270b1960c9b28146e9712 .clearfix:after { content: ""; display: table; clear: both; } .u94f8522d591270b1960c9b28146e9712 { 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; } .u94f8522d591270b1960c9b28146e9712:active , .u94f8522d591270b1960c9b28146e9712:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u94f8522d591270b1960c9b28146e9712 .centered-text-area { width: 100%; position: relative ; } .u94f8522d591270b1960c9b28146e9712 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u94f8522d591270b1960c9b28146e9712 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u94f8522d591270b1960c9b28146e9712 .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; } .u94f8522d591270b1960c9b28146e9712:hover .ctaButton { background-color: #34495E!important; } .u94f8522d591270b1960c9b28146e9712 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u94f8522d591270b1960c9b28146e9712 .u94f8522d591270b1960c9b28146e9712-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u94f8522d591270b1960c9b28146e9712:after { content: ""; display: block; clear: both; } READ: Japanese Immigration - Parading With Pride EssayWeeks and months went by. Gamma was not as happy or playful as she was once before. Our trips to the beach had stopped as did our sprinkler fights and our ice cream sleepovers. She had moved to the other side of the house and a lady came over every day. We seemed to be there every day too. All my aunts and uncles and cousins came into town at different times to visit and would stay about a week. I saw this as a playtime with my cousins who I seldom saw; they thought the same thing. After a few weeks Gamma was not at home anymore, instead she was at the hospital. I remember coming to see her almost every day and one time not e ven recognizing her. Nothing clicked in though. I was only five. Using all her strength she would give me a smile and a little laugh when I would draw her a picture or show her my dance routine I had learned in dance class that day. On April 2, 1989, my grandma passed away. It still did not register right then that she was gone forever. A few years ago I saw a family video made around the same time my grandma was going through her chemo treatment. I saw what a strong person she was. She was always smiling and laughing even though you could see, in her eyes, the pain she was going through. She truly was my best friend and also a wonderful role model. She always repeated this one phrase that I will always remember:Old dancers never die. They just shuffle off. Right now, I think that she is just shuffling off. Bibliography:N/A